The ministry of higner and secondary specialized education of the republic of uzbekistan urgench state university

Recorded material
The textbook has recorded materials which are provided on CD such as 
audio-taped short stories (Module 2, ex.1 p. 31), songs (p. 32) etc. The 
pronunciation corner is always accompanied with a record from the class CD (p. 
29, 40, 52, 66, 76, 90, 100). Also the vocabulary requires the use of tape-recorder 
(ex.1 p. 21). 
Examples of authentic language
The textbook provides many of authentic materials such as photographs, 
cartoons (p. 31), comics (p. 27) recorded songs, lyric of songs (which appear at the 
section named ‘Fun Time’, p.32), professionally audio-taped short stories (ex. 3 p. 
31) etc.
Teacher’s book 
A teacher’s book is widely available and is sold wherever the coursebook 
and workbook are. The teacher’s book gives some suggestions on how to approach 
each section or activity type encountered within the 
Spark 3
course. So, it provides 
valuable teaching tips addressing common problems and concerns. It is very 
helpful especially for less experienced teachers. 
Index of grammar 
There is no index of grammar items in the students’ book. The grammar 
book it is a separate textbook. At the back of the book it is only one list of irregular 
verbs.
Vocabulary list 
The coursebook contains a word lists at the back of the book categorized by 
modules and sections (E.g. Module 2, word list categorized: 2a, 2b, 2c, 2d, 2e, 2f, 
2g). The words are accompanied with their phonetic transcription in English and 
the English meaning. This is useful for the students doing individualized, out-of-
class work, as well as comprehensive preparation for exams.
Materials for testing

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24 
At the end of the textbook, there are ‘Self-Check’ pages categorized by 
modules which learners can use for self-evaluation. These are progress tests which 
are given periodically during the course and are related to what has been taught in 
the preceding units. The tests help students assess their own progress, and in turn 
become independent learners.
The tests are discrete items tests because concentrates on testing separate 
language items such as grammar and vocabulary, and no speaking practice is 
included. Grammar obtained a lot of attention as it can be seen in the self-
assessment tasks. Students are not involved in integrative language use. In this 
section, it is tested only the students’ knowledge of language construction by gap-
fills exercises, nor the students’ ability to perform in a communicative situation by 
using a combination of different skills or abilities. The tests are related to what is 
taught by the course material, rather than the learners’ communicative needs. This 
section includes tasks on reading, vocabulary and grammar. There are no activities 
related to speaking practice. The tasks include only sentence completion activities 
with the words given.