Spark 3 Based on Criteria Designed by Alan Cunningsworth jolanda gjergji

1.3.2 Phonology
Spark 3 involves a brief look into pronunciation in each module, except of Module 1. The section it is called Pronunciation and deals with homophones (Ex. 4, p.29), consonants (Ex. 4, p. 40, 52, 76), vowels (Ex. 4, p. 66, 90), and diphthongs (Ex. 4, p. 100). These features are practiced as discrete forms. They are not repeated in sentences.
E.g.: (Homophones) Listen and find the word which does not sound the same as the others. Listen again and repeat.
itch – its – it’s hair – here – hear saw – so – sew (Consonants)Listen and tick ( ✓ ). Listen and repeat. Think of more words with the same sounds.

	/ ʧ /	/ ʤ /	/ j /			/ ʧ /	/ ʤ /	/ j /
change					jar
jet					change
juice					yes
yet					champion

1.3.3 Vocabulary
Speaking of the vocabulary represented in Spark 3 most of the sections dedicated to vocabulary learning are depicted with pictures (Ex 1,2 p. 21; ex.6 p. 23). The vocabulary is connected to the topics. For instance, Module 2 (p. 21) deals with natural phenomena and that is why natural phenomena vocabulary is learnt. There are also exercises in which students are required to translate them into their mother tongue. (Ex. 4 p. 28).
Example: Match the natural phenomena to the pictures (a-i).


1.4 Dialect, style and register
The English used in Spark 3 is standard, middle class, educated southern British. There is no dialect used. Stylistic variation is formal to neutral and informal. The requirements of the tasks
and the reading texts are formal. Section ‘Everyday English’ and emails that students are required to write to their friends have a neutral to informal style.
The textbook has a general register. It has no specific occupational register since the textbook is intended for classroom setting and General English teaching and learning. There is no specialized vocabulary with a particular occupation.