English, evaluation of English Language Textbooks
Evaluation of English Language Textbooks and some additional material
SCOOP, 6 th grade
Layout and design
We think the combination of drawings, photographs and also the use of colours makes the
textbook less boring and in that way also motivating. Good pictures stimulate the imagination
and add dimensions to the texts. The workbook, on the other hand, contains only black and
white pictures. We find this kind of boring. That goes for the teacher’s book as well. We think
that colours in the book would create a larger appetite for being creative.
Interest
The textbook’s material is relevant for the pupils. We think the pupils will be able to identify
with the book’s characters because they are at the same age. The characters also appear in
similar situations, spare time activities and interest. In that way the children can picture the
situations, and identify with the characters. Therefore we think the interests are motivating
and relevant for the age group.
We like that the authors give the pupils dribs and drabs of fairytales, magic and fantasy. As
we know fantasy is very essential in young minds, and kids are creatures who love to imagine
things beyond what’s real. They have a fascinating imagination. Everything can happen! This
makes the book exciting.
Activities
The workbook has a variety of exercises that fit the themes in the textbook. It also contains
activities that are meant for reading, writing, listening and speaking. Our opinion is that there
could have been more communicative activities, but again it is up to the teacher how to do the
exercises. If you are a creative teacher, there sure are several ways to use the workbook. But
there are in fact a majority of reading and writing activities. In the textbook you can find a
good variety of the three skills; speaking, listening and reading. But again it is sort of up to
the teacher.
Content
The textbook has a good balance of texts, dialogues and it presents songs, poetry and rhymes.
It even has a “joking corner”. The aspects of the English – speaking world that the pupils are
Mona Midtsund
Annette R. Schømer
Side 1 av 4
February - 05
English, evaluation of English Language Textbooks
introduced to are school, friends and family, games and sports. It also touches geography. It
looks like the book has a focus on everyday life in the English speaking parts of the world.
The books seem to follow the guidelines of the national curriculum.
Miscellaneous
The workbook has pronunciation points and grammar points in the end of some of the units.
We think that the pronunciation points are well explained with a lot of examples. It also
compares the phonemic symbol with a Norwegian sound. The book also explains how to
articulate. Tongue twisters are to be found if you want the pupils to practice the sound. The
grammar points are presented in connection to the texts in the textbook, and the pupils get to
work with one thing (rule) at the time.
Teacher’s book
The introduction of the book is presented in Norwegian. Why? The page by page notes are in
English though. It contains a key to exercises that you find in the workbook, and an easier
version of 6 of the texts in the textbook. The book gives ideas how to follow up the units,
grammar – and pronunciation points in the workbook. The grammar part is also explained in
Norwegian. This might be helpful for some teachers. The book suggests how the pupils can
work with the texts. Maybe there could have been more variation and suggestion. You can
also find ideas to theme – and project work. The book presents several teaching points and
methods.
MY FIRST SCOOP, 3. – 4. th grade
Layout and design
The textbook has a lot of nice drawings and pictures. All the illustrations are coloured and
they sort of expand some of the texts. The texts are connected to the illustrations, and each
glossary has a picture that shows the meaning of the words (picture dictionary). The layout
gives us the impression that it is enjoyable and that it creates an appetite for learning English.
The workbook is in black and white, but gives the pupils the opportunity to tint some of the
pictures themselves.
Mona Midtsund
Annette R. Schømer
Side 2 av 4
February - 05
English, evaluation of English Language Textbooks
Activity
We think the textbook promotes the active pupil, and that it encourages communication in a
good way. It is up to the teacher to decide if the pupils should work in pairs or in groups. It is
not particularly suitable for individual work. We think that is ok at this level. The workbook
also is varied and it has a lot of nice activities that are suitable for communication, and it also
gives the pupils a chance to work alone. The activity are coloured by games and fun. They
both give us a good impression.
Contents
The textbook presents a lot of rhymes, songs and poems. This is a good thing. Rhymes, songs,
poems, games and song activities are central for years two, three and four (Munden and
Myhre 2002:46). This is a fun way to learn and it is much easier to remember language with
rhythm and rhyme. Children are good imitators and the rhymes often reflect the rhythmical
pattern of the English language. The books seem to follow the guidelines of the national
curriculum.
Miscellaneous
There are a few language points that are presented, but this is not the main subject in the
book. Therefore this is not very relevant to say so much about. However, the few points that
the books contains, are presented in a good and concrete way.
Teacher’s book
The Introduction is in Norwegian. Why? The book presents several teaching points and
methods. It contains a lot of ideas and worksheets that can be copied. It also has a key to
exercises.
Sources:
L97
Munden, Juliet and Myhre, Astrid: Twinkle, Twinkle, Høyskoleforlaget AS, 2002
Mona Midtsund
Annette R. Schømer
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February - 05
English, evaluation of English Language Textbooks
Mona Midtsund
Annette R. Schømer
Side 4 av 4
February - 05