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VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST-GRADUATE STUDIES LÊ THỊ QUỲNH AN EVALUATION OF THE APPROPRIATENESS OF THE COURSE BOOK “FAMILY AND FRIENDS 4” FOR PRIMARY SCHOOL LEARNERS IN SUNSHINE ENGLISH SCHOOL Nghiên cứu đánh giá mức độ phù hợp giáo trình “Family and Friends 4” với đối tượng học sinh tiểu học Trường Anh ngữ Sunshine M.A MINOR PROGRAMME THESIS Field: English Teaching Methodology Code: 60140111 Hanoi – 2015 z VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST-GRADUATE STUDIES LÊ THỊ QUỲNH AN EVALUATION OF THE APPROPRIATENESS OF THE COURSE BOOK “FAMILY AND FRIENDS 4” FOR PRIMARY SCHOOL LEARNERS IN SUNSHINE ENGLISH SCHOOL Nghiên cứu đánh giá mức độ phù hợp giáo trình “Family and Friends 4” với đối tượng học sinh tiểu học Trường Anh ngữ Sunshine M.A MINOR PROGRAMME THESIS Field: English Teaching Methodology Code: 60140111 Supervisor: Assoc.Pro.Dr Lê Văn Canh Hanoi - 2015 z DECLARATION I, Le Thi Quynh, hereby claim the thesis entitled AN EVALUATION OF THE APPROPRIATENESS OF THE COURSE BOOK “FAMILY AND FRIENDS 4” FOR PRIMARY SCHOOL LEARNERS IN SUNSHINE ENGLISH SCHOOL is the result of my own research for the Degree of Master of Arts in English Teaching Methodology at University of Languages and International Studies, Vietnam National University, Hanoi Unless otherwise indicated, this is my own piece of academic accomplishment Signature Hanoi, 2015 i z ACKNOWLEDGEMENTS I am sincerely grateful to Assoc.Prof.Dr Le Van Canh, my supervisor, for his precious comments and advice for me during the process of doing research Without his guidance and encouragement, I would have never been able to complete this study I owe a debt of gratitude to all my lecturers at the University of Languages and International Studies - Vietnam National University, Hanoi, for their enthusiastic teaching and tremendous knowledge that have directly or indirectly enlightened my research paper Finally, my warmest thanks go to my parents and my husband for their love and support Without their help, this thesis could not have gained the current status Hanoi, 2015 ii 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 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 ABSTRACT This study is an evaluation of the appropriateness of the course book “Family and Friends 4” for primary school learners in Sunshine English School in terms of the students‟ attitudes towards the activities in the course book and how the course book helps the students to develop their ability to use English effectively as demonstrated in their speaking and writing The data were collected in the study through questionnaire administered to 25 students, audio-recording files in their speaking activities and their written exercises The findings suggest that the course book is possibly appropriate to the target students; however some adaptations are recommended for better balance between students‟ preference and essential practice iii 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 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CONTENTS Declaration .i Acknowledgements .ii Abstract .iii Table of contents iv List of tables vii PART I INTRODUCTION 1 Rationale of the study Aims of the study .2 Scope of the study .2 Methodology Structure of the thesis PART II: DEVELOPMENT Chapter : Literature review 1.1 Definition of materials evaluation 1.2 The roles of course books 1.3 Advantages of course books .5 1.4 Limitations of course books .7 1.5 Models and criteria of materials evaluation………………………………… 1.5.1 Models of materials evaluation……………………… iv 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Criteria for materials evaluation 1.6 Materials adaptation .10 1.6.1 Definitions of materials adaptation .10 1.6.2 Materials adaptation: how and why 11 1.7 Needs of understanding students‟ attitudes towards the course books 13 Chapter 2: Methodology 15 2.1 The context of the study 15 2.2 The course book “Family and friends 4” 15 2.2.1 Unit structure .16 2.2.2 Appearance and materials 19 2.3 Participants of the study 19 2.4 Techniques and data collection procedure 19 2.5 Data analysis procedure 22 Chapter 3: Data analysis and result discussions 23 3.1 What are the students‟ attitudes towards the learning activities presented in the course book?…………………………………………………………………23 3.2 To what extent does the course book help to develop the students‟ ability to use English effectively as demonstrated in their speaking and writing?