Rationale of the thesis
Material design and evaluation play a crucial role in English Language Teaching (ELT), as their importance has steadily increased over time Essentially, evaluation involves aligning learners' needs with suitable educational solutions, as highlighted by Hutchinson and Waters (1987).
Teachers must screen materials to assess their suitability for specific classes, highlighting the importance of material evaluation in shaping educational strategies (1987, p 21) This process not only fosters critical thinking about teaching resources but also allows educators to identify strengths and weaknesses in coursebooks By leveraging strong points and adapting or substituting weaker aspects with resources from other books, teachers can optimize their instructional materials (Cunningsworth, 1995, p 14).
Currently, there is a scarcity of effective cooking coursebooks for vocational students in Vietnam, particularly at HPTVTS The existing materials often emphasize theory over practical information, failing to align with course objectives and student needs For the past two years, "English for Chefs," published by Hanoi Publisher, has served as the official coursebook for cooking classes at HPTVTS; however, there has been no evaluation of its effectiveness in meeting course content requirements and objectives.
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 mandatory course for cooking students at HPTVTS, essential for their future careers Currently, the official coursebook used is "English for Chefs." However, there has been no evaluation of this book, prompting the author to assess its effectiveness The goal is to enhance the English material available for cooking students, ensuring they gain specialized knowledge in culinary English and increasing their confidence in the school's training quality.
Scope of the thesis
This thesis evaluates educational materials based on various criteria, including audience suitability, content relevance, methodology, cultural bias, layout, and authenticity The focus is on the alignment of materials with course content requirements, objectives, and methodology, following Hutchinson and Water's model (1987) The study employs material analysis and surveys conducted with teachers who have taught the material for two years and students who have used it.
Design of the thesis
The thesis is structured into three key sections: an introduction, a development section, and a conclusion The introduction provides a comprehensive overview, outlining the rationale, objectives, scope, and significance of the research.
Part two of the thesis consists of four chapters: Chapter one reviews literature on material evaluation, highlighting various perspectives on the role and assessment of educational materials, along with criteria proposed by different linguists Chapter two outlines the current state of English teaching and learning at HPTVTS, detailing the research methods and data collection procedures employed in the study Chapter three presents the survey results and analyzes the materials used in the program Finally, Chapter four discusses the research findings and offers suggestions for adapting the materials to enhance their effectiveness.
Part three provides the conclusion of the whole study and limitations of the thesis, and recommends further research.
Literature review 1.1 Materials in Language Teaching and Learning
Roles of Materials in Language Teaching and Learning
Allwright (1990) emphasizes that educational materials should empower students to learn independently, serve as resource books for instructional ideas and activities, and provide teachers with justifications for their teaching methods He critiques textbooks for their rigidity, suggesting they are not suitable for direct instructional use Conversely, O'Neill (1982) contends that materials can effectively meet students' needs, even if not specifically tailored for them He highlights the advantages of textbooks in facilitating lesson review, being cost-effective, and allowing for adaptation and improvisation in teaching.
Educational materials such as textbooks, multimedia resources, and software play a crucial role in shaping both the content and methods of learning They impact key aspects like the choice between deductive and inductive learning, the emphasis on memorization, and the integration of creativity and problem-solving Additionally, these materials influence whether the focus is on production or reception, as well as the sequence in which information is presented.
The widespread use of commercial textbooks is essential for language teaching globally, making it crucial for teachers to know how to effectively use and adapt these resources as part of their professional expertise.
Advantages and Disadvantages of published textbook for Chefs
Penny Ur (1996) highlights that published coursebooks come with distinct advantages and disadvantages In this context, a coursebook refers to a textbook that both teachers and students typically possess, serving as the systematic foundation for a language course.
- 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
The coursebook offers ready-made texts and tasks that are suitable for the majority of the class, saving teachers valuable preparation time that would otherwise be spent creating their own materials.
Books offer the most cost-effective learning resources for students, as alternatives like kits, photocopied materials, or software tend to be pricier in comparison to the volume of content they deliver.
Books offer unparalleled convenience as they are compact, lightweight, and easy to transport Their bound structure ensures that all components remain organized, making them simple to pack and stack Unlike digital alternatives, books do not require any hardware or electricity for use, enhancing their accessibility and practicality.
- 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 teacher- dependent
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
- 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
- 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 do not usually cater for the variety of levels of ability and knowledge, or of learning styles and strategies that exist in most classes
Many teachers tend to follow coursebooks without critical evaluation, which can lead to them acting merely as mediators of the material rather than engaging as independent educators This over-easiness in teaching methods limits their initiative and effectiveness in the classroom.
1.1.3 The characteristic of English for Specific Purpose (ESP)
The key distinction between English for Specific Purposes (ESP) and English as a Second Language (ESL) lies in the target audience and their motivations for learning ESP typically caters to adult learners who possess a foundational knowledge of English and seek to enhance their communication skills for specific professional contexts Consequently, ESP programs are designed based on a thorough assessment of the learners' needs and the particular functions of English required in their respective fields.
English for Specific Purposes (ESP) emphasizes language in context rather than solely focusing on grammar and structures It encompasses a wide range of subjects, including accounting, computer science, tourism, and business management The core principle of ESP is that English is taught in relation to real-world applications and the specific interests of learners, integrating language learning with relevant subject matter.
ESL and ESP differ significantly in both learner characteristics and instructional objectives In ESL, equal emphasis is placed on all four language skills—listening, reading, speaking, and writing Conversely, ESP focuses on a needs analysis to identify which skills are most relevant to students, tailoring the syllabus to those needs For instance, an ESP program may prioritize reading skills for students preparing for graduate studies in business administration, or it may enhance speaking skills for those training to become tourist guides.
ESP, or English for Specific Purposes, effectively merges subject matter with English language instruction, enhancing student motivation By applying English skills to their primary fields of study—such as accounting, business management, economics, computer science, or tourism—students find greater relevance in their learning This contextual application of vocabulary and structures not only reinforces their education but also significantly boosts their enthusiasm for the language.
Students' expertise in their subject areas enhances their English language acquisition by providing essential context for classroom communication In English for Specific Purposes (ESP) classes, learners are guided on how to articulate subject-specific content in English By leveraging students' existing knowledge, teachers can facilitate a more efficient and effective English learning experience.
The term "specific" in English for Specific Purposes (ESP) highlights the tailored approach to learning English, focusing on the learners' relevant fields of interest This method allows students to immediately apply their English skills in their professional and academic lives, enhancing the practicality of their education By connecting their studies to their existing knowledge, ESP fosters greater engagement, motivating learners to interact with native speakers and relevant texts, thereby deepening their understanding and proficiency in English.
1.2 Materials evaluation 1.2.1 Purposes of Materials Evaluation
Evaluation serves several key purposes in education Firstly, it actively engages students in the decision-making process, helping them understand teachers' goals and reflect on their own learning objectives This involvement fosters a more student-centered environment and reduces barriers between students and authority figures Secondly, evaluation enhances communication among all stakeholders in an educational project, facilitating the exchange of information through reports Lastly, making evaluation information accessible improves accountability to both the public and learners, ensuring transparency in the educational process.
Authentic materials are essential in foreign language teaching, serving as key tools that reflect the specific goals and methods of the learning environment According to Cunningsworth (1995), a coursebook acts as a resource to meet predefined learner needs Evaluating coursebooks allows educators to determine their suitability for different learners across various levels and contexts, while also facilitating comparisons between traditional materials and newly developed resources.
At HPTVTS, the "English for Chefs" material has been utilized for two years, revealing both advantages and disadvantages This research aims to evaluate whether the material meets the course's aims, objectives, and methods, as well as the needs of the students, aligning with the purpose of Cunningsworth’s study.
Linguists categorize material evaluation in various ways, with Cunningsworth (1995) identifying three key stages: pre-use evaluation, in-use evaluation, and post-use evaluation Robinson also contributes to this discussion, emphasizing the importance of evaluating coursebooks at different points in their usage.
