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

Integrated skills and communicative abilities 
Activities for integrating language skills 
In the section named ‘Everyday English’, dialogues practice integrated 
skills: reading and speaking. Most dialogues in which different communicative 
functions are present tend to be normal exchanges (between 5-7 turns). The 
expressions in the dialogues occur in everyday situations.

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Activities for communicative interactions
Looking at the teaching of communicative abilities, the textbook gives 
adequate emphasis on this aspect of CLT. These range from quite basic ones such 
as greetings and introductions, talking about daily routine, talking about what 
students eat/drink every day (Starter), describing people (Module 1), asking about 
health (Module 2) and exclaiming to more challenging ones such as making 
suggestions (Module 3), inviting/accepting/refusing (Module 3), talking about 
future plans (Module 4), expressing possibility (Module 5), making decisions 
(Module 6), giving instructions (Module 6), expressing opinions (Module 7), and 
recommending (Module 8).
There are also many authentic texts and the production exercises which help 
the students to apply what they learnt in isolation to the communication in real life.
 
2.2. Selecting materials 
 
Not only the textbook is important, but also its supporting materials. 
Cunningsworth advices that the textbook package includes visual material, 
recorded material, examples of authentic language, a teacher’s book, an index of 
grammar items and a vocabulary list. Especially, teachers should appreciate 
materials for testing, which should relate to learners’ communicative needs.
Visual material
Student’s book is in full colour. Photographs, drawings and graphs are all 
attractively done and add an artful, contextual element to the activities. In addition, 
the textbook contains comic strips that gives visual life to discourse, combining the 
information given in with entertainment. These are found in the section named 
“Skills” (E.g. Module 2, p. 27). Most color photos are incorporated into the tasks. 
In all the sections, as a pre-task activity, the coursebook explicitly asks students to 
look at a picture and comment in some way. (E.g. Module 2, ex. 1, 2 p. 21). There 
are many instances in which vocabulary activities are visually supported, which 
makes the textbook more attractive. New vocabulary items are accompanied by 

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images whose main function is to represent them as they are easier to remember. 
(E.g. Module 2, ex 1,2 p. 21; ex 6 p. 23; ex 1 p. 29).