……… 29 3.2.1 Speaking demonstrations 29 3.2.2 Writing demonstrations 31 3.3.Recommendations 35 v 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Adapt the activities more appropriately to students‟ preferences 35 3.3.2 Develop the students‟ confidence through speaking activities 36 3.3.3 Develop students‟ writing ability .37 PART III: CONCLUSION 38 Recapitulation 38 Concluding remarks 38 Recommendations .39 Limitations of the study 40 Suggestions for further researches 41 References 39 iAppendix I vi 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 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TABLES Table 1: Students‟ opinions on lesson Table 2-a: Students‟ opinions on lesson Table 2-b: List of activities in lesson Table 3: Students‟ opinions on lesson Table 4-a: Students‟ opinions on lesson Table 4-b: List of activities in lesson Table 5: Students‟ opinions on lesson Table 6: Students‟ opinions on lesson Table 7a: Structure analysis of students‟ sentence writing Table 7b: Structure analysis of students‟ sentence writing Table 8: Structure analysis of students‟ narrative text Table 9: Structure analysis of students‟ story vii 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INTRODUCTION Rationale for the study English recently has been recognized as one of the major subjects in schools of Vietnam as its necessity in the development and communication of the country with the world It can be said that the increasing number of learners strictly goes with their expectations of high quality practical languages presented in learning materials such as textbooks, course books and supplementary documents To many teachers, course books are basic elements in English language teaching activities Many of them often come to class with a course book which provides content and teaching learning activities recommended for their lessons According to Tomlinson (1998) a course book will supply the essential materials serves as the only book used by the learners during a course It usually covers work on grammar vocabulary, pronunciation, functions and the four skills Hutchinson and Torres (1994) also agree that course book is an important means of satisfying the range of needs from inside classroom to its wider context Therefore, many books, particular in Vietnam, are regularly published and edited to meet the learning focuses of learners‟ needs and how to decide a particular course book in a certain case seems to be a difficult task for all educators In this situation, the evaluation by the insiders like teachers and students can make the task easier and more effectively because they works with the materials very often, show their interests and attitudes in each lesson Course books are normally written by the specialists in their fields, but they are not the people dealing with them inside classes According to Cunningsworth (1984), “no course book will totally be suited to a particular teaching situation The teacher will have to find his own way of using it and adapting it if necessary So we should not be looking for the perfect course book which meets all our requirements, but rather for the best possible fit what the book offers and what we as teachers and students need”(p.6) Therefore, in any case, a course book may be chosen, but after some months using it as a course material, it may reveal limitations and need adapting in several ways to suit the students‟ needs and expectations or the teaching practicality 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 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Recommendations The following part will present the recommendations for improving the course book for better teaching and learning 3.3.1 Adapt the activities more appropriately to students’ preferences According to the data analysis, lesson seemed to satisfy most of the students, especially the activity In activity 1, teacher can remain “listen and repeat” for students to practice listening, speaking and recognizing the words, but the requirement “point” (students points their index to the picture in their course book when they hear the word) sometimes can be changed into the game “slap boarding” It means students will stand behind a line, run to slap on the picture on the board when they hear a word from the CD They can play in teams and take turn to play, and when touching the picture, they have to repeat that word By this way, the teacher both can cover the activity and check the pronunciation of each student In lesson 2, because the support rate to activity was still high and acting out the story is a good activity for students to enhance their communicative opportunity, it should be implemented regularly If students show their low interest on a particular unit, teachers can sometimes change it into a game such as recalling information or gap filling with the story content In activity 2, actually the students were happy with the grammar presentation, but they needed more explanation as well as exercises to master the grammar rules The teacher should prepare similar exercises or even a bit more difficult for them to practice the grammar spot These exercises can be spoken or written, games in class or homework; it really depends on the available time of students The most important thing is that the teacher helps students understand what to do, how they and he/ she can control how effective it is In lesson 3, the grammar presentation pleases all of the students It proves that the distribution of grammar knowledge is very reasonable In addition, it is necessary to incorporate grammatical aspects with productive skills such as writing and speaking since students gain progress in the later stages of language learning However, the activities after the grammar presentation need adapting so often to assess student‟s learning styles The sentences writing activity can be reduced at two – third or a half in quantity, then students will be requested to exchange their writing for cross 35 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 