(LUẬN VĂN THẠC SĨ) An evaluation of the course book New Cutting Edge Elementary for the first –year accounting students of Haiphong Polytechnics College

Scope of the study

The course book "New Cutting Edge – Elementary" has been utilized for teaching Pre-ESP to first-year students in both the Economics and Navigation faculties at Haiphong Polytechnics College This study specifically evaluates the suitability of the book for accounting students in the Economics Faculty, focusing on key aspects such as Learner’s Demand, Format, Objective, Content, and Methodology The aim is to assess how well the material aligns with the actual Pre-ESP teaching and learning needs at HPPC.

Significance of the study

This study's findings will enable teachers to recognize the strengths and weaknesses of the course book, allowing them to modify their teaching methods and adapt materials to deliver the most effective lessons for their students.

Furthermore, it is expected that the result of research, to some extent, could become the reference material for those interested in the field of material evaluation.

Design of the study

The thesis consists of three parts:

Part I: Introduction states the rational, aim, scope, methods and design of the study Part II: Development is divided into three main chapters:

Chapter 1 offers a comprehensive literature review on material evaluation, covering key topics such as the role of materials in language teaching and learning, various types of evaluations, and the methods and criteria used for assessment It also discusses the purpose of materials in educational contexts and highlights the importance of adapting materials for enhanced effectiveness.

Chapter 2 provides an overview of the current state of English teaching and learning at the Economics Faculty of HPPC It outlines the research methods employed, along with a detailed description of the data collection and analysis procedures integral to the research process.

Chapter 3 presents and reports the analysis of the study and encloses suggestions for the course book adaptation

Part III: Conclusion summarizes the major findings, limitation of the study and suggestions for further research

Literature Review

Definitions

To do book evaluation in a correct way, first defining characteristics and giving a good definition about textbook, course book and material are necessary

According to Tomlinson (1998), a textbook serves as the essential resource for a course, aiming to consolidate various materials into a single volume that learners rely on throughout their studies Typically, it encompasses grammar, vocabulary, pronunciation, and the four key language skills: reading, writing, listening, and speaking Richards (2001) emphasizes the importance of textbooks in language programs, noting that they often provide the primary source of language input and practice in the classroom, while in other contexts, they may simply complement the teacher's instruction.

A textbook serves as a vital teaching tool that presents curriculum-defined subject matter, making it the most favored instructional material in English Language Teaching (ELT) It is an essential resource for meeting established aims and objectives tailored to learners' needs.

A course book, as defined by Tomlinson (1998), is a comprehensive textbook that serves as the primary resource for a course, ideally functioning as the sole material needed by learners It encompasses essential components such as grammar, vocabulary, and functional language, while also addressing the key skills of reading, writing, listening, and speaking.

Although the definition which Ur (1996: 183) has given is a simple one, it is very useful and easy to understand It reads as follows:

A course book is a textbook that is systematically used by both teachers and students in an English language course It must be accessible to all participants, serving as the foundational resource for the course of study.

A "course book" refers to specifically selected teaching materials utilized by educators in local settings, often serving as the core resource for a course These books may be supplemented with various additional materials According to Tomlinson (1998), teaching materials encompass any resources that aid language learning, including textbooks, workbooks, and audio cassettes.

CD –Rom, a video, a photocopied handout, a newspaper, a paragraph written on a white board: anything which presents or informs about the language He also supposed

The term encompasses any tools or resources utilized by educators and students to enhance language learning Essentially, these elements are intentionally employed to enrich the learners' understanding and experience of the language.

Materials encompass a wide range of resources that aid in language learning They can serve instructional purposes, offer experiential learning opportunities, or encourage exploration of the language These materials inform learners about the language, provide practical experience in its use, stimulate active language engagement, and facilitate self-discovery in the learning process.

Role of materials in General English Course

Effective English language instruction relies on five key components: students, teachers, materials, teaching methods, and evaluations Among these, textbooks and instructional materials are crucial as they form the foundation of lesson content, ensure a balanced skill development, and shape the types of language practice students participate in during class activities.

The significance of materials in language teaching has been explored by various authors, highlighting their diverse functions Textbooks can act as a primary resource for educators, provide supplementary materials, inspire classroom activities, and even serve as the foundation of the curriculum (Garinger, 2002).

Confirming the importance roles of teaching materials, Hutchinson and Torres (1994, p315) state:

No teaching and learning situation is fully effective without a relevant textbook, as these resources can aid teachers in navigating challenging changes Textbooks introduce innovative methodologies, facilitate gradual transitions, and provide a foundation for educators to develop their own creative teaching approaches.

Mastering the use and adaptation of textbooks is a crucial aspect of a teacher's professional expertise This thesis will consistently utilize the three key terms interchangeably to align with the study's objectives.

Material evaluation

A numbers of researchers have expressed their own points of view towards the definitions of material evaluation

Evaluation is a comprehensive process that starts with identifying the necessary information to collect and concludes with implementing changes to current practices or shaping future actions (Dudley, 1998).

Tomlinson (1998, p 3) defines the term as efforts to evaluate the effectiveness of educational materials Often, these evaluations are based on subjective impressions, focusing on whether learners can easily use the materials and find the experience enjoyable.

According to Hutchinson and Waters (1987), evaluation is a systematic process aimed at determining how well available solutions meet specific needs It involves assessing the value and suitability of materials through data collection and informed judgments While researchers may have differing views on material evaluation, they agree that it is essential to incorporate actionable steps based on the evaluation findings.

Material evaluation is crucial for enhancing language courses, as it identifies the strengths and weaknesses of the teaching materials Regular assessments of these materials are necessary to determine their effectiveness in meeting student expectations over time.

Sheldon (1998) highlights the importance of material evaluation, emphasizing that a comprehensive assessment of textbooks fosters familiarity with their content This process aids educators in pinpointing specific strengths and weaknesses in the materials they currently utilize Consequently, teachers can leverage the strengths of a textbook while also recognizing and addressing the shortcomings of certain exercises, tasks, and the overall text.

According to Cunningsworth (1995), through evaluation, we can assess whether the course book is the most appropriate for the target learners at various levels and in various teaching settings

Anderson (1992) sets out a list of purposes of materials evaluation as follow:

- To decide whether the materials have had the intended effect

- To identify what affect materials have had

- To justify the future course of action

- To identify the areas for improvement in the future use

- To show the positive achievements of teachers and students

- To allay suspicions among parents and sponsors

Materials evaluation can be categorized into three main types: pre-use, in-use, and post-use evaluation, as noted by Cunningsworth (1995) and McGrath (2002) This classification aligns with Ellis's (1997) terminology, which refers to them as Preliminary, Formative, and Summative Evaluation Despite the different names, these evaluations fundamentally serve the same purpose and encompass the same three types of assessment.

Pre-use evaluation, as defined by Tomlinson (2003:23), occurs prior to the actual use of materials and aims to assess their potential value for users when selecting a course book for a specific class This type of evaluation is often considered the most challenging, as it lacks direct experience with the materials.

- The second type, in-use evaluation is a kind of evaluation of suitability, involving

“matching the course book against a specific requirement including the learner‟s objectives, the learners‟ background, the resources available, etc” (Cunningsworth,

Post-use evaluation is a crucial assessment of a textbook's effectiveness over time, as highlighted by Tomlinson (2003:25), who notes its value in measuring the actual impact on users By analyzing the collected data, evaluators can make informed decisions regarding the continued use, adaptation, or replacement of the materials However, this evaluation process is often time-consuming.

Each material type has distinct strengths and weaknesses, making it essential for evaluators to identify the most suitable evaluation method for a specific context In the case of Haiphong Polytechnics College, the author chose to conduct an in-use evaluation to assess the appropriateness of the course book and to propose adaptation methods for enhanced effectiveness.

1.2.4 Methods of materials evaluation 1.2.4.1.The impressionistic method

The impressionistic method, as described by Cunningsworth (1995:2), aims to evaluate a book by examining key features like organization, topics, layout, visuals, and specific language elements While this approach is comprehensive, it tends to be somewhat superficial in its analysis.

“techniques of impressionistic evaluation cover the wide spectrum”

According to McGrath (2002), checklists must be customized to fit specific contexts, requiring more than just the removal of irrelevant items Additionally, William (1993, cited in McGrath, 2002:27) emphasizes that checklists are not static and should evolve over time, reflecting the conditions and needs at the moment of their creation.

The in-depth method of evaluation emphasizes specific features (Cunningsworth, 1995) and involves a detailed analysis of extracts (Hutchinson and Waters, 1987) or a comprehensive examination of two units based on predetermined questions (McGrath, 2002) While this method offers valuable insights, it also has drawbacks, such as the potential lack of representativeness in the selected samples and the focus on only certain sections of the material Additionally, it demands significant time and requires expert knowledge (McGrath, 2002:28).

Criteria for materials evaluation is one of the most difficult problems for materials evaluator during the process of materials evaluation

William (1983) suggests seven criteria, each of which has the following aspects:

- General criteria: give introductory guidance on the presentation of the language items and skills

- Speech criteria: suggest aids for the teaching of pronunciation: e.g phonetic system

- Grammar criteria: offer meaningful situations and variety of techniques for teaching structural units

- Vocabulary criteria: distinguish the different purposes and skills involved in the teaching of vocabulary

- Reading criteria: provide the guidance on the initial presentation of passages for reading comprehension

- Writing criteria: demonstrate the various devices for controlling and guiding content and expression in compositions exercises

- Technique criteria: contain appropriate pictures, diagrams, table, etc…

Hutchinson and Waters (1987:99) offer a checklist of criteria for both objective and subjective analysis, focusing on four key aspects: audience, aim, content, and methodology This list, while insightful, is not exhaustive and serves as a foundation for further exploration in language analysis.

