Luận văn thạc sĩ an evaluation of the material english for chefs for the first year students in the cooking class at hai phong technological and vocational training school

VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST-GRADUATE STUDIES NGUYỄN THỊ NGỌC CHÂU AN EVALUATION OF THE MATERIAL “ENGLISH FOR CHEFS” FOR THE FIRST YEAR STUDENTS IN THE COOKING CLASS AT HAI PHONG TECHNOLOGICAL AND VOCATIONAL TRAINING SCHOOL ( Đánh giá giáo trình “ Tiếng Anh chuyên ngành chế biến ăn” cho học sinh năm thứ ngành Chế biến ăn trường Trung cấp Nghiệp vụ Cơng nghệ Hải Phịng) M.A MINOR THESIS FIELD : ENGLISH TEACHING METHODOLOGY CODE : 60 14 10 SUPERVISOR : PHẠM THỊ HẠNH, M.A SUPERVISOR : PHAM THI HANH, M.A HA NOI-2010 z v Table of content Part 1: INTRODUCTION Rationale of the thesis Aims of the thesis Significance of the thesis Scope of the thesis Design of the thesis Part 2: DEVELOPMENT Chapter 1: Literature review 1.1 Materials in Language Teaching and Learning 1.1.1 Roles of Materials in Language Teaching and Learning 1.1.2 Advantages and Disadvantages of published textbook for Chefs 1.1.3 The Characteristics of Materials of English for Specific Purpose 1.2 Material evaluation 1.2.1 Purposes of Materials Evaluation 1.2.2 Types of Materials Evaluation 1.2.3 Models of Materials Evaluation 1.2.4.Criteria for Materials Evaluation 10 1.3 Materials Adaptation 11 1.3.1 Why we adapt the material? 11 1.3.2 Levels of material adaptation 12 1.4 Summary 14 z vi Chapter 2: Research methodology 2.1 An overview of current English Teaching and Learning at HPTVTS 15 2.2 Research methods 16 2.2.1 Research questions 16 2.2.2 Participants 16 2.2.3 Data collection procedure 16 2.3 Summary 17 Chapter 3: Data analysis 3.1 Material versus Course: Aims 18 3.1.1 Analysis: course versus the material 18 3.1.2 Survey: Teachers and students’ opinions about the appropriateness of the material in term of the aims 19 3.2 The Material versus the Course: Content Requirement 20 3.2.1 Analysis: Course versus the material 21 3.2.2 Survey: Teachers and students’ opinions about the appropriateness of the material in term of the content 25 3.3 The Material versus the Course: Methodology Requirement 32 3.3.1 Analysis: the course versus the material 32 3.3.2 Survey: Teachers and students’ opinions about the methodology of the material 36 z vii Chapter 4: Discussion and adaptation 4.1 Discussion on the aim and content requirements of the course in comparison with the material and the opinions from teachers and students……………………………………… 38 4.2 Discussion on the methodology requirements of the course in comparison with the material and the opinions from teachers and students 40 4.3 Teacher’s suggestions for the material improvement 40 4.4 Recommendations for material improvements 41 PART 3: CONCLUSION Summary of previous parts 44 Conclusion 44 Limitation and suggestion for further research 45 References 46 Appendixes I Appendix I Appendix .VI Appendix VII Appendix .XI Appendix XVII Appendix XXII z iv LIST OF ABBREVIATIONS VNU: VietNam National University ULIS: University of Language and International Studies HPTVTS: Hai Phong Technological and Vocational Training School z 37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.2237.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.66 PART 1: INTRODUCTION Rationale of the thesis As a key area in English Language Teaching (ELT), the significance of material design and evaluation has grown steadily Evaluation is basically a matching process, which concerns matching learners’ needs to available solutions (Hutchinson & Waters, 1987 p 97) Low (1987, p 21) reminds us that “teachers generally need to screen materials, in order to predict their suitability for particular classes” Thus, material evaluation is a decisive way to question and develop our own ideas as to what is required Another benefit is through identifying strengths and weaknesses in coursebooks, optimum use can be made of strong points, and weaker points can be adapted or substituted from other books (Cunningsworth, 1995, p 14) At present, there are not many coursebooks on cooking for students of cooking classes at vocational schools in Vietnam in general and at my school in particular At HPTVTS, the books used to some extent are not really effective for their studies Moreover, these books can lack practical information with too much theory and some contents are not suitable with the objective of the course as well as the demand of students The material “English for Chefs” which was issued by Hanoi Publisher has been used as an official coursebook for students of cooking classes at HPTVTS for years but there hasn’t any evaluation of the effectiveness of the book in completing the content requirement of the course as well as the aims given Aims of the thesis The study is conducted in order to identify: (1) How appropriate the material is in terms of content, objectives and methodology (2) What remedies for changing or adapting should be used to make the material more suitable with requirement of the course and students’ need Significance of the thesis English for Chefs is a compulsory subject of students of cooking classes at HPTVTS as it may be necessary for their future jobs At present, “English for Chefs” is being used as the official coursebook for this subject However, there has not been any valuation of this book there so that the author decides to find out how good it is of the current English material used for z 37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.99 37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.2237.