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The teacher will go around helping if necessary Through this activity, students still learn how to write sentences, learn from their friends‟ mistakes and they will have the feeling of a more important person – a “decision maker” Besides, if the students not like singing, they can treat the song as a poem or a reading to explore the ideas, structures and words They also can create their similar “poem” by adding more phrases or words they know then read for the whole class In lesson 4, most of the students like this lesson If they not like “point” and complain about the difficulty of recognizing the sound, just omit “point” step and double “repeat” activity In lesson 5, activity stopped at quite high rate of supporter but still much lower than other activities The interesting thing is with the same activity but the number of pupils liked and disliked was too different This proved that they disliked the given reading in unit and 4, not the activity However, the average rate of supporters for the total lesson was around 84% up, there‟s no need to change the content of the given text If the teacher doesn‟t think his students have too much homework, he can ask his students to translate the text into Vietnamese In lesson 6, the teacher can design more tasks for students if they can easily complete the activity‟s requirement By taking advantages of the current records, the teacher can produce more challenges exercises for students, for examples gap filling (words or phrases) or paraphrasing the sentences The students can raise their interests with something a bit challenged to them, instead of feeling bored with easy exercises 3.3.2 Develop the students’ confidence through speaking activities The speaking activities were always connected with other skills such as writing or listening tasks Students were provided with words, pictures, samples so they could develop speech in context clearly and fluently However, most of the time students are required to perform the tasks individually or in pairs, and there‟s almost no chance for group work In some certain unit, the teacher can rearrange the activities; ask students to work in groups or go around class to interview their friends, then take notes their friends‟ ideas or answer; if some of them are willing to share their notes in front of the class, the lesson can be more helpful The frequent move and talk with different people will illustrate the potential future world of them; help them limit the hesitation 36 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when facing the others To some extent, the students also learn how to speak actively and naturally, not assigned by the teacher 3.3.3 Develop students’ writing ability It could be said that the available exercise and data helped students possibly produce not only grammar –correct - sentences but also structured and meaningful texts However, the fact is that some students always tend to copy the samples, from the words to then sentences, from the ideas to the structures, not write something belonging to them In a long time, this habit will lead to a passive and conditional learning style of student: they can write (or copy) if there‟s a sample, and if not, it takes time for them to think and write only a sentence In order to minimize this situation, students need frequent practice, for example, write some sentences related to the current lesson with only a blank piece of paper or brainstorm some ideas for a certain topic Besides, it‟s necessary for teacher to design a progress test independently for writing The level of difficulty or length should be based on what students learn and practice in class and the students should be assured that there is no wrong or right answer They can write upon their minds and opinions, it‟s wonderful if they can use some of the structures, words or literacy skills that they have learnt in their writings This chapter has presented the results of the evaluation on the course book “Family and Friends 4” as well as the suggestions for the course book improvement The conclusion will be presented in the last part- part III 37 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CONCLUSION This part consists of five sections: summary, conclusion, recommendations, limitations and suggestions Firstly, the summary presents an overall account for all parts of the research After that, the conclusion presents the study results in light of the researcher analysis Next, it provides recommendations for modifying the textbook at hand Then, it presents the limitations and finally, it ends with suggestions for future researches Recapitulation The purpose of this study was to evaluate the appropriateness of the course book “Family and Friends 4” for primary school learners in Sunshine English School A survey questionnaire was used to elicit the preference of 25 students about the course book they were studying, to reveal how the activities that underline the course book is appropriate to the students‟ preference The questionnaire composed of a list of activities presented in the book sequent In addition, audio- recording extracts for verbal interactions and the students‟ written exercises were