In order to check what influence the research results and the consequential demands on foreign language lessons at primary level had on the currently used teaching material, I want to examine the popular books Playway 3 and Playway 4 (Klett, 2001 – Rainbow edition), which are used in the classes 3 and 4, and the additional material. There is a special edition for North-Rhine Westphalia, which differs slightly from the federal version. When English became an official subject in 2003 and the first provisional guidelines had been published, the State Government decided to use Playway only after a few changes would have been made. However, this paper is concerned with the federal edition, which was published in 2001 and is still used in many schools.
Table of Contents
1. Introduction
2. The Components of the Playway Set
3. The Pupil’s Books
3.1 Appearance, structure and general aspects of the Pupil’s Books
3.2 Distinctive features of book 3
3.3 Distinctive features of book 4
3.4 Evaluation of the findings
4. Conclusion
5. Bibliography
6. Appendix
6.1 Table of exercises
6.2 Questionnaire for the analysis of school books
Objectives and Core Topics
The objective of this paper is to analyze the teaching materials "Playway 3" and "Playway 4" (Rainbow Edition) regarding their content, methods, design, and structure in the context of English as a foreign language at the primary level in Germany.
- Assessment of the "Playway" set components and their functional integration.
- Analysis of pedagogical concepts, specifically the "SMILE" method.
- Evaluation of communicative and intercultural learning opportunities within the books.
- Investigation into the suitability of the material for independent pupil learning.
- Review of the material's compliance with pedagogical requirements for modern primary school English.
Excerpts from the Book
3.1 Appearance, structure and general aspects of the Pupil’s Books
The first impression one gets of the books is that they are quite colourful and certainly appealing to children. The length of 60 (book 3) and 56 (book 4) pages and the measurements, which match roughly DIN A4, seem also suitable for children. Thus, the eight and nine years old children, for whom the books are designed, will surely have no problems with the weight, either. Probably because of the low number of pages, the books are published in paperback, which make the books rather appear as booklets.
A closer look at the design of the books reveals that every page contains at least one colourful drawing or colour photos, which present the tasks or show important information about them. Still, every picture serves a purpose and the number of colours represents a compromise between aiming at realistic depictions and creating an attractive atmosphere for children. The title Playway mirrors this compromise and expresses the intention of the authors who claim that the set helps learning English in a playful way. The aspect of playfulness will be looked at later in greater detail when the characteristics of the tasks are discussed. However, it must be mentioned that book 4 definitely contains more text than book 3, which indicates a shifting focus away from playful learning within the Playway set.
Summary of Chapters
1. Introduction: This chapter contextualizes the introduction of English at the German primary school level and outlines the study's focus on the "Playway" teaching material.
2. The Components of the Playway Set: This section details the various materials comprising the "Playway" set, including the Teacher’s Book, Activity Book, and various audiovisual aids like Picture Cards and the puppet Max.
3. The Pupil’s Books: This chapter constitutes the main analysis, examining design, structure, language level, and specific unit features for both book 3 and book 4.
4. Conclusion: The final chapter evaluates the "Playway" concept against current pedagogical demands and suggests the need for updated approaches to intercultural learning.
5. Bibliography: Lists the academic and educational sources utilized for this analysis.
6. Appendix: Provides a detailed statistical table of exercises and the specific questionnaire used for the schoolbook analysis.
Keywords
English as a Foreign Language, Primary Level, Playway, Teaching Material, SMILE Method, Communicative Approach, Intercultural Learning, Language Acquisition, Pupil’s Book, Schoolbook Analysis, Auditory Perception, Oral Production, Pedagogical Concept, Classroom Instruction.
Frequently Asked Questions
What is the primary focus of this research paper?
The paper focuses on analyzing the "Playway 3" and "Playway 4" (Rainbow Edition) teaching materials used in German primary schools to determine their effectiveness and pedagogical suitability.
Which specific "Playway" materials are under review?
The analysis centers primarily on the Pupil's Books, while also considering the Teacher’s Book and supplementary components like CDs, picture cards, and the puppet Max.
What is the central research question regarding these materials?
The author investigates whether the materials adequately meet modern pedagogical requirements, specifically regarding communicative competence and intercultural learning at the primary school level.
What teaching method is associated with the "Playway" set?
The material is based on the "SMILE" method, which emphasizes learning through all senses, movement, music, rhythm, and integrating English into the general curriculum.
What are the main findings regarding the structure of the books?
The analysis reveals that while the material is visually appealing and child-friendly, it lacks a consistent guiding thread and requires significant teacher guidance, limiting autonomous student learning.
Which criteria are used to evaluate the textbooks?
The author uses a specialized questionnaire derived from a "Schoolbook Analysis" course, covering design, structure, content, and pedagogical approaches.
How do book 3 and book 4 differ in terms of content?
Book 4 contains significantly more text than book 3 and introduces more complex tasks, such as mathematical exercises and advanced time-telling, signaling a slight shift away from purely playful learning.
What criticism does the author raise regarding intercultural learning?
The author argues that the materials treat intercultural topics too sporadically and fail to sufficiently interconnect learning about foreign cultures with the pupils' own cultural environment.
- Quote paper
- Sebastian Heinrichs (Author), 2005, "Playway-Rainbow"-Edition. An introduction and analysis of teaching material for English as a foreign language at primary level, Munich, GRIN Verlag, https://www.grin.com/document/74946