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.66 students of cooking class with the hope of having a good English material for students of cooking class which helps provide students with certain knowledge of English specializing in cooking and boost students’ belief in the training quality of school Scope of the thesis There are many criteria to evaluate a material such as the audience, the content, the methodology, the cultural bias, the layout, the authenticity, and so on In this thesis, the author aims at the appropriateness of the material to the content requirement, the objective and the methodology of the course which are based on Hutchinson and Water’s model (1987) The study is conducted by getting the results from the material analysis and utilizing the survey method applying on both teachers who have been teaching the material for years and students who have used this material Design of the thesis The thesis consists of three main parts: introduction, development and conclusion Part one gives an overview of the thesis with the introduction, rationale, aims, scope and significance of the thesis Part two includes four chapters in which chapter one is the literature review of the thesis with the different views about material evaluation, the role of material as well as the material evaluation It also points out some ways of evaluating a material with different criteria of different linguists Chapter two presents the current teaching and learning English at HPTVTS, the research method, and data collection procedure of the study Chapter three presents the results from the survey and the analysis of the material Chapter four discusses the findings of the research and suggestions on material adaptations Part three provides the conclusion of the whole study and limitations of the thesis, and recommends further research z 37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.99 37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.2237.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.66 PART 2: DEVELOPMENT CHAPTER 1: LITERATURE REVIEW 1.1 Materials in Language Teaching and Learning 1.1.1 Roles of materials in Language Teaching and Learning Allwright (1990) argues that materials should teach students to learn, that they should be resource books for ideas and activities for instruction/learning, and that they should give teachers rationales for what they From Allwright's point of view, textbooks are too inflexible to be used directly as instructional material O'Neill (1982), in contrast, argues that materials may be suitable for students' needs, even if they are not designed specifically for them, that textbooks make it possible for students to review and prepare their lessons that textbooks are efficient in terms of time and money, and that textbooks can and should allow for adaptation and improvisation Materials include textbooks, video and audio tapes, computer software, and visual aids They influence the content and the procedures of learning The choice of deductive vs inductive learning, the role of memorization, the use of creativity and problem solving, production vs reception, and the order in which materials are presented are all influenced by the materials In fact, much of the language teaching that occur today throughout the world could not take place without the extensive use of commercial textbooks Hence, how to use and adapt textbooks is an important part of teacher’s professional knowledge 1.1.2 Advantages and Disadvantages of published coursebooks According to Penny Ur (1996), published coursebooks have their own advantages and disadvantages (The term ‘coursebook’ here means the textbook of which the teacher and usually each student has a copy, and which is in principle to be followed systematically as the basis for a language course) z 37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.99 37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.2237.