Sheldon (1998) argues that a universal set of criteria for teaching and learning cannot be applied without significant adjustments Similarly, Cunningsworth (1995) emphasizes the need to tailor selection procedures to fit individual circumstances Consequently, creating a customized checklist by selecting and modifying specific items is the most effective approach to ensure relevance to distinct teaching and learning contexts.

Hutchinson and Water (1987) provided the four steps of materials evaluation

Figure 1: The material process by ( Tom Hutchinson & Alan Waters (1987, p.97) )

The model for materials evaluation consists of four key steps First, the evaluator must establish the criteria for judging the materials and identify the specific factors to be included in the course The second step involves subjective analysis, where the evaluator details the requirements for the materials based on the defined criteria Next, the objective analysis assesses whether the existing materials meet the criteria outlined in the subjective analysis Finally, the matching process evaluates the degree to which the materials align with the course requirements.

Materials adaptation

Materials adaptation is crucial in language teaching and learning, as it aligns teaching materials with student needs and course objectives, enhancing the effectiveness of the educational process It is important to recognize that no textbook is flawless; therefore, educators should use them thoughtfully, acknowledging that they may not meet the diverse requirements of every classroom.

On what bases will you judge materials?

Which criteria will be more important?

How far does the material match your needs?

How far does the material being evaluated realize the criteria?

When considering the criteria for your course setting, it's essential to adapt the textbook to meet specific needs (William, 1983, p 251) Teachers should view textbooks as tools that support their teaching rather than authoritative guides; they should serve as a resource or an "ideas bank" that inspires and enhances teachers' creative potential (Cunningsworth, 1984, p 65).

Madsen and Bowen (1978) emphasize that teachers are essentially adapters of their instructional materials, utilizing various techniques such as supplementing, editing, and personalizing to enhance content Similarly, Ellis (1986) highlights the processes of retaining, rejecting, reordering, and modifying materials as crucial to effective teaching.

Adaptations refer to the process of aligning teaching materials to enhance their effectiveness within a specific context This involves modifying certain internal characteristics of textbooks or educational resources to better fit particular situations, ultimately maximizing their strengths.

Research Methodology

Content

The course book aims to equip students with essential communicative skills by engaging them in a variety of topics relevant to daily life, such as greetings, self-introduction, family, hobbies, and jobs Each module introduces topic-based vocabulary crucial for effective communication in English The book covers commonly used grammatical structures in a straightforward manner, allowing for easy revision in subsequent lessons, thereby encouraging students to apply basic English grammar in real-life situations The tasks and exercises are designed to be accessible for average English learners, fostering language skills and promoting self-study Additionally, equal emphasis is placed on all four language skills, and the content is thoughtfully organized to maintain student interest and clarity throughout the book.

The "New Cutting Edge – Elementary" course book, authored by Peter Moor, Sarah Cunningham, and Frances Eales in 2005, comprises 15 modules covering essential life topics like greetings, self-introduction, family discussions, hobbies, jobs, and personal interests This course equips students with comprehensive practical knowledge of grammar, skills, vocabulary, and functional language for real-life situations The updated editions preserve the key elements that contributed to the course's popularity while also incorporating valuable new features.

A typical module consists of the following sections:

In this article, we explore the introduction of new grammar structures through engaging methods such as visual aids, discussion questions, and interactive reading or listening activities Following the presentation of the form and rules, students are provided with ample opportunities to practice through a diverse array of exercises, enhancing their understanding and application of the grammar concepts.

Students enhance their vocabulary by predicting the meanings of new words using contextual clues from surrounding words, images, and interactive games Following this, they improve their pronunciation by listening to audio resources like CDs or transcripts Utilizing reputable dictionaries, such as the Longman Basic English Dictionary or the Oxford Dictionary, further supports students in expanding their vocabulary effectively.

- Tasks (4 skills): For each module, different skills are paid attention to improve the section of language focus and vocabulary

Students can comprehend very short, simple texts one phrase at a time, recognizing familiar names, words, and basic phrases, while rereading as needed They can follow slow, carefully articulated speech, allowing for long pauses to grasp the meaning Additionally, they should listen to the CD player to validate their understanding and engage in related exercises for improved listening skills.

In the speaking and writing sections, visual aids and discussions are employed to engage students and activate their prior knowledge on the topic Students enhance their speaking skills through conversational exercises in the listening segment Ultimately, they are required to summarize the content of the text and compose a paragraph that meets specific criteria.

- Pronunciation: the students practice sound under the direction of teachers; and then listening to the CD player to check Finally, they repeat to remember and pronoun smoothly

There are three consolidation modules after every five modules (module 5, module

10, and module 15) which help the students to revise theories and practice more exercises

Transcription of difficult words and their meanings are presented at the end of the course book Besides, coming with this material are 3 CD‟s and the students‟ workbook

As mentioned earlier, the aim of this study is to answer the two following research questions:

- How do English language teachers and the first - year accounting students evaluate the course book - NCEE provided at HPPC in terms of Learners‟ Need, Objective, Format, Content and Methodology?

- What adaptations are needed for its better use?

The target population for this study comprises 200 first year students at Economics Faculty, and teachers of Foreign Language Faculty 1 of HPPC

The researchers used the convenience sampling as it is time-saving and cost effective, therefore, the sample only included all of the 10 teachers in Foreign Language Faculty

A total of 120 first-year accounting students, comprising both male and female participants, were selected from three classes: KTD05-CD1, KTD05-CD2, and KTD05-CD3, to participate in this study.

Among 10 teachers in English Faculty participating in the survey, 3 of them hold M.A degrees; one is pursuing the master course in ULIS, VNUH Their ages are from 26 to

36, and all of them have experienced teaching this book for at least 2 years since it was introduced in 2008

A study involving 120 accounting students from classes KTD05-CD1, KTD05-CD2, and KTD05-CD3 was conducted to evaluate a course book Most participants had been learning English for three years and possessed a low proficiency level They were tasked with thoroughly reviewing and rating the course book based on their personal experiences.

To assess the course book based on learners' needs, objectives, format, content, and methodology, this study employs two primary data collection techniques: questionnaires and formal interviews These methods, commonly referenced by various authors, are among the most effective evaluation tools, alongside observations, discussions, records, and assessments.

Survey questionnaires are widely used in social sciences for gathering opinions, aiding in the clarification of objectives, and analyzing educational contexts (Litz, 2005) One significant advantage is that respondents can complete them at their own pace, allowing for free expression of thoughts Additionally, closed-ended questions are easy for participants to answer (Gillham, 2000).

This study utilized two questionnaires designed for teachers and students to assess their attitudes and gather information regarding the evaluation of the "New Cutting Edge - Elementary" material Each questionnaire comprises six distinct sections, facilitating a comprehensive analysis of user feedback.

Section 1 with three questions aims at discovering the students‟ English background, their expectation as well as evaluation on the needs satisfied by the book from the English course at the college

Section 2 with four questions tries to find out whether students make any progress to get the objectives after the course

Section 3 is designed to gather students‟ judgment about the current course book in term of format

Section 4 consists of four questions aiming at getting opinions about the content of the materials including the topics, skills allocation in each lesson and practice exercise

Section 5 puts its focus on finding out the appropriateness of the methodology of the assessed book

Section 6 with only one question is supposed to collect the general evaluation on the course book in use and the suggestions for adaptation from the both teachers and students

The interview aims to gather additional insights from teachers and students following their responses to questionnaires According to Johnson (1992), interview response rates tend to be high, as participants are more inclined to engage due to their direct interaction with the interviewer This personal involvement allows the interviewer to clarify any ambiguous questions, leading to more valuable and meaningful information.

In this study, a structured interview was employed as the second method, involving 10 English teachers from HPPC The interview featured 15 carefully selected questions designed to assess the course book's suitability regarding learners' needs, objectives, formats, content, and methodology.

The research involved data collection through a questionnaire designed for both teachers and students, focusing on five key aspects of the study The student survey was administered at the end of a class session, encouraging students to complete it during class time to enhance participation This approach allowed for clarification of any ambiguous questions and ensured that all questionnaires were returned immediately.

Research method

As mentioned earlier, the aim of this study is to answer the two following research questions:

- How do English language teachers and the first - year accounting students evaluate the course book - NCEE provided at HPPC in terms of Learners‟ Need, Objective, Format, Content and Methodology?

- What adaptations are needed for its better use?

The target population for this study comprises 200 first year students at Economics Faculty, and teachers of Foreign Language Faculty 1 of HPPC

The researchers used the convenience sampling as it is time-saving and cost effective, therefore, the sample only included all of the 10 teachers in Foreign Language Faculty

A total of 120 first-year accounting students, comprising both male and female participants, were selected for this study from three classes: KTD05-CD1, KTD05-CD2, and KTD05-CD3.

Among 10 teachers in English Faculty participating in the survey, 3 of them hold M.A degrees; one is pursuing the master course in ULIS, VNUH Their ages are from 26 to

36, and all of them have experienced teaching this book for at least 2 years since it was introduced in 2008

A study involving 120 accounting students, primarily from classes KTD05-CD1, KTD05-CD2, and KTD05-CD3, was conducted to evaluate a course book Most participants had been learning English for three years and possessed a low proficiency level They were tasked with thoroughly reviewing and rating the course book based on their personal experiences.

To assess the course book's alignment with learners' needs, objectives, format, content, and methodology, this study employs two primary data collection techniques: questionnaires and formal interviews These methods are commonly recognized in literature, alongside others like observation and discussion, for evaluating educational materials effectively.

Survey questionnaires are widely used in social sciences for gathering opinions, aiding in goal specification, and analyzing teaching and learning contexts (Litz, 2005) One major advantage is that respondents can complete them at their own pace, allowing for more honest and open expression of thoughts Additionally, closed-ended questions are easy to answer, enhancing the efficiency of data collection (Gillham, 2000).

