Group 3: Trần Thị Hiền

Nguyễn Thu Tuyết

ASSIGNMENT 1

TEXTBOOK EVALUATION

Material evaluated: Tiếng Anh 10 (Basic)

Aspects evaluated: Appearance, interesting and skills.

  1. Appearance

1. Cover:Well-designed: quite eye-catching

  • Front side: clear title (printed in big size with white color), suitable and real picture
  • Back side: light color but unattractive information -> should give some tips to learn English or some English saying, idiom

2. Design.

Clearly designed to follow

a. Introduction: simple, concise -> orient for students to have overview.

b. Book map: prepare what is coming and review what have done easily

  • Light colors: clear and eye-soothing,
  • Vertical: unit tittles with page numbers -> students look for pages easily
  • Horizontal: five rows for R,S,L,W,L

=> Easy to seek for information

-> Design different background colors for five rows

c.Unit design

  • Title: large size, red color, bolded, unit’s beginning left side
  • Main point: different colors and forms letters, clear size (easy to read)

d. Glossary: list of new words for each unit -> students look up and practice easily and quickly

  • Printing: good quality

3.Illustration:

Pictures: two types

- Drawings: colorful, beautiful, simple, accurate

->suitable for topics and age of learner.(pages:15,16,26,35,68)

- Photographs: colorful, taken from real life, interesting and beautiful (pages: 12, 82,142)

  • Make the information more realistic, more authentic.

4. Colors

- A wide variety of colors are used in the book.

- Lively colors

- Used effectively

→The book’s appearance is appealing and attractive

  1. Interesting

-There are no games and songs in the units

- Language focus exercises are too mechanical and non- communicative→ students are boring

Ex: Unit 9: Undersea world

Conditional sentence type 2:

Exercise3: Put the verbs into the correct forms

1. They would be rather offended if I didn’t go to see them. ( not/go)

2. If you exercised more, you would feel better. ( feel)

3. If I were offered the job, I think I ______it. ( take)

4. I’m sure Amy will lend you the money, I’d be very surprised if she______.(refuse)

5. If I sold my car, I______much money for it.(not/get)

6. A lot of people would be out of work if the factory______( close down)

-There are fewer interesting topics than uninteresting ones.

interesting topics / uninteresting topics
Unit 1: A day in the life of…
Unit 4: Special education
Unit 5: Technology and you
Unit 8: The story of my village
Unit 12: Music
Unit 13: Films and cinema
Unit 14: The World Cup / Unit 2: School talks
Unit 3: People’s background
Unit 6: An excursion
Unit 7:The mass media
Unit 9: Undersea world
Unit 10: Conservation
Unit 11: National parks
Unit 15: Cities
Unit 16: Historical Places

- Some topics are interesting because it suits the hobby, psychology of the Vietnamese students at 10th grade.

Ex:

Units / Reasons
Unit 1: A day in the life of… / Because it is the first unit, it can help students to orient by make timetable and the ways of saving time.
Unit 4: Special education / It introduces the Braille Alphabet and has high education.
Unit 12: Music / Music is popular with young people so that student can talk about their favorite idols and songs.

-There are some uninteresting topics

Units / Reason
Unit 2: School talks / It is too accustom to students to talk because they know each other
Unit 7: The mass media / It is too dull. Ex: the reading part only list programmers

-Related – to – life- topics

The units don’t relate students’ life.

Unit 10: Conservation: This unit shows the general information about conservational theory → should give the ways of limiting traffic jams and preventing floods and storms.

→ Tiếng Anh 10(basic) is not interesting

III. Skills

* This book covers all the skills but it is not suitable in the way we want to teach to students

  • Process of learning 4 skills

+ In the textbook

Reading – Speaking – Listening – Writing

→ Receptive- Productive- Receptive- Productive

+ In our way

Listening- Speaking- Reading- Writing

→Receptive- Productive- Receptive- Productive

Both of ways are from reception to production. We chose the order of the skills because the first listening part will give pronunciation, intonation, stress and vocabulary. Next, in the speaking part students can practice more and make monologue and dialogue by themselves. Then, they can read the available passages easily. Finally, by basing information in the previous part they can write better

→ Our order of the skills is suitable for learning the second language

  • The connection of the skills

- The skills focus on the topics

Ex: Unit 1

Reading part is about Mr .Vy and Mrs .Tuyet’s daily routines

Speaking part talks about Quan’s weekly timetable

Listening part mention Mr. Lam’s morning activities

Writing part ask students to give stages of a narrative and write a narrative about a hotel fire

- Each unit has some sub- skills with a variety of activities

Ex: Reading

Scanning for specific information (Unit 1, 8)

Reading for exact information (Unit 2)

Guessing meaning in context (Unit 1, 3, 5)

(Multiple choice, gap filling, matching, true and false)

- Skills are integrated to each other (Ex: reading- speaking integration and listening- speaking integration)

* Matching the institution’s syllabus

Theme: You and me

Skills / Textbook / Program framwork
Speaking / Role- playing / Expressing likes and dislikes
Listening / Listening for general or specific information
Reading / -Guessing meaning in context
-Scanning for specific information
-Reading for exact information
-Extensive reading
-Intensive reading / Reading for general or specific in formation
Writing / Writing a narrative
Filling in a form / Write a letter of complaint

There are some sub- skills which are mentioned in the institution’s syllabus

→In conclusion, this book isn’t good enough in learning language skills for students