Aims of the study
This study evaluates Kid’s Box 5 to assess its suitability for grade 5 students and teachers at DTDS, focusing on its aims, design, organization, content, and methodology The findings aim to offer teachers valuable insights into the strengths and weaknesses of the textbook, along with recommendations for addressing its shortcomings to improve student learning efficiency.
Research question
The textbook Kid’s Box 5 is evaluated for its alignment with the course requirements for fifth-grade students at Doan Thi Diem Private Primary School, focusing on its aims, design, organization, content, and methodology.
Scope of the study
This study evaluates the suitability of educational materials, specifically focusing on the textbook "Kid's Box 5." Using criteria established by Cunningsworth (1984), Ur (1996), and McDonough and Shaw (1998), the evaluation examines the aims, design, organization, content, and methodology of the material The research subjects consist of experienced English teachers and feedback from grade 5 students who have completed the textbook Data collection methods include document analysis and questionnaires, with a focus on gathering insights from these two instruments.
Significance of the study
This thesis provides valuable insights for teachers and students at DTDS regarding their textbook, identifying key issues and offering recommendations for improvement The research findings aim to benefit teachers, teacher trainers, and administrators in similar primary schools by enhancing their understanding of educational materials Focusing specifically on young learners, this study emphasizes the unique considerations necessary for designing and conducting research in this area Ultimately, it enriches the literature by presenting data on young learners and their textbooks, along with guidance on effective research methodologies for this demographic.
Method of the study
The study utilized survey research to explore the topic, employing document analysis and questionnaires for both teachers and students The evaluation followed the Hutchinson & Waters (1987) model, with closed questions in the surveys designed to gather insights on the textbook's suitability from both educators and learners.
Overview of the study
The study mainly consists of three parts as follows:
This article provides a comprehensive overview of a thesis that explores the evaluation of educational materials It begins with an introduction outlining the rationale for the topic, research aims, questions, scope, significance, methods, and an overview of the thesis structure The development section is divided into three chapters: the first reviews relevant literature focusing on material-related issues; the second details the research methodology, including data collection instruments, subjects, and procedures; and the third presents a thorough analysis and discussion of the data Finally, the findings highlight key insights from the analysis, offering recommendations for material improvement and concluding with practical suggestions for the future use of the textbook.
LITERATURE REVIEW 1.1 Materials in teaching and learning
Definition of materials and types of materials
According to Tomlinson (2001:66), materials are defined as “anything which can be used to facilitate the learning of a language.” These materials can take various forms, including textbooks, workbooks, cassettes, CD-ROMs, videos, photocopied handouts, and newspapers Essentially, any resources utilized by teachers to instruct students in language learning are considered materials This perspective is supported by Zohrabi, Sabouri, and Behroozian, emphasizing the diverse range of tools available for effective language instruction.
Materials for language teaching can take various forms, including printed materials like books and guidebooks, as well as non-printed formats such as CDs and audio recordings (2012) McGrath (2002) emphasizes that materials may also encompass realia—actual objects like pencils and chairs—and representations such as drawings and photographs While diverse types of materials can enhance language learning, textbooks remain the most prevalent resource in local language programs Consequently, in this study, the terms "textbook" and "material" are used interchangeably McGrath (2002) categorizes materials into four main types.
Published materials: This type of materials includes books and reference materials such as dictionaries, grammars, test practice materials, advice on language learning, tapes accompanying course books or supplementary books
Authentic materials include a variety of real-life resources such as newspapers, magazines, user manuals, brochures, foreign mission information, letters, faxes, emails, videos (including films and documentaries), and songs These materials are derived from genuine sources, making them valuable tools for learning and engagement.
Adapting and supplementing published materials involves modifying existing resources to enhance their effectiveness These materials can either stand alone or be intentionally crafted to complement course books, providing additional support for learners.
Specially-prepared materials are essential for students who are studying independently, as they offer tailored resources that meet individual learning needs effectively.
When selecting materials for a course, it is essential to ensure they align with the course objectives and cater to the needs of learners Teachers should carefully consider factors such as the learners' needs, their proficiency levels, and the specific goals of the course to make informed choices.
Roles of materials in language teaching and learning
Materials play a crucial role in language teaching programs, as emphasized by various authors They are widely recognized for their positive impact on second language acquisition According to Richards (2001), teaching materials are essential components of most language programs, serving as the foundation for much of the language input learners receive and the primary source for classroom practice Additionally, materials facilitate diverse classroom activities, structure lesson content, and help maintain a balance of skills In some settings, they enhance and complete the teacher's instruction, while for certain learners, they may represent the main avenue for engaging with the language, independent of teacher-prepared information.
Effective teaching materials play a crucial role in teacher training, benefiting both experienced and novice educators (Richards, 2001; Nunan, 1991) They serve as valuable resources for poorly trained teachers and provide guidance for beginners Tomlinson (2003) emphasizes that textbooks can effectively guide the teaching process, enhancing instructional quality.
Textbooks remain essential in language teaching, providing a roadmap for both teachers and learners to navigate lessons and reflect on prior content Despite advancements in technology, they continue to fulfill learners' needs and align with educational objectives, equipping students to use language effectively Textbooks and learning materials shape perspectives on the world and play a crucial role in education Nunan (1999) emphasizes that textbooks are integral to instructional programs, making it hard to envision a classroom without them Cunningsworth (1995) highlights their multiple functions, including presenting written and spoken materials, promoting interaction, serving as vocabulary and grammar references, facilitating classroom activities, acting as syllabi, and supporting self-directed learning.
In conclusion, teaching materials and textbooks play a crucial role in language classes, serving as essential resources for activities, skills, and practice for both educators and students According to O’Neill, a textbook serves primarily as a foundational resource, acting as a starting point for teachers and their classes (Crawford, 2002: 87) To effectively achieve course objectives and address learners' needs, it is vital to select and, when necessary, evaluate materials to ensure they align with the language program and the specific requirements of the students.
Materials evaluation
Materials evaluation in applied linguistics encompasses various definitions, with Lynch (1996) describing it as "the systematic attempt to gather information in order to make judgments or decisions." It is important to distinguish evaluation from assessment; as Harmer (2001) notes, assessment refers to an out-of-class judgment regarding the potential effectiveness of a new course book.
Course book evaluation is a critical assessment of a book's effectiveness in English Language Teaching (ELT), highlighting its significance in material evaluation Hutchinson and Waters (1987) describe evaluation as a "matching process" that aligns learners' needs with available resources Similarly, Murphy (2000) emphasizes that evaluation is essential for determining a program's value and facilitating informed decision-making through systematic information gathering.
Material evaluation involves assessing the effectiveness of materials in meeting established objectives This process encompasses the specific elements to be evaluated, the intended goals of the materials, and how these materials align with the objectives and requirements of a given context.
1.2.2 The importance of materials evaluation
According to Cunningsworth (1984), teachers frequently rely on published teaching materials throughout their careers, as these resources save both time and money, regardless of their teaching context Consequently, it is essential for educators to evaluate these materials carefully to make informed decisions about their effectiveness.
According to McDonough and Shaw (1998), teachers find evaluation valuable not only for assessing materials but also for gaining insights into their organizational principles and staying updated with developments in their field Consequently, it is common for teachers to evaluate the materials they utilize in the classroom at various times.