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.66 Advantages - Framework: A coursebook provides a clear framework that teacher and learner know where they are going and what is coming next, so that there is a sense of structure and progress - Syllabus: In many places the coursebook serves as syllabus; if it is followed systematically, a carefully planned and balanced selection of language content will be covered - Ready –made texts and tasks: The coursebook provides tasks which are likely to be an appropriate level for most of the class This, of course, saves time for the teacher who would otherwise have to prepare his or her own - Economy: A book is the cheapest way of providing learning material for each learner; alternatives, such as kits, set of photocopied papers or computer software, are likely to be more expensive relative to the amount of material provided - Convenience: A book is a convenient package; it is bound, so that its components stick together and stay in order; it is light and small enough to carry around easily; it is of a shape that is easily packed and stacked; it does not depend for its use on hardware or a supply of electricity - Guidance: For teachers who are inexperienced or occasionally unsure of their knowledge of the language, the coursebook can provide useful guidance and support - Autonomy: The learner can use the coursebook to learn new material, review and monitor progress with some degree of autonomy A learner without a coursebook is more teacherdependent However, though how much the textbooks are well planned, they have their own disadvantages So that Penny Ur also gives some drawbacks of textbooks that he means ‘coursebook’ Disadvantages - Inadequacy: Every class - in fact, every learner - has their own learning needs: no one coursebook can possibly supply these satisfactorily - Irrelevance, lack of interest: The topic dealt with in the coursebook may not necessarily be relevant or interesting for your class z 37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.99 37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.2237.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.66 - Limitation: a coursebook is confining – Its set structure and sequence may inhibit a teacher’s initiative and creativity, and lead to boredom and lack of motivation on the part of the learners - Homogeneity: Coursebooks have their own rationale and chosen teaching/learning approach They not usually cater for the variety of levels of ability and knowledge, or of learning styles and strategies that exist in most classes - Over-easiness: Teachers find it too easy to follow the coursebook uncritically instead of using their initiative; they may find themselves functioning merely as mediators of its content instead of as teachers in their own right 1.1.3 The characteristic of English for Specific Purpose (ESP) The most important difference between English for Specific Purposes (ESP) and English as a Second Language (ESL) (also known as general English) lies in the learners and their purposes for learning English ESP students are usually adults who already have some acquaintance with English and are learning the language in order to communicate a set of professional skills and to perform particular job-related functions An ESP program is, therefore, built on an assessment of purposes and needs and the functions for which English is required ESP concentrates more on language in context than on teaching grammar and language structures It covers subjects varying from accounting or computer science to tourism and business management, and the like The ESP focal point is that English is not taught as a subject separated from the students' real world (or wishes); instead, it is integrated into a subject matter area important to the learners However, ESL and ESP diverge not only in the nature of the learner, but also in the aim of instruction In fact, as a general rule, while in ESL all four language skills, namely listening, reading, speaking, and writing, are stressed equally, in ESP it is a needs analysis that determines which language skills are most needed by the students, and the syllabus is designed accordingly An ESP program might, for example, emphasize the development of reading skills in students who are preparing for graduate work in business administration; or it might z 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37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.2237.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.66 IX family Describe the ingredients of your favourite dish In the dining room Review of units – French dishes Some European dishes The passive voice: It is made from… Some kinds of meat and seafood Linked sounds - Listening: Descriptions of dishes - Speaking: In a restaurant - Reading: Mediterranean revelry - Writing: Plan a menu Model verbs: Must/have to/ don’t have to/ mustn’t Names of some French dishes Verbs of cooking procedure Reduced forms of ought to and have to - Listening: Check the ingredients in each recipe - Speaking: Work in pairs and decide what is the correct order - Reading: Introduction of some French dishes - Writing: Explain how to prepare a dish which you like the best? Quantity adjectives Names of some European dishes Contrastive stress - Listening: Ingredients of three recipes - Speaking: Which food would you like? Explain how to prepare it - Reading: Sandwiches, pizzas, z 37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.99 37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.2237.