This study utilized two questionnaires targeting teachers and students to assess their attitudes and gather information regarding the evaluation of the "New Cutting Edge - Elementary" material Each questionnaire is structured into six distinct sections.

Section 1 with three questions aims at discovering the students‟ English background, their expectation as well as evaluation on the needs satisfied by the book from the English course at the college

Section 2 with four questions tries to find out whether students make any progress to get the objectives after the course

Section 3 is designed to gather students‟ judgment about the current course book in term of format

Section 4 consists of four questions aiming at getting opinions about the content of the materials including the topics, skills allocation in each lesson and practice exercise

Section 5 puts its focus on finding out the appropriateness of the methodology of the assessed book

Section 6 with only one question is supposed to collect the general evaluation on the course book in use and the suggestions for adaptation from the both teachers and students

The interview aims to gather additional insights from teachers and students following the completion of questionnaires According to Johnson (1992), interviews often yield high response rates, as participants tend to engage more deeply due to their direct interaction with the interviewer This personal involvement allows the interviewer to clarify any ambiguous questions, leading to the collection of more valuable and meaningful information.

In this study, a structured interview method was employed, involving 10 English teachers from HPPC The interview comprised 15 carefully selected questions designed to assess the course book's alignment with learners' needs, objectives, formats, content, and methodology.

Data collection procedure

The research involved collecting data through a questionnaire designed for both teachers and students, focusing on five key aspects of the study The student survey was administered at the end of a class meeting, encouraging students to complete it during class time for better engagement This approach allowed for clarification of any ambiguous questions and ensured immediate return of the completed questionnaires.

English teachers are encouraged to complete and submit the questionnaires within two days to ensure they are adequately prepared to provide detailed and accurate information.

After collecting the data from teachers and students, it was summarized by hand and categorized in form of tables and charts where appropriate.

Data analysis procedure

In this thesis, the data from questionnaire was processed by using descriptive statistics which are often reported in percentage

The data collected from interviews with English teachers and students were first transcribed, allowing for a thorough comparison to support and challenge the findings during the data analysis process.

This chapter provides an overview of English teaching and learning at the Economic Faculty, HPPC, outlining the rationale behind the chosen research methodology and presenting the research questions Additionally, it details the data collection methods and analytical procedures that culminate in the survey results, which will be discussed in the following chapter.

CHAPTER 3: ANALYSIS OF RESULTS AND SUGGESTIONS FOR

This chapter presents the survey results derived from questionnaires and interviews, organized into four categories It addresses five key aspects of the study: objectives, format, content, methodology, and additional ordered elements The findings include a comparative analysis of responses from both teachers and students regarding each item in the questionnaires.

3.1 Evaluation on the students’ need 3.1.1 Students’ English level at the beginning of the course and their ranking of assumed purposes in learning English

Identifying a learner's level before course initiation is crucial, as it enables content creators to tailor the material effectively, ultimately enhancing the learners' language skills.

Chart 1: Students‟ English level at the beginning of the course

Chart 1 finds out both teachers and students have the same assessments on the students‟ level of learning English at the college, the level of average and under average are mostly chosen A little difference comes from the belief of students at themselves Even no students confirm that they are excellent at English but some suppose that before the course they are good at English (15%), and about 60% judge their English level is average and 25% admit that they are still too bad at the subject Teachers seem not to highly appreciate their students‟ English level when they claimed that none of their students had excellent or good background knowledge of English The levels of average (80%) and under average (20%) are also their choices So there is an obvious fact that the students‟ English background in our school is average, it was also the warning fact of many vocational colleges in our country

Understanding students' motivations is crucial for book writers to select suitable textbooks and teaching methods By aligning learning with students' personal interests, educators can enhance motivation in learning English The insights from both teachers and students can be effectively summarized in a table.

Pass the final examinations with the high scores 50% 30% 25% 5% 20% 50% 26% 7% Prepare for the future job 30% 40% 25% 15% 60% 25% 10% 5% Follow the hobbies (listening to music, watching TV…) 10% 10% 10% 70% 2% 10% 21% 70%

Table 1: Teachers and students‟ ranking of the purposes of GE Course

Table 1 highlights the differing motivations for learning English between students and teachers Most students (60%) prioritize preparing for their future careers, while teachers (50%) believe that passing final exams is the main goal for students This indicates a disparity, as teachers appear more skeptical about students' motivations, viewing their focus as primarily on achieving high grades In reality, students seek to gain confidence in their professional lives Additionally, both groups agree that pursuing hobbies is the least important reason for studying English, as interests can change, particularly among youth, potentially leading to a lack of commitment Fortunately, the majority of students approach their English studies with clear objectives However, it is unfortunate that neither teachers nor students offered additional insights into their motivations for learning English, leaving a gap in understanding.

3.1.2 Evaluation on the needs satisfied by the course book

Identifying students' expectations is a crucial task before starting a course It raises the question of whether teachers and students have a shared understanding of the needs that the course book addresses The following table illustrates these findings.

Pass the final examination with the higher scores 70% 88%

Prepare for the future job 60% 62%

Follow the hobbies (listening to music, watching TV…) 20% 14%

Table 2: Evaluation on the needs satisfied by the course book

Table 2 illustrates the perspectives of teachers and students regarding the course book's effectiveness Notably, 62% of students believe that the NCEE course book will aid in their job preparation, while a significant 88% feel it provides guidance for exam success However, fewer students indicated that the book supports communication with foreigners or pursuing hobbies like listening to music or watching TV There is a strong consensus between teachers and students on the book's value, with additional student feedback highlighting its role in understanding lectures, utilizing the internet, and reading English literature.

Teachers believe that the National College Entrance Examination (NCEE) is a highly effective tool for preparing students for future careers Approximately 70% of educators agree that thorough training from textbooks enables students to pass the exam without difficulties Like their students, teachers emphasize the importance of meeting educational needs to ensure success in the examination process.

“communicate with the foreigners” and “follow the hobbies (listening to music, watching TV…)” will not be achieved by students after the course

3.2 Evaluation on the Objectives of the Course

Results from teachers and students about the students‟ vocabulary enrichment can be summarized in the following chart:

Chart 2 reveals a lack of consensus between teachers and students regarding the effectiveness of the course book in enhancing vocabulary While a majority of both groups believe it aids vocabulary improvement, only 26% of students feel their vocabulary has significantly improved, compared to just 10% of teachers who agree Many teachers express concerns about the limited progress students make in vocabulary acquisition Fortunately, only 10% of teachers and 12% of students report dissatisfaction with the course's impact on vocabulary development Overall, the data indicates that students' vocabulary improvement aligns with expected outcomes.

Introduce yourself and your family 100% 100%

Tell about an unforgettable memory in your childhood 30% 35%

Tell about the favorite tourist area in your hometown 30% 32%

Table 3: Students‟ speaking tasks completion

In Communicative Language Teaching (CLT), speaking skills are crucial, as evidenced by the final oral test results Among the six speaking tasks assessed, four were successfully completed by 50-100% of students, including introducing oneself and discussing hobbies, ordering food, and asking questions in shops However, tasks like recounting an unforgettable childhood memory and describing a favorite tourist area proved more challenging, with only 30-32% of students able to perform them The primary difficulties stem from a lack of vocabulary and poor grammatical structures related to the past tense, highlighting the challenges students face in these speaking tasks.

Teachers report that students successfully complete tasks such as introducing themselves and their families, discussing hobbies, ordering food and drinks, and asking questions in shops However, they struggle with tasks like sharing unforgettable childhood memories and describing favorite tourist spots in their hometowns This difficulty may stem from a lack of interest, as these topics often exceed the students' needs and knowledge.

Language Points Very good Good Not very good

Ts Ss Ts Ss Ts Ss Ts Ss

Comparatives/Superlatives 30% 16% 30% 29% 20% 38% 20% 27% Present Continuous tense 20% 8% 20% 24% 30% 46% 30% 26%

Table 4: Student‟s level of proficiency in language points

The data indicates a strong similarity between two groups of respondents regarding their proficiency in specific language points Students demonstrated effective use of structures such as "to be," demonstrative adjectives/pronouns, "can/can't," "there be," "some/any," "how much/how many," countable/uncountable nouns, the simple present tense, and comparatives/superlatives However, they struggled with past simple tense, present continuous tense, present perfect tense, and the complexities of comparatives/superlatives Interviews revealed that students find the former structures easier to remember and apply, attributing their familiarity to prior instruction in high school Conversely, they find verb and adjective forms in comparatives/superlatives and the present perfect tense challenging Teachers also recognize that students generally manage the aforementioned language points well, with many rating their skills as "very good" or "good," while expressing understanding for the difficulties faced by vocational college students.

The study reveals that most students possess an average level of background knowledge, making grammar structures such as tenses and comparatives/superlatives challenging for them Consequently, it is essential for teachers to prioritize grammatical revision in the classroom, allowing students to dedicate more time and effort to mastering these concepts and applying them in daily conversations Additionally, this may necessitate adjustments to the timetable for each module to enhance learning outcomes.

3.2.4 General evaluation on the students’ progress

Chart 3: Evaluation on the students‟ progress

Analysis of data and suggestions for materials adaptation

Evaluation on the Objectives of the Course

Results from teachers and students about the students‟ vocabulary enrichment can be summarized in the following chart:

Chart 2 reveals a lack of consensus between teachers and students regarding the effectiveness of the course book in enhancing vocabulary While most teachers and students believe that the course aids vocabulary improvement, only 26% of students feel their vocabulary has significantly improved, compared to just 10% of teachers who agree A significant number of teachers believe that students show minimal progress in this area Fortunately, only 10% of teachers and 12% of students express dissatisfaction with the course's impact on vocabulary development Overall, the data indicates that students' vocabulary improvement aligns with the expected outcomes.

