Evaluation of the new textbook tieng anh 6 and suggestions on how to put it in effective use

CERTIFICATE OF ORIGINALITY I certify my authorship of the thesis submitted today entitled: EVALUATION OF THE NEW TEXTBOOK “TIẾNG ANH 6” AND SUGGESTIONS ON HOW TO PUT IT IN EFFECTIVE USE in terms of the statement of Requirements for Theses in Master’s Programs issued by the Higher Degree Committee Ho Chi Minh City September 16, 2002 TRẦN THỊ MỸ i RETENTION AND USE OF THE THESIS I hereby state that I, TRẦN THỊ MỸ, being the candidate for the degree of Master of TESOL, accept the requirements of the University relating to the retention and use of Master’s Theses deposited in the Library In terms of these conditions, I agree that the original of my thesis deposited in the Library should be accessible for purposes of study and research, in accordance with the normal conditions established by the Library for the care, loan or reproduction of theses Ho Chi Minh City September 16, 2002 TRẦN THỊ MỸ ii ACKNOWLEDGEMENTS I would like to express my deepest gratitude to my thesis supervisor, Mr Đỗ Huy Thịnh, Ph.D who has read, discussed and contributed valuable comments and suggestions to my thesis at various points in its development in an attempt to ensure that I make sense most of the time I would also like to thank the English-language teachers in Kiến Thiết, Lê Lợi & Lê Q Đơn middle schools in the third district of Ho Chi Minh City and the teachers in Nguyễn Gia Thiều school in Tân Bình District for their opinions on the new English textbook “TIẾNG ANH 6” Finally, I would like to express my gratitude to all the members in my family for their help and moral support while I was doing this thesis iii LIST OF ABBREVIATIONS MOET The Ministry of Education and Training BAVE The Business Alliance for Vietnamese Education iv ABSTRACT The educational innovation has become great interest to Vietnamese people for a few recent years, especially since the beginning of this school year 2002-2003, when the new curriculae and the new textbooks for grade and grade are widely applied in the whole country A lot of people, particularly the ones who have children going to grade and grade 6, worry if the new approaches are suitable for their children or not, if the new textbooks are worth using, etc Moreover, all the teachers in primary and middle schools pay a lot of attention to the new curriculae and the new textbooks because they are the ones who directly take charge of the demands of the new teaching approaches Teachers invest a lot of time to explore the books used in their class so as to master them and find out the best way to the teaching and learning In addition, a lot of articles written by educationists, a lot of interviews for the authorities and the textbooks’ authors carried out by reporters appeared in newspapers and magazines in order to discuss the new textbooks Along with the interest of the community, the purpose of this thesis is to evaluate the new textbook “TIENG ANH 6” to find out whether it can be adopted in the current learning and teaching situation, to explore the potential obstacles students and teachers encounter when using the new textbook and, finally, to present some suggestions on how to put the new book in effective use v TABLE OF CONTENTS CERTIFICATE OF ORIGINALITY I RETENTION AND USE OF THE THESIS II ACKNOWLEDGEMENTS III LIST OF ABBREVIATIONS IV ABSTRACT V TABLE OF CONTENTS VI CHAPTER 1.1 1.2 1.3 1.4 1.5 1.6 1.7 1.8 1.9 1.10 INTRODUCTION BACKGROUND .1 STATEMENT OF PURPOSE RESEARCH QUESTIONS SIGNIFICANCE OF THE STUDY DEFINITIONS OF TERMS .5 ASSUMPTIONS .6 LIMITATIONS .6 DELIMITATIONS METHODOLOGY ORGANIZATION OF THE REMAINDER OF THE STUDY CHAPTER REVIEW OF THE LITERATURE 10 EVALUATION OF A TEXTBOOK 10 Why we evaluate a material? 10 How we evaluate a textbook? 11 2.2 POTENTIAL OBSTACLES IN ENGLISH TEACHING AND LEARNING .12 2.2.1 Heavy dependence on textbooks 12 2.2.2 The non-motivation and psychology of the students 13 2.2.3 The physical conditions of teaching and learning .13 2.2.4 The teaching method 14 2.2.5 The teachers’ personality 14 2.3 COMMUNICATIVE LANGUAGE TEACHING 15 2.3.1 The development of Communicative Language Teaching 15 2.3.2 Communicative competence 17 2.3.3 Characteristics of Communicative Language Teaching 18 2.3.4 The role of textbooks 20 2.3.5 The roles of teachers and students .21 2.3.6 Why should students learn a language through the communicative approach? 