Textbook Analysis Lucía Scaramuccia Camila Viña Title: Happy Earth 2 Type of textbook: main course. General English Publisher: Oxford University Press Intended audience: 5th - 6th form Extent: Class Book Activity Book Teacher‟s book Cassettes / Audio CDs Website Total estimated time: one year Design and Layout: four-colour paper back Distribution: List of contents Plays Subdivisions: Eight „units‟:
1 all about me 2 Clothes zone 3 At work 4 Focus on food 5 At sea 6 My body 7 Around town 8 In space
Each unit is divided into 5 stages. Stage 4 is always „Action File‟ and stage 5 „Story‟. These two stages are repeated in every unit. Also, every two units there is a „Do you remember?‟ section for revision. In units 1, 3, 5 and 7 include different episodes of the „Bulldog and Friends‟ story.
In-depth analysis Unit 2: Clothes Zone Stage 1: Our Clothes Task 1: Find the clothes in the picture Task 2: Listen and match the names with the people Task 3: Play “Guess who?” with your class Task 4: Read and match the questions with the answers Task 5: Work with a partner. Ask and answer
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Task 6: Make notes to tell the class
Task Analysis Sheet
Unit 2: Stage 1 Task Number 1
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WHAT IS THE LEARNER EXPECTED TO DO?
A. Turn-Take Initiate
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Scripted Response Not Required
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B. Focus on Language System (Rules or form) Meaning
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Meaning/ System/ Form relationship
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C. Mental Operation Decode semantic meaning Select information
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Hypothesis
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Retrieve from LTM Repeat identically Apply general knowledge Research Express own ideas/ information
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WHO WITH? Learners individually simultaneously Learner to whole class
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Learner individually outside the class Teacher´s choice
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In Pairs
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WITH WHAT CONTENT?
A. Input to learners a.
Form Extended discourse: written
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Extended discourse: aural
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Words/ Phrases/ Sentences: written
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Words/ Phrases/ Sentences: aural Graphic
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b. Source Materials
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Learners Outside the course/ Lesson c. Nature Fiction Non-fiction
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Song B. Expected output from learners a.
Form Words/ Phrases/ Sentences: oral Words/ Phrases/ Sentences: written
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d. Source
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Materials Learners
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Outside the course/ Lesson e. Nature Fiction Non-fiction
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Song
Visual elements There are a lot of colourful pictures throughout the book. Most of them are decorative, but others add meaning to the activity students have to carry out. There is an element (the “happy earth”) that is repeated more than once in every unit and that introduces and draws attention to a grammar point. This element is purely decorative and it illustrates the name of the book. Besides, there are some black and white pictures used to refer to historical characters and past events. In every unit, there is a story supported by pictures to help students understand the plot. In unit 2, stage 1, there are four images. The first one has a purpose as students are required to look for some objects in the picture. The second and third ones are used to support what is being described in the dialogue, and the last one is “the happy earth” mentioned above.
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Companion Website
In this section, we can find different activities that complement what has been worked with in the different units. For example, a matching activity in which stuednts have to match a definition with the correct word or a reading activity. In another activity, students have to look at a picture, read the sentences given and say if they are true or false based on what they see. Finally, thereâ€&#x;s a reading activity in which students have to complete the gaps by choosing the correct word.
In this section, students have the possibility to send a e-card to a friend. They can choose the picture they would like to appear in it and then type the text.
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Here, students have the chance to read texts related to different sports. The page provides the link to the texts which are from the BBC webpage, so authentic material is included. After reading the texts, there are questions to answer, matching or multiple choice activities.
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In this part of the website, there are links to four articles published in the BBC website. The articles are about movies and music, topics which may be really interesting for kids. The students will have to read them and answer some reading comprehension questions. But, they cannot answer the questions online as there is no place for them to write there, so they will need to either print the questions or answer them in a separate sheet of paper.
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For this section, there is a game for each unit of the book. There are two types of games. The first one, is a game in which students will have to read a question and make a little frog eat the correct answer. And, in the second one, students will have to drive a spaceship and selecting different words in order to form a grammatically-correct sentence.
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This section is similar to the “Zebra´s Spots Scene” and “Moose´s Music and Movies”, because students will also have to read articles from the BBC and complete a reading-comprehension activity. But, this time, the articles are related to animals.
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SUGGESTED ACTIVITIES Selected Web tool: Thinglink.com Link to the web tool: http://goo.gl/QiAUgM The activities are designed to be done as post-lesson activities. A. STUDENTS WILL BE PROVIDED WITH THIS SHORTENED LINK (HTTP://GOO.GL/QIAUGM) TO ACCESS THE WEB TOOL
Layout: the image is a clothes rack which has been chosen as it is in keeping with the topic of „clothes‟. Embedded Links: 1) Activity from the companion web : https://elt.oup.com/student/happyearth/eagle/eagle2.3?cc=global&selLanguage=en 2) Two „Dress up‟ activities: http://www.gamesgames.com/game/boy-girl-doll-dress-up or http://www.girlsgogames.com/game/cute-couple-dress-up.html 3) Interactive boardgame: http://www.eslgamesplus.com/clothes-colors-vocabulary-eslinteractive-board-game/ B. STUDENTS WILL ACCESS THE COMPANION WEB ACTIVITY. In order to scaffold the activity, the teacher will ask questions such as: „Where are the characters?‟ „What are they doing?‟ „What clothes can you see in the picture? „How many (shorts) can you see?‟ Next, students do the „Yes or No’ activity. C. NOW, STUDENTS HAVE THE OPPORTUNITY TO CHOOSE BETWEEN TWO DIFFERENT ‘DRESS UP’ ACTIVITIES. The links are: http://www.gamesgames.com/game/boy-girl-doll-dress-up http://www.girlsgogames.com/game/cute-couple-dress-up.html Here, students have the chance to dress the characters as they like. Then, using Jing, they will copy the image and paste it in a word document. There they will have to write a text describing what the characters are wearing.
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D. REVISION. At this stage, students have been exposed to and have produced vocabulary related to clothes. Therefore, as a way to revise it in an enjoyable way, students will be grouped in pairs to play this interactive board game related to clothes. http://www.eslgamesplus.com/clothes-colors-vocabulary-esl-interactive-board-game/
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