(1991:59) classified materials evaluation into three types: preliminary, formative, and summative
- Pre-use evaluation or preliminary tends to be the most difficult kind since there is no actual experience of using the coursebook
Material evaluation
ESP, or English for Specific Purposes, effectively merges subject matter with English language instruction, creating a motivating learning environment This approach enables students to apply their English skills directly to their primary fields of study, such as accounting, business management, economics, computer science, or tourism By utilizing relevant vocabulary and structures in meaningful contexts, students reinforce their learning and enhance their motivation.
Students' proficiency in their subject areas enhances their English language acquisition, as subject-matter knowledge provides essential context for understanding classroom English In English for Specific Purposes (ESP) classes, students learn how to express their subject content in English, allowing teachers to leverage their existing knowledge to facilitate quicker English learning.
In English for Specific Purposes (ESP), the term "specific" highlights the tailored approach to learning English, focusing on the relevant fields of the students This method allows learners to immediately apply their knowledge in practical contexts, enhancing the relevance of their studies By connecting English learning to their interests, students are motivated to engage with speakers and texts, further deepening their language skills and understanding.
1.2 Materials evaluation 1.2.1 Purposes of Materials Evaluation
Evaluation serves several key purposes in education, primarily by engaging students in the decision-making process, helping them understand teachers' goals, and allowing for reflection on their learning objectives This involvement reduces barriers between students and authority figures, promoting a more student-centered environment Additionally, effective evaluation enhances communication among all participants in an educational project through the sharing of information, often documented in reports Finally, making evaluation results accessible improves accountability to both the public and learners, ensuring transparency in educational outcomes.
Authentic materials play a crucial role in foreign language teaching, serving as more than just tools for instructors; they reflect the goals and methods of the specific teaching context According to Cunningsworth (1995), a coursebook is a valuable resource for achieving predetermined learner objectives Evaluating coursebooks allows educators to determine their suitability for different learner levels and teaching environments, while also facilitating comparisons between traditional materials and new offerings.
At HPTVTS, the "English for Chefs" material has been utilized for two years, revealing both advantages and disadvantages This research aims to evaluate whether the material meets the course's aims, objectives, and methods, as well as addressing students' needs, aligning with Cunningsworth's study purpose.
Linguists categorize material evaluation in various ways, with Cunningsworth (1995) identifying three key stages: pre-use evaluation, in-use evaluation, and post-use evaluation Robinson also contributes to this framework, highlighting the importance of assessing coursebooks at different phases of their implementation.
(1991:59) classified materials evaluation into three types: preliminary, formative, and summative
- Pre-use evaluation or preliminary tends to be the most difficult kind since there is no actual experience of using the coursebook
In-use evaluation, also known as formative evaluation, assesses the suitability of a coursebook by aligning it with specific requirements such as learners' objectives, backgrounds, and available resources (Cunningsworth) This approach ensures that educational materials effectively meet the needs of students and enhance their learning experience.
1995, p 14) It allows immediate feedback to be given to both students and teachers, and revisions and improvements to be made
Post-use evaluation, also known as summative assessment, involves evaluating a textbook's effectiveness after a period of continuous use This process measures the outcomes of a course against its aims and objectives, determining how well the instructional material has been absorbed by learners Summative evaluation also assesses the overall effectiveness of a learning program, providing valuable insights for future textbook selection In this context, the material "English for Chefs" has been utilized at HPTVTS for two years, prompting the researcher to conduct a post-use evaluation to ascertain its effectiveness and identify potential improvements.
There are many different models of material evaluation Some of commonly adopted models are suggested by Breen and Candlin’s and Hutchinson & Water (1987)
1.2.3.1 Breen and Candlin’s framework (1987): (in Sheldon 1987, ELT Document 126)
I What do the materials aim to do and what do they contain?
II What do the materials make your learners do while they are learning?
III How do the materials expect you to teach the learners in the classroom?
IV Are the materials the only resource in classroom language learning?
PHASE TWO: Your learners and the materials
I Are the materials appropriate to your learners’ needs and interests?
II Are the materials appropriate to your learners’ own approaches to language learning? III Are the materials appropriate to the classroom teaching/learning process?
IV Seven design features of materials for classroom work
V Discovering learners’ criteria for good materials
McDonough and Shaw (1993) provide a flexible two-stage model for the comprehensive evaluation of course books
External evaluation assesses the organizational foundation of a course book by examining criteria explicitly outlined by the author or publisher, as presented in the cover, introduction, and table of contents.
An in-depth internal investigation examines the course book to evaluate the alignment between the materials and the author's claims, as well as the objectives of the specific teaching program.
The final step involves a comprehensive evaluation that identifies the strengths and weaknesses of course books utilized in classes, focusing on their usability, generalizability, adaptability, and flexibility.
Apparently, this model is a combination of macro and micro – evaluation method
Evaluation by Hutchinson and Waters (1987) is a macro-evaluation According to them, the materials evaluation can be divided into four major steps
(1) Defining criteria — On what bases will you judge materials?
(2) Subjective analysis — What realizations of the criteria do you want in your course (e.g who are your learners; what language points should be covered)?
(3) Objective analysis—How does the material being evaluated realize the criteria (e.g who is the material intended for; how is the content organized within the units)?
(4) Matching—How far does the material match your needs ? (Hutchinson & Waters, 1987, p
97) For the purposes of this evaluation, I will follow the model provided by Hutchinson and Waters (1987), applying pertinent criteria to the coursebook used in my working context The model’s procedural format and flexibility will allow me to fully assess the strengths and weaknesses of my materials Basing on the research results, good aspect as well as problematic parts of the material can be identified, which may be a reliable ground for further suggestions on material improvements
Penny Ur provides the following criteria to evaluate a material, as following:
- Objectives explicitly laid out in an introduction, and implemented in the material
- Approach educationally and socially acceptable to target community
- Clear attractive layout; print easy to read
- Varied topics and tasks, so as to provide for different learner levels, learning styles, interest, so on
- Content clearly organized and graded ( sequenced by difficulty)
- Periodic review and test sections
- Good pronunciation explanation and practice
- Good vocabulary explanation and practice
- Good grammar presentation and practice
- Fluency practice in four skill
- Encourages learners to develop own learning strategies and to become independent in their learning
- Adequate guidance for the teacher; not too heavy presentation load
Ur's detailed criteria for coursebook evaluation may overwhelm evaluators due to the lack of a clear framework, making the evaluation process challenging In contrast, Hutchinson and Waters provide more concise and comprehensive evaluating criteria, which serve as more effective tools for language material evaluators.
According to Hutchinson and Waters (1987), there are four main criteria for materials evaluation, they are: the audience, the aims, the content, and the methodology
To ensure the effectiveness of educational materials, evaluators must gather information about learners, including their age, English proficiency, and interests This assessment helps determine whether the materials are appropriate and engaging for the target audience.
- Aims of the materials: the evaluator has to check if the materials match the aims and objectives of the course
- Content of the materials: the evaluator has to check if the materials language points, maro-skills/micro-skills, and topics suit the learners’ need
- Methodology of the materials: the evaluator has to find out if techniques, guidance, aids provide in the materials satisfy the learners and the teachers of the course
Materials Adaptation
Textbook writers strive to create materials that cater to the needs of users; however, these textbooks often require adaptation for effective classroom use Most commercial textbooks are not tailored to specific classes, and teachers frequently face pressure to utilize mandated materials from authorities Consequently, to enhance the effectiveness and engagement of their teaching, educators must adapt the resources at their disposal in most English Language Teaching (ELT) scenarios.
Effective materials adaptation in English Language Teaching (ELT) hinges on thorough materials evaluation, as different resources offer unique opportunities for customization Common deficiencies found in existing ELT materials highlight the need for targeted improvements to enhance their effectiveness in diverse learning environments.