Introduce yourself and your family 100% 100%

Tell about an unforgettable memory in your childhood 30% 35%

Tell about the favorite tourist area in your hometown 30% 32%

Table 3: Students‟ speaking tasks completion

Speaking skills are crucial in Communicative Language Teaching (CLT), as highlighted by the six typical speaking tasks in the final oral test Among these tasks, the majority of students (50%-100%) successfully completed four, including introducing themselves and their family, discussing hobbies, ordering food and drink, and asking questions in shops However, the tasks of sharing an unforgettable childhood memory and describing a favorite tourist area proved more challenging, with only 30-32% of students able to tackle them Students attribute their difficulties to limited vocabulary and poor grammatical structures, particularly concerning the past tense, which explains the challenges they encounter in these speaking tasks.

Teachers affirm that their students can successfully tackle tasks such as introducing themselves and their families, discussing hobbies, ordering food and drinks, and asking questions in shops However, students struggle with tasks like sharing unforgettable childhood memories and describing favorite tourist areas in their hometowns Additionally, teachers note that students show a lack of interest in these topics, as they often exceed their current needs and knowledge.

Language Points Very good Good Not very good

Ts Ss Ts Ss Ts Ss Ts Ss

Comparatives/Superlatives 30% 16% 30% 29% 20% 38% 20% 27% Present Continuous tense 20% 8% 20% 24% 30% 46% 30% 26%

Table 4: Student‟s level of proficiency in language points

The data indicates a close similarity between two respondent groups, revealing that students are proficient in using specific Language Points such as "to be," demonstrative adjectives/pronouns, "can/can't," "there be," and countable/uncountable nouns However, they struggle with more complex structures like the past simple tense, present continuous tense, and present perfect tense, particularly in comparatives and superlatives Interviews with students suggest that while they find simpler structures easy to remember and apply—often due to prior exposure in high school—the complexities of verb and adjective forms in advanced grammar pose significant challenges Teachers also recognize that students generally manage well with the aforementioned language points, expressing understanding and support for those at vocational colleges.

The study reveals that most students possess average-level grammar skills, particularly struggling with tenses and comparatives/superlatives Consequently, it is essential for teachers to prioritize grammatical revision in class, allowing students to dedicate more time and effort to mastering these concepts and incorporating them into daily conversations Additionally, this may necessitate adjustments to the timetable for each module to enhance learning outcomes.

3.2.4 General evaluation on the students’ progress

Chart 3: Evaluation on the students‟ progress

According to the survey results, a significant majority of teachers, 80%, are confident that their students show improvement after completing the course, with many believing they surpass their previous language skills Conversely, only 10% of teachers expressed disappointment regarding their students' progress While some educators have reservations about the course materials, they take pride in the advancements their students have made.

Students express satisfaction with their progress after the course, with 75% reporting achievements in studying General English (GE) Alongside their personal efforts and the support of teachers, having the right textbook is crucial for achieving success in their studies.

Approximately 25% of students face the harsh reality of receiving no benefits after completing their courses, leading to significant anxiety about the final oral exam This fear primarily stems from a lack of foundational knowledge acquired during high school Additionally, factors such as diminished attention in class and a reluctance to engage in group discussions or collaborative activities contribute to their struggle, as these students often prefer to work in isolation.

Evaluation on the format of the course book

Ts Ss Ts Ss Ts Ss

The format is clear and appropriate 80% 85% 10% 16% 10% 4%

The book is organized logically and effectively 30% 32% 50% 44% 20% 24%

The course book provides images and pictures for illustration 100% 95% 0% 4% 0% 1%

The table of content includes content, structures, and vocabulary in each module 90% 72% 10% 24% 0% 6%

The book includes an adequate vocabulary list or glossary 40% 34% 50% 46% 10% 20%

The book contains an adequate set of assessment and testing suggestions 20% 10% 50% 72% 30% 18%

Table 5: Evaluation on the format of the course book

The data from Table 5 reveals that both teachers and students highly evaluate the course book for its clear format, effective organization, and engaging illustrations Teachers rated the format positively at 80%, while students rated it even higher at 85%, reflecting its attractive layout The course book includes a variety of images that capture learners' attention and enhance their visualization skills, with nearly all teachers (100%) and 95% of students expressing satisfaction with the illustrations Additionally, the comprehensive table of contents at the beginning of the book clearly outlines the modules, contributing to a positive impression, as evidenced by a 90% approval rating from teachers and 72% from students.

Survey research indicates that both teachers and students express dissatisfaction with certain aspects of the course book, primarily due to its weaknesses While the modules aim to foster creativity, the content sequence within each unit lacks systematic organization, making it difficult to follow Opinions on the vocabulary list are mixed; approximately half of the teachers and one-third of the students view it positively, while others believe that placing new words at the end of the book diminishes their effectiveness Students suggest that more vocabulary should be included to aid task completion and that new words should be taught concurrently Additionally, there is a notable lack of assessment and testing suggestions; despite 120 study periods, assessments are infrequent, leading to disappointment among 50% of teachers and 78% of students Addressing these weaknesses, as recommended by teachers, could enhance the course book's ability to engage students effectively.

Evaluation on the content of the course book

Table 6: Proportion of the macro-skills

A recent survey reveals that 70% of teachers and 78% of students believe that listening skills are well-distributed in the course material, while the reading skills are deemed acceptable by both groups However, only 30% of teachers and 24% of students approve of the reading skills presented, and writing skills are viewed as lacking coherence, with approval rates of 40% among teachers and 37% among students.

Table 6 illustrates the distribution of the four skills into two categories: reasonable and unreasonable Listening and reading skills receive high approval from both teachers and students, indicating an acceptable proportion In contrast, the remaining two skills face negative feedback from users.

In a recent interview, respondents indicated that the NCEE course book prioritizes listening and reading skills, leading to insufficient attention on other essential skills Consequently, the development of these skills is not adequately supported, resulting in a lack of balance in the curriculum.

3.4.2 Topics in the course book

Research findings indicate a high level of satisfaction regarding the suitability of course book topics, with 92% of students affirming their appropriateness In contrast, only 5% of students expressed negative assessments, highlighting the overall positive reception of the material.

Students in the first group find many topics in their curriculum suitable for enhancing their daily communication skills, particularly in areas like love and hate (module 4), eating and drinking (module 6), and buying and selling (module 9) Additionally, subjects such as people and places (module 3) and extraordinary life (module 7) resonate well with them, as they often admire famous figures during their teenage years, viewing these lessons as special gifts From the teachers' perspective, 70% agree that the textbook topics align well with students' ages, abilities, and interests, providing current information across various fields However, 30% of teachers express concerns about the relevance of these topics, citing the unique cultural values and hobbies of their country, which may not be adequately represented in the course materials.

3.4.3 Vocabulary in the course book

To enhance communicative skills in everyday conversations, vocabulary plays a crucial role in the effectiveness of course materials Survey results indicate that most students and teachers find the vocabulary relevant to their daily lives and general communication.

Chart 4: Teachers and students‟ evaluation on the vocabulary of the course book

A survey revealed that 53% of students and 70% of teachers found the vocabulary in the book satisfactory, noting that only a few unfamiliar words, like "guava" and "tortilla," posed challenges However, approximately 35% of students expressed their own preferences for vocabulary introduced in the National College Entrance Examination (NCEE) Interviews with these students indicated that they believe the book is beneficial for language learners, and they expressed a desire for vocabulary that reflects Vietnamese characteristics and specialties, as this would aid them in discussing and promoting their country in professional settings.

3.4.4 Practice in the course book

Sufficient enough to the students‟ learning demand 30% 12%

Insufficient to the students‟ learning demand 70% 88%

Table 7: Teachers and students‟ opinion on the Practice of the course book

A significant number of students (66%) found the practice exercises in the book easy; however, 67% felt they were not useful, with only 35% considering them beneficial Additionally, 34% reported that the practice was too challenging Notably, 88% of students indicated that the exercises were insufficient for their studies, suggesting that more sentences should be included to enhance their fluency with new vocabulary and structures Furthermore, students expressed a desire for varied practice formats to better engage their interest and improve their skills.

A recent survey revealed that 80% of teachers found the practices outlined in the book to be difficult, useless, and insufficient for meeting students' learning needs They emphasized the necessity for more extensive language practice in certain modules, as the current number of sentences in each exercise is inadequate Consequently, this lack of sufficient practice opportunities hinders students' ability to develop their language skills effectively during class.

Evaluation on the methodology of the course book

The NCEE methodology reflects similar opinions from both teachers and students Notably, only 30% of teachers and 39% of students believe the book effectively develops all language skills, indicating a need for more comprehensive materials that emphasize writing and speaking In terms of enhancing communication abilities, 80% of teachers and 65% of students approve of the book's effectiveness Additionally, the book's inclusion of individual, pair, and group activities received positive feedback, particularly in speaking tasks, which are essential for promoting communication skills under the Communicative Language Teaching (CLT) approach.

Table 9: Evaluation on the methodology of the course book

Teachers value the contextual approach of the course book, which introduces language points and vocabulary in motivating and realistic settings However, only 45% of students express satisfaction with this aspect, indicating a desire for more engaging and relatable contexts to enhance their learning experience Additionally, a supportive learning environment that fosters creativity and curiosity is essential for maximizing the effectiveness of the course material.

A survey revealed that only 12% of students believe that the current teaching methods are effective, while a significant 60% argue that these methods negatively impact their motivation in class Teachers echoed similar sentiments, as shown in the accompanying data Overall, both students and teachers expressed dissatisfaction with the methodological criteria used in the educational materials.

