The evaluation of tiếng anh 10 its suitability for students in mạc đỉnh chi high school

MINISTRY OF EDUCATION AND TRAINING HO CHI MINH CITY NATIONAL UNIVERSITY UNIVERSITY OF SOCIAL SCIENCES AND HUMANITIES ””” ĐẶNG THỊ VÂN ANH THE EVALUATION OF “TIẾNG ANH 10”: ITS SUITABILITY FOR STUDENTS IN MAC DINH CHI HIGH SCHOOL SUBMITTED IN PARTIAL FULFILMENT OF THE REQUIREMENT FOR THE DEGREE OF MASTER OF TESOL HOCHIMINH CITY – 2007 MISISTRY OF EDUCATION AND TRAINING HO CHO MINH CITY NATIONAL UNIVERSITY UNIVERSITY OF SOCIAL SCIENCES AND HUMANITIES ””” ĐẶNG THỊ VÂN ANH A THESIS IN TESOL THE EVALUATION OF “TIEÁNG ANH 10”: ITS SUITABILITY FOR STUDENTS IN MẠC ĐỈNH CHI HIGH SCHOOL SUPERVISOR: CHU THỊ LÊ HOÀNG, MA HO CHI MINH CITY - 2007 CERTIFICATE OF ORIGINALITY I certify my authorship of the thesis submitted today entitled: THE EVALUATION OF “TIEÁNG ANH 10”: ITS SUITABILITY FOR STUDENTS IN MAC DINH CHI HIGH SCHOOL in terms of the statement of the Requirements for Theses in Master’s Programs issued by the Higher Degree Committee Ho Chi Minh City, ĐẶNG THỊ VÂN ANH RETENTION AND USE OF THE THESIS I hereby state that I, ĐẶNG THỊ VAÂN ANH, 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, ĐẶNG THỊ VÂN ANH ACKNOWLEDGEMENT I would like to express my deepest gratitude to my thesis supervisor, Ms Chu Thị Lê Hoaøng, MA 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 teachers of English in Mạc Đỉnh Chi High school, where I carried out the research, for all their help and opinions on the new textbook I would also like to thank Ms Phan Thị Nam Trân for her support and criticism which was of great help to my study 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 ABSTRACT In this period of innovation in the Vietnamese educational system, the adoption of new textbooks has attracted the attention of all people concerned: educationists, teachers, students and students’ parents They are obsessed by the question: Can the new textbooks help enhance the education quality? The research was carried out in the hope of being able to answer some part of the question in terms of teaching English to tenth-graders Although the new English textbook, “TIEÁNG ANH 10”, had come into use in six high schools in Ho Chi Minh City for two years as an experiment before it started to be used nationwide in September 2006, there was no official report about its effectiveness for the process of teaching and learning English in the high schools In order to find out the suitability as well as the effectiveness of the new textbook, the research was conducted in Mac Dinh Chi high school, where the book was expected to meet the students’ needs and interest The findings reveal that “TIEÁNG ANH 10” was suitable for the students when certain adaptations were made Based on the findings, implications for the teaching and learning of English in high schools and the book evaluation were discussed, and suggestions for the book content, teaching and learning activities and classroom conditions were offered for the better use of the new textbook in Mac Dinh Chi high school in particular and in many others in general TABLE OF CONTENTS CHAPTER I: INTRODUCTION 1.1 Background 1.2 Objective 1.3 Scope 1.4 Organization 1.5 Summary CHAPTER II: LITERATURE REVIEW 2.1 Communicative language teaching 2.2 Materials evaluation 18 2.3 Adaptation of published materials 31 2.4 Summary 37 CHAPTER III: METHODOLOGY 38 3.1 Research question 38 3.2 Research design 39 3.2.1 Subjects of the study 39 3.2.2 Instruments 41 3.3 Summary 45 CHAPTER IV: DESCRIPTION OF ‘TIEÁNG ANH 10 46 4.1 The impressionistic overview of the whole package 46 4.2 The detailed description of the student’s book 48 4.2.1 Skills 48 4.2.2 The language content 52 4.2.3 Topics 56 4.2.4 Methodology 56 4.3 Summary 59 CHAPTER V: DATA ANALYSIS AND FINDINGS 60 5.1 Data analysis 60 5.1.2 Students’ needs and expectation 61 5.1.2 Teachers and students’ reaction to “TIEÁNG ANH 10” 70 5.1.3 The comparisons of “TIEÁNG ANH 10” and “ENGLISH 10” 94 5.2 Findings 102 5.3 Summary 104 CHAPTER VI: IMPLICATIONS AND RECOMMENDATIONS 105 6.1 Implications 105 6.2 Recommendations 108 6.2.1 Recommendations to the textbook content .108 6.2.2 Recommendations to teaching and learning activities 117 6.2.3 Recommendations to classroom condition 120 6.3 Summary 122 CONCLUSION 123 LIST OF TABLES Table 3.1 .40 Table 5.1 .62 Table 5.2 64 Table 5.3 68 Table 5.4 69 Table 5.5 71 Table 5.6 72 Table 5.7 74 Table 5.8 74 Table 5.9 76 Table 5.10 77 Table 5.11 77 Table 5.12 78 Table 5.13 79 Table 5.14 80 Table 5.15 81 Table 5.16 82 Table 5.17 82 Table 5.18 84 Table 5.19 85 Table 5.20 85 Table 5.21 86 Table 5.22 87 Table 5.23 88 Table 5.24 90 Table 5.25 92 Table 5.26 93 Table 5.27 94 Table 5.28 97 Table 5.29 99 Table 5.30 100 Table 5.31 101 II SUGGESTIONS Please give suggestions for the book, the methodology and the teaching and learning conditions so that “TIEÁNG ANH 10” can be well adapted in many other high schools A Topics B Language content Grammar and structures