- Fail (unable) to fulfill the goals and objectives specified by national or local syllabuses or curricula
- Fail to fulfill the goals and objectives of schools where the materials are used
- Cannot be finished in the time available
- Require facilities or equipment or other supporting materials that are not available
- Not engaging the learners’ personality
- Detrimental to the learners’ culture
- Not cater for the learners’ interests
- McDonough and Shaw (1993:86) have listed more reasons for materials adaptation The most important reason is that there is mismatch between what is needed and what is provided by materials
1.3.2 Levels of material adaptation Macro adaptation
Prior to the commencement of the language program, it is essential to compare the textbook content with the syllabus or examination requirements This comparison allows teachers to identify areas that can be omitted and highlights the need for additional materials Macro adaptation plays a crucial role in optimizing the use of time and energy for both teachers and students Furthermore, it enables educators to proactively determine necessary supplements, ensuring they are prepared with appropriate resources.
This could be reordering the activities, combining activities, omitting activities, rewriting or supplementing exercise material, etc Unit adaptation helps to make the classroom teaching
Sometimes, an activity may be considered valuable, yet it lacks proper design or feasibility for a specific class If a teacher is reluctant to abandon the activity, it is essential to modify it to better suit the needs of the students.
McDonough Shaw (1993: 86) presented some criteria for adaptation as the following:
Deleting or omitting refers to the process of removing specific stages within an activity or eliminating an entire task altogether This approach allows for the substitution of tasks with more suitable alternatives, ensuring that the overall objectives are effectively met.
- Modifying: Modification can be divided into two specific ways: re-writing and re-structuring
Re-writing refers to the modification of the linguistic contents while re-structuring applies to the classroom management
Simplification is a modification technique that involves rewriting content to enhance understanding This process can be applied to various elements, including instructional explanations and the visual layout of materials, but it primarily focuses on simplifying reading passages Educators can effectively simplify texts by adjusting sentence structures, grammar, and lexical content to make the material more accessible to learners.
Teachers can enhance student understanding by reordering course materials, allowing them to adjust the sequence of content within a unit or reorganize entire units in a course book to better suit their students' learning needs.
- Re-placing: after being evaluated, text or exercise material which is considered ineffective or inappropriate for whatever reasons may be replaced by a suitable one
The McDonough Shaw adaptation technique offers a comprehensive approach for addressing unsuitable elements in educational materials This thesis will utilize Shaw’s method as a framework for effectively adapting content in "English for Chefs."
Summary
In summary, material evaluation equips teachers with essential techniques and insights, guiding them on what to embrace and what to avoid, ultimately optimizing the use of available resources Language instructors should regularly assess the appropriateness of coursebooks to either replace them with more suitable options or adapt existing materials, which can lead to significant cost and effort savings This evaluation process is crucial for understanding the materials' nature, enabling teachers to effectively meet learners' needs and enhance teaching and learning outcomes Consequently, this chapter serves as the theoretical foundation for the subsequent application and improvements proposed for the coursebook "English for Chefs," tailored for cooking students at Haiphong Technological and Vocational Training School.
CHAPTER 2: RESEARCH METHODOLOGY 2.1 An overview of current English Teaching and Learning at HPTVTS
Hai Phong Technological and Vocational Training School offers training in various fields, including cooking, accounting, and biological technology As a newly established institution, it boasts excellent teaching conditions and modern equipment The school features a dedicated foreign language room, accommodating twenty students per class, which enhances English learning through advanced resources like computers, projectors, and speaker systems However, the availability of reference books is limited due to the school library not yet being operational.
Many non-English major students at HPTVTS come from rural Haiphong and have undergone seven years of English education, yet their proficiency varies significantly While some students excel, others struggle due to a passive learning environment in secondary and high school, where they are not encouraged to express their ideas In English classes, only a few motivated students engage actively, while weaker students remain silent, focusing solely on note-taking for exams rather than practical language use This disparity in learning styles creates challenges for teachers in lesson planning and student engagement Consequently, educators must blend traditional and communicative teaching methods to meet course requirements effectively.
Research methods
The study aims at answering the two following questions:
1 Does the material “English for Chefs” meet the requirements of the course provided at HPTVTS in terms of aims, content 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?
HPTVTS offers two elementary-level cookery classes, each with twenty students, along with four English teachers who have been instructing the "English for Chefs" curriculum for the past two years These individuals were chosen as the respondents for the survey research.
2.2.3 Data collection procedure 2.2.3.1 Document analysis
* The document analysis is divided into two stages in each criterion as follow:
* The analysis of the aim requirements of the course and material
* The analysis of the content requirement of the course and the material in such criteria as:
- Language points: Vocabulary and Grammar structures and Pronunciation
- Time allocation for each unit
- Teaching aids *The analysis of the methodology requirement of the course and the material in such criteria as:
- Kinds of exercises and activities
The analysis of the course's aims, content, and methodology requirements, alongside the objective evaluation of "English for Chefs," reveals the degree of alignment between the two Based on these findings, appropriate adaptations for the material are recommended to enhance its effectiveness.
The questionnaires, developed according to Hutchinson and Water’s model (1987), aimed to collect feedback from teachers and students regarding the course materials These were administered to participants at the conclusion of the "English for Chefs" course during the second term of the 2009-2010 academic year.
Initially, sample questionnaires were distributed to a teacher and five students to identify any potential misunderstandings After reviewing the feedback, necessary revisions were made to eliminate any confusing questions Finally, the revised questionnaires were distributed to all research participants.
The questionnaires were divided into four parts:
Part I: Focuses on the opinions of teachers and students about the aim of the material in relation to the aim of the course (Questions 1- 7)
Part II: Investigates their opinions about the content of the material (Question 8 – 15) Part III: Finds out their opinions about the methodology (Question 16 – 22)
Part IV: Seeks for teachers and students’ suggestions for the improvement of the material (Questions 23 – 30)
Summary
This chapter presents an overview of the English teaching and learning environment at HPTVTS, focusing on English teachers and forty students enrolled in two cooking classes studying "English for Chefs." The research employs questionnaires and material analysis to evaluate the aims, content, and methodology, addressing two specific research questions.
Data analysis 3.1 Material versus Course: Aims
Analysis: course versus the material
1 Basic grammar structure: simple present tense and past simple tense; comparatives and superlatives; the passive voice; model verbs; some structures: infinitive clause and phrases of purpose, imperative forms, making suggestions, adverbs, and expression of like and dislike
This section is divided into three stages: presentation, language study and practice
- In the presentation stage: dialogues and questions with the topic relating to cooking, food or restaurant in which the new grammar structures are given
- The second stage: rules and usages of the given grammatical items
- The third stage: exercises for practicing
2 Special vocabulary in cooking, restaurant
- Wide ranges of special terms in cooking as well as the vocabulary of food
- Different activities such as matching, crossword games, filling… to drill the new words
3 The opportunity to improve pronunciation focusing on linked sounds, reduced form, stress, word linking
- Stress patterns, the word – linking, reduced sound appear
- No explanation and lack of exercises for practicing
4 The opportunity to practice speaking skill through the different
Engaging in various activities, including individual tasks, pair work, and group projects, enhances the learning experience in culinary settings These activities involve describing cooking processes, providing restaurant instructions, and introducing diverse food and cooking recipes Additionally, facilitating conversations in both the kitchen and restaurant environments fosters effective communication skills essential for culinary professionals.
5 The opportunity to improve reading skill through the reading passages about cooking, food, and restaurant
- Reading passages about cooking, food, traditional dishes in Europe, Asia and Vietnam with tasks for practicing
- Some passages do not have tasks for practicing
6 The opportunity to practice listening skill through different listening tasks about cooking, food, restaurant
- Various kinds of exercises relating to the topic of cooking or restaurant
- Not enough exercises for practicing
7 The opportunity to practice and improve writing skill with focus on sentences, note taking, instruction in cooking and paragraphs
- Write simple sentences, passages, letters, cooking recipes
- Lack of detail instruction of writing a letter or sample of a letter
Table 3.1: The appropriateness of the Material to the Aims of the Course
Survey: Teachers and students’ opinions about the appropriateness of the material in
in term of the aims
Does the material provide students with opportunity to …?
