Analysis of the textbook

Book's name: "Laser"

Analyst: Bekmoldanova Aruzhan
Class: 9

TABLE OF CONTENTS
1. STUDENT’S BOOK BY A PRESS
1.1.GENERAL EVALUATION ABOUT THE BOOK
2.Activity by Activity
3.TASK
4.Progress Portfolio
5.ABOUT TEACHING GRAMMAR AND VOCABULARY
6.ABOUT THE WORK BOOK
7.THE CONCLUSION
 " Laser" grade 9

GENERAL EVALUATION ABOUT THE BOOK

The level of this book is A2-B1and it is for 9 th grade. In addition, when we take a look at the
book again, we see that topics actually are very suitable for students’ level. It is about the
everyday culture such as dreams. Of course, these may be suitable their level, but they are
very ordinary and title of them is very classic.

In the book, objectives are expressed in the table of contents with the names of unit which the
book includes sixteen units. When we think about skills, we can say the book includes every
skill in balance. For sequence, we can say that the book is suitable, because it starts with the
first subjects and is designed according to from the simple one to difficult one. Actually, the
book doesn’t refer to cycle about every subject.

In addition; in the book, there are some task and activities which help students understand the
passage, vocabulary, or any other subjects. The book is up-to-date on account of giving a lot
of from real life or real people when we think according to timely subjects as well as unreal
people or pictures. When we generally think the book, we say it is not very authentic and it is
very cliché with its examples. It is free and its availability is easy, too. It has a work book
which has a lot of exercises or self-assessments f or every section and a teacher book. Finally,
student’s book has wordlists in which the vocabularies of every unit are written.

Activity by Activity
The unit has five section called “reading, writing and speaking”, “reading and writing”,
“reading and writing”, “reading, speaking and writing”, “listening and speaking”. Also, there
are twenty- four activities and a task, now I will evaluate one by one.

1. Work with a partner. Ask and answer questions about your traditions, ritual, daily
routine, habits and hobbies in turns. (p. 12)

Firstly; functions are expressed in the table of content of book which of one is asking for and
giving information about habits and past times and when we look at CEF, we can see exactly
the same sentences which are “can ask and answer questions about habits and routines, can
ask and answer questions about past times and past activities” (CEF- p. 81). The activity is
warm- up activity and it prepares the students for concentration of the lesson or topic. It is
suitable for both topic and objective. Also, young learner doesn’t like group work and this
activity is pair work. Therefore, it is valid. With this activity, we can support children when
they starts to speak English by encouraging all the efforts children make to speak English and
to think, no matter how small. It encourages sharing and co- operation.

2. Look at the text. What kind of text is it? Circle the correct option. (p.12)
This activity is a pre-reading activity and it gives a clue for the topic and increases the
curiosity about the topic by skimming. It focuses on the general idea. The meaning is the
most important element in reading, and for guessing the topic, we may show pictures because
visual clues make word and phrases easier to remember. On the 12 th page, there is a picture
with e-mail text and we see that this picture is very irrelevant when we compare with the text.
Yes, they are two girls but they aren’t laughing in the text like in the picture. It doesn’t reflect
the text and this is confusing for young learners.

3. Read the e-mail in activity 2 again and fill in the green box in the e-mail. (p.12)

When the students have heard a story once, they can read it again. Each time they reread a
story, the students will become more familiar with the language of the story, will be able to
participate in different ways. This activity isn’t creative but it may use.

4. Read the e-mail in activity 2 again and answer the questions about Helen. (p.12)

Actually, young learners acquire language unconsciously. Stories are the most valuable
resource we have. The passage is authentic due to e-mail text instead of a letter. The content
of the text is up to date and realistic. Firstly, the book gave a purpose of reading (like about
Helen) and then comprehension questions is given. In order to understand the text, these
questions are suitable. In addition, asking questions make children talk more.

5. Imagine you have a pen friend. Look back at Helen’s e-mail. Follow the steps in the
Train Yourself box and write a similar e-mail. (p.13)

This is follow-up activity and about writing skill. To write the text, it is given 7 rules that are
connected with the objectives such as writing simple phrases and sentences linked with simple
connectors like “and”, “but” and “because” (CEF- p. 61). They are consistent with each other.
Also, YLs love imagination and writing activity may be creative for students and they may
develop self-confidence. When we should praise and respect all efforts -no matter how small,
because every student is not talented. It is wanted students to provide awareness of structure,
spelling, punctuation. Writing should be about what the students have talked about or read
about. This provides both learning and participating to the class.

6. Work with a partner. Look at the role cards. Share the roles. Follow the steps in the
Train Yourself box and role-play in turns. (p.13)

In this activity, some role cards are given and they belong to follow up activity again. After
the title, the instructions are given which they are related to topic. This speaking activity helps
learners remember new words and phrases in context. It teaches pronunciation and vocabulary
together. Briefly, it provides actively learning and develops children’s thinking skill. Also,
playing game encourages them interact with using the topic vocabulary they are familiar with
when we talk to class.