Hutchinson and Waters (1987) define evaluation as the process of assessing the suitability of resources for specific purposes, emphasizing that it involves identifying the best options through a systematic checklist of criteria that highlight key variables They note that there is no single perfect solution for material evaluation; rather, different materials may possess varying degrees of suitability This perspective is supported by Cunningsworth (1984), who states that no course book can be entirely appropriate for a given teaching situation.
In order to effectively utilize resources, individuals must adapt their approaches based on personal needs (1984: 9) Careful evaluation is crucial for making the best choice among available options, as it can significantly reduce costs and prevent frustration (Hutchinson and Waters, 1987).
Ellis (1997) highlights two key reasons for language teachers to evaluate instructional materials First, it is essential to select the most appropriate materials for specific teaching contexts, a process typically conducted prior to the course Second, ongoing evaluation is necessary to determine if the selected materials continue to align with the course objectives over time.
Conducting an evaluation of English Language Teaching (ELT) textbooks is essential to ensure they effectively support the achievement of our teaching objectives.
Materials evaluation can be categorized into various types, with Johnson (1989) identifying three main subtypes: preliminary, formative, and summative This classification aligns with the frameworks proposed by Cunningsworth (1995) and McGrath (2002), who refer to these stages as pre-use evaluation, in-use evaluation, and post-use evaluation, respectively.
Preliminary or pre-use evaluation is often the most challenging type of assessment, as it occurs before any actual experience with the course book This evaluation is typically conducted prior to the implementation of the course book and is one of the most common forms of evaluation.
Formative or in-use evaluation is a kind of evaluation for suitability, involving
Evaluating a course book involves assessing its alignment with specific requirements such as learners' objectives, backgrounds, and available resources (Cunningsworth, 1995:14) This process, known as course book evaluation, takes place while the material is actively being used to determine if it should be replaced.
Summative evaluation, also known as post-use evaluation, assesses the effectiveness of a textbook after prolonged use This type of evaluation is valuable for determining whether to continue using the same textbook in future courses.
In this paper, formative evaluation is used with the aim to seek out the suitability of Kid’s Box 5 when it is in use for grade 5 students in DTDS
This article discusses various models for evaluating language teaching materials, highlighting the influential frameworks proposed by Ellis (1997), McDough & Shaw (1993), and Hutchinson and Waters (1987).
Evaluation model proposed by Ellis (1997)
Ellis (1997) proposes a model that emphasizes detailed empirical evaluation at the task level within the context of teaching and learning This model seeks to assess the alignment between the planned task and its actual implementation The process involves seven key steps: selecting a task, detailing the task's specifications including input, procedures, language activities, and expected outcomes; planning the evaluation based on these dimensions; gathering data before, during, and after the task execution; analyzing the collected information; drawing conclusions from the findings; making future teaching recommendations; and finally, compiling a report.
Evaluation model proposed by McDonough and Shaw (1993)
McDonough and Shaw (1993) suggest an evaluation model with three stages: External evaluation, internal evaluation and overall evaluation
Learning styles of and teaching styles for primary students
Children learn language in a different way from adults because of their young minds Therefore, characteristics of young learners and their learning styles affect second language acquisition
Basic principles of teaching young learners
Teaching young learners is guided by key principles from various theorists Piaget (1970) emphasizes that “children are active learners and thinkers,” highlighting that they build knowledge through direct interaction with their environment and personal exploration In contrast, Vygotsky (1962) argues that “children learn through social interaction,” suggesting that knowledge is constructed through engagement with others, particularly adults The concept of the Zone of Proximal Development (ZPD) illustrates the crucial role of teachers, as they help bridge the gap between a child's independent problem-solving abilities and what they can achieve with guidance Thus, the involvement of adults is essential in facilitating a child's learning journey.
(1983) shares Vygotky’s opinion when he focuses on the importance of language in a child’s cognitive development in which “children learn effectively through
14 scaffolding by adults.” He shows how the adult uses “scaffolding” to guide a child’s language learning
Characteristics of young learners from 7-12 years old
Young learners, as noted by Slatterly and Willis (2001), are at a crucial stage where they are developing reading and writing skills in their first language, enhancing their thinking abilities, and distinguishing between reality and imagination They are also capable of planning and organizing activities, collaborating with peers, and taking responsibility for classroom tasks Consequently, textbooks designed for young children should leverage these developmental traits to stimulate their abilities and foster their interest in learning.
Ideas for teaching English to young learners
EFL teachers of young learners can take advantage of the flexibility of young minds and the malleability of young tongues to grow better speakers of English Shin
(2006) states ten ideas for teaching to young learners:
Supplement activities with visuals, realia, and movement
Involve students in making visuals and realia
Move from activity to activity
Use stories and contexts familiar to students
Establish classroom routines in English
Use first language as a resource when necessary
Bring in helpers from the community
Collaborate with other teachers in your school
Communicate with other teaching English to young learners professionals
Young learners have unique needs and characteristics in language acquisition, necessitating tailored approaches, methodologies, and materials for teaching English It is essential to select appropriate resources that align with their abilities and foster their learning potential.
This chapter describes the context of teaching and learning English in DTDS Then the methodology and procedures carried out in this study will be explored.
An overview of current English teaching and learning at DTDS
In Vietnam, the Ministry of Education and Training (MOET) has introduced English as an optional subject for primary students in grades 3 to 5, offering two periods per week at most public primary schools In specialized English programs (DTDS), students can begin learning English as early as grade 1, with instruction provided by both Vietnamese and foreign teachers, totaling six to eight periods weekly The teaching environment is well-equipped, featuring essential facilities such as boards, computers, projectors, computer labs, and CD players to enhance the learning experience However, class sizes remain a challenge, with English classes accommodating between 29 to 32 students each.
The foreign teachers at the school come from various English-speaking countries, including England, America, Canada, and Australia, and are employed through a management center that assesses their teaching abilities and credentials While teaching methodologies and quality may vary, all Vietnamese teachers hold university degrees and most have achieved a B2 level in English, as defined by the Common European Framework set by MOET Student proficiency levels differ significantly, with some excelling due to additional English learning opportunities outside of school.
DTDS, a private school, is authorized by the Ministry of Education to select its own English teaching materials, opting for Kid’s Box due to its comprehensive alignment with the Cambridge Young Learners English (YLE) tests While this choice supports the curriculum, the diversity in students' learning styles and varying proficiency levels presents challenges for teachers in delivering engaging and effective lessons.
Research methods
A comprehensive survey research was conducted to gather essential information, utilizing both document analysis and survey questionnaires The document analysis provided a thorough evaluation of the materials, specifically focusing on Kid’s Box 5 and the syllabus of course requirements Subsequently, survey questionnaires were distributed to collect insights from students and teachers The data analysis enabled the drawing of conclusions relevant to the previously identified research questions.
This study evaluates teaching materials and course requirements using Hutchinson and Waters’ (1987) evaluation model, which incorporates both objective and subjective analyses The subjective analysis focuses on four criteria—aim, design and organization, contents, and methodology—to assess student needs In contrast, the objective analysis examines the textbook Kid’s Box 5 against the same criteria The collected data is then analyzed to determine if the material aligns with the identified requirements for students.
