The textbooks were developed based on the new national curriculum, which was under the National Foreign Language 2020 Project. The content of the textbooks was designed following the Common European Framework of Reference for Languages: Learning, Teaching, Assessment (CEFR) framework and Threshold Level English. The teaching contents for each unit are summarized in a book map which is provided on the fourth and fifth pages of each book. Each of the textbooks is accompanied with cassette tapes, a student‟s workbook, and teacher‟s manual. The language elements are required such as pronunciation, vocabulary, and grammar, and the teaching and learning process targets skills of listening, speaking, reading, writing and the learner‟s cultural competence as well (Hoang, V. V., 2016).
There are 10 teaching units and 4 review units in each book. A period at upper secondary levels lasts for 45 minutes and each unit in the textbook consists of eight headings: Getting Started, Language (Vocabulary, Pronunciation, and Grammar), Skills (Reading, Speaking, Listening, Writing), Communication & Culture, and Looking Back & Project (MOET, 2012). The unit structure and the teaching period(s) allocated for each
component/heading in the unit are summarized in Table 2.2. Each unit begins with a dialogue about the topic which incorporates phonological and lexical items related to the topic, specific functions and notions, and grammatical structures realizing them (MOET, 2012). The book covers four themes: Our Lives, Our Society, Our Environment, and Our Future (see Table 2.3).
Table 2.2. Book structure, unit structure, component headings, and time allocated for each heading ( Hoang, V. V., 2015).
Upper Secondary
Number of units 10
Number of components per unit 8
Component heading Getting Started
Vocabulary, Pronunciation, Grammar
Reading Speaking Listening Writing
Communication & Culture Looking Back & Project Time allocated for each heading 1 period
Table 2.3. The topics in the 11th grade Textbooks (MOET, 2012)
Theme Our Lives Our Society Our Environment Our Future Topics -The generation
gap
-Relationships
- Becoming independent, ...
-Current social issues
- Caring for those in need
- Vietnam and ASEAN, ...
-People and the
environment in conflict - Global warming
- Preserving our heritage, ...
-Further education
-Health care and longevity - The future of cities, ...
The Getting Started heading begins with a dialogue about the topic which incorporates phonological and lexical items related to the topic, specific functions and notions, and grammatical structures realizing them. The Getting Started consists of four activities such as listen and read the conservation, and three practicing exercises. The first activity aims to introduce students the topic, practice listening skills, activate their background knowledge of the topic, encourage students to read, and elicit new vocabulary. Three following practicing exercises are to develop reading skills and strategies such as scanning, skimming by doing exercises (Hoang, V. V., 2015).
The Language heading includes language elements and language functions and notions such as vocabulary, pronunciation, and grammar. The vocabulary component aims to consolidate the vocabulary covered in the Getting Started heading. The pronunciation component focuses on practice of sentences that help students practice rhythm and intonation, strong and weak forms of words, elision of sounds, linking sounds, and stress patterns. The grammar component aims to practice and expand the grammar structure given in the Getting Started (MOET, 2012). Furthermore, the Language heading is
to practice and expand the vocabulary, pronunciation, and grammar before students are taught four macro – skills (reading, speaking, listening, and writing) ( Hoang, V. V., 2015).
The Skills heading consists of four main skills such as reading, speaking, listening, and writing. The reading section is structured according to the conventional stages of a reading lesson. It begins with one activity, the aim of which is to introduce students to the topic. It then presents a text (length between 250 – 280 words) followed by three activities, the aim of which is to develop reading skills and strategies such as scanning, skimming and guessing meaning in context. The section ends with one activity to offer students further practice, oral or written language production. The speaking section consists of four or five activities. The first and second activities provide language input and develop specific language functions such as expressing opinions, agreement, and disagreements. The third activity involves short talks or conversations on a specific topic possibly with or without prompts. The remaining activities are to give or seek personal views and opinions in discussion with friends. Like the reading section, the listening section is also structured into four or five activities. The first or second activity aims to motivate students to listen, background knowledge, and provide vocabulary. Two or three following activities develop such macro – skills as listening for general understanding, listening for specific or detailed information and take the form of the gap – filling exercises, matching exercises, True–False questions, note–taking information, and multiple choice questions. The last activity is often discussion exercise to develop speaking or writing skills. The writing section has three or four activities. The first or second activities may begin with a writing model and vocabulary related to the topic. The remaining activities guide students through the writing process
such as guided writing and language work. After the writing lesson, students have to practice writing a personal letter, e-mail messages, diaries or blogs describing experiences and impressions on familiar topics and events (e.g. a film, a book, or a concert) (MOET, 2012).
The Communication and Culture heading consists of two parts communication and culture. The aim of this lesson is to develop students‟
competency about communicative skills and cultural awareness. The communication part has one or two activities, the aim of which is to supply information about the various topics and develop students‟ discussion skills.
The culture part comprises two or three activities that help students understand the culture and give ideas about the culture through reading the text, answering the questions or deciding true – false exercises, and discussing the topics.
The Looking back and Project section involves pronunciation, vocabulary, grammar exercises, and the project part. The aim of pronunciation, vocabulary, grammar exercises is to review and consolidate the target forms covered in the unit. The project lesson requires students to discuss and prepare to talk about the topic. Students have to find out information and apply vocabulary and grammar components to present their outcomes. By completing the project activity, students can develop four main skills (reading, speaking, listening, and writing) and the skills of pairs-work and group-work.
The four review lessons aim to help students assess their own progress and serve as sample tests for teachers when designing 45-minute tests for their classes. Each review has five main components: Language (Vocabulary, Pronunciation, and Grammar), Reading, Speaking, Listening, and Writing.