3.5.2 Effect of the teaching aids applied in the course book

Despite the high effectiveness of pictures and projectors in engaging students and supporting teachers, these teaching aids are infrequently utilized in classrooms due to the significant time and effort required for their preparation Only 20% of teachers and students reported regular use of these resources, highlighting a gap between their potential benefits and actual implementation in educational settings.

(16%) considered CDs and Cassettes are useful because big classes prevented students from listening to the cassettes The high percentage is also put on the teaching aid

“songs and games” with the agreement of most teachers and students Games and songs, as their nature, motivate students in learning However, if one teacher takes

Criteria Agree Disagree No idea

Ts Ss Ts Ss Ts Ss

The book helps to develop all skills 20% 12% 70% 61% 10% 27% The book helps to improve your ability for communication 80% 65% 10% 21% 10% 14%

Language Points and vocabulary items are introduced in motivating and realistic context

The book provides the activities for individual, pair –work and group – work

To enhance student engagement and achieve course objectives, it's essential to diversify teaching aids in the classroom Relying on repetitive games like Bingo and Crossword can lead to boredom among students By incorporating a variety of innovative teaching tools, educators can create more interesting and effective lessons that capture students' attention and foster a dynamic learning environment.

Evaluation findings

This chapter evaluates data gathered from questionnaires sent to teachers and students, comparing course requirements with the actual teaching and learning environment at HPC The findings indicate both strengths and weaknesses of the course book, New Cutting Edge Elementary, in its application for teaching General English to accounting students The evaluation results will be presented in the following sections.

3.6.1 Evaluation on the learners’ needs

The book effectively meets course objectives, as most surveyed students found it to be a valuable resource for preparing for their future careers and achieving high exam scores Students primarily use the textbook to enhance their English communication skills, which is particularly appealing to the youth today Consequently, the English teaching and learning approach at HPPC is centered on communication According to the preface of "New Cutting Edge – Elementary," the book facilitates practice in the four essential language skills—speaking, listening, reading, and writing—in an engaging manner, offering students ample opportunities to use English in various interesting contexts.

3.6.2 Evaluation on the course objectives

Learning from the book enhances students' communicative skills through a diverse range of familiar topics, including family, food and drink, clothing, and hobbies, making it suitable for a general English course The material introduces useful and effective vocabulary frequently encountered in daily situations While the course content aligns well with the requirements, there are still notable discrepancies between the materials and students' expectations, indicating a need for improvement.

The vocabulary provided in each module may not fully meet students' needs, and the four macro-language skills may not yield the expected progress Consequently, students' ability to use language effectively in real-life communication is likely hindered by these discrepancies.

3.6.3 Evaluation on the format of the course book

A recent survey of teachers and students reveals high satisfaction with the course book, attributed to its comprehensive syllabus and reliable teaching resources, which contribute to its popularity However, recommendations for improvement include revising the book's organization for enhanced logical flow and effectiveness in aiding student visualization Additionally, the current placement of new vocabulary at the end of the book is deemed unnecessary, as it does not effectively support learners To better assist students, it is suggested that more vocabulary be integrated throughout the lessons alongside the introduction of new words.

3.6.4 Evaluation on the content of the course book

The book does not adequately align with the GE course content across various fields, highlighting both strengths and weaknesses in the balance of the four macro-skills To enhance student learning, vocabulary should be introduced with transcription and Vietnamese meanings after each module, along with additional words relevant to daily life and the Accounting major to boost confidence in workplace communication Furthermore, the number of sentences in exercises is insufficient, prompting a desire for more diverse practice opportunities A summary of Language Points and Vocabulary should follow each module to support students effectively Additionally, the book should ensure an equal distribution of the four macro skills, incorporate simpler texts and listening exercises, and include pronunciation rules for stress and intonation to facilitate easier learning.

3.6.5 Evaluation on the methodology of the course book

The survey indicates that while the methodological criteria of the course book generally meet user requirements, notable weaknesses persist Most tasks are designed for individual, pair, and group work, leading to student boredom due to repetitive activities Additionally, there is a lack of assessment and testing suggestions, complicating teachers' efforts to prepare for final oral tests and accurately evaluate student capabilities Teachers also reported difficulty in identifying effective learning strategies to assist their students, highlighting the need for these strategies in future editions Furthermore, increased guidance for the four skills, particularly writing, is necessary to help students achieve their goals, along with more speaking tasks linked to reading texts to enhance discussion skills Finally, incorporating more engaging games and songs into the modules could boost student curiosity and creativity.

To enhance the effectiveness of the course, it is essential to revise the time allocation for each module to better meet learners' needs Teachers noted that while the textbook is intended to follow the Communicative Language Teaching (CLT) approach, it may not be suitable for larger classes with diverse student proficiency levels They recommend conducting an official test before the General English (GE) course to assess and categorize students' levels, enabling educators to tailor their teaching strategies for improved outcomes.

Recommendation for the course book‟s adaptation

While the NCEE course book may not be flawless, its creative use can significantly benefit learners By adapting and reorganizing the material, educators can foster a positive learning environment that encourages student engagement and promotes fresh ideas and valuable experiences.

Compiling a teaching course book is a challenging task that demands significant time and effort Based on experience and survey findings, the researcher recommends several adaptations for teachers to overcome challenges in the National College Entrance Examination (NCEE) and foster effective learning environments The suggested adaptations for the course book include supplementing, expanding, editing, simplifying, personalizing, and localizing content to better meet the needs of students and achieve the course objectives.

The primary goal of this activity is to give learners additional time and exercises to enhance their grammar and vocabulary skills At HPPC College, educators frequently utilize these methods to assist students in reviewing grammatical structures For example, in Module 6, we explore revision techniques for the use of "some" and "any."

Sample 1: Module 6 - Eating and Drinking Use “some or any” to complete the sentences 3.7.2 Editing

Editing should also focus on pronunciation in the NCCE course book, as the current content is limited While listening skills are emphasized, pronunciation must not be overlooked, given that the book only provides examples of word and sentence stress without a comprehensive framework This lack of guidance leads to difficulties for students in pronouncing words accurately Therefore, it is essential to enhance pronunciation instruction by incorporating techniques such as the International Phonetic Alphabet and methods for using dictionaries to verify pronunciation, as well as addressing individual sounds, including vowels.

1 Are there _ eggs in that basket?

2 There aren‟t _ peppers in the fridge

3 There is _ bread on the table

5 Why don‟t you eat _ oranges?

7 There isn‟t _ tea in the tea pot

8 We don‟t need _ bananas but we need _ pineapples

10 Don‟t buy _ tomatoes; buy _ cucumbers because there aren‟t _ left

To assess pronunciation skills, consider evaluating the correct pronunciation of consonants, particularly those at the end of words, as well as the accurate use of connector words, word stress, sentence accent, rhythm, and intonation This evaluation can be conducted at the beginning of the course, specifically in module 0, to establish a baseline for future improvement.

So as to help students revise and enrich their vocabulary, technique of extension should be also suggested Here is the samples:

This section aims to introduce students to commonly used verbs in everyday activities Once students have written these verbs in the provided circles and demonstrated them through pictures, teachers should supplement their vocabulary with additional frequently used verbs Following this, students will engage in group discussions to explore phrases that commonly accompany these verbs.

+ Play: kinds of sport (football, badminton, basketball, tennis….) musical instruments (the guitar, the piano, the violin…)

+ Listen: to me, to him, to her, to music, to the tape script, to the radio, reason,

This is a chance for students to not only recall their vocabulary and but also an opportunity for teachers to check their students‟ vocabulary under a certain topic of common verbs

The section on clothing vocabulary aims to help students become familiar with and practice discussing various garments While mastering this vocabulary is not inherently challenging, limited time and exercises in textbooks restrict opportunities for practice To address this, the game "Clothing Bingo" is introduced as an engaging way to enhance vocabulary in the classroom while allowing teachers to assess students' knowledge on the topic effectively.

- Here are the main steps for teachers‟ instruction:

+ Step 1: PREPARE: Print out different BINGO cards for each child plus a call sheet Cut out the call sheet and put the squares into a hat or bowl

+ Step 2: DISTRIBUTE: Hand out one Bingo card to each student (each card should be different)

+ Step 3: CALL: The teachers should pull out one image, describe it and show it to the students

+ Step 4: WINNING: Once a predetermined pattern is made on a card, the student with that card calls out BINGO

To effectively motivate students in learning English, it is essential to personalize and localize the content Students are more engaged when discussing topics that relate to their own lives or cultural backgrounds Therefore, teachers should encourage students to share their experiences and perspectives on subjects that are relevant to them and their country.

To enhance personalization in classroom activities, teachers should frequently provide opportunities for students to share personal information with their peers through simple topics like introductions, hobbies, and favorite things In Module 4, "Loves and Hates," after reading a short text about Teresa's likes and dislikes in the "Find an e-mail friend" task, students can write about their own hobbies and present them to the class This approach not only encourages students to practice speaking and grammar but also fosters a deeper understanding of one another.

3.7.4 Localizing or modifying cultural/situational content

Localizing content is akin to personalization, as it enhances relevance and engagement Many topics in educational materials resonate with everyday life, necessitating teachers to adapt them for better comprehension For instance, in Module 9 – Buying and Selling, the reading section on pages 80-81, titled "The World's Most Famous Market," can be made more engaging by allowing students to explore renowned markets in Vietnam using flashcards This approach not only makes the lesson more interesting but also enriches students' cultural understanding.

