Textbook analysis Guj. class VIII

An Analysis of theTextbook of English for Class VIII (Gujarat State)

Introduction.

Textbook or course book is an illustration of syllabus prescribed. Textbook for English in Gujarat has been modified in recent years in view of the new developments in English Language Leaching. Earlier the textbooks were based on structural approach and the main focus was on teaching grammar and the skills of reading and writing. So the lessons were prepared in view of introducing new structures and vocabulary. This led for having unnatural language in lessons and finally resulted in exam focused teaching. Language teachers, trainers, experts and learners found these textbooks lack materials for teaching communicative functions of language. So after serious pondering over the strong demand of competency in English the Gujarat Govt has decided to give away the books based on structural approach and introduced a Functional Syllabus and textbooks based on it.

Aims and Objectives:

The main aim of the present textbook for class VIII (LL) is to help learners attain a fair competence in using English at various contexts. The objectives are to introduce different language functions in various situations and give practice in all the four language skills. The lessons aim at giving a chance to the learners learns and use these skills and functions in their own way. Learning is made easier and tension free. And the teacher’s role changes from traditional teacher to facilitator   and the learners become active participants in class activities.

Methodological frame work of the textbook.

The present textbook is based on functional approach and it reflects the principles of communicative language teaching. The lessons are presented in units with exercises and tasks and activities focusing on practicing language functions, language use and usage and vocabulary. Units are presented in the form of materials for reading comprehension, supplementary reading, and poems for recitation.

Organization.

Each unit is organized in the form of pre-tasks, main reading text with glossary, and tasks for practice.Pre-tasks are for example, read the table (Unit I,) read the dialogue (Unit 2),look at the pictures and read aloud (Unit 3), etc. these tasks are varied and motivating. The main text is given in the form of dialogues, stories, humors, descriptions, facts etc. The varied nature of the lesson will certainly help learners sustain interest in reading them even without the help of teacher. Each unit has exercises and tasks which begin with a practice on pronunciation. For example in unit 7 the activity is ‘say after the teacher’. To distinguish the sounds /s/ and /sh/ minimal pairs are given while in unit 13 the focus is on intonation.

The second section in practice is for using vocabulary. For example in unit 7 we find a crossword puzzle, in unit5 ‘select the words with similar meaning’ and match the words in unit 10. The third section is for comprehending the given text. Tasks like answer the questions, true of false, complete the statements, put the sentences in order etc are given. The fourth section focuses on grammar. The tasks help the learners work in pair or group and use the learnt items. For example in unit 3 activities like ‘look at the picture and read the story’  and ‘rewrite the story’ are given for practicing tense. In unit 7 ‘work in pair and study the table and answer the questions’ and ‘ ask more questions your partner’ are given for using ‘subordinating conjunction because’. In each unit the tasks given for practicing grammar are varied and interesting.  The next section i.e. ‘activities’ focuses on developing speaking and listening skills and practicing language functions. In unit 12 the given activity demands learners work in groups of four and one gives instructions to others how to make a paper boat. In the section activity in the same section demands learners work in pair and with the help of a sketch given instructions to his or her partner how to reach in to your town. Here language function practiced is ‘giving instructions’ and the skills focused are listening and speaking.

The last section (VI) is meant for giving practice in writing skill. Tasks are given for pair work, for example read the time table (unit 2) and make dialogues. This activity focuses on the use of functional English. Other tasks like ‘re-write the dialogue in the form of paragraph’ (unit 8), ‘complete the dialogue, (unit 2) and ‘write about the activities you have done’ (unit 15) are given. We notice a considerable change from traditional way of giving practice to a functional approach to developing writing skills. The learners will certainly enjoy doing such activities.

Themes, situations and characters.

The themes, situations and characters are varied, interesting and suitable for the level of the learners. All the 15 units have different themes and situations. For example when the first unit (A Quiz) focuses  on a competition which has a language game as pre-task, the second unit (Lets go shopping) focuses on the use of authentic materials such as biscuit wrappers, soap labels and a cash memo. The objective is clear that is give opportunities for learners experience the real language outside the classroom. The situations and characters are not stereotypes but related to the learners’ real life, for example, we come across situations like ‘use of bamboo’ in unit 4 and characters like grandfather and children in the same unit. Unit 10 has a different theme and situation where we get pen friends as characters. So each unit focuses on varied situations and thereby learners get chance to use English in varied contexts with varied characters.

Supplementary reading materials and poems.

There are four lessons for supplementary reading and seven poems for practicing recitation. The themes of these supplementary lesions are varied and interesting. We have lesson on ‘noble qualities’, a battle in the jungle’, and a lesson on Sarojini Naidu. The questions and tasks given in each lesson are for developing reading skills such as skimming and scanning. The poems given are simple and learners would love to read and recite them. A glossary and a set of comprehending questions are given at the end of each poem. The book ends with a small rhyme ‘school is over’ and a smiling face.

Materials for testing language skills.

The present textbook offers a model question paper at the end. However it focuses on testing reading, writing, grammar and vocabulary. There are no tasks given for testing listening and speaking. The model question paper keeps a balance between  structural approach and functional approach and happy to note that there are tasks like ‘look at the picture and write a paragraph’ and ‘complete the dialogues’.

Layout

The present textbook looks same as the old textbook in appearance. The size is still small and cover page is dull and the sketches and pictures given in textbook are far from reality. Had it been large in size and has real photographs and pictures in colour children would have loved it.

Implications.

The present textbook for class VIII (LL) is certainly an improvement over the old textbooks in Gujarat. It reflects the new trends in English language teaching. It is based a functional syllabus and there by a learner oriented textbook. Though the units are interesting they still lack the use of authentic materials and fun elements. Still there is scope of using more tasks for testing all language skills especially listening and speaking. However this textbook helps even the dropouts use certain language functions outside the classroom and manage to get across the meaning. The book will help to change the role of the teacher into a language facilitator and learners active participants in language activities.

Note..This is a sample analyse only..take this as a modal and analyse class IX textbook.
Bose sir.