A survey was conducted to assess the Kid's Box 5 textbook for fifth-grade students, utilizing Hutchinson and Waters’ model to analyze course requirements through subjective analysis Objective data was gathered via questionnaires, and both analyses were compared Participants responded using a four-point Likert Scale, where 1 indicated strong disagreement, 2 indicated disagreement, 3 indicated agreement, and 4 indicated strong agreement.
The teacher questionnaire comprised four key sections totaling 27 items Section I included a single question focused on evaluating the textbook's alignment with the course objectives Section II contained eight questions, numbered 2 to 9, aimed at assessing various aspects of the teaching materials.
The evaluation of teaching materials by educators focuses on their alignment with course design and requirements Section III, comprising 14 items numbered 10 to 23, assesses teachers' perspectives on material suitability concerning the prescribed content This section categorizes items 10 to 14 around topic relevance, items 15 to 18 regarding language content, and items 19 to 23 addressing language skills Additionally, Section IV features 4 items numbered 24 to 27 that gather teachers' insights on the methodology presented in the textbook.
The student questionnaire mirrored the categories of the teacher questionnaire and was translated into Vietnamese to prevent misunderstandings during responses The translation utilized simple language to ensure that learners could easily comprehend the questions.
The questionnaire comprises several key sections: item 1 focuses on the aims of the material, items 2-9 evaluate the design and organization of the book, items 10-14 address the topics covered, items 15-18 explore students’ perceptions of the appropriateness of the language content, items 19-23 assess the language skills included, and items 24-27 examine the methodology employed in the book.
Participants
The study involved 14 English teachers from DTDS who have experience teaching Kid's Box, with some currently teaching Kid's Box 5 and others having taught it one or two years prior At the time of the research, 6 teachers were responsible for 18 grade 5 classes The researcher randomly selected 6 classes taught by these teachers to distribute a questionnaire aimed at gathering their insights, all of whom had completed the Kid's Box 5 curriculum by the time the survey was conducted.
Procedures
The data was collected at the end of the English course in May 2014 The researcher used document analysis and questionnaires to collect dada for the purpose of the study
The research involved a comprehensive analysis of the textbook, focusing on its aims, design and organization, content, and methodology, following the evaluation criteria established by Hutchinson and Waters (1987) Utilizing both subjective and objective analyses, the study assessed the course requirements alongside Kid’s Box 5 across the four criteria The results were derived by comparing the outcomes of these two analytical approaches to identify key insights.
2.4.2 Questionnaires for students and teachers
To collect the data, 192 grade 5 students and 14 English teachers at DTDS were selected
In the 2013-2014 school year, a researcher attended 6 out of 18 classes taught by six English teachers for grade 5 students The researcher introduced the study and explained the research topic in Vietnamese to ensure clarity and understanding among the students Additionally, any difficult terms were clarified Students were allotted 20 minutes to complete the questionnaires.
During a break, the researcher distributed questionnaires to English teachers, specifically those who had experience teaching grade 5 After explaining the study's topic and objectives, the participating teachers completed the questionnaires at their convenience throughout the day and returned them to the researcher by the end of the school day.
DATA ANALYSIS AND DISCUSSION 3.1 Document analysis
The appropriateness of the material to the aims of the course
By analyzing the course objectives and syllabus of material, the appropriateness of the material to the aims of the course was found out
In response to the Common European Framework of Reference for Languages (CEFR), the Ministry of Education and Training (MOET) implemented Decision No 3321/QĐ-BGDĐT on August 12, 2010, launching a pilot English program for primary school students This initiative aims to equip grade 5 students with basic communication skills across four language areas, enabling them to engage in simple conversations at school and home Additionally, the program introduces students to fundamental aspects of English, including cultural insights into English-speaking countries, essential vocabulary for familiar topics, and basic grammar knowledge, such as tenses and sentence types.
DTDS is a private school that emphasizes English language education for students starting in grade 1, following a high-quality curriculum In addition to meeting the Ministry of Education and Training (MOET) standards, the school's program is designed to align with the Young Learner English (YLE) tests, ensuring that students achieve specific language learning objectives.
The CEFR levels align with the Cambridge ESOL YLE Tests, with each level corresponding to specific objectives After completing grade 5 or primary school, students can attain A2 level or confidently participate in the Flyer test The A2 (Flyer) objectives focus on the ability to manage social interactions, such as greeting others, inquiring about their well-being, responding to news, and engaging in brief social exchanges, as well as asking and answering questions.
In school and during leisure time, students engage in various activities, including making and responding to invitations, discussing plans, deciding on locations, and arranging meetings They also practice making and accepting offers while developing their ability to perform simple classroom tasks in English.
The appropriateness of the material to the content requirements of the
Kid’s Box 5 effectively covers essential language structures and offers a comprehensive vocabulary list, ensuring that students practice language in varied contexts Aligned with the YLE test syllabus, each two-level cycle corresponds to the Starter, Mover, and Flyer tests, with Kid’s Box 5 corresponding to the Flyer level (A2) This level focuses on enabling students to communicate using simple expressions, articulate their problems at home or school, and understand texts on everyday topics, even with limited vocabulary Additionally, students learn to write brief messages, such as postcards or emails, and express their feelings The material is structured around the A2 syllabus objectives and is organized into twelve detailed units.
In summary, the analysis indicates that the material effectively fulfills the course objectives by addressing all necessary skills and language points as required.
3.1.2 The appropriateness of the material to the content requirements of the course
This section analyzes and compares the course material with the content requirements to assess their alignment and correspondence.
The content syllabus of the course is presented in Table 3
1 Theme Friends, school, family and world around
2 Text - types Reading texts, dialogues, story, and song
3 Topics Familiar topics helping handle social function
- Verb tense: present simple, present continuous, past simple, past continuous, future with “ be going to”, present perfect
- Complex sentences: clauses of time, place, reason, … ; wh-questions: what, when, how; yes/no questions
- Modal verbs; Nouns; Adjectives; Adverbs
- Prepositions: by, on, in, at…
- Be made of/ in/ for/ by
Words are correspondent to themes word stress , rhythm, intonation, syllable, homophones, some difficult phonemes, /ed/
5 Macro skills Basically, develop 4 language skills: reading, writing, speaking, listening
Table 3: Content requirements of the course 3.1.2.2 Material analysis
The book "Kid’s Box" aligns closely with the course content requirements, focusing on themes such as friends, school, family, and the world around us While the theme of "world around" encompasses numerous topics, the theme of "school" also includes a significant number of subtopics In contrast, the theme of "family" is represented by just a single subtopic.
The article highlights the alignment of various text types with course requirements, noting that reading sections feature texts and stories, speaking sections include dialogues and surveys, listening sections present songs, and writing sections showcase writing models This coherence ensures that the materials effectively meet the educational objectives of the course.
The course topics are designed to align with familiar social functions, aiding students in effective communication Each topic in the materials serves a practical purpose, enhancing students' ability to engage in everyday interactions For instance, the initial unit teaches essential skills such as greeting others and self-introduction, while subsequent topics like television, urban living, and disaster response equip students with the knowledge to respond appropriately to current events.