The activity of simplifying aims to address the challenges students face with tasks that exceed their abilities, particularly in listening, which is often regarded as the most difficult skill across all levels Many learners have expressed dissatisfaction with the listening exercises in the course book, prompting some teachers at HPPC to deprioritize this skill in their classes Consequently, a significant number of students struggle with listening, leading to anxiety about the final test that heavily emphasizes listening and speaking To combat this issue, the writer recommends implementing simplifying activities, using Module 6: Listening - Breakfast Around the World (Page 53) as an example.

Sample 1: Listen to the tape and fill in the gap with only one word

Kermal typically enjoys a hearty breakfast at home before heading out, starting his day with two or three glasses of black tea His breakfast often includes cheese, eggs, and tomatoes, complemented by the fantastic bread found in Turkey He usually pairs his meal with olives and occasionally indulges in jam as well.

Mi-Kyung emphasizes the importance of family breakfast, which typically includes rice and kimchi, a staple in Korean cuisine She expresses that they cannot imagine their meals without kimchi, a traditional dish made from a mix of vegetables The flavor profile of kimchi is known for its spiciness and complexity.

Dimitry: Well, for breakfast, I have tea, usually black tea, with (11) and lots of

(12) never with milk Then I have (13) and cold meat and some cucumbers as well And then I have a small (14) , or some biscuits to finish

This chapter presents the findings from a survey conducted through questionnaires distributed to teachers and students at HPPC, along with recommendations for adapting the course book The author acknowledges that the adaptation examples for the NCCE course book are basic and utilize common techniques While they may not be the most effective, they are intended to be appropriate for elementary students and the learning context at our college.

Summary of the study

In summary, materials are crucial in language teaching, yet no single resource meets the diverse needs of all learners Therefore, conducting material evaluations post-course is essential to assess the suitability of textbooks, identify their strengths and weaknesses, and provide recommendations for improved usage.

In accordance with the guidelines set by the Ministry of Labor – Invalids and Social Affairs, an evaluation of the course book was conducted at Haiphong Polytechnics College (HPPC) involving English language teachers and students This assessment aimed to compare the course material against the established requirements concerning objectives, layout, content, and methodology The first part of the study outlines the rationale, objectives, methods, scope, significance, and design The second part consists of three chapters, with the first chapter reviewing literature related to material evaluation.

Chapter 2 provides a comprehensive overview of the current methods of teaching and learning English at the Economics Faculty of HPPC, detailing the research methodology and data collection procedures Chapter 3 analyzes the data gathered from questionnaires completed by both teachers and students The findings highlight discrepancies between the course requirements and the actual teaching and learning environment at HPPC, revealing both strengths and weaknesses of the course book, "New Cutting Edge Elementary." The evaluation results are presented in the following sections.

Teachers and students at HPPC have expressed high satisfaction with the "New Cutting Edge Elementary" course book, viewing it as a valuable resource that facilitates students' understanding of course objectives This elementary-level book serves as an essential foundation for learners' settlement and integration Its strengths and weaknesses are evident in various aspects of its content and structure.

The NCEE serves as an effective Pre-ESP material, aligning closely with course objectives by enhancing students' communicative skills through a diverse range of familiar topics It offers practical vocabulary relevant to everyday situations, ensuring students gain useful language tools The book adheres to appropriate formatting standards, featuring well-organized content and engaging visuals in each module Additionally, NCEE incorporates effective communicative language teaching techniques, equipping students with foundational English knowledge and training them in the four essential skills while making grammar functional and communicative Ultimately, NCEE fosters increased interaction among teachers and students, as well as peer collaboration.

Besides the above advantages, some disadvantages can also be found in the book that need adapting to meet the requirement of the course:

• L ack of activities and tasks helping students improve their language items in each module

• S hortage of assessment and testing suggestions for teachers evaluate the students‟ capacity precisely

• T he unreasonable proportions of the four macro-skills demotivating students' expectation to study English

• P ronunciation is not focused much adequately and clearly

Part C - Conclusion comes last with a brief summary of the study as well as giving suggestions for further study

Limitations of the study

This study aims to provide valuable recommendations for material adaptation to help students meet course objectives, although it acknowledges inherent weaknesses The evaluation focuses on five key aspects of the course book: students' needs, objectives, format, content, and methodology, offering adaptations for teachers addressing challenges in teaching NCEE However, the study may not fully meet all readers' expectations due to limitations such as time constraints, resource availability, and the researcher's capabilities Additionally, the small participant pool restricts the ability to generalize findings and develop comprehensive solutions for all students at HPPC.

This study's reliance on only two data collection instruments, questionnaires and formal interviews, limits its comprehensiveness and depth Future research should consider utilizing a wider variety of tools to gain more insights into the issue at hand.

Suggestions for further studies

On the basic of the major finding and the limitation of the study, it is suggested that the further research should be extended to:

 Evaluate the course book NCEE for first year navigational students of HPPC

 Investigate the motivation of the first year accounting students in English language learning at HPPC

 Other techniques for adaptation (deleting, reordering, etc.)

 Evaluate the effectiveness of the technique for adaptation of the course book –NCEE

1 Anderson, JC.& Berretta, A (1992), Evaluating second Language Education,

2 Cunningsworth, A (1984), Evaluating and Selecting EFL Teaching Materials,

3 Cunningsworth, A (1995), Choosing your course book, London: Macmillan

4 Dudley – Evans, T., & St John, MJ (1998), Development in English for Specific Purposes, Cambridge University Press

5 Ellis, R (1997), The Empirical evaluation of language teaching material, ELT

6 Garinger, D (2002), Textbook selection for the ESL classroom, Center for Applied Linguistics Digest Accessed August 23, 2007

8 Hutchinson, T and Torres, E (1994), The Textbook as Agent of Change, ELT

9 Hutchinson, T.,&Water, A.(1987), English for Specific Purposes, Cambridge

10 Johnson, DM (1992), Approaches to Research in Second Language Learning,

11 Litz, A (2005), A Textbook Evaluation and ELT Management: A South Korean Case Study, ELT Journal, pp 11 -12

12 Mc Grath, I (2002), Materials Evaluation and Design for Language Teaching,

13 Richard, J.C (2001), Curriculum Development in Language Teaching, Cambridge: Cambridge University Press

14 Sarah Cunning Ham, Peter Moors., Frances Eales (2005), New Cutting Edge Elementary, Pearson Longman www.longman.com/cuttingedge

15 Sheldon, LE (1998), Evaluating ELT textbooks and materials, ELT Journal 42/4 October 1998, p.237 -246 Oxford University Press

16 Tomlinson, B (1998), Materials Development in Language teaching, Cambridge

17 Tomlinson, B (2003), Development Materials for Language teaching, Cromwell

18 Ur, P (1996), A course in language teaching, Cambridge: Cambridge University Press

19 William, D (1983), Development Criteria for textbook Evaluation, ELT Journal,

Appendix 1: Questionnaires for teachers and students

PHIẾU KHẢO SÁT Ý KIẾN SINH VIÊN Đối tượng: Sinh viên năm thứ nhất chuyên ngành kế toán trường Cao đẳng nghề Bách nghệ Hải

Phòng sau khi đã học xong giáo trình Tiếng Anh “New Cutting Edge- Elementary”

Mục đích của bài viết này là đánh giá giáo trình Tiếng Anh “New Cutting Edge - Elementary” dành cho sinh viên năm thứ nhất hệ cao đẳng chuyên ngành kế toán Để thực hiện điều này, chúng tôi cần thu thập ý kiến đóng góp, nhận xét, cũng như nhu cầu và nguyện vọng của sinh viên trong quá trình học tập với giáo trình này.

Ý kiến đóng góp của bạn rất quý giá cho việc đánh giá giáo trình này, giúp chúng tôi nhận diện những điểm chưa phù hợp và thực hiện các điều chỉnh hợp lý Điều này nhằm nâng cao hiệu quả giảng dạy và chất lượng học tập tại trường Xin vui lòng đánh dấu ( ) vào ô bạn chọn để trả lời các câu hỏi dưới đây.

Xin chân thành cảm ơn sự hợp tác của bạn!

PHẦN 1: NHU CẦU HỌC TIẾNG ANH CỦA BẠN

1 Hãy đánh giá khách quan về trình tiếng Anh của mình trước khi bắt đầu khóa học tiếng Anh cơ sở tại trường?

2 Mục đích của bạn khi học tiếng Anh là gì? Hãy sắp xếp theo thứ tự tăng dần từ 1-4 (từ mục đích quan trọng nhất đến những mục đích khác ít quan trọng hơn)

 Giao tiếp với người nước ngoài

 Chuẩn bị cho cho công việc sau này

 Đạt kết quả cao trong các kỳ thi tại trường

 Phục vụ sở thích cá nhân (nghe nhạc, xem phim…) Ý kiến khác (nếu có):

3 Giáo trình NCEE đã đáp ứng những nhu cầu nào sau đây của bạn?

 Giao tiếp với người nước ngoài

 Chuẩn bị cho cho công việc sau này

 Đạt kết quả cao trong các kỳ thi tại trường

 Phục vụ sở thích cá nhân (nghe nhạc, xem phim…) Ý kiến khác (nếu có):

Quan trọng nhất Rất quan trọng Quan trọng Ít quan trọng hơn

PHẦN 2: MỤC TIÊU KHÓA HỌC Sau khi học xong giáo trình New Cutting Edge –Elementary:

4 Nhận xét về vốn từ vựng Tiếng Anh sử dụng trong giao tiếp hàng ngày của bạn?

 Được cải thiện nhưng không đáng kể

5 Khả năng sử dụng cấu trúc ngữ pháp sau đây của bạn như thế nào?

Cấu trúc ngữ pháp Tốt Khá Trung bình Kém

To be Demonstrative Adj/Pronoun Present Simple Tense Can/can‟t

There be Some/any How much/how many Countable/Uncountable Noun Past Simple Tense

Comparatives/Superlatives Present Continuous tense Future Intension

6 Bạn có khả năng thực hiện các kỹ năng nào dưới đây của bạn sau khi kết thúc chương trình học Anh văn cơ sở

 Giới thiệu bản thân và gia đình mình

 Nói về sở thích của bản thân

 Kể về một kỷ niệm đẹp nhất về tuổi thơ của bạn

 Gọi món ăn hoặc đồ uống

 Hỏi mua đồ khi ở trong cửa hàng

 Giới thiệu về một địa điểm du lịch được yêu thích ở quê hương của bạn

 Gọi và nghe điện thoại

7 Hãy cho biết mức tiến bộ của bạn sau khi học kết thúc khóa học này?

 Có tiến bộ nhưng không đáng kể

PHẦN 3: HÌNH THỨC TRÌNH BÀY

8 Theo bạn đánh giá, giáo trình đáp ứng được tiêu chí nào về mặt hình thức trình bày:

Yêu cầu về trình bày Tán thành Không tán thành

Giáo trình được in đẹp, rõ ràng

Giáo trình có hình ảnh minh họa

Giáo trình có phần mục lục nêu nội dung, cấu trúc ngữ pháp và từ vựng của từng bài

Mỗi bài đều có tiêu đề, và hướng dẫn cụ thể

Giáo trình có đầy đủ bài tập, ôn tập và kiểm tra

Giáo trình có phần từ vựng đầy đủ phiên âm, dịch nghĩa, từ loại

9 Bạn đánh giá thế nào về sự phân bổ các kỹ năng trong giáo trình này?

Kỹ năng Hợp lý Không hợp lý

10 Theo bạn, chủ đề trong cuốn sách này có được cập nhật và phù hợp với sở thích, lứa tuối của bạn không?

11 Từ vựng cung cấp trong giáo trình có thực sự bổ ích cho bạn khi giao tiếp Tiếng Anh?

 Không bổ ích vì không thực tế

12 Bạn nhận xét thế nào về các phần luyện tập được đưa ra trong sách?

 Khó và không bổ ích

 Dễ nhưng không bổ ích

 Phù hợp với khả năng của bạn

 Không phù hợp với khả năng của bạn

PHẦN 5: PHƯƠNG PHÁP DẠY HỌC

13 Bạn có nhận xét thế nào về các tiêu chí học thuật được cung cấp trong cuốn sách này? Ýkiến của bạn Tiêu chí

Giáo trình giúp phát triển đầy đủ các kỹ năng

Giáo trình có đầy đủ các hoạt động theo các nhân, cặp, nhóm

Các hoạt động trong giáo trình góp phần tạo không khí sôi nổi trong giờ học, kích thích tính sáng tạo của bạn

Giáo trình đã cải thiện khả năng giao tiếp của bản thân

Ngữ pháp và từ vựng trong giáo trình được đưa vào ngữ cảnh thực tế

14 Những dụng cụ dạy học nào sau đây được giáo viên của bạn sử dụng?

 Trò chơi và bài hát

 Các dụng cụ dạy học khác

15 Cuối cùng, bạn hãy vui lòng cho chúng tôi biết một vài đề xuất của mình đối với cuốn giáo trình này dựa trên những tiêu chí sau đây?

- 4 kỹ năng(nghe, nói, đọc, viết):

-The end- Thank you for your cooperation!

This questionnaire is designed to collect opinions of teachers toward the current English teaching at Haiphong Polytechnics College on the course book “New Cutting Edge –Elementary”

The researcher highly appreciates your support by completing this questionnaire Your contributions would be valuable and useful to the evaluation research and improvement of the course book

Please answer the following questions carefully and honestly!

Thank you very much for your cooperation!

To answer the question please tick (  ) in the box/es where necessary

SECTION 1: STUDENTS’ DEMAND TO STUDY ENGLISH

1 How do you think about the English level of most your students at the beginning of the course?

2 What do your students set their purposes when studying English? Please rank in ascending order 1-4 (from the most important to the least one)

 Pass the final examinations with the high scores

 Prepare for their future work

 Follow their hobbies (listening to music, watching TV…) Others:

3 Which of the following needs does the course book meet?

 Pass the final examinations with the high scores

 Prepare for their future work

 Follow their hobbies (listening to music, watching TV…)

Language Points Very good Good Not very good

To be Demonstrative Adj/Pronoun Present Simple Tense Can/can‟t

There be Some/any How much/how many Countable/Uncountable Noun

Past Simple Tense Comparatives/Superlatives

Most important Very important Important Least important

SECTION 2: COURSE OBJECTIVES After the course of New Cutting Edge –Elementary,

4 How is your students‟ vocabulary using in daily activities?

5 How well did your students use the following Language Focus?

6 Which of the following are your students able to fulfill?

 Introduce yourself and your family

 Tell about an unforgettable memory in your childhood

 Tell about the favorite tourist area in your hometown

7 What is your evaluation on the format criteria of the course book?

Format Agree Disagree No idea

The format is clear and appropriate

The book is organized effectively

Present Continuous tense Future Intension

The course book provides images and pictures for illustration

The table of content includes content, structures, and vocabulary in each unit

The book includes an adequate vocabulary list or glossary

The book contains an adequate set of assessment and testing suggestions

8 How do you evaluate the proportion of the four skills in this book?

9 Are the topics appropriate your students‟ age, ability and hobbies?

10 How do you think of the vocabulary provided in this book to your students?

11 How do you evaluate on the Practice in the book?

 Sufficient enough to the students‟ learning demand

 Insufficient to the students‟ learning demand

12 What are your opinions toward methodological criteria of the book?

The book helps to develop all skills

The book helps to improve your ability for communication

Language Points and vocabulary items are introduced in motivating and realistic context

The book provides the activities for individual, pair –work and group – work

The activities in the book helps to create a learning environment that attracts students creativity and curiosity

13 How do you think about the effect of following teaching aids?

14 After the course, how did your students make progress?

15 At last, would you mind giving some suggestions for the adjustment of this material? Please give your suggestions regarding the following aspects:

- Four skills: (listening, speaking, reading, writing)

-The end- Thank you for your cooperation!

Appendix 2: Sample of supplementing activities

6 [ə] teacher [' ti:tʃ ə r ] giáo viên

2 [ ɜ: ] shirt [ ʃɜ: t] áo sơ mi

2 [e I ] table ['te I bl] cái bàn

8 [ ə ʊ ] notebook ['nə ʊ tb ʊ k] quyển vở

1 [k] desk [desk] bàn học sinh

2 [h] horse [hɔ : rs] con ngựa

3 [t ʃ ] watch [w ɔ t ʃ ] đồng hồ đeo tay

4 [p] port [pɔ : rt] cảng biển

6 [t] pet [pet] vật nuôi trong nhà

8 [ ʃ ] fish [f I ʃ ] con cá b Voiced consonants

1 one [wʌn] 21 twenty-one ['twent ɪ 'wʌn]

2 two [tu:] 22 twenty-two ['twent ɪ ' tu:]

3 three [θri:] 23 twenty-three ['twent ɪ 'θri:]

4 four [fɔ:] 24 twenty-four ['twent ɪ 'fɔ : ]

5 five [faiv] 25 twenty-five ['twent ɪ 'faiv]

6 six [s ɪ ks] 26 twenty-six ['twent ɪ 's ɪ ks]

7 seven [„sevn] 27 twenty-seven ['twent ɪ 'sev(ə)n]

8 eight [eit] 28 twenty-eight ['twent ɪ 'e ɪ t]

9 nine [nain] 29 twenty-nine ['twent'na ɪ n]

11 eleven [i‟levn] 31 thirty-one [,θ ɜ: t ɪ 'wʌn]

12 twelve [twelv] 32 thirty-two [,θ ɜ: t ɪ ' tu:]

14 fourteen [fɔ:'ti:n] 50 fifty ['fift ɪ ]

15 fifteen [fif'ti:n] 60 sixty ['sikst ɪ ]

16 sixteen [siks'ti:n] 70 seventy ['sevnt ɪ ]

17 seventeen [,sevn'ti:n] 80 eighty ['eit ɪ ]

18 eighteen [ei'ti:n] 90 ninety ['naint ɪ ]

19 nineteen [nain'ti:n] 100 one hundred [w n] ['hʌndrəd]

Appendix 3: Sample for expanding activities boots dress jumper scarf sweater dress socks slippers jacket

Appendix 3: Sample for localizing activities

What English do you know? page 6

Common words Numbers 0–21 Plurals The alphabet Pronouns and possessive adjectives

Numbers 1–100 Days of the week Saying hello and goodbye Classroom instructions

2 be: personal information Pronunciation: short forms

4 be: personal questions Pronunciation: Sentence stress in questions and short answers

Names and countries Pronunciation: Word stress

Reading and listening: General knowledge quiz

1 this, that, these, those Pronunciation: this /DIs/, that /Dœt/, these /Di…z/ and those /D´Uz/

Everyday objects Pronunciation: Word stress Family vocabulary

Reading and listening: My favourite thing Pronunciation: Short forms

1 Present simple questions Pronunciation: Sentence stress in questions

2 Present simple (positive and negative)

Reading and vocabulary: Life in Britain Listening: Life in Australia

1 Present simple: he and she, like …ing, questions

Pronunciation: Third person verb forms

2 Present simple questions: he and she

3 Activity verbs and adverbs of frequency

Activities Listening: Celebrity loves and hates

Reading: An American star in London and a British star in Hollywood

1 can and can‟t Pronunciation: can and can‟t

2 Articles (2): a/an, the and zero

A Listening and speaking: Personal information

C Listening: Information about times and prices

1 There is and There are Pronunciation: Linking

2 some and any Pronunciation: Sentence stress

3 How much and How many

Food (countable and uncountable nouns)