Yes Partly Not Yes Partly Not
2 widen vocabulary of cooking, kinds of food, kitchens and restaurants, ect…?
3 improve their pronunciation, linked sounds, stress, reduced forms and intonation? 0% 25% 75% 10% 23% 67%
Table 3.2: Teachers and students’ opinions about the appropriateness of the material in term of the aims (Q 1 – 7)
The findings in Table 3.2 indicate that all teachers and 95% of students felt the material effectively covered basic grammar and expanded vocabulary related to cooking However, 75% of teachers and 67% of students believed the material inadequately addressed pronunciation, linking sounds, stress, reduced forms, and intonation, which was supported by the document analysis showing a lack of practice exercises for pronunciation patterns Conversely, 75% of teachers and 87% of students agreed that the material enhanced speaking skills, with many also recognizing its benefits for writing skills Additionally, 75% of teachers and 62% of students noted improvements in listening skills through practice exercises, though 25% of teachers and 20% of students considered the material only partially suitable for this purpose Lastly, reading skills appeared to fall short of course objectives, with half of the teachers and about one third of the students sharing this perspective.
The Material versus the Course: Content Requirement
This article compares the content requirements with the actual material used in the course, highlighting the perspectives of both teachers and students By examining these viewpoints, the study aims to assess the alignment of the material with the established course content requirements.
3.2.1 Analysis: Course versus the material
Content requirements of the course
Understanding basic English grammar is essential for effective communication Key concepts include the simple present and past simple tenses, which describe actions and states in different time frames Comparatives and superlatives help in making comparisons, while the passive voice emphasizes the action rather than the subject Modal verbs express necessity, possibility, or permission, and structures like infinitive clauses and phrases of purpose clarify intentions Additionally, imperative forms are used for commands and suggestions, while adverbs enhance descriptions Finally, expressing likes and dislikes enriches conversational skills, making grammar a vital component of language proficiency.
The material "English for Chefs" offers essential English grammar structures, including the present simple tense, past simple tense, comparatives and superlatives, the imperative form, the passive voice, modal verbs, and expressions of quantity.
This article covers essential grammar topics, including the structure "It + adjective + to infinitive," infinitive clauses and phrases of purpose, and the use of sequence adverbs Additionally, it provides guidance on making suggestions and expressing likes and dislikes Each section includes clear rules, forms, and practical exercises designed to help students practice and deepen their understanding of these concepts.
- Vocabulary: - Words specialize in cooking, food and restaurant
- Words specializing in cooking; food and restaurant are overwhelming the whole material
- Pronunciation: - Some special features of
S- ending, question intonation, stressed, reduced forms, and linked sounds
Understanding the nuances of English pronunciation is essential for effective communication Key elements include the S-ending, which blends with auxiliary verbs like "does," and the use of question intonation to convey inquiries Additionally, mastering stressed and unstressed words, as well as syllable stress, enhances clarity in speech Contrastive stress and linked sounds can further refine pronunciation Students should also familiarize themselves with the reduced forms of phrases such as "ought to" and "have to," along with common conversational prompts like "did you" and "have you." Even small words like "a," "an," "to," "and," and "for" play significant roles in fluent English speaking Overall, these components are manageable for students to grasp and utilize in their spoken English.
- Some pronunciation patterns are just given out without explanation and practice exercises, for example, unit 2 – question intonation, unit 4 & 7 – linked sound, unit
6, 9 & 12 – reduced form of ought to and have to, did you, small words
- Some others are introduced but not many exercises are provided for further practices
2 Macro – Skills - Speaking, reading, listening, writing
- Four separate sections of four skills with practice exercises
- Reading tasks have two or three reading passages in each unit
- Speaking skill varies from individual presentation to pair work and group work
- Listening skill: not many listening exercises for students to practice in each unit
- Writing skill: not enough detail writing instruction
3 Micro – skills - Speaking : ask and answer questions, talk about your favourite food or dishes, make comparison, make orders and give suggestions at the restaurant and in the kitchen, give the instructions of the cooking recipes
The speaking tasks in the material encourage students to engage in meaningful conversations by asking and answering questions, discussing their favorite foods and dishes, making comparisons, placing orders, and offering suggestions in both restaurant and kitchen settings Additionally, they are tasked with providing instructions for cooking recipes, enhancing their communication skills in culinary contexts.
- Reading : Scanning, skimming and guessing
Skimming skill: reading for general information
Scanning skill and guessing: reading for specific information by doing some tasks as answering questions, true/false exercises, choosing correct answers, putting in correct order, and so on
- Listening : listen for gist, listen and choose the correct answers, listen and answer the questions, and fill in the blanks
- Listening : Listen for gist, listen and check, listen and answer the questions, choose the correct answers, and fill in the blanks are presented in every unit but too short
Units 2, 3, and 8 feature a single exercise that requires students to fill in the blanks, while Unit 9 includes a listening task that involves selecting the correct answers from just five sentences.
- Writing : sentences completion, letters, menu, cooking recipes
This article covers various writing tasks, including sentence completion exercises in Unit 1, instructions for cooking, and recipes across multiple units (1 through 8) It also emphasizes planning a menu in English (Units 11 and 12) and composing a letter to a friend to describe favorite foods and dishes These activities enhance writing skills while promoting culinary vocabulary and expression.
4 Text – type : - Reading text, dialogues, cooking recipes, menu
- The words used in the material should be like
- Dialogues appear in the grammar study part of all units which are provided to introduce the new grammar phenomena
- The cooking recipes and the menu real – like English and the level of difficulty should be suitable with students at the elementary level appear in the reading parts
- The words used are like real – like English and easy enough for understanding
5 Subject matter : - Food, kitchen, restaurant, French dishes,
- Jobs and workplaces (unit 1), Food selection (unit 2), In the kitchen (unit 3), French dishes (unit 6), European dishes (unit 7), Vietnamese dishes (unit 8)…
6 Layout and design: Around the language points
- Objectives are apparent in every unit
- Detail overview of each unit
- The material includes the four skills
- Objectives are apparent in every unit
- No detail overview of each unit
- Each unit in the material is divided into eight parts
Part 2: Language study – grammar structure with rules, forms and practice exercises Part 3: Vocabulary
Part 6: Speaking Part 7: Reading Part 8: Writing
- From easy to difficult and recycling
- From easy to difficult and recycling
8 Time allocation - Six periods per unit - Six periods per unit
Table 3.3: The appropriateness of the Material to the content of the Course
The analysis indicates that the material successfully achieved the course objectives related to grammar, vocabulary, speaking, and reading skills However, it only partially met the goals for writing, listening, and pronunciation skills.
3.2.2 Survey: Teachers and students’ opinions about the appropriateness of the material in term of the content
What do you think about the amount of language points in the material?
Too much Enough Not enough
Too much Enough Not enough
Table 3.4: Teachers and students’ opinions about language points (Q8)
The analysis reveals that the educational material effectively supported grammar structure, with 75% of teachers and 85% of students in agreement Additionally, it included valuable pronunciation practice exercises, satisfying 92.5% of students and 75% of teachers However, both teachers (75%) and students (77.5%) noted that the material introduced a significant number of new vocabulary words related to cookery.
Table 3.5: Teachers’ and students’ opinions about macro – skills.(Q9)
The study revealed that the speaking and listening components of the material significantly enhanced students' skills, with 75% of teachers and 85% of students acknowledging this improvement Additionally, 100% of teachers and 92% of students agreed that the material effectively met the writing skill requirements of the course However, a notable concern emerged, as 75% of teachers and 80% of students felt that the reading content was excessively extensive.
Do the following sub-skills provided in the material help students improve their skills?