23 2.3.7 Input and intake 24 2.3.8 Classroom testing 26 2.4 SUMMARY 27 2.1 2.1.1 2.1.2 CHAPTER OVERVIEW OF ENGLISH TEACHING IN VIETNAM .29 vi CHAPTER DESIGN AND METHODOLOGY 35 RESEARCH SETTING 35 RESEARCH DESIGN 36 4.2.1 Analysis and evaluation of the new textbook .36 4.2.2 The interviews 36 4.2.3 The questionnaires .38 4.3 SUMMARY 39 4.1 4.2 CHAPTER FINDINGS AND ANALYSIS 40 THE ANALYSIS AND EVALUATION OF THE NEW TEXTBOOK 41 The impressionistic overview of the new textbook .41 The in-depth analysis of Units 6, and 44 5.2 DIFFERENCES BETWEEN THE OLD TEXTBOOK “ENGLISH 6” AND THE NEW ONE “TIẾNG ANH 6” 53 5.3 ADVANTAGES AND POTENTIAL OBSTACLES IN TEACHING AND LEARNING THE NEW TEXTBOOK 55 5.3.1 The teachers’ opinions .55 5.3.2 The students’ difficulties 61 5.3.3 The students’ parents’ complaint .63 5.3.4 The opinions of Ms Nguyễn Hạnh Dung, one of the authors of the book 63 5.3.5 The opinions of Mr Đặng Hữu Liêm – an English web-teacher in the third district – on the structure of the book, the distribution of time allotted and the lesson format 71 5.3.6 The interviews with Mr Huỳnh Công Minh, the Vice-Director of the Department of Education and Training of Ho Chi Minh City (carried out by the weekly magazine Giáo Dục & Sáng Tạo numbers 120/2001 & 147/2002) about the application of the new textbooks 74 5.1 5.1.1 5.1.2 CHAPTER SUMMARY, CONCLUSIONS AND RECOMMENDATIONS .76 SUMMARY 76 Strong points 76 Weak points 77 6.2 CONCLUSIONS 77 6.3 RECOMMENDATIONS 78 6.3.1 Recommendations to the publisher and the editor .78 6.3.2 Implications for teaching .80 6.3.3 Suggestions to students and students’ parents 111 6.1 6.1.1 6.1.2 APPENDIX A: QUESTIONNAIRE FOR VIETNAMESE ENGLISH-LANGUAGE TEACHERS IN MIDDLE SCHOOLS 113 APPENDIX B: BANG CÂU HOI DANH CHO HOC SINH LOP 118 APPENDIX C: LESSON PLANNING SHEET FOR “TIENG ANH 6”- UNIT ONE, PERIOD 120 APPENDIX D: LESSON PLANNING SHEET FOR “TIENG ANH 6”- UNIT ONE, PERIOD 122 APPENDIX E: LESSON PLANNING SHEET FOR “TIENG ANH 6”- UNIT ONE, PERIOD 125 APPENDIX F: LESSON PLANNING SHEET FOR “TIENG ANH 6”- UNIT ONE, PERIOD 128 BIBLIOGRAPHY .131 vii Chapter INTRODUCTION 1.1 Background From the 1940s up till 1975, in South Vietnam, French and English were taught as the main foreign languages Apart from English, during the decades of 1940s and 1950s, under the French influence, the English textbook “L’Anglais Vivant” was employed to teach middle school students Then in the 1960s, beneath the American influence, “Let’s Learn English”, and afterwards, “English for Today” were officially used in the South of Vietnam After the national reunification in 1975, English textbooks – “English Grades 6, 7, 8, 9, 10, 11, 12”, written by Vietnamese authors – have been employed in the whole country up to the present time Nowadays, facing students’ new demands of learning English more communicatively, the Ministry of Education and Training of Vietnam (MOET) has cooperated with the Business Alliance for Vietnamese Education (BAVE) to write new English textbooks for middle school students since 1995 Thus, in 1997, a new textbook, “English for Vietnam – Grade 6” began to be taught as a trial in thirty-four schools in seventeen cities and provinces in the whole country of Vietnam In Ho Chi Minh City, this book was piloted in two schools, one in Thủ Đức, HOA LƯ school, and the other in Tân Bình District, NGUYỄN GIA THIỀU school Thanks to the BAVE – MOET project, the new textbook “English for Vietnam – Grade 6” has been piloted since 1997; therefore, the book “English for Vietnam – Grade 9” was taught for the first time during the school year 2000 – 2001 In the year 2000, “English for Vietnam – Grade 6” was revised according to the opinions of language researchers as well as to the opinions contributed by teachers who had piloted the book Finally, the book “English for Vietnam – Grade 6” was divided into two: a textbook and a workbook, and renamed “TIẾNG ANH 6” and “TIẾNG ANH – SÁCH BÀI TẬP” In the school years 2000 – 2001 and 2001 – 2002, the new textbook “TIẾNG ANH 6” and the workbook “TIẾNG ANH – SÁCH BÀI TẬP” (the first version-2000) were applied in 149 middle schools in eleven districts belonging to eleven cities and provinces (Hà Nội, Hải Phòng, Bắc Ninh, Vĩnh Phúc, Tuyên Quang, Hà Tĩnh, Quảng Ngãi, Kontum, Ho Chi Minh City, Bến Tre, and Bạc Liêu) in the whole country, according to the MOET Decision 2434 dated the eighth of July, 2001 In Ho Chi Minh City, the book was piloted in all middle schools in the third district After having the book piloted in two school years, the MOET and the authors revised the book