Vocabulary Pronunciation C Skills Listening Speaking Reading Writing D Teaching and learning activities The teacher The student E Classroom conditions Facilities Time 139 III COMPARISONS OF “TIEÁNG ANH 10” AND “ENGLISH 10” Please circle one of the numbers from to according to their meanings 1: Strongly disagree 2: Disagree 3: Accept 4: Agree 5: strongly agree Topics a “TIEÁNG ANH 10” (TA10) supplies a wider variety and range of topics b Topics in TA10 are more suitable for students’ needs, interest and level c Topics in TA10 are more sophisticated Language content a Grammar items and exercises in TA10 are greater in number and more difficult b Grammar items in TA10 are more practical and repeated more frequently c Grammar exercises in TA10 are greater in number and more varied d TA10 pays more attention to pronunciation e Vocabulary in TA10 is fewer in number but more closely related to students’ real life f TA10 supplies more vocabulary-developing activities Skills a TA10 puts more emphasis on improving students’ language skills b TA10 makes more demands on students’ proficiency in language skills c TA supplies a wide variety and range of skill development activities d Reading in less emphasized in TA10 e Reading text in TA10 are more authentic f Listening and speaking skills are more emphsized in TA10 g Writing is more emphasized in “ENGLISH 10” 140 Methodology With “TIEÁNG ANH 10” … a Teachers can employ the communicative approach more effectively b Teachers can take a more active role in teaching English with the Communicative Language Teaching c Teachers can apply new teaching techniques more effectively d Teacher’s book are better designed with more detailed suggestions e Students can take a more active role in the learning process f Students’ needs are better satisfied g Students are supplied with more and better language content and skill development exercises Thanks for your time and help 141 Unit SCHOOL TALKS Speaking y Making questions and responses in small talks y Guessing meaning in context y Passage comprhension y Finding evidence y Asking for and answering questions about people’s background y Role-playing y Guessing meaning in context y Passage comprehension y Scanning for ideas y Asking and y Monologue: giving - Listening and information about numbering the timetable pictures in their y Talking about correct order daily activities - Deciding True or False statements Page 12 Unit PEOPLE’S BACKGROUND Listening y Diallogue: - Listening to small talks and numbering pictures - Completing a dialogue y Dialogue: - Deciding True or False statements - Gap-filling Writing y Writing a complaint letter Lnaguage Focus y Pronunciation: / I / - / i: / y Grammar: - Wh-questions - Gerund & toinfinitive y Writing about people’s background y Pronuncitaion: / / - / a: / y Grammar: - The past perfect - The past perfect vs the past simple y Pronunciation: /e/-/æ/ y Grammar and vocabulary - The simple present - Adverbs of frequency - The simple past Page 21 Unit DAY IN THE LIFE OF Page 29 Test Yourself A Page 38 142 y Writing a narative - Narrative and the simple past - Stages of a narrative APPENDIX Reading y Reading for exact information y Vocabulary comprehension: matching y Comprehension questions y Gap-filling based Page 41 on the reading passage y Vocabulary Unit comprehension: TECHNOLOGY matching AND YOU y Identifying the main idea y Passage comprehension Page 50 Unit SPECIAL EDUCATION y Extensive reading: multiplechoice questions y Passage comprehension y Gap-filling based Page 58 on the reading passage Page 68 Unit AN EXCURSION Test Yourself B y Interview: matching y Interviewing and reporting interview results y Monologue: - Deciding True or False statements - Gap-filling y Filling in a form y Asking for and y Monologue: giving information - Talking about about the uses of learning how to modern inventions use a computer y Talking about the - Deciding True or uses of modern False statements technology - Gap-filling y Writing a set of instructions - Sequence connectors - Imperative verb form y Agreeing and disagreeing y Giving opinions y Writing a confirmation letter 143 y Monologue: - Numbering pictures in the right order - Gap-filling - Comprehesion questions y Pronunciation: / /-/ / y Grammar and vocabulary - The + adjective -Used to + infinitive - Which as a connector y Pronunciation: / υ / - / u: / y Grammar and vocabulary: - The present perfect - The present perfect passive - Who, which, that y Pronunciation: / ə / -/ з: / y Grammar: - The present progressive (with a future meaning) - Be going to y Scanning for specific information y Vocabulary comprehension: Page 70 matching Unit THE MASS MEDIA Unit COMMUNITY y Understanding words/ expressions in context y Understanding sequence of events y Asking and answering questions about uses of media y Monologue: - Listening to radio news - Filling in missing information y Writing about advantages and disadvantages of computer y Pronunciation: / eI / - / aI/ - / I / y Grammar: - Present perfect - Because of and inspite of y Talking about plans and their possible results (in the community) y Monologue: - Listening for specific information - Deciding True or False statements - Gap-filling - y Informal letter to give directions y Pronunciation: / aυ / - / əυ / y Grammar: - Reported speech - Conditional sentences type y Talking about causes and consequences y Offering solutions y Reporting discussion results y Monologue: - Deciding True or False statements - Comprehension questions y Interpreting facts and figures from a table y Pronunciation: / iə / - / eə / - / υə / y Grammar: - Should - Conditional sentences type Page 78 Test Yourself C Page 87 Unit UNDERSEA WORLD y Vocabulary comprehension: gap-filling y Extensive reading: matching y Passage Page 90 comprehension 144 y Vocabulary comprehension: matching y Extensive reading: deciding True or False statements Page 99 y Identifying the main idea Unit 10 CONSERVATION Unit 11 NATIONAL PARKS y Identifying the main idea y Guessing meaning in context y Asking and answering information questions y Talking about advantages and disadvantagess of the new kind of zoos y Reporting discussion results y Making plans y Expressing agreement and disagreement y Monologue: - Sequencing events - Deciding True or False statements - Identifying specific information y Writing a letter of invitation y Pronunciation: /b/-/p/ y Grammar: - The passive voice y Monologue: - Filling in missing information - Identifying the main idea y Writing a letter of acceptance or refusal y Pronunciation: /d/-/t/ y Grammar: - Conditional sentences type - Prepositions of direction y Dialogue: - Listening for specific information - Deciding True or False statements - Comprehension questions y Writing a profile y Pronunciation: /s/-/z/ y Grammar: - to-infinitive to talk about purposes - Information questions Page 107 Test Yourself D Page 115 Unit 12 MUSIC y Understanding new words/ expressions in context y Understanding the main idea y Reading for comprehension Page 118 y Vocabulary: matching y Asking and answering information questions y Talking about favourite kinds of music 145 Unit 13 FILM AND CINEMA y Finding words from context y Passage comprehension y Identifying the main idea y Expressing attitudes y Expressing preference y Talking about a film y Dialogue: - Listening for the main idea of the passage - Filling in the table y Describing a film Page 126 y Vocabulary comprehension: matching y Scanning for specific information: gapfilling y Extensive reading: True or Page 135 False Unit 14 THE WORLD CUP y Asking and y Monologue: answering - Filling in the questions about the table World Cups - Comprehension y Talking about the questions World Cup winners Test Yourself E Page 145 146 y Writing an announcement y Pronuncitaion: /f/-/v/ y Grammar and vocabulary: - Attitudinal adjectives - It was not until 1915 that - a/ an and the y Pronunciation: /g/-/k/ y Grammar and vocabulary: - Will vs going to - Will: making predictions - Will: making offers Unit 15 CITIES y Reading about a famous city in the English speaking world y Understanding new words/ expressions in context y Reading for specific information Page 148 y Passage comprehension y Comparing two cities y Stating preferences and explaining why y Monologue: - Extensive listening: multiple-choice question - Filling in the table y Describing a city y Pronunciation: /θ/-/ð/ y Grammar: - Non-defining vs defining relative clauses - Although as a contrasting connector y Understanding new words/ expressions in context y Deciding True or False statements y Passage Page 157 comprehension y Asking and answering questions about a historical place y Talking about historical places from given information y Monologue: - Listening for specific information: multiple –choice questions - Comprehension questions y Describing charts y Pronunciation: //-// y Grammar and vocabulary: - Comparative and superlative adjectives Unit 16 HISTORICAL PLACES Test Yourself F Page 169 147 APPENDIX TIME ALLOTMENT MÔN TIẾNG ANH LỚP 10 THPT (CT CHUẨN) (p dụng từ năm học 2006 – 2007) Cả năm: tiết 35 tuần = 105 tiết Học kì I: tiết 18 tuần = 54 tiết Học kì II: tiết 17 tuần = 51 tiết HỌC KÌ I BÀI NỘI DUNG Hướng dẫn học/ kieåm tra Unit A day in the life of… Unit School talks Unit People’s background SỐ TIẾT 5 Test yourself A Kiểm tra chữa kiểm tra Unit Special education Unit Technology and you Unit An excursion 5 Test yourself B Kiểm tra chữa kieåm tra 147 Unit The mass media Unit The story of my village Test yourself C n tập kiểm tra HKI HỌC KÌ II BÀI NỘI DUNG Unit Undersea world Unit 10 Conservation Unit 11 National parks SỐ TIẾT 5 Test yourself D Kiểm tra chữa kieåm tra Unit 12 Music Unit 13 Film and cinema Unit 14 The world cup 5 Test yourself E Kiểm tra chữa kiểm tra Unit 15 Cities Unit 16 Historical places 5 Test yourself F n tập kiểm tra HKII 148 BIBLIOGRAPHY Asher, R E and J M 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