Franchesca Jones

TSL 612 Dr. Burnett

Spring 2016
Textbook Review
For this review, I selected Cambridge English Objective Key by Annette Capel and
Wendy Sharp. I utilized this textbook for one academic year with students aiming to pass the
Cambridge Key exam as stipulated by their employer. The exam consists of a listening exam,
speaking exam, and a combined reading and writing exam. Of course for all three of these exam
parts, the students demonstration of grammar knowledge will be an important element in
determining their success. While grammar is not heavily emphasized, it is covered gradually in
each unit and sub-unit of the text.
As we have learned, instruction for ELLs requires detailed knowledge of ESL grammar,
vocabulary, and cross cultural issues(Folse 2009). While this text does distribute its contents
evenly amongst exam skills, spelling, pronunciation, vocabulary building, and grammar, there
are two elements which if considered, would allow this text to much better serve this learning
context. Firstly, because this exam and therefore corresponding text are used internationally,
there is insufficient specific cultural consideration present. While keeping the text culturally
neutral is a benefit to the publishers, as this increases chances of the texts usage, it can be a
disadvantage for the students.
Not only are the cross cultural issues relevant, but the specific L1 grammar is an essential
component to take into consideration as well. For example, Arabic speakers are more likely to
repeat an object pronoun in an adjective clause do to patterns from Arabic grammar. An EFL
text which is written for the Middle East or Iran would most certainly include a lesson on this
grammar point (Folse 2009). However because this particular text does not take into

consideration a specific native language, it does not address the issues that are likely to occur due
to interference with first language grammatical patterns.
Consideration of the L1 is beneficial for ELL students, but even more critical is ensuring
that students are being presented with material which is at the appropriate level according to their
level of proficiency. Because this text aims to prepare students for a high stakes exam, it focuses
on all of the grammatical components necessary to be successful in the exam. As a result the
range of grammar covered in the text is not suitable for a particular level, it begins with upper
elementary and progresses up to intermediate and even advanced. Within the 159 paged student
book, present simple, past simple, future, present continuous, and present perfect are all covered.
This can be very complicated for a beginner because as Folse recommends, No ESL textbook
and no teacher should ever try to teach all these verb tenses at the same time. However in this
text they are close together, and progress very quickly.
The order and progression of the material in the text is logical and suitable, for example
the first grammar point addressed are the verbs to be and to have. While this is a positive aspect,
there is still an issue with the amount of exercises or exposure to each grammatical point
addressed. For instance, referring back to the first grammar point, the verbs to be and to have.
The only activity in the unit for the student to do is to complete a table filling in the various
forms of the verbs alongside corresponding pronouns. There is no gap fill activity or
supplemental activity to promote intake of the new key grammar point. This means that the
instructor will have to create or acquire supplemental material to reinforce the grammar point.
Being that grammar is such an essential part of second language acquisition, I would
have liked to have seen more attention drawn to grammar in the text. Each grammar point is
presented in a small box, not even taking up a page, and is accompanied by a very brief exercise.

Because the text is focused on the expectations of the exam, as well as delivering a taste of all
language features (pronunciation, spelling, grammar, listening, speaking, reading, writing, etc.),
there is not enough substantial exposure to each specific component. While the text directly
addresses several important grammatical keys, it requires for the teacher to do extra work to
ensure that students attain the new features successfully. It is also not targeted at a specific
population of L1 speakers, and thus cannot address specific ELL issues for a particular context.
This text provides a basis for instructors to work with, but should not stand alone as the primary
means for delivering ELL grammar to students.

Resources
Capel, Annette, and Wendy Sharp. Cambridge English: Objective Key. Cambridge: Cambridge
UP, 2013. Print.
Folse, Keith S. Keys to Teaching Grammar to English Language Learners: A Practical
Handbook. Ann Arbor: U of Michigan, 2009. Print.