TEXTBOOK ANALYSIS OF STANDARD-9.
Following are the criteria of analysis of textbook/course book.
1.Aims and Objective—
First of all,what is the possible aims and objective of this book? Aims are a broad concept,while objective is a narrow concept, here in std-9 there is also a same concept of textbook,
preparation and that is the functional approach the communicative
approach,the aim of this textbook is to become learner communicate-
Tie competencant, and so far this various meaningful language fun
Actions are given here, that learners can use outside of the classroom also. Each unit has a different functions and different tasks to do, in stead of focus on the correct use of grammatical rules
And vocabulary, here the focus is on, the communication skill. As like the textbook of std-8, it is prove interesting for the learners and
To learn easily. So, it develops the skills of communication.
2. Methology of Framework—
The frame of the textbook that which type of method has been using to prepare it? Which approaches it is based on? Relating with 9
Std. textbook, that is also based on the functional approach and the
Aim of this, to become learner communicative comp tenant here we mention their entry level behaviour, and terminal level behavioral
And for this instead of getting mastery over the given grammatical/
Lexical item. We focus on the learner’s ability. Or potentiality of speaking it, communicating the language outside of the class, that
Is the main aim. And for the particular methodology is concerned. It
Has the beautiful method to represent the different language functions.
3. Organisation of the Units—
Organization of the units is in a unique/uniform pattern. Earlier,
We have chapters, or lessons, but now, we have units, it follows the method of known to unknown, short to long, and from simple to complex. All the units are begin with a pre-task, in pre-task, it has fill
in the blanks, reading paragraph are given, and dialogues, than comes the real, actual reading comprehension, the text, after it, than
Comes the post reading task, in grammar it has a scope of role-play. Here, they have to complete a dialogue also, and other activates
Are given. So, the complete organization of the units is prepared in a well frame, and to keeping a level of the learners in the mind. They
Get lots of activities to do. And enjoy here.
4. Theme/Situation/Characterstics of the Content—
The theme is relevant to std-9, the level of students, are keeping in mind, the situation are familiar to them, it has a various meaningful
all units like, Life their school, stories from Panchtantra, the blue whale, the experiment, only 15 units are given, with the black and
White pictures, the Authentic (real) material are also used in likes
26 January, 2001.so, the students are able to know about it, How it
Works, on this units the different machines are introduced, and their
work. so, the learner are able to know about this, the characters are not sterio-typed,they are different like,harish,dilshad,mr.bakshi,
Majid uncle can, metal naren etc.one real life characters,e.g.
Kiran bedi,ilaben bhatt,they and thair work,are ontroduced here.so,the learner gets inspiration from this.in laughing units
There are funny jokes,given fo far them to understand and laugh.
5.Language skills—
All the four language skills(LSRW) are important here,listening,
speaking,reading and writing.there are various task to develop the skills for writing.it has a dialogue,and for reading,the whole unit,and
the paragraph are given for speaking,here the dialogues are given,and the learners are able to read silently and understand the meaning of the text.two students are speaking loudly the dialogue and others are listening so,it has a full(ample)scope of develop learners’s four language skills.
6.Poem and Supplementary lesson—
In the textbook, poem are in a few number,just five only it begains with the growing smiles,and end with the vagabond,
here,at a lower level,need not to explain the whole poem,but just the recitation is necessary.so, that the learners are able to know about the rhymes,and sound of it.(the accents),of the poem,they
have a one extra supplementary reader book,that is the dolphin,
the motive of the book is only reading and enjoyment,poem have
also the same motive of fun, that the learners are able to know about the second language.and to develop their reading skills.
7.Materials of Testing—
The Authentic materials are used for the testing like the currency note,and real picture of Animals in Gir forest after completing the 5 unit,it has a sample question paper given,by doing this,learners are test their abilities by their ownselves,here
isolated examples are not given,and all the examples are rela-
vant,the dialogue completion and arrange the dialogues in sequence,these type of activities are given.it is proven proper
(correct)material for the testing.
8.Outlay—
The size of the textbook,is not a big,very small size,in the text
book,it has a various pictures but all in black and white,not colour
full pictures are given here,the front page of the textbook,has a picture of cheetah,in Gir forest and in the last page it has a picture of blue whale.The age in Adolescene age,so,they like the cartoons,and the pictures,the first apperactive and colourfull.so,
that learners like to see it,and read it.
9.Conclusion—
in this textbook of std.9 the units are interesting,learners learns many thinges by reading it.but still some improvements are necessary,it should be in a big size,with attractive pictures,beautiful
outlay,the authentic materials like the cartoon pictures,the realistic
photos of the forest streem,river ,trees,wood,etc.still both the main pages are attractive the overall comment about the book is good,and in the level of the learners,just two thinges(size and colour),they have to keep in mind,otherwise it is good and excellent
on their level.
by-- RANJAN TRIVEDI.
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