once again, and then the second version of the book “TIẾNG ANH 6” and “TIẾNG ANH – SÁCH BÀI TẬP” has been applied in the whole country since the school year 2002 – 2003 These new textbooks are completely welcome at our school – NGUYỄN GIA THIỀU school Teachers, students and students’ parents show their great interest in them because of their beautiful forms, new teaching approaches, and carefully-designed listening and speaking activities Along with the appreciation for the new textbook, we also see some issues emerging after five years of teaching these new textbooks: the curriculum, the attitudes of students and their parents toward the new approaches of teaching and learning English, and, above all, the teacher’s ability to apply new methodology in teaching a foreign language 1.2 Statement of Purpose The purpose of this study is to evaluate the new textbook “TIẾNG ANH 6” (including the textbook, the workbook, the teacher’s book, the cassette, the CD-ROM, and ready-made pictures) in order to find out if it can be adopted in the current learning and teaching situation, to explore the potential obstacles that students and teachers encounter when using the new textbook “TIẾNG ANH 6” and finally, to present some suggestions to help them employ the book effectively The objectives of this study are to investigate: The evaluation of the new textbook “TIẾNG ANH 6” (the whole package) The potential obstacles that students and teachers encounter when using the new textbook The implications for teaching and learning the new textbook effectively 1.3 Research Questions One question guides this study: Is “TIẾNG ANH 6” suitable for use at middle schools? Appendix C: LESSON PLANNING SHEET FOR “TIENG ANH 6”UNIT ONE, PERIOD By Marilyn Ruth Nelson Class date: Textbook: English Page: 10,11 Grade level: Length of class period: 45 minutes Number of students: Teacher’s name: Goals of this class period: Review: New concepts: Hi, Hello, My name is…, I am… TPR: Say Song: The Hello Song (Let’s go 1) I Review / Introduction (10-15 minutes) A Review B Introduction Teacher greets class in English “Hello” (Teacher should go out the classroom, then come in and say the greeting, use hand to wave) Have students say “Hello” and wave their hands at the time (3 times) Teacher greets the students in English “Hi” and has the class repeat “Hi” Teacher raises stick puppet of Ba and says “Ba” Have students repeat three times Teacher raises another puppet of Lan and says “Lan” Have students repeat three times Teacher continues to introduce more names “Nga” and “Nam” Teacher raises the puppets one by one to check whether the students remember the names or not Teacher holds up the puppet of Ba and says “I am Ba” 93 times) Have students repeat “I am Ba” (chorally, individually) Do the same with the puppet of Nam “I am Nam” 120 Teacher raises the puppet of Lan and Nga and asks students to say the sentence “I am _” (3 times) Teacher raises the puppet of Lan and asks students to say the sentence “My name is Lan” (3 times) Have students repeat (3 times) Do the same with the puppet of Nga “My name is Nga” Teacher can raise the puppet of Ba and says ways to introduce one’s name “My name is Ba” and “I am Ba” II Practice (20-25 minutes) A Listen to the cassette (Book – Part & 3) Students listen to the greetings and introducing one’s name on the tape Students repeat after the tape B Have students work in pairs by saying “Hello” to the partner Have students work in pairs by saying “Hi” to the partner Teacher asks some pairs to say in front of the class C Have students practice in groups by greeting and introducing his / her real name to their friends “Hello / Hi, my name is …” or “I am…” D Sing “The Hello Song” (Let’s go 1) E Ask students to write the words and the structures on their notebooks III Evaluation (5 minutes) Teacher goes around the classroom and asks “Hello” or “Hi” to some students and he / she responses “Hello” or “Hi” That’s OK Teacher then uses the puppets and asks students to say “Hello, my name is …” or “I am …” 121 Appendix D: LESSON PLANNING SHEET FOR “TIENG ANH 6”UNIT ONE, PERIOD By Marilyn Ruth Nelson Class date: Textbook: English Page: 12,13 Grade level: Length of class period: 45 minutes Number of students: Teacher’s name: Goals of this class period: Review: Hi, Hello, My name is…, I am… New concepts: How are you? –I’m fine, thanks And you? – I am = I’m TPR: Song: The Hello Song (Let’s go 1) – How are you? (Let’s go 1) I Review / Introduction (10-15 minutes) A Review 