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Final decision: Which book would you recommend and why?

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Final decision: Which book would you recommend and why?

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How is the reading skill developed throughout the textbooks?

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How is the reading skill developed throughout the textbooks?

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Field, J. (2008). Listening in the Language Classroom. Cambridge: Cambridge University Press.
Goh, C. C. M. & Burns, A. (2012). Teaching speaking: A holistic approach. New York: Cambridge
University Press.
Harmer, J. (1998). How to teach English. Pearson Education Lt.

Thornbury, S. (1999). How to teach grammar. Pearson Education Lt.

Thornbury, S. (2002). How to teach vocabulary. Pearson Education Lt.

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1. Is the speaking skill taught in a holistic way?
2. Are integrated skills present in the coursebooks? How so?
3. How is grammar and vocabulary taught in the textbooks?
4. How is the reading skill developed throught the textbooks?

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Is the speaking skill taught in a holistic way?

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Is the speaking skill taught in a holistic way?

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Are integrated skills present in the coursebooks? How so?

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Are integrated skills present in the coursebooks? How so?

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How is grammar and vocabulary taught in the textbooks?

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How is grammar and vocabulary taught in the textbooks?

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Materials Analysis: Introduction and Theoretical Framework

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Materials Analysis: Introduction and Theoretical Framework

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For our second portfolio entry, we decided to compare two textbooks. One textbook is called "Incredible English 5 Class Book" published by Oxford University Press in 2008 and it is intended to be used by young learners. According to Oxford University Press (2018), the coursebook includes a wide variety of fun activities that challenge children of all learning styles to think and it also encourages to learn other subjects and skills through English, since its methodology is based on CLIL (Content and Language Integrated Learning). On the other hand, the second textbook that will be used for this analysis is called "English 7 Student's Book", which was published by Richmond Publishing in 2008 and used by the Ministry of Education to teach English to 7th graders in public schools all across Chile. For this entry, we will focus our analysis on how grammar and vocabulary are tackled and also, we will  focus on how the four language skills (speaking, writing, reading and listening) are developed throughtout the coursebooks.

Definition of concepts
1. Grammar: it is conventionally seen as the study of linguistic chains and slots. In other words, it is the study both of the way words are chained together in a particular order, and also of what kinds of words can slot into any one link in the chain. (Thornbury, 1999)
2. Vocabulary: it can de understood as a collection of words known by an individual or by a large group of people. According to Thornbury (2002), to know a word implies knowing, at the most basic level, its form and its meaning.
3. Reading: it refers to the ability to udnerstand written texts. Students can develop literal, evaluative and inferential comprehension by combining their understanding of the written text and their prior knowledge.
4. Interactive listening: Interactive listening ensure that you understand the messages your counterparts are communicating and acknowledge their feelings. This type of listening include clarifying, verifying, and reflecting.
5. Holistic approach to speaking: this refers to teaching speaking in a way that combines doing speaking activities in the classroom but also teaching students the knowledge, skills and strategies involved in speaking.
6. Integrated skills: According to Field (2008) The proposal is that the four language skills should not be taught in isolation but should be closely linked to each other in what is termed as integrated skills approach.
7. CLIL: this term refers to Content and Language Integrated Learning. Its aim is to teach a language by combining language learning with learning other school subjects and skills.

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Adv: Formulaic expressions to be able to talk about the topic of the unit.

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Disadv: Task about 'talking with the family'

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Adv: Provides formulaic expressions to use in context according to the unit.

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Adv: Board games focused on vocabulary rather than grammar.

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Adv: Board games focused on grammar

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Comics that start each unit.

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DISADV: Fill in the blanks

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Listenings that last too long.

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Listen and repeat: repetition out of context.

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*Too long reading, very small font.
*No before reading
*Topic not very interesting for 10 year old kids.

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Disadv: too long reading, very small font.

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Adv: Before, while, post reading exercises.
*Topic related to our culture and tradition.

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Disadv: Use of translation instead of images.

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ADV: It presents before, while, and post listening.

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Adv: Use of colors to practice grammar patterns.