collected and analyzed to what extent the course book helped to develop the students‟ confidence and students‟ ability to use English communicatively The data were subjected to analysis through descriptive statistics Two different types of computations were done: a per-activity analysis and a per-lesson analysis The findings revealed that students found interested in most of the activities presented in the course book and they were quite suitable to them It also could be seen that the course book played important roles in helping to develop students‟ confidence and students‟ ability to use English communicatively, which demonstrated through their speaking and writing outcomes Concluding remarks Based on the results obtained from the per-activity analysis and per-lesson analysis, the following conclusions were drawn: According to the questionnaire results, the activities of course book satisfied the majority of students‟ preference, and the activities were almost appropriate However, there was a need of adaptation to explore completely the advantages of the course book The course book in question helped the majority of the students by providing 38 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 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communicative activities, structures, words and contexts and those activities promote both controlled and creative responses Moreover, the knowledge was presented in a consistent order, from lesson to lesson, and the later reinforced what students had already learned However, some activities in the book such as sentence writing or “listen and sing” failed to a minority of students‟ expectations regarding to the difficult level and interests These are essential activities for students to improve their language skills, so the teacher can have a look on the recommendations to make a balance between students‟ interest and students‟ practice The course book in question supplies the majority of the students with words, pictures, samples so students could develop speech that was clear and fluent confidently Besides, students started to know how to start and develop a conversation Based on pair work with their friends, students also learnt to express themselves, reflect their opinions, and give examples from their lives which were really necessary aspects for improving students‟ speaking skills In this book, group work is suggested more to implement the interaction among all members inside class The textbook in question helped students possibly produce not only grammar – correct - sentences but also structured and meaningful texts However, the fact is that some students could lean on the samples, from the words to then sentences, from the ideas to the structures, and finally formed a passive and conditional writing style In order to minimize this situation, students need frequent practice and a progress test independently for writing The students not need to consider about the correctness, in other words, these are not for marking but for helping student write independently and communicatively They can write upon their minds and opinions, it‟s wonderful if they can use some of the structures, words or literacy skills they have learnt in their writings Recommendations The findings of this evaluation show that the students liked most of the activities presented in the course book and it helped to develop both students‟ confidence and ability to communicate in English This may imply that the course book can be used for this group of students, in other words, grammar-based and skills development methodology are suitable to the target 39 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 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however the teachers should be sensitive in altering or adapting the textbook to some extent to explore the course book in a more effective way The following points are recommended: The activities in the book need to be adapted so often to assess student‟s learning styles The teachers can adjust the length, level of difficulty, cut or add more tasks for students or even change activities; it depends on the real circumstances In the speaking activities, the teacher can ask students to work in groups or go around class to interview their friends, then take notes their friends‟ ideas or answer; if some of them are willing to share their notes in front of the class, the lesson can be more helpful The frequent move and talk with different people will illustrate the potential future world of them; help them limit the hesitation or shyness when facing the others To some extent, the students also learn how to speak actively and naturally, not assigned by the teacher In writing activities, students need frequent practice, for example, write some sentences related to the current lesson with only a blank piece of paper or brainstorm some ideas for a certain topic or join in a progress test for writing Regarding the textbook evaluation, while information from the students is an important source to consider, it is necessary to use other supplementary methods of evaluation such as content analysis or task analysis with clearly defined criteria This will help to avoid personal or impressionistic evaluation as found in this