A lot to say about Book One.

Designed and conceived for threshold learners, Book One can be considered as a failure.

Firstly, none of the 11/12 years old learners can use it since teachers find difficulties in doing so.

Secondly, it contains many errata that have been enumerated many times without correcting them by the authorities.

Thirdly, it presents ridiculous illustrations that make you laugh.

While discussing with an experienced teacher, he said Pakistanese. I asked him where he found this word, he answered in the official book of English. I said NO and later, we agreed it is an official erratum that should be corrected.

Have a look at pages 13, 14, 15 , 16 and study the content. Just stuffing. Frankly, say how your pupils can use this. Say how you can use this. I have never used it. What is on page 17 is more reasonable.

Many other mistakes and nonsense illustrations spoil our kids'books.
Together, we can help them avoid these traps.

Let's do it together.

Let's start with FILE ONE: The word Pakistanese does not exist. Help the pupils be aware of this and ask them to use an eraser and erase it, then write the right word instead: Pakistani.

On page 23, the absence of apostrophe at the level of many words is misleading :

'What s your name?'
' Hello, I m Massil.'
' Hi, Massil. <y name s Rym'

Other errata can be seen page 23 / 31 and others.
That's why it is urgent to provide our pupils with CONTRACTED FORMS and help them to be aware of the existence of these errata.
Take the risk to ask them to correct using a red pen.



Find the errata and unveil the problem. You can perform well.

This correction was added by Mr.Lyazid. Thanks. We need more.

Where is the Taj Mahal ? Last year, they wrote: New Delhi / Bombay / Calcuta !
This year they "corrected" New Delhi by Acra ! Ridiculous !! It is Âgrâ and not Acra which is in Africa. And on and on.

Mohamed07
Habba
Ouled-Djellal

Salam!

First, many thanks to Mr.Mohammed for the remarks along with the proposed lessons about pronunciation.

As for Book One, all that you've said is true and I think that many teachers have been adapting the book content to the needs, culture and capacities of the pupil as being a beginner.

Pupils of the first year with English should first be exposed to 'Correct English'. I want to point to the pronunciation which is not given any importance, since the only source and model in our schools is the teacher. I know that there are teachers who make efforts in this respect but I'm speaking here about the official syllabus and the official available means.

How about weaker pupils who need extra time to catch up with the others?
Inspectors say that Remedial Work can be dealt with at any time without being assaigned a specific and official session...yes, that's true...but with three hous per week, with the quality of the learner, with the length of the syllabus, with English as being a foreign language...with no available means....with...with...and with...how on earth can we HELP weaker pupils. I don't expect any answer...because we all are doing our best to help but we need a change ...a change...a change...

Thanks once more!

Salem!
When I started teaching in 1994, I used the book to help only failure. The year after, I asked my pupils ot to buy the book, because it's just a loss of time and money:) years passed and a general inspector came and asked my pupils if they had all their books! They answered yes! But not of Eglish! The inspector asked the pupils for the cause; they replied it's the teacher who said that it's useless. And indeed it is! It is a none sense to print books this way!

Hi !
Have you seen another errata ? Where is the Taj Mahal ? Last year, they wrote: New Delhi / Bombay / Calcuta !
This year they "corrected" New Delhi by Acra ! Ridiculous !! It is Âgrâ and not Acra which is in Africa. And on and on ( to be followed ! )