In Kid's Box 5, the curriculum emphasizes essential grammar structures, including present simple, present continuous, past simple, past continuous, future forms with "be going to," and present perfect It also covers nouns, various types of clauses such as time, place, and reason, as well as wh- questions and yes-no questions Additionally, modal verbs like "should" and "could" are introduced, along with prepositions and connectives such as "because," "when," and "so," while also addressing the concept of being made of.
The grammar components in the material largely align with the syllabus objectives, with the exception of adjectives, adverbs of manner, and adverbs of frequency Kid's Box 4 effectively presents these grammar points, focusing on the combination of nouns, adjectives, and verbs However, young learners often struggle to differentiate between adjectives and nouns derived from the same root word Additionally, the inclusion of the present perfect tense in only unit 8 may pose challenges for students with limited practice time Therefore, it is essential to allocate more time for students to engage in practice.
The vocabulary provided in this educational material is tailored to specific themes, covering engaging topics that resonate with students For instance, introductory units include themes such as "Welcome to our ezine," "Time for Television," "Natural World," and "World of Sport." This thematic approach ensures that the vocabulary aligns effectively with course requirements Additionally, the material emphasizes pronunciation by teaching students about word stress, syllables, homophones, and challenging phonemes in English, such as /ŋ/, /ʌ/, and /z/.
The material addresses key aspects of pronunciation, including sounds such as /s/, /ə/, and the past tense ending “ed.” However, it lacks coverage of intonation and rhyme, which are essential for comprehensive learning Each unit introduces unique content, making it challenging for young learners to retain information Additionally, the inclusion of complex morphemes like /z/ and /ʌ/ is not practical, as students primarily learn pronunciation through imitation, limiting their ability to apply these sounds to different words Furthermore, there are insufficient tasks and resources for practice, resulting in a partial fulfillment of pronunciation methodology requirements.
The course aims to equip students with fundamental English communication skills through the four language macro-skills: listening, speaking, reading, and writing Each unit, as illustrated in Appendix 4, encompasses these skills, ensuring they are integrated to enhance one another and fulfill the course requirements effectively.
The course consists of 8 units and 4 review units, delivered over 35 weeks with five periods each week, totaling 175 periods This structure effectively meets the course requirements.
The appropriateness of the material to the methodology requirements of
Table 4 shows the methodology requirements of the course
Contents Methodology requirement of the course
A Kinds of tasks and exercises
Role- play ( a dialogue, a story); do survey; do questionnaire; make a description; talking about opinion
Engage in various listening activities to enhance your skills: listen and complete tasks, write names, respond with "yes" or "no," identify letters, select correct answers, arrange items in order, and match related concepts.
Read and answer questions; read and choose the correct answer; read and match; read and label the diagram; read and complete; read and correct the sentences; read and answer
"true" or " false"; read and order the events; read and choose the best title
Building sentences with given words; write a paragraph; write a description; write a letter, a postcard; write a report Contents Methodology requirement of the course
The integrated approach to language learning encompasses four essential skills: reading, writing, listening, and speaking This method includes various activities such as selecting the correct word or phrase to complete grammatical structures, identifying and correcting grammatical errors, and using the appropriate verb tenses Additionally, learners engage in sentence reordering, picture description, and vocabulary matching with definitions and images Activities also involve reading comprehension exercises, where students complete texts using contextually relevant vocabulary, as well as listening tasks that require them to accurately transcribe words.
Listen, find the sound/ phoneme and say "yes" or" no"
Odd one out; put words with certain sounds in the right columns; find the words with the same sounds
Encourage the creativities of students and communicative purposes
Work in individually, in pairs, in groups, whole-class Table 4: The methodology requirements of the course 3.1.3.2 Material analysis
The course requirements for methodology outline diverse tasks, exercises, and teaching techniques utilized in the classroom Language skills are developed through a variety of tasks and exercises, as detailed in Table 5 These exercises are integrated across different units, ensuring a comprehensive learning experience throughout the book.
Types of tasks and exercises for speaking skill
Types of tasks and exercises for writing skill
Role play All units Write a paragraph Units 1-4, 6, 8
Questionnaire Units 1, 7, 8 Write a report Unit 8
Do survey Unit 4 Write a description Units 1, 3
Make a description Units 3, 7 Write a plan Units 2, 6
Talking about opinion Units 5, 7 Write a letter, a postcard No units
Types of tasks and exercises for listening skill
Types of tasks and exercises for reading skill
Read and answer questions All units
Listen and write the name
Read and choose the correct answer
"No" Units 1, 4, 5, 7 Read and match Units 1, 2, 4, 5, 7,
Listen and say the letter Units 1, 8 Read and label the diagram Units 1, 2, 4, 5, 7
Listen and choose the answer
Units 1, 2, 3, 4, reviews 3+4, 5+6 Read and complete Units 1, 2, 3, 4
Listen and order Units 1, 2, 5 Read and correct the sentences Units 3, 5, 6
Listen and match Units 2, 6, review
Listen and label the diagram Unit 5 Read and order the events Unit 2, 3
Listen and write words or numbers
Read and choose the best title
Table 5: Types of tasks and exercises for language skills
A comparison of Table 5 and Table 4 reveals that the material satisfies the requirements for various tasks and exercises in speaking, reading, and listening.
The course outlined in Table 4 necessitates various writing tasks, including constructing sentences, writing paragraphs, descriptions, letters, and postcards However, an analysis of the materials reveals a lack of specific exercises focused on sentence construction for paragraphs and the absence of tasks for writing postcards and letters Consequently, the materials do not provide sufficient writing practice to meet the course requirements.
Regarding language points, it is found that the material could meet some of the requirements of the course in term of tasks and exercises
Tasks and exercises for grammar Tasks and exercises for vocabulary
Choose the correct words/ phrase to grammatical structures
Match words with different definitions
Correct the grammatical errors Unit 4 Match words with pictures
Use the vocabulary in texts
Look pictures and write sentences
5, 8 Listen and write words Unit 6
Write sentences with grammatical structures
5, 6, 7, 8 Find words in texts Unit 2, 3, 7 Table 6: Tasks and exercises for language points
The analysis of the material in Table 6 reveals that while some tasks share similar course requirements, there is a limited number of separate grammar exercises for each unit Most grammatical structures are integrated within language skills rather than presented in distinct sections This approach is beneficial for young learners, as it allows grammar to be incorporated seamlessly into language skills In conclusion, grammar is predominantly integrated into the overall learning framework.
27 meet the course requirements when it is necessary to add more kinds of tasks and exercises
The vocabulary tasks and exercises are diverse and varied across each unit, ensuring they effectively meet the methodological requirements for language learning.
The pronunciation tasks in the material involve listening to a track about a model or new item, followed by listening and repeating, and then identifying the new item in the listening section across all units However, the exercises lack variety and are repeated in different units, indicating that they only partially fulfill the methodology requirements for effective pronunciation practice.
Overall, the material effectively meets the course requirements for vocabulary, adequately addresses grammar, and partially fulfills pronunciation standards The teaching and learning techniques employed contribute to this assessment.
The analysis indicates that the speaking skill tasks are heavily emphasized in the material, featuring various types of exercises Additionally, more time is allocated for listening and speaking within each unit compared to other skills, aiming to enhance spoken communication Familiar topics equip students with essential vocabulary, language, and structures for effective daily communication Consequently, the material aligns well with the course's communicative methodology requirements.
