Contents introduction chapter I. Approaches to teaching reading skills chapter II. Methods of teaching reading to learners

General Appearance and Design
As the textbook is intended for 10-year-old children, the cover should be very colorful and attractive. There is a picture of a funny dwarf who is pointing to some pictures of London. The dwarf is unlikely to be children’s favorite cartoon character, so it will not create associations of familiarity with the subject. Moreover, the dwarf with a stick can even be associated with the teacher explaining the lesson. The architectural monuments on the cover are also unfamiliar to children.illustrations in the book are simple and close to the text. They add to its meaning and make it more vivid. The shortcoming of the illustrations is the appearance of the characters. They do not have an Armenian appearance, and this can be a little distracting for children. The illustrations sometimes cover most of the page leaving little space for the text. The children’s attention may be focused on the big illustrations rather than on the lesson.
Content
The texts vary both in form and in content. There are topical and descriptive texts, poems, short dialogues, songs. The texts cover a wide range of topics: School, Family, Animal World, Holidays, Seasons, Shopping, Travelling, Appearance, etc. The texts are taken from foreign language textbooks, and there is little reference to Armenian culture. The names of the characters (Jane, Mike, Pete, Bob) are foreign which again makes children feel the difference of their native environment from the English one, thus creating distance between them and English.exercises are aimed to develop children’s reading, speaking and writing skills. The activities facilitate children’s use of grammar rules by creating situations in which these rules are needed. For example, children should make up dialogues on their own or write short compositions answering the given questions. However, grammar rules or grammatical patterns are not presented in the textbook in any way. The textbook, therefore, meets the language needs but doesn’t take into consideration the learner’s needs. Besides the grammar references, vocabulary lists and expression glossaries are not included in the units either.new vocabulary is presented with sample sentences and pictures. There are no flashcards to make vocabulary presentation more interesting and effective.weakness of the textbook is that it has few revision units. Children have an opportunity for formal review after every 5 lessons, and the new vocabulary words are not repeated in subsequent lessons to reinforce their meaning and use.word-stock is quite large and a little complicated for children who have been studying English only for a year. The concepts presented in the texts may be unfamiliar to children even in their native tongue. For example, a ten-year-old child may not know (and doesn’t have to know yet) what is ‘volleyball’, ‘sportsground’, ‘stomachache’, ‘monument’, or it may be difficult for a child to understand and memorize the difference between snub, straight, large noses.unit begins with a short list of new words. For example, exercise 8 of Unit 4 (“Family”) presents five words together with sample sentences. The plural form of the words and their transcription is given. There is, however, no translation of the words in mother tongue. A more complete list of words is given at the end of the Unit. The latter doesn’t give the translation or the usage patterns of the words. The word- list should not be presented at the end of the Unit. Besides, it should be as clear as possible to make vocabulary learning an easy task for the children. Another shortcoming of the unit is that there are no games and special activities for the assimilation of the new vocabulary.are different recognition and drill exercises such as “True or false”, “Complete the sentences according to the example”, “Make up sentences, dialogues according to the example”, etc. This will help children to retain the vocabulary learnt. However, drill exercises are of little help when not combined with creative exercises and activities (role play, crossword puzzles, etc.) It is due to creative exercises that children develop their speaking and writing skills, use the vocabulary they learn to communicate and express their own ideas or to solve problems. So it would be good to add this kind of exercises to each unit.