Speaking Yes Partly No Yes Partly No
Talking about your favourite food or dishes, 100% 0% 0% 100% 0% 0%
Making orders and giving suggestions at the restaurant or in the kitchen 100% 0% 0% 100% 0% 0%
Giving the instructions of the cooking recipes
Listening and choose the correct answers 0% 75% 25% 20% 40% 20% Listening and answering the questions 50% 50% 0% 67,5% 32,5% 0% Listening and filling in the blanks 50% 50% 0% 67,5% 32,5% 0% Writing
Planning menus and cooking recipes 75% 25% 0% 95% 5% 0%
Table 3.6: Teachers and students’ opinions about micro – skill (Q10)
The data indicates that both teachers and students believe the material effectively enhances speaking skills, particularly in discussing favorite foods, making restaurant orders, and providing cooking instructions However, there is a notable concern regarding the development of comparison skills, with half of the teachers and 65% of students expressing disagreement about its effectiveness In terms of reading skills, half of the teachers and 67.5% of students agree that the material offers significant opportunities for improvement in skimming, scanning, and guessing techniques.
The data indicates that 50% of teachers and 67.5% of students agree that the material effectively enhances listening for gist Additionally, 75% of teachers believe the material partially improves students' listening skills, while only 40% of students share this view This finding aligns with the content analysis of the listening materials Regarding writing sub-skills, such as letter writing and menu planning, a majority of teachers and students concur that the material provides opportunities for writing practice However, both 75% of teachers and 80% of students feel that the material only partially enhances the sentence completion sub-skill.
What do you think about the text – types in the material?
Level of difficulty Level of authenticity
Easy Normal Difficult Like real-life
Table 3.7: Teachers’ and student’s opinions about the text – types in the material (Q13)
The analysis indicates that the text types in the material are appropriately aligned with the students' proficiency levels, as evidenced by 75% of teachers and 77.5% of students agreeing that the texts are of moderate difficulty Additionally, there is unanimous consensus among teachers (100%) and a significant majority of students (95%) that the texts are authentic.
Table 3.8: Teachers’ and students’ opinions about subject matter (Q11)
The Material versus the Course: Methodology Requirement
3.3.1 Analysis: the course versus the material
The English teacher board has reached an agreement on the methodology requirements for the "English for Chefs" course These requirements will be compared with the methodologies outlined in the course materials Subsequently, the findings from both teachers and students will be presented.
Methodology requirement of the course
The methodology provided in the material
1 Kinds of tasks and exercises 1.1 Language points:
- Choose the correct word/grammar structure; give the right tense of verbs; matching; sentence completion; gap-fill; odd one out
- Grammar, vocabulary and pronunciation, the material provides variety of tasks/exercises as the following:
Give the right tenses of verbs: unit Matching: unit 1, 2, 3, 4, 5, 6, 7, 8, 9, 10,
11, 12, 13, 14 Odd one out: unit 4 Pronunciation patterns without exercises: unit 4, 6, 8, 9, 11, 12
- Role – play the dialogue; presentation of the favourite dishes (recipes); making description of cooking recipes
Engaging in authentic activities like conversations and discussions can take place in various settings, including the kitchen and restaurant dining rooms Sharing ideas about food, dishes, and cooking recipes fosters meaningful interactions and enhances culinary experiences.
Reading - Read the text and answer the questions; mark true (T) – false (F); read the text and arrange sentences in correct
- The tasks type in these readings are answering the questions (unit 1, 3, 5, 6, 7,
9, 10, 12, 13, 14, 15); choose the correct answer (unit 2, 3); arrange correct order order;
- Choose the correct answers (unit 7); mark true (T)/false (F) (unit 3, 7,
- Some of the units just provide the reading passages without tasks/ exercises after reading as unit 4, 8, 11 whereas unit
3, 6, 12 have two or three reading texts but only one reading text of each unit has tasks after reading while the others are sole the texts
Listening Gap-fill, choose best alternatives, matching, listen and take note
Units 2, 3, 4, 5, 6, 7, 8 , 10 are gap – fill tasks, choosing the best alternatives are provided in units 1, 5, 6, 9, 11; matching tasks are in units 3, 4 and listening and taking note appear in units 4, 7, 12, 13,
14 Unit 3 has one task with only five blanks and unit 15 does not have any listening task
Writing Write complex sentences, cooking recipes, write a letter to a friend to introduce him/her your favourite dishes, prepare a menu
This article covers various aspects of writing, including crafting complex sentences in Unit 1, and creating cooking recipes in Units 3, 6, 11, 12, and 13 Additionally, it explores preparing a Vietnamese menu in Unit 4 and a European menu in Unit 14 Lastly, Unit 7 focuses on writing a letter to a friend to introduce them to your favorite dishes.
8 Unit 5, 10, 15 are the revision units but they do not have writing tasks
2 Learning – - Work individually/ in pairs/ - Work individually/ pair-work/group-
Table 3.12: The methodology requirements of the course
In conclusion, the comparison between the course's methodology requirements and the material analysis indicates that the components of speaking, listening, writing, vocabulary, and grammar have successfully met the course objectives However, reading activities fell short of expectations, as several texts lacked follow-up tasks, and the pronunciation section did not satisfy requirements, offering only features without practical exercises for improvement.
Effective teaching techniques include small group activities and role-play, which are integrated into each unit's tasks These methods enhance pronunciation, speaking, and writing skills through individual, pair, and group work Pair work is particularly emphasized in presentation sections, typically involving dialogues that foster interactive learning.
Work in individual, in pairs, groups
Work in pairs and groups are presented in the speaking and reading parts
Work in individual and works in pairs are usually in reading and writing part
Cassette recorders, projector, realia, board, chalk…
Cassette recorders, projector, realia, board, chalk…
3.3.2 Survey: Teachers and students’ opinions about the methodology of the material
Yes Partly No Yes Partly No Does the material provide a balance of activities…? 25% 75% 0% 15% 80% 5% Does the material contain a variety of tasks and activities of speaking skills? 75% 25% 0% 65% 30% 5%
Does the material contain a variety of tasks and activities of reading skills? 25% 50% 25% 20% 40% 20%
Does the material contain a variety of tasks and activities of listening skills? 0% 50% 50% 0% 32,5% 67,5
% Does the material contain a variety of tasks of writing skills? 75% 25% 0% 80% 20% 0%
Table 3.13: Teachers’ and students’ opinion about tasks and exercises.(Q16-20)
Table 3.13 reveals that the material effectively balanced free and controlled exercises, promoting both fluency and accuracy in production, as evidenced by the agreement of 75% of teachers and 80% of students.
The survey results indicated that most teachers and students believed the material included adequate speaking and writing activities However, opinions diverged on listening tasks, with only half of the teachers and 32.5% of students acknowledging a variety of listening activities, while the remainder felt there were insufficient options Additionally, half of the teachers and 40% of students agreed that the material offered a diverse range of reading tasks and activities.
The analysis of data from materials and questionnaires revealed that the content effectively meets the methodological requirements for developing speaking and writing skills However, it only partially addresses reading skills and fails to provide adequate tasks and exercises for listening skills.
Yes Partly No Yes Partly No
Does the material provide activities incorporating individual, pair and group works? 100% 0% 0% 100% 0% 0%
Table 3.14: Teachers and students’ opinions about teaching and learning techniques (Q21)
The table demonstrates that the material offered a variety of activities, including individual, pair, and group work, which pleased both teachers and students, with unanimous agreement from 100% of participants on this point.
This question was only distributed to teachers as it related to the methodological issues
What guidance does the material provide teachers?
Lists of vocabulary and language skill points
Table 3.15: Teachers’ opinions about methodology guidance
All teachers agreed that the material effectively presented vocabulary lists, language skill points, and useful methodological hints for their teaching However, the findings revealed that none of the teachers found the material included technical information, suggestions for further work, or tests.