7. Work with a partner. Imagine you are Ingrid. What would you like to write to Helen
in your next e-mail? Discuss with your partner. (p.14)
This activity is the same as the first activity and in the unit, it is explained the new and
different view of topic. It wants students to guess about the new topic because we do not
begin reading with a completely empty mind.

8. Read Ingrid’s e-mail and underline the personal qualities in the e-mail. (p.14)

This activity is also the same as the second activity. It provides awareness of new
vocabularies by skimming. Again the picture on it is irrelevant except the sex of children.
There isn’t any photo about their doings.

9. Read Ingrid’s e-mail in activity 8 again and find out the habits of Ingrid’s friends.
Then, match Ingrid’s friends with their habits. (p.15)

This activity is the same as 3th one. It wants students find pairs of similar things or match
pictures to words. YLs may enjoy from this matching activity and these questions are about
the comprehension.

10. Read the descriptions of the highlighted expressions in the e-mail. Get the meanings
of them from the context. Then, circle the correct option. (p.15)

This is a follow – up activity, too. This makes the students to guess their meanings. The
vocabularies are really difficult when we think to learn them at the first time. The unit gives
two chances to guess the meaning of them. There isn’t any picture or any clues except the
text. This complicates both the topic and vocabularies.

11. Look back at Ingrid’s e-mail. Think about your friends’ personal qualities. Follow
the steps in the Train Yourself box in activity 5 and write a similar e-mail to your true
friend. (p.15)

This still is the same as 5th activity that the book has already said. When we use such a way,
we may continue the focus on writing practice, vary the activity and allow the students to be
physically active. When they write e-mail, they may learn some English expressions as well
as they learn to write e-mail that is very important because we live in the modern and
technological life (related to Krashen i+1 approach)

12. Work in groups. Think about Ingrid’s problem. What should she do? Discuss
Ingrid’s problem as in the module dialogue. (p.16)

For the students speaking groups, we may help them to acquire phrases to use when talking or
discussing to each other, we may give the students planning time to think of what to say
thanks to this activity. Also, the students rehearse if they are going to speak to all the class. It
is similar to 1st and 7th activities. One of its purposes is that the students are able to build some
sentences using “should” and are able to give suggestions.

13. Read Helen’s e-mail. What is Helen writing about in her e-mail to Ingrid? Tick (3)
the correct items. (p.16)
Again there is an e-mail text, later comprehension questions are given. It is similar to 4 th
activity. This activity focuses on the meaning. Actually; students do not need to understand
everything fully, they just need to understand the key words and general meaning. The
students can use different clues to understand the written word, such as pictures and sounds.
But the book never helps about this subject.

14. Look back at Helen’s e-mail again. Follow the steps in the Train Yourself box in
activity 5 and write a similar e-mail. Use the items you ticked in the previous activity.
Choose one of the situations below. (p.17)

As the book has said, this activity is again similar to 5 th activity. The students will write by
using the given sentences. As you see, the activity is connected with previous activity. So
that; the students consolidate what they have heard and show them the same patterns, written
down. Also, we may allow the students to slowly become aware of word order.

15. Look at the pictures of teen stars. Answer the questions. (p.17)

This activity is similar to 1st activity. For example, in page 17; some pictures are given and
the unit wants students to answer questions about them and their personal qualities like “what
do they look like (physical appearance)”. So, the students may predict what the new subject is
about.

16. Look at the pictures of teen stars again. What do they have in common? Cross out
the wrong description. (p.17)

In order to understand a reading passage, firstly the students should know some key words.
Therefore, the unit gives us some pictures and some sentences about their physical appearance
(thin, fat etc.) or personal qualities to learn new vocabularies. Again this activity is connected
with previous activities, because before this, the students will have learnt the personal
qualities etc. It is pre-reading activity for young learners.

17. Read the magazine extract. Who are they? Match the teen stars with the pictures in
activity 15. There is one extra picture. (p.17)

It is given four reading passages from the magazine and they are about previous pictures.
When students don’t understand the text, they may control that by looking at it. Due to being
short text, it increases the students’ interests and participation.

18. Look at the teen stars’ friendship rules. Locate them into the correct places in the
magazine extract.

This activity is for comprehension of the text. Completing the passage activity may encourage
students to monitor for meaning while reading and encourage students to think critically and
analytically about text and content. We may assess the extent of students’ vocabularies and
knowledge of a subject. (p.19)

19. Work with a partner. Look back at the magazine extract and choose a teen star.
Don’t tell your partner who he/she is. Ask and answer questions to find out who he/she
is as in the module dialogue in turns. Follow the steps in the Train Yourself box in
activity 6. (p.19)

This activity is similar to 6th activity. In the unit; as an example, a module dialogue is given
and it is wanted that the students need to do like it. As I said before, speaking activity helps
learners remember new words and phrases in contexts. After the students choose a teen star,
they will use new vocabulary as well as the old ones. So, their knowledge is getting better.
Their ability to keep going when speaking spontaneously will have increased unconsciously.