1.Teacher greets and introduces herself to the students “Hello, I am Ngoc” Then raises the puppet of Nam and says “Hi, my name is Nam” 2.Ask some pairs of students to go to the front of the class and practice the dialogue with their own names Student 1: “Hello, I am Hung” Student 2: “Hello, my name is Nga” 3.Sing: “The Hello Song” (Let’s go 1) B Introduction Teacher uses stick puppets of Ba and Lan and says “Hello, Ba” “Hi, Lan How are you?” “I’m fine, thanks” Teacher should say it in different voices Teacher does this or times, then says again only two sentences: “How are you?” “I’m fine, thanks” Have students repeat the dialogue times 122 Teacher asks a student to go to the front of the class to model *Teacher says: “Hello, Mai How are you?” *Student says: “I’m fine, thanks” Teacher shows a cardboard containing the dialogue: Ba: Hi, Lan Lan: Hello, Ba Ba: How are you? Lan: I’m fine, thanks How are you? (And you?) Ba: I’m fine, thanks -Teacher explains when Lan wants to ask Ba with the same question “How are you?”, Lan can only say “And you?”, both have the same meanings, and Ba can also answer “Fine, thanks” instead of saying “I’m fine, thanks” -Teacher uses two puppets of Ba and Lan and say a complete dialogue (3 times) -Have students repeat the dialogue (3 times) II Practice (20-25 minutes) A.Have students listen and repeat after the tape (3 times) Pay attention to the intonation of the questions Listen and repeat - page 12 Teacher uses the puppet of Ba goes around the classroom practicing the dialogue *Teacher says: “Hello, …(student’s name) How are you?” *Student responses: “I’m fine, thanks How are you? (or And you?) *Teacher says: “Fine, thanks” B.Ask students to work the dialogue in pairs with their real names and change partners C.Have some pairs go to the front of the class and practice it D.Have students practice A in pairs -one student plays a role of Miss Hoa and the other does Hung -do the same for Nam and Nga Ask some pairs to say aloud E.Do the practice A 7,: ask students to complete the dialogue in their notebooks Have some students read aloud to check the answer F.Sing the song “How are you?” (Let’s go 1) G.Teacher explains that a number of students (people) should response “We’re fine, thanks” 123 III Evaluation (5 minutes) -Teacher says “How are you?” If the student answers “I’m fine, thanks”, it means that he/she understands -Homework: Do the exercise “A Hello” on the workbook 124 Appendix E: LESSON PLANNING SHEET FOR “TIENG ANH 6”UNIT ONE, PERIOD By Marilyn Ruth Nelson Class date: Textbook: English Page: 14,15 Grade level: Length of class period: 45 minutes Number of students: Teacher’s name: Goals of this class period: Review: Hi Hello How are you? – I’m fine, thanks New concepts: Good morning, good afternoon, good evening, bye, goodbye, good night TPR: Song: The Hello Song (Let’s go 1) – How are you? (Let’s go 1) – The bye bye song (Tiny talk) I Review / Introduction (10-15 minutes) A Review Teacher says hello to class *Teacher says: “Hello, children How are you?” *Students say: “We’re fine, thanks How are you?” *Teacher says: “I’m fine, thanks” Have students work in pairs practicing the dialogue Then ask some pairs to say aloud Singing the songs “The Hello Song”, “How are you?” B Introduction Teacher from the front door comes into the classroom and greets students in English “Good morning” (If the class is in the afternoon, teacher says “Good afternoon” And “Good evening” if the class is in the evening) She waves her hand as she says “Hello” Teacher says it times and asks students to repeat “Good morning” 125 Teacher raises the flashcard of the afternoon and greets students “Good afternoon” Teacher says it times and asks students to repeat “Good afternoon” Do the same as step for the flashcard of the evening “Good evening” Teacher says “Goodbye” to the class and waves her hand as a parting action, then goes out of the classroom Teacher says it times and has students repeat (saying and waving their hands at the same time) Teacher uses the puppet of Ba to model (3 times) *Teacher: “Goodbye, Ba” *Ba : “Goodbye, Miss Ngoc” Teacher uses the puppet of Ba to say “Bye, Ba” Teacher also uses the puppet of Ba to say “Bye” to some students and asks them to response Teacher holds up the flashcard of the night and says “Good night” and waves as a parting action then turns and goes away Teacher says it times and has students repeat Teacher uses a puppet to model *Teacher: Good night, Lan *Puppet : Good night, Miss Ngoc (then turns, goes