study Limitations of the study Like other studies, limitations are inevitable and this study is of no exception Firstly, the questionnaires were only conducted with limited population of students (25 students) As a matter of fact, the validity of the study would increase if the study were carried out with a larger population Especially, as stated in Chapter II, the students evaluated the textbook on the basis of their personal impression rather than on any well-defined criteria In order to address this problem, more sophisticated instruments should be used, e.g in-depth interviews Another limitation is that the study investigated only students' preference, not the evaluation of the course designers, or other outsiders for a more objective result 40 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 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Suggestions for further researches Within the scope of the current study, the author only focuses on the course book “Family and Friends 4” using at Sunshine English School and their performance during the course The workbook and teacher's book are not involved Thus, it is proposed that the “Family and Friends 4” (workbook a nd teacher's book) should be evaluated by further research Also, more research will be conducted to find out the most appropriate course book for students at Sunshine English school in Future studies need to use observation to collect more systematic data (field-notes) to see more deeply how the course book is used in the classroom and how the students respond to the activities and content of the course book It is hoped that this study provides useful information for the improvement of the course book “Family and Friends 4” to meet better the learners‟ needs and expectation in the coming time I would like to note that generalization of this study should be made with caution as the results might be different with different groups of learners 41 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 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Allwright, R.L (1981) „What Do We Want Teaching Materials For?‟ ELT Journal, 36(1), 5-17 Brown, J.D (1995), The Element of Language Curriculum, Newbury House Teacher Development Cunningsworth, A (1984) Evaluating and Selecting EFL Teaching Materials London: Heinemann Educational Books Cunningsworth, A (1995) Choosing your course book Oxford: Heinemann Nunan, D (1992) Research Methods in Language Learning Cambridge: CUP Dowson, M, and McInerney,D.M (2001) Psychological Parameters of Students‟ Social and Work Avoidance Goals: A Qualitative Investigation Journal of Educational Psychology, p 35-42 Dudlley-Evans, T & Students.John, M.J (1998), Development in English for Specific Purposes: A Multidisciplinary approach, Cambridge: Cambridge University Press Edge, J & Wharton, S (1998) „Autonomy and Development: Living in the Materials World‟ In B Tomlinson (Ed.) (1998) Materials Development in Language Teaching (1st ed., pp.295-310) Cambridge: Cambridge University Press Hutchinson, T & Waters, A (1993), English for specific purposes, Cambridge University Press Johnson, R.K (1989), The Second Language Curriculum, Cambridge: Cambridge University Press Kassim.S (2005) Assessment of young learners English Teaching Forum, No 1, Volum 43 Keller, J M (1987) Strategies for stimulating the motivation to learn Performance and Instruction, 26(9), 1-8 Lee, W (1997) „The Role of Materials in Classroom Language Use‟ In V Berry., B Adamson., & W Littlewood (Eds), Applying Linguistics: Insights into Language in Education (pp.69-82) Hong Kong: The University of Hong Kong Lynch, B K (1996), Language Program Evaluation: Theory and Practice, Cambridge: Cambridge University Press McGrath, I (2002) Materials Evaluation and Design for Language Teaching, Edinburgh: Edinburgh University Press Ltd McDonough, J & Shaw, C (1993) Materials and methods in ELT: a teacher‟s guide Oxford: Blackwell Pub 42 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 37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.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 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 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 Newmann, Fred M (1992) Student Engagement and Achievement in American Secondary Schools New York: Teachers College Press O‟Neil, R (1982) Why Use Textbooks? ELT Journal 36(2), 104-111 Robinson, P.C (1991), ESP Today: A Practitioner's Guide, Prentice Hall Sheldon, L.E (1988) Evaluating ELT Textbooks and Materials ELT Journal 42/4, Oxford University Press Skierso, A (1991).Textbook Selection and Evaluation In M Celce-Murcia (ed.) Teaching English as a Second or Foreign Language (2nd ed.) Boston: Heinle and Heinle Stephen, I (2015).Simple Ways to Assess the Writing Skills of Students with Learning Disabilities Retrieved from http://www.ldonline.org/article/6208/ Tomlinson, B (1998), Materials Development in Language Teaching, Cambridge University Press Theresa M.A (2006) School context, Students attitudes and Behavior, and Academic Achievements: An Exploratory Analysis MDRC January, 2006 Tomlinson, B (1998), Comments on Part C In Tomlinson, B (ed), Materials Development in Language Teaching, Cambridge: Cambridge University Press Tomlinson, B (Ed.) 