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

Other considerations 
The support for the teacher and the guidance provided 
The material does not require a high degree of teacher input because the 
textbook presents necessary input through various explanations in the activities. 
The exercises are not difficult to be completed and the textbook includes the 
necessary directions to explain how every exercise should be completed. So, the 
material is almost self-sufficient. In addition, the material is suitable for a teacher 
who is not a native speaker since it doesn’t require the teacher to have a native 
speaker intuition. For less experienced teachers, there is a teacher’s book 
accompanying the students’ book which contains a lot of useful information on 
how to best use the 
Spark 3
in class. 
Physical restraints 
The classroom should be bright enough to see the illustrations in the book 
properly. There are also other physical contraints imposed by the course such as 

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tape recorder. A tape recorder is needed to perform the listening skills. Therefore, 
students will experience a harmful backwash effect caused by these. 
The subject matter and intrinsic interest
When it comes to topics, they correspond with ELT curriculum for lower 
secondary school. This textbook covers very good topics. Most of the topics can be 
categorized as the interesting topics that are in reach to the students’ knowledge 
and able to be practiced in their daily life. Each module is based on a single theme 
and the topics covered are of a general interest. The textbook have sufficient 
material of genuine interest to learners and enough variety and range of topic. 
Spark 3
deals with topics related to lifestyles, natural phenomena, experiences, 
crimes, technology, entertainment and places. The textbook includes a section 
named ‘Everyday English’,

where the learners can practice language used in real 
situations. The exercises can be practiced in the form of role play or brainstorm 
other ideas. (Module 2, ex 5,6 p.28). Although for students preferring a more 
teacher-led approach, this could create a discouraging affect, leading to a lack of 
motivation.