away and the action of sleeping) Teacher says “Good night…” to some students and does the action of sleeping, then ask them to response and the same II Practice (20-25 minutes) A Students listen and repeat after the tape B.1, B.3 and B.5 (pages 14,15,16) Pay attention to the pronunciation (sound /θ/ and /s/ in “thanks”, intonation of a question) Have students work in pairs by practicing with the partner sitting next to them “good morning, good afternoon, good evening, goodbye, bye, good night” And then change the partner B Have students repeat the dialogue B.3 p 15 Then teacher has students work in pairs practicing the dialogues Some pairs are asked to say in front of the class C Chain drill: - Student to student 2: Good morning, 2.(use real name) - Student : Good morning, 126 Good afternoon, - Student : Good afternoon, Good evening, Using all the learned words “good morning, good afternoon, good evening, goodbye, bye, good night” D Do the exercise B.4 p.16 Students complete the dialogue with the suitable words Then some pairs are asked to say aloud to check the answer E Sing “The bye bye song” (Tiny talk) III Evaluation (5 minutes) Teacher goes around the classroom and says to some students “Good morning” or “Good afternoon”… and he/she responses “Good morning” or “Good afternoon”… That’s OK Homework: Do the exercise on the workbook B Good morning, p.6,7 127 LESSON PLANNING SHEET FOR “TIENG ANH 6”- Appendix F: UNIT ONE, PERIOD By Marilyn Ruth Nelson Class date: Textbook: English Page: 17,18 Grade level: Length of class period: 45 minutes Number of students: Teacher’s name: Goals of this class period: Review: Good morning, good afternoon, good evening, bye, goodbye, good night New concepts: Numbers – 20 This is … (name) How old are you? – I’m … years old TPR: Song: The bye bye song (Tiny talk) How old are you? (Let’s go 1) I Review / Introduction (10-15 minutes) A Review Teacher greets the students “Good morning How are you?” Students response the greeting: “Good morning, Miss Ngoc We are fine, thanks And you?” Teacher says: “I’m fine, thanks” Teacher gives a student the flashcards of the morning, afternoon, evening, night, Ask him to raise each flashcard and greet his friends *He says: Good afternoon (raise the flashcard of an evening) *The other students say: Good afternoon, … (his name) How are you? *He says: I’m fine, thanks And you? *The other students say: Fine, thank you Goodbye *He says: Bye Do the same with the flashcard of the evening but saying “Good night” instead of saying “Goodbye” 128 Check the students’ homework of the last period on workbook pages 6,7 B Introduction Teacher hangs the picture of number from – 20 on the board Each time, just introduce numbers Have students repeat chorally and individually Teacher uses the puppet of Ba and says “This is Ba” (3 times) Have students repeat Do the same to introduce Lan, Nga and Nam Teacher can point to some students and says: “This is Huong”, “This is …” Teacher raises the puppet of Lan and says: “I’m eleven years old” (3 times) Have the students repeat chorally and individually Teacher raises the puppets of Ba and Lan *Lan: I’m eleven years old How old are you, Ba? *Ba: I’m eleven years old Teacher says this dialogue three times and has students repeat Teacher explains that when saying the age we can say “I’m eleven” instead of “I’m eleven years old” Teacher does the dialogue again and asks students to repeat II Practice (20-25 minutes) Have students listen and repeat after the tape Pay special attention to the sound in number “three” and “six” C.1, C.3, p 17,18 Teacher points to some certain numbers and asks students to say the numbers Ask the students to work in pairs: *Count from 1-20 to the partner *One writes the numbers and the other says those numbers and change the partner Teacher asks students to count orderly The first student stands up and says “one” Do until the last student finishes Teacher asks a student to go front of the class to model: *Teacher as a role of Ba (holds up the puppet) says: “Hello, my name’s Ba I’m eleven How old are you?” *Student says: “I’m eleven” Have students work in pairs practicing the dialogue Have students work in groups practicing the dialogue 129 *Student 1: Hello, This is *Student 2: I’m eleven How old are you? *Student 3: Hello I’m twelve Chain drill: *student 1: I’m eleven How old are you, 2? *Student 2: I’m eleven How old are you, 3? *Student 3: I’m twelve How old are you, 4? 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