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(2010) English Language Teaching Materials: Theory and Practice New York: Cambridge University Press Turner, Julianne C., Pamela K Thorpe, and Debra K Meyer (1998) Students‟ Reports of Motivation and Negative Affect: A Theoretical and Empirical Analysis.Journal of Educational Psychology, p 758-771 Wallace, M.J (1998), Action Research for Language Teachers, Cambridge University Press 43 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 37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.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 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 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 APPENDIX SURVEY QUESTIONNAIRE Hello, This survey questionnaire is designed for my MA thesis to find out your attitudes towards the course book “Family and Friends 4” that you are studying in Sunshine English School It is highly appreciated if you could spend your time competing truthfully the questionnaire Data collected will be used for the thesis only Thank you for your cooperation I Personal information Please circle the most appropriate to you or answer the questions Your gender A Male B Female How old are you? ……years old How long have you been learning English? year(s) II Your evaluation on the activities of the course book A Here is the list of the activities in the Unit Please tick (√) the appropriate box with your idea: like or dislike LESSON 1: WORDS No Activities Like Dislike Like Dislike Listen, point and repeat Listen and read LESSON2: GRAMMAR No Activities Listen to the story again and repeat Act Read and learn Read and circle Write I 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 37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.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 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 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 LESSON 3: GRAMMAR AND SONG No Activities Like Dislike Like Dislike Read and learn Speaking: Think of a girl Say and answer Now write sentences about the girls Listen and sing LESSON 4: PHONICS No Activities Listen, point and repeat Listen and read Read again Circle the words with long a sounds and underline the words with long e Circle the words that contains a different vowel sound LESSON 5: SKILLS TIME - READING No Activities Like Dislike Speaking: What you eat for breakfast? Listen and read Underline these words in the text Guess their meanings and then check them in the Workbook dictionary (page 116) Read again and write M (Mexico), S (Scotland), V (Vietnam) or E (Egypt) LESSON 6: SKILLS TIME - LISTENING No Activities Like Listen and number Listen again and circle the correct word Speaking: Ask and answer II 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 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Clap and count the syllables in these words Then write Average B Here is the list of the activities in the Unit Please tick (√) the appropriate box with your idea: like or dislike LESSON 1: WORDS No Activities Like Dislike Like Dislike Like Dislike Like Dislike Listen, point and repeat Listen and read LESSON2: GRAMMAR No Activities Listen to the story again and repeat Act Read and learn Read and circle Write LESSON 3: GRAMMAR AND SONG No Activities Read and learn Speaking: Ask and answer about the people in the pictures Now write sentences about the pictures Listen and sing LESSON 4: PHONICS No Activities Listen, point and repeat Listen and read III 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Circle the words with ll and underline the words with rr Match and write LESSON 5: SKILLS TIME - READING No Activities Like Dislike Like Dislike Speaking: What you know about basketball? Listen and read Underline these words in the text Guess their meanings and then check them in the Workbook dictionary Read again and complete the sentences LESSON 6: SKILLS TIME - LISTENING No Activities Listen and circle the sports the children like Listen again and write T (true) or F(false) Speaking: Ask and answer about what you like doing Remember to use the correct verb Writing: Write It's or Its C Here is the list of the activities in the Unit Please tick (√) the appropriate box with your idea: like or dislike LESSON 1: WORDS No Activities Like Dislike Like Dislike Listen, point and repeat Listen and read LESSON2: GRAMMAR No Activities Listen to the story again and repeat Act Read and learn IV 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 37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.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 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 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 Write: will or won't Speaking: Look at the pictures again Ask and answer LESSON 3: GRAMMAR AND SONG No Activities Like Dislike Like Dislike Like Dislike Like Dislike Read and learn Speaking: Ask and answer Now write sentences about the moon trip Listen and sing LESSON 4: PHONICS No Activities Listen, point and repeat Listen and read Read again Circle the words with au in green, with aw in blue and with or in purple Match and write LESSON 5: SKILLS TIME - 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