GALAXY 6

Galaxy 6 is a sixth grade textbook used in Primary schools. I am dealing with Unit 4, named A helping hand. The didactic unit found the student book did not really satisfy my expectations about how a didactic unit should be oriented towards a final task, as well as other aspects that I will comment on them below by offering some methodological foundations. First of all, in this unit I can not find all kind of activities such as a propos, warm up, decision making, oral/ written report, problem solving,e tc. Most of the tasks are related to the input and controlled practice phases so the unit needs an important revision including more activities in the phases of motivation, Practice (semi-controlled) and Transfer. In my opinion, the level is very basic and it is not adapted to the pupils. Lots of activities are focused on simple sentences and spare words. The name of the house works and the parts of the house are very repetitive along the unit. For this level the parts of the house and the house work are very simple contents( Lesson 1 activities 10,12). Some games are bad structured ,they are based in memory games such as activity 56, I think that learning English the pupils should pay attention to other aspects liked how they uses the structures. Along the unit, there are a lot a lot of Recognition activities that are very basic for this level. Example: Lesson 4 activity 63, Lesson 5 activity 78. In general, most of the activities are not well organized because the phases are not connected properly and the tasks are not distributed in clusters. For example; at the end of the unit, instead of a transfer activity, I find a linguistic input task (107) that is a song presentation. The song is about a travel so it is not related with the unit. The linguistic input tasks should be presented in the previous lessons.

Sometimes the contents are not selected according to the pupils interests, the actual house woks are compared with the house works in Victorian times. I think there are more real and practical example to compare this theme such as the differences between countries. Example: Lesson 5 activity 74. The last point I want to focus is that in the transfer phase there is no any written report I can hardly find any connectors and students do not have to create any coherent text. (Lesson 7 activity 105).The quantify of activities in the transfer phase are minimum only 2 transfer activities (103,105). In this level these kind of activities should be more frequent. I think that none of them really belong to this phase because they are conditioned by the teacher. Finally,I would like to express that this book prioritizes written tasks over the oral ones, it can be seen along the unit.

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