Spark 3 Based on Criteria Designed by Alan Cunningsworth jolanda gjergji

5.8.2 Physical restraints
The classroom should be bright enough to see the illustrations in the book properly. There are also other physical contraints imposed by the course such as tape recorder. A tape recorder is
needed to perform the listening skills. Therefore, students will experience a harmful backwash effect caused by these.


5.8.3 The subject matter and intrinsic interest
When it comes to topics, they correspond with ELT curriculum for lower secondary school. This
textbook covers very good topics. Most of the topics can be categorized as the interesting topics that are in reach to the students’ knowledge and able to be practiced in their daily life. Each module is based on a single theme and the topics covered are of a general interest. The textbook have sufficient material of genuine interest to learners and enough variety and range of topic. Spark 3 deals with topics related to lifestyles, natural phenomena, experiences, crimes, technology, entertainment and places. The textbook includes a section named ‘Everyday English’, where the learners can practice language used in real situations. The exercises can be practiced in the form of role play or brainstorm other ideas. (Module 2, ex 5,6 p.28). Although for students preferring a more teacher-led approach, this could create a discouraging affect, leading to a lack of motivation.

5.8.4 Overall composition of the material
The content material in this coursebook is well-organized logically. Spark 3 from the beginning informs students and teachers about the content in a form of colourful table. The content of the textbook it is structured in eight modules which are further divided into seven sections. Modules follow a format consisting of the following sections: Vocabulary, Reading, Grammar, Skills, Everyday English, Across Cultures/Curriculum, and Writing. The textbook has a good module/section balance. Each module consists of 12 pages. Each section consists of one page each, except of ‘Grammar’ and ‘Skills’ which consists of two pages. This standart procedure lessened students unfamiliarity, and after covering a couple of modules students know what to expect in terms of teacher direction and meta-language. In each module, the students are informed what they will learn within the chapter. There are topics in each modules that the students will learn. The topics are based on a single theme. There are also exercises that make the students to understand clearly.


Conclusion
To sum up, this criterion proposed by Cunningsworth is well-accomplished. There are supporting materials accompanying the students’ book such as an audio CD for listening and a teacher’s book which provide useful guidance to the teacher. There is an audio CD for listening accompanying the student’s book and a teacher’s book which provide useful guidance to the teacher. Textbook is easy to orient. Students and teachers are informed from the beginning about the content in a form of colourful table. The textbook has a good module/section balance. Students are also provided with progress tests to check their progress. The tests do not take to consideration learners’ communicative needs. They test only what is taught by the course material. Despite of this, the above features show the effort of the authors to present a well-organised textbook in which students would easily become accustomed to since they would know what to expect from each module.