To foster student creativity, the course material effectively meets educational requirements by incorporating engaging tasks that practice new language structures Following these tasks, interactive games and group discussions prompt students to independently create sentences and scenarios based on their learning These activities not only stimulate critical thinking but also help students connect their knowledge to real-life situations and events Each unit features captivating elements that enhance the learning experience.
"Did you know that ?" is a unique content-based lesson format aimed at enhancing students' understanding of various subjects These lessons serve as a valuable instructional tool, reinforcing concepts that students encounter in their regular school classes By engaging students with intriguing facts and information, they foster motivation and curiosity in the learning process.
Students can enhance their understanding of various subjects by learning English, which serves as a valuable tool for interdisciplinary education Following the lesson, they engage in a project that ties into the topic studied, allowing them to showcase their creativity and apply their knowledge in innovative ways.
The researcher identifies that teaching and learning techniques vary in how instructions for tasks are presented Some instructions are explicit, such as "in groups, discuss " or "play the game in pairs." Others are more indirect, like "guess it in ten" for group work or "ask your friend the questions" for pair work Additionally, some instructions are implied without direct guidance, as seen in phrases like "listen and repeat" for whole-class activities.
The article emphasizes the importance of selecting the correct answer through individual activities, supported by clear instructions in the teacher’s book This structured approach enables educators to effectively guide students, enhancing teaching and learning methods The material promotes various collaborative techniques, including individual work, pair work, group activities, and whole-class engagement, ultimately fostering a more dynamic learning environment.
Survey results
This section presents an analysis of the responses from students and teachers regarding their evaluation of the textbook's aims, design, organization, content, and methodology Out of 192 distributed student surveys, 181 valid responses were collected, while 11 were deemed invalid due to incomplete answers or multiple responses to questions 2 through 27 Additionally, all 14 teacher surveys were validated.
This section presents the findings from a survey conducted among students and teachers regarding their opinions on the textbook's alignment with the course objectives The responses indicate varying perspectives on the appropriateness of the textbook in meeting the educational goals.
1 The material provides students with opportunity to: Students Teachers a Communicate simply in English according to the given topics in spoken channel 90.6% 100% b Write short descriptive paragraph, letters or postcards to friends and relatives 52.5% 57.1% c Understand reading texts about common topics and then do some following tasks 90.1% 92.9% d Acquire some basic English grammar 80.1% 64.3% e Widen general vocabulary of the common topics in the book 97.2% 92.9% f Acquire basic knowledge about pronunciation 51.4% 50% Table 7: Students’ and teachers’ evaluation on the aims of the book
Table 7 indicates that the educational material significantly aids students in communicating effectively on simple and common topics, with 90.6% of students and 100% of teachers affirming its effectiveness Additionally, student satisfaction regarding reading comprehension and vocabulary acquisition for familiar topics is high, with 90.1% and 97.2% respectively Over 90% of teachers concurred that the material enhances students' understanding of texts and vocabulary However, a discrepancy exists in perceptions of grammar structure acquisition, with 80.1% of students feeling the material was beneficial compared to only 64.3% of teachers, possibly due to students' extensive practice with additional worksheets In terms of writing skills, around half of both students and teachers expressed satisfaction, with 52.5% of students stating they could write short descriptive paragraphs and 51.4% feeling they gained basic pronunciation knowledge, aligning with the views of 50% of teachers who believed the textbook provided adequate support.
This article discusses 30 materials and methods designed to enhance students' pronunciation skills While teachers expressed greater optimism about writing proficiency, 57.1% of students acknowledged the effectiveness of the provided materials in improving their writing skills.
In summary, the analysis indicates that the material aligns well with the course objectives for speaking, listening, reading skills, vocabulary, topics, and grammar While not every student agreed on these aspects, the varying levels within the class are understandable However, the material only addresses the writing skills and pronunciation needs of slightly more than half of the students.
3.2.2 The appropriateness of the material to the design and organization required by the course
The design and organization of a textbook play a crucial role in capturing the attention and motivating young learners to engage in their studies This table presents the perspectives of both students and teachers regarding the effectiveness of the textbook's design and layout.
The font size and type used in the book are appropriate for young learners
4 Every lesson is given an appropriate title 1.1 8.8 42 48.1 0 7.1 71.4 21.5
The page layout and design of Kid's Box 5 are clear and organized
The headings, icons, labels, italics, etc in each unit are consistent and easy to understand
The content is presented logically in each unit
The pictures and artwork are varied, colorful and attractive
The pictures and artwork help students understand the subjects, exercises
Table 8: Students’ and teachers’ evaluation on the design and organization
Table 8 reveals that both teachers and students expressed positive opinions about all items assessed Specifically, the cover design of the book received mixed feedback, with 29.9% of students and 14.2% of teachers indicating dissatisfaction Conversely, a significant majority—70.1% of students and 85.8% of teachers—considered the book's visual design to be successful.
The font sizes and types in the book received high satisfaction ratings, with 85.1% of students and 85.8% of teachers expressing contentment Only a small percentage, 9.9% of students and 7.1% of teachers, criticized the unit titles, indicating overall interest in them Both students and teachers positively evaluated the layout and organization of each page, despite minor dissatisfaction from a few Furthermore, 87.3% of students and 78.6% of teachers found the book's organization logical, noting that the content progressed from easy to difficult, with each section effectively supporting the next.
In evaluating the visuals and illustrations in the book, both teachers and students provided feedback based on two key criteria Notably, item 8 focused on the visuals, where 76.2% of students and 78.6% of teachers expressed agreement, indicating that a significant majority found the book's pictures to be colorful and engaging.
The use of appealing pictures, artwork, and colors is crucial for engaging young learners, as highlighted by the high agreement rates of 85.7% among teachers and 72.3% among students regarding the effectiveness of visuals in enhancing understanding of subjects and exercises This emphasis on visual elements significantly contributes to the overall attractiveness of educational materials for children.
In conclusion, the evaluation comparison between students and teachers indicated that all criteria related to the design and organization of the material were suitable for students and effectively addressed their needs.
3.2.3 The appropriateness of the material to the content requirements
The topics are interesting and the students like them
11 The topics in the book are various 8.8 17.1 42.5 31.6 0 7.1 50 42.9
The difficulty level of the topics is suitable to grade 5 students
The topics help expand your students' knowledge and enrich their experience
The topics help students relate to the social and cultural contexts
Table 9.1: Students’ and teachers’ evaluation on the topics of the book
Table 9.1 indicates that there was minimal disagreement between students and teachers on various topics Notably, no teachers strongly disagreed with five specific items, and only one or two expressed disagreement In contrast, a larger percentage of students disagreed with all the items presented.
A significant majority of students (83.4%) and teachers (92.9%) found the topics in the textbook interesting, with over two-thirds of students (74.1%) and nearly all teachers (92.9%) agreeing that the variety of topics was adequate for grade 5 While 20% of students felt some topics were challenging, only 14.2% of teachers shared this view, indicating that the difficulty level aligns well with the students' capabilities Consequently, a large percentage of teachers (92.9%) and students (81.7%) believed that the topics would enhance their knowledge and experiences Additionally, 72.4% of students and 85.8% of teachers felt that the topics effectively connected to relevant social and cultural contexts Overall, the textbook appears to offer suitable content that meets the educational needs of grade 5 students.
