Given that these aspects cannot be structured in a manner that makes them appear as one, education systems have to delineate the different needs for education into subunits that are applicable to the different learning levels and learner abilities (Stern 1983, p. 61). Therefore, this is also the framework upon which teaching English as a foreign language is based. However, it is worth noting that teaching a language brings up an entirely different approach to learning as it touches on more than the cognitive abilities and consciousness of a learner (Richards and Rodgers 2014, p. 22). Therefore, an effective evaluation of methods for teaching English as a foreign language, with particular emphasis on the communicative method through the perspective of Face2Face (Pre-Intermediate) by Redston Chris and Cunningham Gillie, can sufficiently aid in understanding the intrigues that surround teaching English as a foreign language.
Face2Face (Pre-Intermediate) is structured in such a manner that there are 12units each of which has its own lessons and criteria for evaluating the learners’ progress after every unit. The book is also designed in such a way that the various exercises are effectively named according to the topic of English that they touch on. This means that for exercises that touch on the vocabularies, the naming is aptly put as ‘Vocabulary’ (Appendix 1). Additionally, exercise that assist leaners with grammar or those that assist the students with listening are put as ‘Help with Grammar’ for the former and ‘Help with Listening’ for the latter (Appendix 2). This naming system is essential in ensuring that the learners have a good grasp of what they are learning, in addition to making the content easy to understand, as opposed to how the situation would be had the exercises be named otherwise (Johnson 2001, p. 36). Moreover, the book makes learning easier by ensuring that the learners have the ability to keep check of their activities through the ‘Review’ and ‘Progress Portfolio’ after every unit (Appendix 3).