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.66 X and potato chips - Writing: A menu with European dishes from different parts of Europe Vietnamese It + be + adj dishes + to infinitive Names of some Vietnamese dishes Linked sounds - Listening: descried favourite recipe - Speaking: Describe a national dish - Reading: Introduction of some typical Vietnamese dishes - Writing: Write a letter Some other Past simple Asian (irregular dishes verbs) Names of some Asian dishes Reduced forms of “did you” - Listening: Healthy food - Speaking: Traditional recipe from China - Reading: Introduction of some Asian dishes - Writing: Write a letter 10 Review of units – 11 Some sensational salads Names of some salads and their ingredients Reduced form of did you and have you - Listening: How to make snack - Speaking: Describe how to make your favourite snack - Reading: Eating for energy - Writing: Recipe for an interesting salad 12 Homemade Infinitive Names of Reduced forms - Listening: What Sequence adverbs z 37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.99 37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.2237.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.66 XI soups clauses and phrases of purpose some soups and their ingredients of: for, a, an, to, and are the two most important reasons for success? - Speaking: What you have to in order to succeed in business? - Reading: English soup etiquette - Writing: Your favourite soups 13 Cakes for celebration s Making suggestions Some kinds of cakes and their ingredients Syllable stress - Listening: Listen and answer questions - Speaking: Explain the problem; suggest something; reject and suggest; accept - Reading: Articles about English cakes, pies and puddings - Writing: Write ingredients and recipe for a Vietnamese favourite cake 14 Menu - Expressions likes and dislikes - So, Too, Neither, Either - Do you like/Would you like…? Some kinds of dishes in: Starters Main course Desserts Drinks Stress in response - Listening: take note - Speaking: In a café - Reading: Classification of menu - Writing: Create a European menu 15 Review of units 11 14 z 37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.99 37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.2237.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.66 XII Appendix CÂU HỎI ĐÁNH GIÁ GIÁO TRÌNH CỦA GIÁO VIÊN I Mục đích Giáo trình có tạo cho học sinh hội …….? Có Một phần Khơng tăng cường kiến thức ngữ pháp ? mở rộng vốn từ vựng chuyên ngành nấu ăn, thực phẩm, bếp nhà hàng,…? tăng cường khả phát âm, ngữ âm, trọng âm, âm nối, âm luyến ? 4.tăng cường kĩ nói? 5.tăng cường kĩ đọc hiểu ? tăng cường kĩ nghe ? tăng cường kĩ viết? II/ Nội dung Bạn nghĩ lượng phận bố ngữ pháp, từ vựng phát âm giáo trình? Trọng tâm ngơn ngữ Q nhiều Đủ Không đủ Cấu trúc ngữ pháp Từ vựng Phát âm z 37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.99 Khơng có 37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.2237.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.66 XIII Bạn có ý kiến lượng kĩ cung cấp giáo trình? Kĩ Có Một phần Khơng Speaking Reading Listening Writing 10 Những kĩ nhỏ sau giáo trình có giúp học sinh nâng cao kĩ năng…? Nói Có Một phần Hỏi trả lời câu hỏi Nói loại thực phẩm ăn yêu thích So sánh Đưa yêu cầu lời gợi ý nhà hàng nhà bếp Cách hướng dẫn cơng thức nấu ăn Đọc hiểu Scanning Skimming Đốn Nghe Nghe để lấy thơng tin Nghe chọn câu trả lời Nghe trả lời câu hỏi z 37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.99 Không 37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.2237.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.66 XIV Nghe điền vào chỗ trống Viết Hoàn thành câu Viết thư Xây dựng thực đơn cơng thức nấu ăn 11 Bạn nghĩ chủ đề giáo trình? Chủ đề Chủ đề giáo trình phù hợp với nhu cầu tiếng Anh dùng ngành chế biến ăn học sinh Chủ đề giáo trình gần với thực tế Có Một phần Khơng Chủ đề giáo trình đa dạng 12 Bạn có ý kiến cách trình bày bố cục giáo trình? Cách trình bày bố cục Giáo trình bao gồm phần tóm tắt tổng quát chức năng, cấu trúc, từ vựng dạy Cách trình bày bố cục giáo trình phù hợp rõ ràng Có Một phần Giáo trình có đầy đủ bảng chủ giải từ vựng Giáo trình có đù phần ôn tập tập thực hành Giáo trình có trình bày mục tiêu học 13 Ngơn ngữ đươc dùng giáo trình Mức độ khó: Dễ Bình thường Khó Khơng thực tế Thiên lí thuyết Mức độ sát với thực tế: Giống với tiếng Anh z 37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.99 Không 37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.2237.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.66 XV dùng ngày 14 Nội dung xuyên suốt giáo trình nào? a Từ dễ đến khó c Lặp lại b Đa dạng d Khác 15 Thời lượng tiết cho học là……… a Quá nhiều b Đủ c.Ít z 37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.99 37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.2237.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.66 XVI III/ Phương pháp A/ Bài tập hoạt động 16 Giáo trình có cung cấp hợp lí cân hoạt động ( tập tự có kiểm sốt; hoạt động tập trung vào lưu lốt xác tiếng Anh) ? Có Một phần Khơng 17 Giáo trình có tập hoạt động luyện nói khơng? Có Một phần Khơng 18 Giáo trình có tập hoạt động luyện đọc hiểu khơng? Có Một phần Khơng 19 Giáo trình có tập hoạt động luyện nghe khơng? Có Một phần Khơng 20 Giáo trình có tập hoạt động luyện viết khơng? Có Một phần Khơng 21 Các hoạt động giáo trình có phối hợp hoạt động học độc lập, theo cặp theo nhóm khơng? Có Một phần Khơng 22 Những hướng dẫn sau có trình bày giáo trình khơng? - Danh sách từ vựng kĩ ngôn ngữ không? - Thông tin chuyên môn - Gợi ý phương pháp - Gợi ý cho hoạt động thêm - Bài kiểm tra z 37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.99 37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.2237.