20. Which teen star’s best friend would you like to be? Follow the steps in the Train
Yourself box in activity 5 and write him/her an e-mail. (p.20)

Again, this activity is like 5th one. This writing activity tends to get reflected and helps the
vocabularies or phrases of the unit to learn by also using the children’s imagination.

21. Look at the picture. Answer the questions. (p.20)

In the unit, when we look at after this activity, we see that it makes students listen to a
passage. Therefore; we understand that this activity is pre-listening activity and here, the book
tries to establish framework for listening by also giving a picture that includes some peoples.
Pictures are significant to help the students guess the context or the meaning of words.

22. Listen to the conversation. Catch the main point in the message. Then, circle the
correct option. (p.21)

When we listen to the passage, we see that it is suitable for their level. Thanks to this, the unit
focuses on the main idea. It prepares the students what to tell the class about the topic.

23. Listen to conversation again. Circle the correct one. (p.22)

This activity exactly controls if students understood the content and gives them the
opportunity to show they understand. Also, it prepares for spoken interaction for next.

24. Think about your parents. Who do you look like? Who are you like? Work with a
partner. Ask and answer questions in turns. Ask your partner how she/he is sure about
it. Follow the steps in the Train Yourself box in activity 6 and make dialogues as in the
module dialogue. (p. 22)

As in the 6th or 19th activities, this is post-listening activity and it encourages the students to
speak. According to module dialogue, the students express their feelings or absorb
pronunciation and intonation actively. It provides to repeat what they hear.

TASK: Make a list of the qualities of your ideal friend (when necessary you can use a
dictionary). (p.22)

This task is usable but not creative. The unit wants students use everything students have
learnt, especially adjectives and this only provide writing and thinking. If I were it, I would
want students prepare a booklet. After the students choose their close friend and they mention
his all characteristics. They should write their nice sides or bad sides by supporting their real
photos. At the end, they send me by e-mail. So, they may learn a lot of different views. They
use real e-mail, photos like every day culture and this provides the students to use English for
their real life by interacting.

Progress Portfolio (p.23)

At this part, the students can evaluate themselves by using the sentences; for example “I can
ask somebody to do something”. The unit prepares this self-assessment for students which
they may understand if they learn.

ABOUT TEACHING GRAMMAR AND VOCABULARY

In the unit, directly there is not any grammar or any vocabulary teaching. Only we can see
them in the text. YLs may acquire the language they hear around them. Therefore; the unit
does so. I like 18th activity because one of the best ways of making students thinks of sentence
construction and sentence meaning is to get them to match sentence halves. Grammar
materials suggest that good grammar rules should exhibit “simplicity, truth, clarity and
relevance. When teaching vocabulary, this is a major part of the teacher’s job. Students need
to see words in the context to see how they are used. . For example; on page 16 and 13 th
activity is wanted the students to guess the meaning of words. Accordingly, the best way of
introducing new words is for students to read texts or listen to passages and see or hear those
words in action. That is, the technique that the unit uses is true but supporters aren’t enough.
The students can be confused about them. It can be more enjoyable and enthusiastic.

ABOUT THE WORK BOOK

At the unit; there are activities such as “Look at the picture. Choose the correct answer.”,
“Read the dialogue. Then, insert the questions into the dialogue”, “Read the dialogue again
and complete the table”, “Look at the questions. Write about you and your family members in
a paragraph. Don’t forget to answer the questions while you’re writing your paragraph.” “Do
the crossword puzzle”, “Read the text and answer the questions”, “Who is your favorite teen
star? Write a paragraph about him/ her”. All of them are relevant for the topic in the Student’s
book and it includes every skill except listening. It consolidates the subjects with them. They
are suitable for level or learning. For example; in page 12, passage is about Justin Bieber. This
increases the students’ interest to subject. Therefore; they may compare what they are doing
with other activities.

THE CONCLUSION
When it is generally thought, it shows that the objectives are suitable for both our aim and its
content. They are consistent each other, too. Also, these objectives are almost suitable to the
level of 9th grade despite of some deficits. About the skills, we can say that listening activity
isn’t enough, reading passages that are for pleasure and learning some grammar structures and
words are easy to understand.

Writing activities are suitable but they are always the same. This is time-assuming. They
could be more creative. For sequence, we can say that the unit is well- organized. For
instance; in the page 12, firstly warm-up activity, then pre-reading, then reading with a
passage, then follow-up activity are given. This shows that there isn’t any sequence problem.

All activities are suitable for students’ level. Language used is simple and understandable.
Topics are very relevant with each other. The subjects are up to date and about every day
culture. All activities refer to each other. For example; on the page 13, 5 th activity; it wants the
students both to teach writing skill and to remind the previous activities. The book has a lot of
activity but they are all the same. For example; 12 th (p.16) and 19th (p. 19) activity is the same
except the subject. Activities are not interesting. The unit is colorful but pictures aren’t
enough and irrelevant except the people. Pictures are used for presenting and checking of
meaning. They facilitate learning. At the end of unit, self-assessment is useful for students.