I don't believe it is possible to find the perfect book for any class. As chapter 11 implied, every text/resource/technology needs to be adapted for each particular group of students' needs. I think back to how many of my classes in elementary school moved us from one workbook to the next and that is how several of our subjects were taught. It's a wonder I am here at all.
In fifth grade I had my first experience having a 'new age' teacher who allowed us to be very creative and learn with a more hands-on approach. I didn't like him because he would engage in some of the teasing students like to do. He was trying to be friendly; most of my classmates really liked him. I think he was just too unpredictable for me. He didn't follow the mold of what I expected from my teachers.
Anyway, I really appreciated the dialogues on pages 182-3. I thought they really illustrated the terms (mechanical drill, meaningful drill, form-focused drill) quite well.
I was amused by the discussion in ch 12 about what to call CALL. Haven't there been other acronyms that have taken on additional meanings since their origins? How many of you know that SPAM stands for Superfluous Pieces of Additional Mail? Has it's meaning changed? There have to be other's but I can't think of any right now.
In chapter 13 I was most interested in the section on the roles of the interactive teacher. So may teachers rule by intimidation. Yet I didn't see that as an option. They lecture, assign, and dicipline. I guess that falls under the teacher as a controller, but they didn't define it quite so harshly.
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It is clear that teachers can not manage to show all those five roles. As you said lecture, assign and discipline but they should be facilitator, controller and manager, too.
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