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.66 XVII IV Gợi ý cho viêc phát triển tài liệu Những thay đổi nên thực để nâng cao tính hiệu tài liệu? Hãy đưa lời gợi ý bạn theo tiêu chí sau đây… What changes should be made for the material to improve the effectiveness of the material for future use? Give your suggestions following aspects: 23 Trọng tâm ngơn ngữ? …………………………………………………………………………………………………… …………………………………………………………………………………………………… 24 Hoạt động nói bài? …………………………………………………………………………………………………… …………………………………………………………………………………………………… 25 Hoạt động đọc bài? …………………………………………………………………………………………………… …………………………………………………………………………………………………… 26 Hoạt động nghe bài? …………………………………………………………………………………………………………… …………………………………………………………………………………………………………… 27 Hoạt động viết bài? …………………………………………………………………………………………………………… …………………………………………………………………………………………………………… 28 Chủ đề? …………………………………………………………………………………………………………… …………………………………………………………………………………………………………… 29 Hướng dẫn phương pháp? …………………………………………………………………………………………………………… …………………………………………………………………………………………………………… 30 Thời gian phân bố cho bài?T z 37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.99 37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.2237.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.66 XVIII …………………………………………………………………………………………………… Appendix CÂU HỎI ĐÁNH GIÁ GIÁO TRÌNH CỦA HỌC SINH I Mục đích Giáo trình có tạo cho em hội …….? Có Một phần Không tăng cường kiến thức ngữ pháp ? mở rộng vốn từ vựng chuyên ngành nấu ăn, thực phẩm, bếp nhà hàng,…? tăng cường khả phát âm, ngữ âm, trọng âm, âm nối, âm luyến ? 4.tăng cường kĩ nói? 5.tăng cường kĩ đọc hiểu ? tăng cường kĩ nghe ? tăng cường kĩ viết? II/ Nội dung Em nghĩ lượng phận bố ngữ pháp, từ vựng phát âm giáo trình? Trọng tâm ngôn ngữ Quá nhiều Đủ Không đủ Cấu trúc ngữ pháp Từ vựng Phát âm z 37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.99 Không có 37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.2237.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.66 XIX Em có ý kiến lượng kĩ cung cấp giáo trình? Kĩ Có Một phần Khơng Speaking Reading Listening Writing 10 Những kĩ nhỏ sau giáo trình có giúp em nâng cao kĩ năng…? Nói Có Một phần Hỏi trả lời câu hỏi Nói loại thực phẩm ăn u thích So sánh Đưa yêu cầu lời gợi ý nhà hàng nhà bếp Cách hướng dẫn công thức nấu ăn Đọc hiểu Scanning Skimming Đốn Nghe Nghe để lấy thơng tin Nghe chọn câu trả lời Nghe trả lời câu hỏi z 37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.99 Không 37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.2237.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.66 XX Nghe điền vào chỗ trống Viết Hoàn thành câu Viết thư Xây dựng thực đơn công thức nấu ăn 11 Em nghĩ chủ đề giáo trình? Chủ đề Có Một phần Khơng Chủ đề giáo trình phù hợp với nhu cầu tiếng Anh dùng ngành chế biến ăn em Chủ đề giáo trình gần với thực tế Chủ đề giáo trình đa dạng 12 Em có ý kiến cách trình bày bố cục giáo trình? Có Cách trình bày bố cục Giáo trình bao gồm phần tóm tắt tổng qt chức năng, cấu trúc, từ vựng dạy Cách trình bày bố cục giáo trình phù hợp rõ ràng Giáo trình có đầy đủ bảng chủ giải từ vựng Giáo trình có đù phần ơn tập tập thực hành Giáo trình có trình bày mục tiêu học 13 Ngơn ngữ đươc dùng giáo trình Mức độ khó: Dễ Bình thường Khó z 37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.99 Một phần Không 37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.2237.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.66 XXI Mức độ sát với thực tế: Giống với tiếng Anh Khơng thực tế Thiên lí thuyết dùng ngày 14 Nội dung xuyên suốt giáo trình nào? a Từ dễ đến khó c Lặp lại b Đa dạng d Khác 15 Thời lượng tiết cho học là……… a Quá nhiều b Đủ c.Ít z 37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.99 37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.2237.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.66 XXII III/ Phương pháp A/ Bài tập hoạt động 16 Giáo trình có cung cấp hợp lí cân hoạt động ( tập tự có kiểm soát; hoạt động tập trung vào lưu loát xác tiếng Anh) ? Có Một phần Khơng 17 Giáo trình có tập hoạt động luyện nói khơng? Có Một phần Khơng 18 Giáo trình có tập hoạt động luyện đọc hiểu khơng? Có Một phần Khơng 19 Giáo trình có tập hoạt động luyện nghe khơng? Có Một phần Khơng 20 Giáo trình có tập hoạt động luyện viết khơng? Có Một phần Khơng 21 Các hoạt động giáo trình có phối hợp hoạt động học độc lập, theo cặp theo nhóm khơng? Có Một phần Khơng z 37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.99 37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.2237.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.66 37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.99