Tag Archives: SPINE Series.

CURRICULUM DESIGN AND DEVELOPMENT: EVALUATING SPINE TEXTBOOKS FROM A TEACHER’S PERSPECTIVE (Published)

The aim of this study is to explore Sudanese English language teachers’ views of the suitability and appropriateness of Spine Book One for the pupils of the Basic Level Schools in North Sudan. The Spine Series is a six-textbook series currently taught at the Basic and Secondary Level Schools in North Sudan. The research method adopted is the descriptive research method. The data are qualitative, and are collected with a checklist designed specifically for this purpose. The methodology also included content analysis. The findings indicate that: The content of this textbook is not suitable for Sudanese young learners of English. Most of the material in the textbook is not interesting. A lot of the content is obsolete and old. The four major language skills are not given equal emphasis .Neither the grammatical structures nor the vocabulary items are sequenced

Keywords: North Sudan, SPINE Series., curriculum design and development

SUDAN ENGLISH LANGUAGE SYLLABUS: EVALUATING READING COMPREHENSION QUESTIONS USING BLOOM’S TAXONOMY (Published)

This study focuses on reading comprehension as one of the major language skills in learning English language. The problem of the study is based on the hypothesis that SPINE 3 (Sudan Practical Integrated National English) provides learners with a great number of reading texts which aim at promoting learners’ comprehension abilities but they do not focus on High Order Skills. The comprehension questions in SPINE3 do not cover the range of thinking skills according to Bloom’s taxonomy. The major significance of the study is to assist syllabus and material designers in writing comprehension questions so as to improve learners’ comprehension abilities. The study is descriptive analytical in nature, it adopts the content analysis approach. The findings indicate that 89% of the questions in the sample are actually Low Order Thinking Skills questions, 59% are remembering and 30% are understanding. None are geared to the High Order Thinking Skills. The study recommends that a revision of the comprehension questions in SPINE3 has to be done and new language textbooks should take into account that the comprehension questions and activities should confirm with Bloom’s taxonomy of educational objectives. The questions and activities should aim at developing both Low and High Order Thinking Skills.

Keywords: Bloom’s taxonomy, High/ Low Order Thinking Skills, SPINE Series., reading comprehension questions