4.1 Discussion on the aim and content requirements of the course in comparison with the material and the opinions from teachers and students
The analysis of course objectives, content requirements, and feedback from both teachers and students demonstrated that the material aligns perfectly with the fundamental grammar and vocabulary needs of the course.
The analysis presented in Tables 3.1 and 3.2 clearly indicates that the pronunciation component of the course fails to meet the established aims and content requirements, as evidenced by the majority of teachers and students expressing disagreement, with only a minority showing partial agreement.
Tables 3.1, 3.2, 3.3, and 3.5 indicate that while the speaking and writing components of the course material met the overall aims and content requirements, there were notable shortcomings in the writing section Interviews with teachers and students revealed a lack of detailed instructions and sample letters for the writing tasks, which aligned with the findings from the material analysis This deficiency may explain why some students felt that the material did not enhance their writing skills.
The analysis of materials and survey results indicates that both teachers and students find the reading and listening components unsatisfactory Many respondents noted that the reading section contains an excessive number of texts, with several lacking accompanying practice tasks Conversely, the listening exercises are notably limited, which aligns with the findings presented in Tables 3.1 and 3.3.
The micro – skills provided in the material generally met the content requirements though listening and reading skills appeared not really to be up to their expectation
Text types and Subject matter
An analysis of the materials, along with feedback from teachers and students regarding text types and subject matter, demonstrated that these criteria effectively aligned with the course's objectives and content requirements, fulfilling the expectations of both educators and learners.
Discussion on the methodology requirements of the course in comparison with the
The analysis of the data from the materials and questionnaires revealed that the course material effectively addresses the methodological requirements for speaking and writing skills However, it only partially covers reading skills and fails to provide adequate tasks and exercises for listening skills.
Tables 3.12 and 3.14 demonstrate that the provided materials include activities designed for individual, pair, and group work, aligning with the methodological requirements of the course as well as the feedback from both teachers and students.
The material lacked suggestions for further work, technical information, or tests, offering only vocabulary lists, language points, and methodological guidance in each unit Consequently, it did not adequately fulfill the methodological requirements of the course.
Teacher’s suggestions for the material improvement
Questions 23 – 30 asked teachers to offer suggestions for further improvement of the material Here is the summary of their recommendations
Some suggestions of teachers restated the findings of some problem indicated in previous sections The major changes should be made as the following
To enhance students' listening skills, it is essential to incorporate additional pronunciation and listening practice exercises Furthermore, teachers suggest that reading passages be restructured to include more engaging tasks, such as multiple-choice questions and discussion prompts Lastly, while a variety of topics is encouraged, there should be a greater focus on themes related to Vietnamese cuisine.
Teachers emphasize the need for adapting the teaching methodology, particularly in writing tasks A detailed guide for writing paragraphs, key culinary terms for recipes, and a structured framework for letter writing would greatly assist students in initiating their writing Additionally, a teacher's book should be provided, offering teaching hints, progress tests, and supplementary activities Furthermore, integrating speaking tasks into reading assignments through discussion questions can engage and motivate students in their learning process.
Teachers expected that more color visual materials should be illustrated in the lessons because
"English for Chef" introduces students to specialized culinary terminology and diverse food types that may be unfamiliar to them This knowledge is beneficial for both students and teachers, enhancing the learning experience and making the material more engaging Teachers recommend extending the time allocated for each unit, as the lessons are lengthy and some content can be challenging for students Additionally, incorporating a content map would aid both teachers and students in understanding the structure of the course and what to expect in their learning journey.
Recommendations for material improvements
While "English for Chefs" offers valuable strengths for cookery students at HPTVTS, it also has notable weaknesses that require adjustments for the benefit of both teachers and students To enhance the material, the researcher recommends implementing techniques of addition, deletion, and replacement.
Chapter two outlines two primary techniques for enhancing material: the quantitative method and the qualitative method The qualitative method allows for the extension of techniques while maintaining the original model This approach focuses on evolving methodology in innovative ways by integrating different language skills or new components.
At HPTVTS, a quantitative approach is recommended due to the minimal serious failures in the material To enhance pronunciation skills, it is essential to incorporate exercises focused on identifying words with varying stresses and pronunciations, as well as sound distinctions among vowels and consonants Additionally, reading tasks should include multiple-choice questions, True/False statements, matching exercises, gap-filling activities, and discussion prompts both before and after reading Furthermore, more listening exercises should be integrated, emphasizing skills such as listening for the main idea, matching information, and selecting correct answers.
To enhance writing skills, it is essential to provide teachers with guidance and instructional frameworks for writing letters and cooking recipes This support will facilitate the teaching and learning process for both educators and students Additionally, allocating appropriate time for each of the eight sections in a unit, or adding two more periods per unit, will allow for a deeper understanding and intensive learning of the lessons.
A detailed content map is essential for effective teaching materials The HPTVTS teaching board can create a comprehensive teacher's book that guides educators through each unit with step-by-step instructions and additional exercises This resource should also incorporate progress tests for midterm assessments and achievement tests at the course's conclusion, enabling both teachers and students to evaluate student progress effectively.
Deletion involves removing specific stages or entire activities within a unit to better align with overall objectives In this context, educators are encouraged to eliminate certain tasks or exercises in the reading section, as they may overwhelm students.
For example: unit 3, 6, 8, 9 have too many reading passages which may make students confused and bored while reading
Some components of the material are not aligned with the course objectives To enhance the effectiveness of the cookery course, several suggested replacements can be implemented.
The article primarily focuses on Western cuisine, with Unit 8 dedicated to Vietnamese food and Unit 9 exploring various Asian dishes However, Units 6 and 7 both cover French cuisine, creating redundancy To enhance the content's diversity, it is recommended to replace Unit 7 with a topic centered on Vietnamese dishes.
Material adaptation is essential because no single book meets the needs of every learner Consequently, teachers are crucial in identifying ways to leverage the strengths of educational materials while addressing their limitations, ultimately enhancing their effectiveness in teaching and learning.
CONCLUSION 1 Summary of previous parts
Conclusion
The study revealed some concerns regarding the "English for Chefs" coursebook; however, the survey results indicated that its positive attributes significantly outweighed the negatives Both teachers and students found the coursebook generally aligned with their language-learning goals and suitable for small, homogeneous junior classes Any identified issues could be addressed through supplementation and adaptation Teachers noted that "English for Chefs" sparked student interest in further language study, and many students considered it stimulating and useful Ultimately, while the coursebook cannot be fully endorsed or dismissed, it can be effective when used by a skilled teacher, and instructors should feel encouraged to utilize it with the right audience.
Limitation and suggestion for further research
The limited scope of a minor thesis necessitated the use of a questionnaire as the primary data collection instrument To enhance the study's outcomes, it is recommended to gather additional insights from both teachers and students Furthermore, the authenticity of students' understanding of the material post-learning has not been adequately assessed Therefore, future research should involve interviewing students who have engaged with the material to evaluate its usefulness, which will contribute to a comprehensive understanding of its effectiveness in the teaching and learning process.
1 Cunnings worth, A (1984) Evaluating & Selecting EFL Teaching Materials, London: Heinemann Educational Books
2.Cunningsworth, A (1995), Choosing your coursebook Oxford: Macmillan Heinemann
3 Robinson, P.C (1991), ESP Today: A Practitioner’s Guide, London: Prentice Hall
4 Breen, M P and Candlin, C N (1987), Which materials ? A consumer’s and designer’s guide In L.E Sheldon (Ed.) ELT Textbooks and materials: Problems in Evaluation and Development ELT Document 126 (pp 13-28) London: Modern English Publications
5 Tomlinson, Brian (1998), Materials Development in Language Teaching Cambridge
7 Allwright, R L (1990), What do we want teaching materials for? In R Rossner and R
Bolitho, (Eds.), Currents in language teaching Oxford University Press
8 Hutchinson, T., & Waters, A (1987), English for Specific Purposes: A learning-centered approach Cambridge: Cambridge University Press
9 Ur, P.(1996), A course in Language Teaching, Cambridge University Press
10 O’Neill, R (1982), “Why use textbooks?”, ELT Journal, 36 (2), pp 104 – 111
11 Nunan, D (1988), Syllabus design, Adelaide: Oxford University Press
12 McDonough,J.,&Shaw,C.(1993), Material and Methods in ELT, Blackwell
HUTCHINSON AND WATER’S CRITERIA CHECKLIST FOR MATERIALS
(i.e analysis of your course, in terms of materials requirements)
(i.e analysis of materials being evaluated)
Study or work specialism (mechanic, banking…)
Status/role with respect to specialsm ( eg Trainee cashier, qualified anesthetist…)
Knowledge of English /specialism/other (e.g knowledge of
1B Who is the material intended for?