Table 9.2 reveals that both students and teachers expressed a positive consensus regarding the language content of the textbook, with 80.7% of students and 85.8% of teachers agreeing on the updated information The majority of students felt that the vocabulary list in each lesson was adequate for their learning, a sentiment echoed by over two-thirds of teachers who deemed the vocabulary suitable for students' levels Furthermore, 79.6% of students found the grammar difficulty appropriate, though 20.4% reported it as challenging Teachers were even more supportive, with 57.2% agreeing and 28.6% strongly agreeing on the grammar's suitability However, more than half of the students (53.6%) felt there was insufficient material for practicing pronunciation, leading to a mixed response from teachers, with 57.1% disagreeing and 42.9% agreeing that the pronunciation content met student needs.
The book provides your students with updated information
The difficulty level of grammar items is suitable to grade 5 students
The number of vocabulary in a lesson is suitable to grade 5 level
Pronunciation part includes enough material for pronunciation work
Table 9.2: Students’ and teachers’ evaluation on the language content of the book Evaluation of textbook language skills
Recommendations
To enhance the effectiveness of textbooks for teaching in DTDS and primary schools, it is essential to implement specific adaptations based on research findings Key techniques for improvement include adding, deleting, and modifying content, as outlined by Tomlinson (1998:281).
To better align with course requirements and students' needs, it is essential to incorporate topics related to "family and me," along with a focus on adjectives and adverbs Expanding discussion topics about family can facilitate engaging classroom conversations and home projects Since knowledge of adjectives and adverbs is introduced in Kid’s Box 4, reviewing and practicing these concepts through additional worksheets is recommended Furthermore, dedicating more time to teaching the present perfect tense will ensure students grasp and use this tense effectively Additionally, it is important to enhance the variety of tasks and exercises in the writing, pronunciation, and grammar sections to provide a comprehensive learning experience.
41 and suitable exercises Therefore, more worksheets may be designed to provide students materials for practicing
Deleting irrelevant or unengaging content from textbooks enhances their alignment with course objectives and student needs For instance, in unit 7's grammar section, the distinction between nouns and adjectives derived from the same root word may be too complex for fifth graders and should be removed Additionally, in the pronunciation section, teaching sounds like /ʌ/ and /ɳ/ is unnecessary if it only aids in memorizing specific words without broader applicability.
The modification technique is essential for adapting exercises that may not suit learners' needs In this context, we can enhance writing and pronunciation activities by redesigning them to be more engaging and relevant For instance, instead of focusing on the broad topic of "people at work," we can narrow it down to "my family members' jobs" or even shift to a more appealing subject like "holidays and vacations." This approach is particularly beneficial since students have already covered "people at work" in grades 3 and 4, and the existing material lacks necessary subtopics related to family.
Limitations of the study
This study has several limitations regarding data collection Firstly, the fifth-grade students may lack the maturity to provide comprehensive feedback, often selecting answers based on personal preference, which could skew the results Secondly, the reliance on questionnaires as the primary data collection method, without triangulation through additional instruments like interviews or observations, limits the depth and accuracy of the findings Moreover, the sample size of only 14 teachers may not adequately represent the broader teaching population, potentially impacting the study's conclusions Additionally, the focus solely on fifth-grade students excludes insights from fourth graders who will also use the textbook, leaving their needs unexamined.
42 students’ and teachers’ evaluation of the textbook, it did not mention to the effect of the use of this textbook on improving the students’ language proficiency.
Suggestions for further study
To address the limitations identified in this study, future research is recommended to conduct a comprehensive evaluation of the textbook, including supplementary materials such as teacher's guides and multimedia resources Additionally, while this study assessed the textbook's alignment with course requirements and student needs, further investigation is needed to explore its impact on enhancing students' language proficiency Lastly, researchers should consider evaluating the textbooks commonly used in primary schools as per MOET guidelines and compare the findings with this study to identify strengths and weaknesses, ultimately aiming to improve educational materials for future use.
Conclusion
Material evaluation is essential in language teaching to assess the suitability of educational resources for specific contexts This study evaluates Kid’s Box 5, a foreign textbook used in DTDS, which had not been previously assessed Utilizing the criteria and model proposed by Hutchinson and Waters (1987), the research examines the textbook's aims, design, organization, content, and methodology Overall, Kid’s Box 5 meets course requirements by effectively enhancing students' speaking, listening, and reading skills, expanding vocabulary, and offering diverse topics and exercises However, improvements are needed in writing skills, grammar, and pronunciation exercises to optimize its effectiveness.
Bruner, J (1983) Child’s talk: learning to use language Oxford: Oxford
Crawford, J (2000) The role of materials in the language classroom: finding the balance In J.C Richards and W.A Renandya (Eds), Methodology in
Language Teaching – An Anthology of Current Practice (pp 80-91) New York: Cambridge University Press
Cunningsworth, A (1984) Evaluating and selecting EFL teaching materials
Cunningsworth, A (1995) Choosing your coursebook London: Macmillan
Ellis, R (1997) The Empirical Evaluation of Language Teaching Materials, ELT
Harmer, J (2001).The Practice of English Language Teaching Essex: Pearson
Hutchinson, T and Water, A (1987).English for Specific Purposes: A learning centred approach Cambridge: Cambridge University Press
Hutchinson, T & Torres, A (1994).The textbook As Agent of Change ELT Journal
Johnson, R K (1989) The Second Language Curriculum Cambridge University
Lynch, B K (1996) Language Program Evaluation: Theory and Practice Cambridge: Cambridge University Press
McDonough, J., & Shaw, C (1993), Materials and Methods in ELT, Blackwell
McDonough, J & Shaw, C (1998) Evaluating ELT materials In Crystal, D.&
Jonson, K (Eds.), Materials and methods in ELT (pp 63 – 81) Oxford: Blackwell Publishers
McGrath, I (2002) Materials Evaluation and Design for Language Teaching
Murphy, D.F (2000) Key Concepts in ELT: Evaluation ELT Journal 54(2), pp
Nunan, D (1991) Language Teaching Methodology London: Prentice Hall
Nunan, D (1999) Second language teaching and learning Boston: Heinle and
Heinle Tomlinson, B (Ed.) (2003) Developing materials for language teaching London: Continuum
Piaget, J (1970) The science of education and the psychology of the child New
Sheldon, L.E.(1988) Evaluating ELT Textbooks and Materials ELT Journal 42/4 Shin, J.K (2006) Ten helpful ideas for teaching English to young learners English
Slatterly, M., & Willis, J (2001) English for primary teachers Oxford: Oxford
Tomlinson, B (1998).Materials Development in Language Teaching Cambridge:
Tomlinson, B (2003) Materials Evaluation In Tomlinson, B (ed) (2003)
Developing Materials for Language Teaching London and New York: Continuum
Ur, P (1996) A course in language teaching: Practice & Theory (pp 184-187)
Vygotsky, L (1962) Thought and language Cambridge, MA: MIT Press
Zohrabi, M., Sabouri, H & Behroozian, R (2012) An assessment of Strengths and
Weaknesses of Iranian First Year High School English Coursebook
Using Evaluation Checklist English Language and Literature Studies 2(2):89-99
This questionnaire aims to gather insights from teachers regarding their evaluation of the Kid’s Box 5 textbook The data collected will significantly contribute to my research on the textbook's effectiveness and help enhance its quality for future use.
