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

 
2.1.Developing language skills and communicative abilities 
 
Being able to communicate effectively in English means being proficient in 
the various language skills involved in the communication process. Under 
language skills and communicative abilities criterion, development of such skills 
requires the integration of the language skills and not their use in isolation. The 
learners should be able to use the skills effectively in various combinations 
depending on the nature of interaction. 
Free production of speech 
Activities for free production
In the textbook the section named 
Spark 3
, there are semi-controlled 
activities, but not of
 
free production. There are given instructions of each activity. 
In the textbook, there are many dialogue practices which are designed to equip 
young learners for real life interaction. There is too much emphasis on presentation 
and controlled practice, so the textbook will not adequately prepare students for 
real world. 

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20 
Materials for reading, listening and writing 
Reading texts and accompanying exercises 
Reading texts are integrated into other sections: “Skills”, “Grammar”, 
“Across cultures” and “Writing”. There is one section named “Reading” as well. 
The reading texts are adapted from different sources: stories, essays, small talks, 
letters, and TV programs. Reading tasks are overall at a suitable level for the 
learners at level A2 which is corresponding level for EFL learners of the 8
th
grade 
of Albanian middle school.
As for the way of reading, the students’ book often encourages students to 
read the text and then listen to it again on the CD (ex. 1, p. 26). 
Spark 3
uses 
authentic reading materials that may at times move beyond students’ current 
linguistic level in order to develop their frequency and reading strategies, such as 
reading for main ideas (skimming) and looking for specific information (scanning). 
Example: 
Read the title and the introduction. The phrases below appear in the text. 
What is the text about? Listen, read and check.
(Ex. 1, p.22). 
Read the text and 
mark the sentences and mark the sentences T (true), F (false) or DS (doesn’t say). 
Correct the false statements. 
(Ex.3, p.42)
 
The major part of the exercises and grammar are related to the reading. The 
reading sections include pre-reading activities in a form of discussing questions 
related to the topic or the point of text. Apart from that, looking at the pictures in 
the text and discussing them is another type of exercise before reading. Example: 
Describe the pictures. What do you think these teenagers like? Think about: music, 
clothes, free-time activities. Listen and read to find out. 
(Ex.1, p.17).
The textbook offers a great choice of working with the texts. The students 
answer the questions about the text, decide whether the statement are true or false, 
choose the correct word, or reorder sentences (ex.2,3 p. 34; ex.2 p. 26; ex 3 p 35;
ex.2 p.31). Regarding to follow-up activities, are supposed to write a summary of 
the reading text (ex 8, p. 35), or to write a short paragraph based on the text (ex.3, 
p. 46).