2A What are the aims of your course? 2B What are the aims of the material?
(Note: Check that the aims are actually what they are said to be, by looking at the material itself)
3A What kind of language description do you require? Should it be structural, notional, functional, and discourse-based, some other kind, a combination of one or more of these?
4A What language points should be covered?
3B What type(s) of linguistic description is/are used in the materials?
4B What language points do the materials
(i.e What particular structures, functions, vocabulary areas ect?)
5A What proportion of work on each macro- skill (e.g reading) is desired ? should there be skills-integrated work?
6A What micro-skills do you need? (e.g deducing the meanings of unfamiliar words) 7A What text-types should be included? e.g
Visual texts (pictures, diagrams, charts, graphs, cartoons, ect.)?
8A What subject-matter area(s) is/are required (e.g medicine, biology ect.)? What level of knowledge should be assumed ( e.g secondary school, first year college/university, post-graduate ect.)?
What types of topics are needed (e.g in medicine: hospital organization, medical technology etc.)?
What treatment should the topics be given (e.g straightforward, factual, human interest angle; humorous; unusual perspective; taking into account issues, controversy, ect.)?
9A How should the content be organized throughout the course?
By some other means (e.g study skills)?
10A How should the content be organized within the course units?
By a set pattern of components?
By a variety of patterns? cover?
5B What is the proportion of work on each skill? Is there skills-integrated work?
6B What micro-skills are covered in the materials?
7B What kinds of texts are there in the materials?
8B What is/are the subject-matter area(s) assumed level of knowledge, and types of topics in the materials?
What treatment are the topics given?
9B How is the content organized throughout the materials?
10B How is the content organized within the units?
To allow a clear focus on (e.g certain skill areas, a communication task ect.)?
11A How should the content be sequenced throughout the course? e.g from easier to more difficult?
Should there be no obvious sequence?
12A How should the content be sequenced within a unit? e.g
Should there be no obvious sequence?
11B How is the content sequenced throughout the book?
12B How is the content sequenced within a unit?
13A What theory/ies of learning should the course be based on?
Should it be behaviorist, cognitive, affective, some other kind, and a combination of one or more of these?
14A What aspects of the learners’ attitudes to/expectations about learning English should the course take into account?
15A What kinds of exercises/tasks are needed? e.g
Language/skills practice – language/ skills use?
One right answer – many possible right answers?
13B What theory/ies of learning are the materials based on?
14B What attitudes to/ expectations about learning English are the materials based on?
15B What kinds of exercises/tasks are included in the materials/
Language/skills-based – content based Mechanical – problem solving?
Role-play, simulation, drama, games?
16 What teaching and learning techniques are to be used? e.g locksteps?
Work involving technical subject matter?
17A What aids are available for use? e.g cassette recorders?
18A What guidance/support for teaching the course will be needed? e.g statements of aims?
Lists of vocabulary and language-skill points?
19A How flexible do the materials need to be?
16B What teaching-learning techniques can be used with the materials?
17B What aids do the materials require?
18B What guidance do the materials provide?
19B In what ways are the materials flexible? e.g
- can they be begun at different points?
- can the units be used in different orders?
- can they be linked to other materials?
- can they be used without some of their components (e.g cassttes)?
20A What price range is necessary?
21A When and in what quantities should the materials be available?
21B When and how readily can the materials be obtained?
Appendix 2 AIMS AND OBJECTIVES OF THE COURSE “ENGLISH FOR CHEFS” FOR NON-
ENGLISH MAJOR STUDENTS AT HPTVTS
To enhance students' English proficiency, it is essential to teach fundamental grammatical structures, including the simple present and past tenses, as well as comparatives and superlatives Understanding the passive voice, modal verbs, and various sentence structures such as infinitive clauses and purpose phrases is crucial Additionally, students should learn imperative forms for giving commands, making suggestions, and using adverbs effectively, along with expressions of likes and dislikes.
- Vocabulary: Words specialize in cooking, food and restaurant
- Pronunciation: some special features of English pronunciation as: S- ending, question intonation, stressed, reduced forms, and linked sounds
- Develop four language skills: speaking, reading, listening and writing
By the end of the 90- period “English for chefs” course, the first year non-English major students will be able to:
- Use English for communicating in the kitchens and restaurants
- Read and understand cooking recipes and menu
- Basically listen and understand English in the context of kitchen and restaurants
- Write sentences, cooking recipes, menus and letters
- Acquire basic English grammatical structures and pronunciation
- Forty first- year non-English major students at HPTVTS, term II
- The students’ English level: elementary
Total time: 90 periods/15 weeks/1 term – 6 periods/week
The material “English for Chefs” (2005) – Hanoi Publisher
Appendix 3 MAP OF CONTENTS (The material English for Chefs)
Unit Topic Grammar Vocabulary Pronunciation Skills development
- Listening: Which job is each speaker talking about?
- Speaking: Find difference between two pictures
- Reading: Read and translate into Vietnamese
- Listening: The fish and chip shop
- Speaking: How often to you go shopping?
- Reading: Food and ideas about cooking
- Writing: Compare the prices in your country with the prices in the US
- Listening: Which vegetables are in the menu?
- Speaking: Which foods and drinks are you familiar and unfamiliar with?
Explain how to prepare a dish that is family Describe the ingredients of your favourite dish
The passive voice: It is made from…
Some kinds of meat and seafood
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
Introduction of some French dishes
- Writing: Explain how to prepare a dish which you like the best?
Names of some European dishes
Which food would you like?
Explain how to prepare it
Sandwiches, pizzas, and potato chips
- Writing: A menu with European dishes from different parts of Europe
It + be + adj + to infinitive
Names of some Vietnamese dishes
Linked sounds - Listening: descried favourite recipe
Introduction of some typical Vietnamese dishes
Names of some Asian dishes
Reduced forms of “did you”
Introduction of some Asian dishes
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
- Writing: Recipe for an interesting salad
Discover 12 homemade infinitive names of reduced forms that enhance your understanding of clauses and phrases of purpose Explore the essential ingredients of various soups, along with the significance of using words like "for," "a," "an," and "to." Uncover the two key reasons that contribute to success in both cooking and communication.
- Speaking: What do you have to do in order to succeed in business?
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
- Do you like/Would you like…?
Some kinds of dishes in:
Starters Main course Desserts Drinks
CÂU HỎI ĐÁNH GIÁ GIÁO TRÌNH CỦA GIÁO VIÊN
Giáo trình có tạo cho học sinh cơ hội …….?
1 tăng cường kiến thức ngữ pháp ?
2 mở rộng vốn từ vựng chuyên ngành về nấu ăn, thực phẩm, bếp và nhà hàng,…?
3 tăng cường khả năng phát âm, ngữ âm, trọng âm, âm nối, âm luyến ?
4.tăng cường kĩ năng nói?
5.tăng cường kĩ năng đọc hiểu ?
6 tăng cường kĩ năng nghe ?
7 tăng cường kĩ năng viết?