1 The textbook Kid’s Box 5 provides students opportunity to:
When expressing your opinions, please indicate your preferences by ticking the appropriate boxes You can select multiple options: a) Communicate clearly in English on specified topics, b) Write concise descriptive paragraphs, letters, or postcards to friends and family, c) Learn fundamental English grammar, d) Build a vocabulary related to common themes in the book, e) Gain a basic understanding of the cultures and people of English-speaking countries, and f) Develop essential pronunciation skills.
For items from 2 to 28, please put a tick (√) in the box that reflects your opinion using this scale:
3 The font size and type used in the book are appropriate for young learners
4 Every lesson is given an appropriate title
5 The page layout and design of Kid's Box 5 are clear and organized
6 The headings, icons, labels, italics, etc in each unit are consistent and easy to understand
7 The content is presented logically in each unit
8 The pictures and artwork are varied, colorful and attractive
9 The pictures and artwork help students understand the subjects, exercises
10 The topics are interesting and the students like them
11 The topics in the book are various
12 The difficulty level of the topics is suitable to grade 5 students
13 The topics help expand your students' knowledge and enrich their experience
14 The topics help students relate to the social and cultural contexts
15 The book provides your students with updated information
16 The difficulty level of grammar items is suitable to grade
17 The number of vocabulary in a lesson is suitable to grade
18 Pronunciation part includes enough material for pronunciation work
19 Four skills (reading, writing, speaking, and listening) are well integrated in each unit of the book
20 Listening lessons are set in a meaningful context
21 New language items (grammar and vocabulary) are introduced and consolidated in reading texts
22 There is sufficient material for spoken English (e.g dialogues, role-plays, pictures, etc.)
23 There is sufficient material for writing activities
The textbook includes a variety of tasks and exercises of:
25 There are activities encouraging the creativities of students
26 The textbook includes the activities encouraging practice to communicative purposes
The textbook provides activities which are suitable to individual work, pair work, group work and whole class work
APPENDIX 2 QUESTIONAIRE FOR STUDENTS Các con học sinh thân mến,
Phiếu điều tra này nhằm thu thập ý kiến đánh giá của học sinh về cuốn sách Kid’s Box 5 Thông tin từ phiếu sẽ đóng góp quan trọng cho nghiên cứu và điều chỉnh giáo trình trong những lần áp dụng tiếp theo.
Xin chân thành cảm ơn các con!
1 Cuốn sách Kid’s Box 5 giúp con có thể…
Hãy đánh dấu (√) vào ô tương ứng với đáp án mà bạn lựa chọn, có thể chọn nhiều hơn một đáp án: a Giao tiếp nói đơn giản bằng tiếng Anh theo một số chủ đề đã học b Viết đoạn văn miêu tả ngắn, thư hay bưu thiếp đơn giản cho bạn bè, người thân c Nắm vững một số kiến thức ngữ pháp cơ bản d Mở rộng vốn từ vựng liên quan đến các chủ đề quen thuộc e Hiểu biết về con người và văn hóa của một số quốc gia nói tiếng Anh qua bài học f Nắm được một số kiến thức về phần ngữ âm Đối với các câu từ 2 đến 28, hãy đánh dấu (√) vào ô thể hiện ý kiến của bạn đúng nhất theo các mức độ tương ứng.
1 = Hoàn toàn không đồng ý 3 = Đồng ý
2 = Không đồng ý 4 = Hoàn toàn đồng ý
STT TIÊU CHÍ ĐÁNH GIÁ 1 2 4 5
II – THIẾT KẾ VÀ BỐ CỤC CỦA SÁCH
2 Bìa sách đẹp, hấp dẫn
3 Cỡ chữ và loại chữ dùng trong sách phù hợp với lứa tuổi của con
4 Mỗi bài học có một chủ đề thú vị
5 Cách bố trí và thiết kế của từng trang rõ ràng
Các đề mục, biểu tượng minh họa, cách đặt tên cho nhân vật và sự việc, cũng như cách in nghiêng chữ trong mỗi bài viết được trình bày một cách thống nhất và dễ hiểu.
7 Nội dung mỗi bài được đưa ra hợp lý, dễ theo dõi
8 Tranh ảnh và hình minh họa đa dạng, nhiều màu sắc và hấp dẫn các con
9 Tranh ảnh và hình minh họa giúp con hiểu được nội dung dễ dàng và hiểu được yêu cầu của bài tập
III – NỘI DUNG CHỦ ĐỀ TRONG SÁCH
10 Các chủ đề thú vị và con thích những chủ đề đó
11 Các chủ đề trong sách thuộc nhiều chủ điểm khác nhau và phù hợp với các con
12 Các chủ đề trong sách không quá khó với con
Các chủ đề giúp các con có thể mở rộng kiến thức và làm giàu thêm vốn hiểu biết hay kinh nghiệm thực tế
14 Con có thể liên hệ các sự việc trong cuộc sống hàng ngày với các nội dung được đề cập đến trong sách
15 Thông tin trong sách được cập nhật
16 Các chủ điểm ngữ pháp trong sách khó vừa phải và phù hợp với trình độ của con
17 Số lượng từ vựng trong một bài phù hợp với trình độ của con
18 Phần học cách phát âm có đủ tài liệu giúp con thực hành
19 Có sự kết hợp hài hòa của bốn kỹ năng trong mỗi bài
20 Các bài nghe có nội dung phù hợp với tuổi của con
21 Từ vựng và ngữ pháp của mỗi bài được xuất hiện trong các bài đọc
22 Sách có các hoạt động hội thoại, đóng vai
23 Sách cung cấp đủ tài liệu cho các hoạt động luyện viết
IV PHƯƠNG PHÁP GIẢNG DẠY
Cuốn sách cung cấp một loạt các hoạt động và bài tập phong phú nhằm phát triển kỹ năng nói, nghe, đọc, viết, ngữ pháp, từ vựng và phát âm.
25 Các hoạt động trong sách khuyến khích các con sáng tạo
26 Các hoạt động trong sách giúp con giao tiếp tiếng
Anh tốt trong cuộc sống hàng ngày
27 Các hoạt động trong sách giúp cho dễ dàng và phù hợp với hoạt động cá nhân, đôi, nhóm hoặc cả lớp
Chân thành cảm ơn con!
APPENDIX 3 HUTCHINSON AND WATERS’ EVALUATION CHECKLIST
(i.e analysis of your course, in terms of materials requirements)
(i.e analysis of materials being evaluated)
Study or work specialism (mechanics, banking …)
Status/ role with respect to specialism
Knowledge of English/ specialism/ other
1B Who is the material intended for?
2A What are the aims of your course? 2B What are the aims of the materials?
(Note: Check that the aims are actually what they are said to be, by looking at the material itself)
3A What kind of language description do you require? Should it be structural, notional, functional, and discourse-based, some other kind, a combination of one or more of these?
4A What language points should be covered?
(i.e What particular structures, functions, vocabulary areas etc?)
