1

Textbook Analysis

Lucía Scaramuccia

Camila Viña

Title: Happy Earth 2

Type of textbook: main course. General English

Publisher: Oxford University Press

Intended audience: 5th - 6th form

Extent: Class Book

Activity Book

Teacher‟s book

Cassettes / Audio CDs

Website

Total estimated time: one year

Design and Layout: four-colour paper back

Distribution: List of contents

Plays

Subdivisions:

Eight „units‟: 1 all about me

2 Clothes zone

3 At work

4 Focus on food

5 At sea

6 My body

7 Around town

8 In space

Each unit is divided into 5 stages. Stage 4 is always „Action File‟ and stage 5 „Story‟. These two

stages are repeated in every unit. Also, every two units there is a „Do you remember?‟ section

for revision.

In units 1, 3, 5 and 7 include different episodes of the „Bulldog and Friends‟ story.

In-depth analysis

Unit 2: Clothes Zone

Stage 1: Our Clothes

Task 1: Find the clothes in the picture

Task 2: Listen and match the names with the people

Task 3: Play “Guess who?” with your class

Task 4: Read and match the questions with the answers

Task 5: Work with a partner. Ask and answer

2

Task 6: Make notes to tell the class

Task Analysis Sheet Unit 2: Stage 1

Task Number 1 2 3 4 5 6

1. WHAT IS THE LEARNER EXPECTED TO DO?

A. Turn-Take

Initiate X X

Scripted Response X X

Not Required X X X

B. Focus on

Language System (Rules or form)

Meaning X X X X

Meaning/ System/ Form relationship X X

C. Mental Operation

Decode semantic meaning X X X X X X

Select information X X X X X

Hypothesis X

Retrieve from LTM

Repeat identically

Apply general knowledge

Research

Express own ideas/ information X X

2. WHO WITH?

Learners individually simultaneously X X X

Learner to whole class X

3

Learner individually outside the class

Teacher´s choice X

In Pairs X

3. WITH WHAT CONTENT?

A. Input to learners

a. Form

Extended discourse: written -

Extended discourse: aural -

Words/ Phrases/ Sentences: written X X X -

Words/ Phrases/ Sentences: aural X X -

Graphic X X -

b. Source

Materials X X X X X X

Learners

Outside the course/ Lesson

c. Nature

Fiction X X X

Non-fiction X X X

Song

B. Expected output from learners

a. Form

Words/ Phrases/ Sentences: oral X X X X

Words/ Phrases/ Sentences: written X X

d. Source

4

Materials

Learners X X X X X X

Outside the course/ Lesson

e. Nature

Fiction X X X

Non-fiction X X X

Song

Visual elements

There are a lot of colourful pictures throughout the book. Most of them are decorative, but

others add meaning to the activity students have to carry out. There is an element (the “happy

earth”) that is repeated more than once in every unit and that introduces and draws attention to

a grammar point. This element is purely decorative and it illustrates the name of the book.

Besides, there are some black and white pictures used to refer to historical characters and past

events. In every unit, there is a story supported by pictures to help students understand the plot.

In unit 2, stage 1, there are four images. The first one has a purpose as students are required to

look for some objects in the picture. The second and third ones are used to support what is

being described in the dialogue, and the last one is “the happy earth” mentioned above.

5

Companion Website

In this section, we can find different activities that complement what

has been worked with in the different units. For example, a matching activity in which stuednts

have to match a definition with the correct word or a reading activity. In another activity,

students have to look at a picture, read the sentences given and say if they are true or false

based on what they see. Finally, there‟s a reading activity in which students have to complete

the gaps by choosing the correct word.

In this section, students have the possibility to send a e-card to a friend.

They can choose the picture they would like to appear in it and then type the text.

6

7

Here, students have the chance to read texts related to different sports.

The page provides the link to the texts which are from the BBC webpage, so authentic material

is included. After reading the texts, there are questions to answer, matching or multiple choice

activities.

8

9

In this part of the website, there are links to four articles

published in the BBC website. The articles are about movies and music, topics which may

be really interesting for kids. The students will have to read them and answer some reading

comprehension questions. But, they cannot answer the questions online as there is no

place for them to write there, so they will need to either print the questions or answer them

in a separate sheet of paper.

10

11

For this section, there is a game for each unit of the book. There are

two types of games. The first one, is a game in which students will have to read a question and

make a little frog eat the correct answer. And, in the second one, students will have to drive a

spaceship and selecting different words in order to form a grammatically-correct sentence.

12

This section is similar to the “Zebra´s Spots Scene” and “Moose´s Music

and Movies”, because students will also have to read articles from the BBC and complete a

reading-comprehension activity. But, this time, the articles are related to animals.

13

14

SUGGESTED ACTIVITIES

Selected Web tool: Thinglink.com

Link to the web tool: http://goo.gl/QiAUgM

The activities are designed to be done as post-lesson activities.

A. STUDENTS WILL BE PROVIDED WITH THIS SHORTENED LINK (HTTP://GOO.GL/QIAUGM) TO ACCESS

THE WEB TOOL

Layout: the image is a clothes rack which has been chosen as it is in keeping with the topic

of „clothes‟.

Embedded Links:

1) Activity from the companion web :

https://elt.oup.com/student/happyearth/eagle/eagle2.3?cc=global&selLanguage=en

2) Two „Dress up‟ activities:

http://www.gamesgames.com/game/boy-girl-doll-dress-up or

http://www.girlsgogames.com/game/cute-couple-dress-up.html

3) Interactive boardgame: http://www.eslgamesplus.com/clothes-colors-vocabulary-esl-

interactive-board-game/

B. STUDENTS WILL ACCESS THE COMPANION WEB ACTIVITY. In order to scaffold the activity, the

teacher will ask questions such as:

„Where are the characters?‟

„What are they doing?‟

„What clothes can you see in the picture?

„How many (shorts) can you see?‟

Next, students do the „Yes or No’ activity.

C. NOW, STUDENTS HAVE THE OPPORTUNITY TO CHOOSE BETWEEN TWO DIFFERENT ‘DRESS UP’

ACTIVITIES. The links are:

http://www.gamesgames.com/game/boy-girl-doll-dress-up

http://www.girlsgogames.com/game/cute-couple-dress-up.html

Here, students have the chance to dress the characters as they like. Then, using Jing, they will

copy the image and paste it in a word document. There they will have to write a text describing

what the characters are wearing.

15

D. REVISION.

At this stage, students have been exposed to and have produced vocabulary related to clothes.

Therefore, as a way to revise it in an enjoyable way, students will be grouped in pairs to play

this interactive board game related to clothes.

http://www.eslgamesplus.com/clothes-colors-vocabulary-esl-interactive-board-game/