This document summarizes and compares two English language coursebooks for young learners: Cookies and Friends A and English Adventure Collection. Cookies and Friends A is designed for preschool students and focuses on commands, classroom language, and developing creativity through tracing, miming, singing and observing. English Adventure Collection is for students aged 4-10 who have not been exposed to English before; it uses Disney characters to motivate students and incorporates motor skills, coloring, chanting and lessons with a Mickey Mouse puppet. Both books employ a lexical syllabus with frequent repetition and practice of new words. Cookies and Friends A introduces new language through flashcards and movements while English Adventure Collection uses songs to relate new items to previous

1. Teaching English to Young Children
Course books Analyses Guide 1A
Title: COOKIES AND FRIENDS A Title: ENGLISH ADVENTURE COLLECTION
Target audience/age and Level:PRE-SCHOOL Target audience/age and Level: 4- 10
Publisher: OXFORD YEARS OLD
Publisher: PEARSON-LONGMAN
General Questions Comments Comments
1 – Does the book fit the It fits students’ background in language, English Adv. 1, for students that have
students’ background – cognitive maturity, native language, culture never been in contact with English before;
age, cognitive maturity, and motivation, but it doesn’t mention the it uses characters from Disney to motivate
native language and purpose of learning English. them.
culture, educational They will have the opportunity to trace,
background, motivation mime, sing, observe, develop their
and purpose for learning creativity… communicate.
English?
2 – What values are No. the content is the focus. There is no The values presented are useful for their
projected through the mention of cross-cultural comparison. lives.
materials? What scope is
there for developing
citizenship education? Are
there opportunities for
cross-cultural comparison?
3 – What sort of Teacher shows the content The book methodology presents motor
methodology does the Exposition, practice, reinforcement skills, coloring, and chants. Each unit brings
book appear to adopt? lesson which includes Mickey Mouse
puppet.
4 – What are the Audio-lingual
underlying theories of
learning and theories of
language?
5 – Does one approach Lexical approach The predominant approach involves lots of
predominate? Which one? visual techniques, such as: picture cards,
coloring, Disney films, posters, stickers
6 – What kind of syllabus Lexical. Although the syllabus is lexical, it is It’s a lexical book with motor and
does it have – clear to see the subject of each unit. observation skills included in each unit. It’s
grammatical, lexical, • Commands, classroom, language clear and objective. In the beginning of
grammatical-lexical, each leasson is shown the skills that the
situational, topic-based, kids will learn.
notional, functional-
notional, mixed or ‘multi-
strand’, procedural or
process? Is it clear and
objective? Does it help you
see what the whole book
and each specific unit are
all about?
7 – How are new teaching Contents are presented in 5 lessons, when Lots of practice in each lesson, each unit

2. points graded? How the unit changes, there is a new content and words with around five words and repeats
frequently are they the review of the previous one. some words from previous lessons.
introduced and how much
practice material separates
them?
8 – How is the new It’s presented with flashcards, movements, Usually with songs, the new items are
language presented? How puppets. always related to the previous one.
is the meaning of items
conveyed? Are new items
related to what has been
learned previously?
9 – How much new Yes, it is appropriate for them.
language is printed in each
unit? Is the rate at which
new material is introduced
appropriate for your
pupils?
10 – Is the organization of It is cyclical. It is a good way for them
the course linear or cyclical? to memorize what have been taught.
Linear – teaching points are
added one at a time, each
being practiced before
moving on to the next.
Cyclical – a particular
teaching point recurs in a
different context to be
enlarged on throughout the
course. What are the
implications of this to young
learners?
11 – What kind of practice Listening, puppets, drawings, visual.
activities are there? Is there Yes, there is a variety of activities.
a variety from controlled to Yes, for all the questions.
freer practice? Is there a
balance? Is there a balance
between fluency and
accuracy? Are they
motivating and meaningful?
Do they provide
opportunities for real
language use and
possibilities for interaction?
Is the active participation of
students encouraged
effectively?
12 – Does the course The dvd shows a lot of examples.
include any examples of
authentic language and
materials?
13 – Are there any special There isn’t a special page for it. During
pages for revision, self- the lessons is made a review with the
testing, self-assessment or words that were seen before.
reference?

3. 14 – Are opportunities for The independent work is done when
independent work provided the kids are coloring.
such as through project
work?
15 – Are learning strategies Yes
developed in a systematic
and explicit way? Does the
book encourage learners to
develop them and become
independent and
autonomous learners?
16 – Can young learners Yes
handle the book easily?
(What is the size of the
book? Is it appropriate for
young learners?)
17 – What are the Yes very attractive.
illustrations and layout like?
Are they comfortable or
busy? Are they attractive?
Are they useful or only
decorative? Will your pupils
like them?
18 – How is each unit titled?
Will it be clear to your
pupils what they are
expected to learn in the unit
and what they have to do?
19 – Are the topics, tasks, .
activities, techniques varied
so as to provide for
different learner levels,
learning styles, interests,
different intelligences?
20 – Does the book contain
songs, rhymes, and nursery
rhymes, action stories with
drama, hands-on activities,
crafts, play and games
which enthrall young
learners?
21 – What components
does the course offer the
teacher and the students:
books, tests, cassettes, CDs,
DVDs, CD-ROMs, videos,
flashcards, posters,
puppets, stickers, readers,
portfolios, games,
workbooks, story books,
Internet sites? Are they
useful?

4. 22 – Is the teacher’s guide
easy to follow? Does it
contain interleaved pages
from the pupil’s book? Is
the guidance adequate for
the teacher? Is it useful? Or
does it take the teacher too
long to prepare lessons?
Does it offer methodological
guidance? Does it provide
the teacher with alternative
and supplementary
exercises?
23 – Can you spot any
notable omissions? Will you
have to supplement the
coursebook in any way?
24 – How are the different
skills treated? Are they
integrated?
25 – How much receptive
language are students
exposed to?
26 – What kind of listening
activities are there? Listen
and do, listen and repeat,
comprehension questions,
interactive activities?
27 – Are there reading and
writing activities? Are they
suitable for young learners?
28 – Are there speaking
activities? Are they
meaningful and fun? Are
they too demanding? What
kind of speaking activities
are there?
Final comments According to what we have already
analyzed we would recommend this
material for young learners between 3
and 5 because it brings lots of colorful
pages which presents Disney
characters and works step by step,
actually, in a slow way so kids have
enough time to understand the
meaning of what has been presented
to them; Also, songs, movies, picture
cards are helpful in a way they can use

5. the listening, visual, speaking.