5A What proportion of work on each macro-skill
(e.g reading) is desired? Should there be skills- integrated work?
6A What micro-skills do you need? (e.g deducing the meanings of unfamiliar words)
3B What type(s) of linguistic description is/ are used in the materials?
4B What language points do the materials cover?
5B What is the proportion of work on each skill? Is there skills-integrated work?
6B What micro-skills are covered in the
7A What text-types should be included? e.g manuals? letters? dialogues? experimental reports? visual texts (pictures, diagrams, charts, graphs, cartoons etc.)? listening texts? any other kind?
8A What subject-matter area(s) is/ are required
What level of knowledge should be assumed
(e.g secondary school, first year college/ university, post-graduate etc.)?
What types of topics are needed (e.g in medicine: hospital organisation, medical technology etc.)?
What treatment should the topics be given (e.g
'straightforward', factual; 'human interest' angle; humorous; unusual perspective; taking into account issues, controversy, etc.)?
9A How should the content be organised throughout the course? around language points? by subject matter? by some other means (e.g study skills)? by a combination of means?
When organizing content within course units, it is essential to adopt a structured approach, whether through a consistent set of components, diverse patterns, or alternative methods This organization should prioritize clarity and focus, emphasizing specific skill areas or communication tasks to enhance learning outcomes By doing so, educators can create a coherent framework that effectively guides learners through the material, ensuring that essential concepts are easily understood and retained.
11A How should the content be sequenced throughout the course? e.g from easier to more difficult? to create variety? materials?
7B What kinds of texts are there in the materials?
8B What is/are the subject-matter area (s) assumed level of knowledge, and types of topics in the materials?
What treatment are the topics given?
9B How is the content organised throughout the materials?
10B How is the content organised within the units?
11B How is the content sequenced throughout the book?
IX to provide recycling ? by other criteria?
Should there be no obvious sequence?
12A How should the content be sequenced within a unit? e.g from guided to free? from comprehension to production? accuracy to fluency? by some other means?
Should there be no obvious sequence?
12B How is the content sequenced within a unit?
13A What theory/ies of learning should the course be based on?
Should it be behaviorist, cognitive, affective, some other kind, and a combination of one or more of these?
14A What aspects of the learners' attitudes to/ expectations about learning English should the course take into account?
When designing effective exercises and tasks, it is essential to consider various factors such as whether they should be guided or free, focus on comprehension or production, and emphasize language and skills practice or their application Additionally, the tasks can be structured to allow for one correct answer or multiple possible solutions, and can be conducted in whole class, group, or individual settings It's also important to determine whether the focus is on language and skills development or content-based learning.
'mechanical' problem solving? role-play, simulation, drama, games? ones involving visuals? self-study? some other kinds?
16A What teaching-learning techniques are to be used? e.g lockstep? pair work? small-group work?
13B What theory/ies of learning are the materials based on?
14B What attitudes to/ expectations about learning English are the materials based on?
15B What kinds of exercises/ tasks are included in the materials?
16B What teaching-learning techniques can be used with the materials?
X student presentations? work involving technical subject matter? other kinds?
17A What aids are available for use? e.g cassette recorders? overhead projectors? realia? wallcharts? video? other?
Effective guidance and support for teaching the course should include clear statements of aims, comprehensive lists of vocabulary and language skills, and relevant language guidance Additionally, providing technical information, methodological directives, and practical hints will enhance the teaching process Suggestions for further work and appropriate assessments or tests are also essential to ensure a well-rounded educational experience.
19A How flexible do the materials need to be?
17B What aids do the materials require?
18B What guidance do the materials provide?
19B In what ways are the materials flexible? e.g
- can they be begun at different points?
- can the units be used in different orders?
- can they be linked to other materials?
- can they be used without some of their components (e.g cassettes)?
20A What price range is necessary?
21A When and in what quantities should the materials be available? etc
21B When and how readily can the materials be obtained?
APPENDIX 4 TABLE CONTENT OF KID’S BOX 5 Time: 5 periods /week x 35 weeks = 175 periods
- Daily school routines, days of a week, time table
- Present simple -Hello, nice to meet you
Introducing about oneself; taking about ezine competition; daily routines; talking about school subjects, school timetable
- Reading: about different subjects; understanding the story
- Writing: Learning about capital letters and full stop and practicing using them in texts
- Pronunciation: recognizing the number of syllable in words
- Fun time is on TV 1 at twenty past four
- A documentary is a programme which tells
- Speaking and listening: Telling the time; talking about TV programmes and favourite programmes
-Reading: recognizing about TV programmes; understanding and retelling the story; reading and understanding about making cartoons
- Film and cartoon us about our world - Writing: a review about books or films
- Pronunciation: Recognizing the phoneme /η / in words
Me and the world around
- Be going to +V Dan thinks he’s going to be a nurse
- John Travolta is a famous actor
To have healthy teeth and gum, you must brush your teeth everyday after meals and before bed
In this article, we explore the significance of discussing various professions and the aspirations individuals hold for their future careers We also delve into the lives of famous personalities and the roles they occupy, highlighting the diversity of jobs Additionally, we emphasize the importance of maintaining healthy teeth and gums, providing insights into effective dental care practices By engaging in conversations about these topics, we can better understand career paths and promote overall well-being.
- Reading: different people with different jobs; recognizing different kinds of teeth and their jobs teeth development
- Pronunciation: Recognizing the stress words and the syllable stress; finding stressed syllables in words
- Writing: Understanding how, where and why apostrophes are used in English
Me and the world around
- Direction Turn left Take the first street on the right Go straight on Stop before you get to the river
What’s on the /your left?
+ The theatre is between the cinema and the library
- Speaking and listening: Giving simple directions; following the directions and find the right places; famous places in Vietnam
- Reading: Reading and understanding maps; famous places in London; the history of cities around the world
- Writing: Reviewing about spelling rules in English
- Pronunciation: Identifying, saying /ʌ/ sounds in words; finding more words with the phoneme //ʌ/
Me and the world around
- Past continuous and past simple
I was having a picnic when it started to rain
The tsunami was on 28 th December 1908
- Speaking and Listening: Talking about weather and disasters; talking about interrupted past actions, activities in specific time in the past; talking about events with dates and months
- Reading: reading and understanding about some famous disasters around the world; about earthquakes, tsunamis and volcanoes
- Writing: Learning how to use connecting and sequencing words in writing stories Writing a diary
- Pronunciation: Recognizing the stressed and unstressed words
Me and the world around
Words about material and plastic
- Be made of/ from/ in/ by/ for
- Come from The mice are made of chocolate
- Speaking and listening: Talking about materials and what things are made of
Exploring various manmade and natural materials from across the globe enhances our understanding of their properties and uses Additionally, learning about the different types of plastics, their manufacturing processes, and the importance of recycling them is crucial for promoting sustainability and reducing environmental impact.
- Writing: Describing objects; writing about one’s dream house
- What does it look / sound/ taste …like?
- How does it look/ sound/ taste….?
- Speaking and listening: talking about five senses and what things feel, look, taste, sound, smell like
- Reading : Reading about how to make pizza following a recipe; reading and understanding about optical illusions
- Pronunciation: Recognizing the phoneme /s/ and /z/ and practicing them.