8 Bạn nghĩ gì về lượng phận bố ngữ pháp, từ vựng và phát âm trong giáo trình?
Trọng tâm ngôn ngữ Quá nhiều Đủ Không đủ
9 Bạn có ý kiến gì về lượng kĩ năng cung cấp trong giáo trình?
Kĩ năng Có Một phần Không
10 Những kĩ năng nhỏ sau đây trong giáo trình có giúp học sinh nâng cao kĩ năng…?
Nói Có Một phần Không
Hỏi và trả lời câu hỏi Nói về các loại thực phẩm và món ăn yêu thích
So sánh Đưa ra yêu cầu và lời gợi ý trong nhà hàng hoặc nhà bếp
Cách hướng dẫn công thức nấu ăn Đọc hiểu
Nghe để lấy thông tin chính Nghe và chọn câu trả lời đúng Nghe và trả lời câu hỏi
Nghe và điền vào chỗ trống
Hoàn thành câu Viết thư Xây dựng thực đơn và công thức nấu ăn
11 Bạn nghĩ gì về các chủ đề trong giáo trình?
Chủ đề Có Một phần Không
Chủ đề trong giáo trình phù hợp với nhu cầu tiếng Anh dùng trong ngành chế biến món ăn của học sinh
Chủ đề trong giáo trình gần với thực tế
Chủ đề trong giáo trình đa dạng
12 Bạn có ý kiến gì về cách trình bày và bố cục của giáo trình?
Cách trình bày và bố cục Có Một phần Không
1 Giáo trình bao gồm phần tóm tắt tổng quát về chức năng, cấu trúc, từ vựng sẽ được dạy trong mỗi bài
2 Cách trình bày và bố cục của giáo trình phù hợp và rõ ràng
3 Giáo trình có đầy đủ bảng chủ giải từ vựng
4 Giáo trình có đù phần ôn tập và bài tập thực hành
5 Giáo trình có trình bày mục tiêu của bài học
13 Ngôn ngữ đươc dùng trong giáo trình
Mức độ khó: Dễ Bình thường Khó
Mức độ sát với thực tế: dùng hằng ngày
14 Nội dung xuyên suốt giáo trình như thế nào? a Từ dễ đến khó c Lặp lại b Đa dạng d Khác
15 Thời lượng 6 tiết cho mỗi bài học là……… a Quá nhiều b Đủ c.Ít
A/ Bài tập và các hoạt động
16 Giáo trình có cung cấp hợp lí và cân bằng các hoạt động ( như các bài tập tự do và có kiểm soát; các hoạt động tập trung vào sự lưu loát và chính xác trong tiếng Anh) ?
17 Giáo trình có các bài tập và hoạt động luyện nói không?
18 Giáo trình có các bài tập và hoạt động luyện đọc hiểu không?
19 Giáo trình có các bài tập và hoạt động luyện nghe không?
20 Giáo trình có các bài tập và hoạt động luyện viết không?
21 Các hoạt động trong giáo trình có phối hợp các hoạt động học độc lập, theo cặp và theo nhóm không?
22 Những hướng dẫn sau đây có được trình bày trong giáo trình không?
- Danh sách từ vựng và kĩ năng ngôn ngữ không?
- Thông tin về chuyên môn
- Gợi ý cho các hoạt động thêm
IV Gợi ý cho viêc phát triển tài liệu
Để nâng cao tính hiệu quả của tài liệu, cần thực hiện một số thay đổi quan trọng Đầu tiên, hãy đảm bảo rằng nội dung rõ ràng, súc tích và dễ hiểu Thứ hai, việc sử dụng tiêu đề và tiêu đề phụ hợp lý sẽ giúp người đọc dễ dàng theo dõi và tìm kiếm thông tin Thứ ba, hình ảnh và đồ họa minh họa nên được sử dụng để làm nổi bật các điểm chính và tăng tính hấp dẫn Cuối cùng, hãy tối ưu hóa tài liệu cho SEO bằng cách sử dụng từ khóa phù hợp và liên kết nội bộ, giúp tăng cường khả năng hiển thị trên các công cụ tìm kiếm.
What changes should be made for the material to improve the effectiveness of the material for future use? Give your suggestions following aspects:
24 Hoạt động nói trong mỗi bài?
25 Hoạt động đọc trong mỗi bài?
26 Hoạt động nghe trong mỗi bài?
27 Hoạt động viết trong mỗi bài?
29 Hướng dẫn về phương pháp?
30 Thời gian phân bố cho mỗi bài?T
CÂU HỎI ĐÁNH GIÁ GIÁO TRÌNH CỦA HỌC SINH
Giáo trình có tạo cho em cơ hội …….?
1 tăng cường kiến thức ngữ pháp ?
2 mở rộng vốn từ vựng chuyên ngành về nấu ăn, thực phẩm, bếp và nhà hàng,…?
3 tăng cường khả năng phát âm, ngữ âm, trọng âm, âm nối, âm luyến ?
4.tăng cường kĩ năng nói?
5.tăng cường kĩ năng đọc hiểu ?
6 tăng cường kĩ năng nghe ?
7 tăng cường kĩ năng viết?
8 Em nghĩ gì về lượng phận bố ngữ pháp, từ vựng và phát âm trong giáo trình?
Trọng tâm ngôn ngữ Quá nhiều Đủ Không đủ Không hề có
9 Em có ý kiến gì về lượng kĩ năng cung cấp trong giáo trình?
Kĩ năng Có Một phần Không
10 Những kĩ năng nhỏ sau đây trong giáo trình có giúp em nâng cao kĩ năng…?
Nói Có Một phần Không
Hỏi và trả lời câu hỏi Nói về các loại thực phẩm và món ăn yêu thích
So sánh Đưa ra yêu cầu và lời gợi ý trong nhà hàng hoặc nhà bếp
Cách hướng dẫn công thức nấu ăn Đọc hiểu
Nghe để lấy thông tin chính Nghe và chọn câu trả lời đúng Nghe và trả lời câu hỏi
Nghe và điền vào chỗ trống
Hoàn thành câu Viết thư
Xây dựng thực đơn và công thức nấu ăn
11 Em nghĩ gì về các chủ đề trong giáo trình?
Chủ đề Có Một phần
Chủ đề trong giáo trình phù hợp với nhu cầu tiếng Anh dùng trong ngành chế biến món ăn của em
Chủ đề trong giáo trình gần với thực tế
Chủ đề trong giáo trình đa dạng
12 Em có ý kiến gì về cách trình bày và bố cục của giáo trình?
Cách trình bày và bố cục Có Một phần
1 Giáo trình bao gồm phần tóm tắt tổng quát về chức năng, cấu trúc, từ vựng sẽ được dạy trong mỗi bài
2 Cách trình bày và bố cục của giáo trình phù hợp và rõ ràng
3 Giáo trình có đầy đủ bảng chủ giải từ vựng
4 Giáo trình có đù phần ôn tập và bài tập thực hành
5 Giáo trình có trình bày mục tiêu của bài học
13 Ngôn ngữ đươc dùng trong giáo trình
Mức độ khó: Dễ Bình thường Khó
Mức độ sát với thực tế:
Giống với tiếng Anh Không thực tế Thiên về lí thuyết dùng hằng ngày
14 Nội dung xuyên suốt giáo trình như thế nào? a Từ dễ đến khó c Lặp lại b Đa dạng d Khác
15 Thời lượng 6 tiết cho mỗi bài học là……… a Quá nhiều b Đủ c.Ít
A/ Bài tập và các hoạt động
16 Giáo trình có cung cấp hợp lí và cân bằng các hoạt động ( như các bài tập tự do và có kiểm soát; các hoạt động tập trung vào sự lưu loát và chính xác trong tiếng Anh) ?
17 Giáo trình có các bài tập và hoạt động luyện nói không?
18 Giáo trình có các bài tập và hoạt động luyện đọc hiểu không?
19 Giáo trình có các bài tập và hoạt động luyện nghe không?
20 Giáo trình có các bài tập và hoạt động luyện viết không?
21 Các hoạt động trong giáo trình có phối hợp các hoạt động học độc lập, theo cặp và theo nhóm không?