Listening: Breakfasts around the world

Reading and speaking: Food: Facts and myths

1 Past simple: was and were Pronunciation: Past forms of be

2 Past simple: regular and irregular verbs Pronunciation: Regular past simple forms

Years, decades and centuries Pronunciation: Sentence stress

Reading: An ordinary life … an amazing idea Listening: A true story

Task Further skills Study Practise Remember

Task: Find information from documents

Real life: Answering questions Pronunciation: Stress and intonation in questions

Study tip: Capital letters Pronunciation spot: The sound /´/ (schwa)

Task: Talk about your family tree

Real life: Classroom language Pronunciation: Sounding polite

Study tip: Learning grammar words Pronunciation spot: The sounds /D/ and /T/

Task: Find things in common

Real life: Days and times Pronunciation: Sentence stress

Commas, full stops, and and but

Study tip: Remembering spelling Pronunciation spot: Silent syllables

Task: Find an e-mail friend

Real life: Asking politely Pronunciation: Sounding polite

Study tip: Finding spelling in a dictionary (1)

Pronunciation spot: Words ending in s

Task: Complete a survey about transport

Task: Describe the differences between two pictures

Real life: Ordering food and drink Pronunciation: international words;

Real life: Dates and other past time phrases

Time linkers: before, after, then

Study tip: Finding grammar in a dictionary (1)

Task: Tell your life story

Study tip: Finding grammar in a dictionary (2)

Pronunciation spot: The sounds /O…/ and /‰…/

1 Past simple negative forms Pronunciation: Sentence stress

Describing films Pronunciation: Word stress

Listening: The author behind the legend

1 Comparative adjectives Pronunciation: Stressed and weak syllables

Shops and shopping Reading: The world‟s most famous markets

1 Present continuous Pronunciation: The sound /IN/

2 Present simple or Present continuous?

Listening: People who wear uniforms

The world around us page 96

A Grammar: Present simple, Present continuous, Past simple

B Reading and speaking: Snacks around the world

1 can and can‟t for ability Pronunciation: Sentence stress and weak forms

3 Use of articles (3) Pronunciation: Different pronunciations of the

1 Future intentions: going to, would like to and want to

Pronunciation: Weak form of to

2 Suggestions and offers Pronunciation: Sounding polite

2 might and will Pronunciation: Present and future forms

D Listening: Song: Return to Sender

E Reading and speaking: Comparatives and superlatives

Reading: Amazing facts about the natural world

Going out and staying in

Learning for the future page 112

Education and careers Pronunciation: Silent vowel sounds

Reading: Easy English? Listening: My career

1 Present perfect Pronunciation: Sentence stress

2 Time phrases with the Present perfect and Past simple

Ways of communicating Reading: Getting in touch through the ages

1 Prepositions of movement Pronunciation: Sentence stress

2 have to, don‟t have to, can and can‟t Pronunciation: have to

Things in a town Pronunciation: Word stress

D Listening: Song: Trains and Boats and Planes

Task: Interview other students about arts and entertainment

Task: Choose souvenirs from your country

Real life: Arranging a night out

Study tip: Checking and revising Pronunciation spot: Stressed syllables

Real life: Asking in shops Pronunciation: Sentence stress in questions

Study tip: Finding spelling in a dictionary (2)

Task: Complete and describe a picture

Real life: Street talk Pronunciation: Sounding polite

Task: Devise a general knowledge quiz

Real life: Saying quantities and big numbers

Study tip: Recording new vocabulary Pronunciation spot: The sounds /w/ and /h/

Real life: Talk about the weather

Study tip: Remembering collocations Pronunciation spot: Short forms

Task: Find the right course

Real life: Applying for a course

Study tip: English outside the classroom

Pronunciation spot: The sounds /Å/, /´U/ and /O…/

Real life: Telephoning Pronunciation: Sounding polite

Study tip: Revising Pronunciation spot: The sounds /œ/ and /ứ/

Task: Plan a website about your town

This article evaluates the course book "New Cutting Edge Elementary" specifically for first-year accounting students at Haiphong Polytechnics College It assesses the effectiveness of the textbook in enhancing students' language skills and its relevance to their academic needs The evaluation considers various factors, including the book's structure, content, and teaching methodologies, ultimately aiming to determine its suitability for the targeted student demographic.

Listening: People who wear uniforms

Vocabulary and writing: Describing people

Task: Complete and describe a picture

1 Look at the three people who are talking on their mobiles Do they look happy or not?

2 Listen to their conversations and answer the questions.

Who are they talking to?

What do they say they are doing?

Are they telling the truth or not?

Listen and complete the sentences. for a bus. an important report for home. c

1 We use the Present continuous for actions happening now or around now.

2 Complete the gaps in the Present continuous forms.

You/We/They‟ working late.

Pronunciation tell the truth 1 Listen to ten sentences Which picture(s) above do they describe?

Listen and practise the \IN\ sound at the end of the -ing forms.

He/She You/We/They

? What am I he/she/it doing? you/we/they

2 laughing chatting raining • \IN\ • \IN\ • \IN\

Read Language summary A on page 156.

3 Look at the tapescript for recording 3 on page 171.

Listen again and practise the sentences.

This article evaluates the course book "New Cutting Edge Elementary" specifically for first-year accounting students at Haiphong Polytechnics College It examines the effectiveness of the material in enhancing students' English language skills and its relevance to their academic needs The assessment highlights both strengths and weaknesses of the textbook, providing insights into its suitability for the curriculum and its impact on student learning outcomes Ultimately, the evaluation aims to offer recommendations for improving the educational resources available to these students.

Practice 3 Make true sentences for you.Then compare with a partner. a I (sit) near the door.

MD Use your mini-dictionary to check the spelling of these -ing forms. eat buy c d read play e f sit drink g h drive get i j ride clean

I‟m not sitting near the door.

Our teacher (write) on the board.

2 Work in pairs Ask and answer about the photos below.

What‟s he doing? What are they doing?

He‟s cleaning windows They‟re playing football. a b c d e f g h i

This article evaluates the course book "New Cutting Edge Elementary" for first-year accounting students at Haiphong Polytechnics College It examines the effectiveness of the textbook in enhancing students' language skills and understanding of accounting terminology The study highlights the strengths and weaknesses of the book, providing insights into its relevance for the curriculum Additionally, it offers recommendations for improving the teaching and learning experience based on student feedback and academic performance Overall, the evaluation aims to contribute to the continuous improvement of educational resources in the field of accounting.

In pairs, take turns describing individuals from the pictures without revealing their identities, allowing your partner to guess who they are For example, one might say, "This person is dressed in a suit and a blue shirt."

In the images, observe the individuals and their destinations Identify the visible items: they are wearing various clothing such as trousers, jeans, sandals, tights, hats, ties, coats, belts, skirts, shorts, scarves, boots, trainers, jumpers, socks, handbags, gloves, dresses, earrings, shoes, shirts, suits, jackets, T-shirts, and carrying bags like backpacks and sports bags.

3 Describe a student in your class for your partner to guess.

In this exercise, examine the pairs of words and determine if the underlined vowel sounds are the same (S) or different (D) For example, "a tie" and "tights" share the same sound (S), while "coat" and "scarf" have different sounds (D) Continue this analysis for other pairs, including "shirt" and "shorts" (S), "shoes" and "boots" (D), "belt" and "dress" (D), "socks" and "gloves" (D), "jeans" and "earrings" (D), and others like "jumper" and "jacket" (D) Listen and verify your answers for accuracy.

2 Practise saying the words Pay attention to the vowel sounds.

We went out onto the streets to see what people are really wearing this summer … a Pedro, 26, City banker Going to: a business appointment. b Dimitri, 22, tourist.

Going to: The National Gallery. c Helen, 32, accountant.

Going to: the gym. d Camilla, 28.

Going to: her best friend‟s wedding. e Mel, 20, art student.

This article evaluates the course book "New Cutting Edge Elementary" specifically for first-year accounting students at Haiphong Polytechnics College It examines the book's effectiveness in enhancing language skills and its relevance to the students' academic needs The assessment highlights key strengths and areas for improvement, providing insights into how the material supports the learning objectives of the accounting curriculum Overall, the evaluation aims to determine the suitability of the course book in fostering a comprehensive understanding of English among the students.

On Friday night, Michelle transforms her look for a night out, swapping her usual dark work attire and minimal makeup for vibrant colors She dons a new pink top paired with a blue skirt, accentuated by a bold application of makeup, showcasing her stylish side.

MD Look back at the photo of Michelle in uniform

1 a Andy and Michelle wear a uniform in their job.

What are their jobs? b MD What clothes do they wear in their job? Are their uniforms smart / ugly / heavy / uncomfortable? c T10.6 Who do you think wears the following?

The article describes a unique outfit featuring a 300-year-old black and white hat, a white shirt, leather trousers, black trousers, oversized shoes, and tights, accompanied by a photo of the individual It prompts readers to consider how her appearance differs and encourages them to reflect on specific questions regarding her look.

What‟s Michelle doing at the moment?

What kind of colours does she usually wear at work?

What colours does she wear to go out?

Does she wear a lot of make-up at work?

Is she wearing make-up tonight?

She wears dark colours at work.

This is usually true / happening now.

She‟s wearing a pink top tonight.

This is usually true / happening now.

2 a Words we use with the Present simple: usually always often normally every day b Words we use with the Present continuous:

Listen again and answer the questions.

Why is Andy‟s uniform uncomfortable?

Why does he wear women‟s tights?

Do you think he likes his uniform?

Does Michelle like her uniform generally? Why?

Which part of her uniform doesn‟t she like? Why?

Do you wear a uniform at school or work? Do you like it? If not, would you like to wear a uniform?

Who wears a uniform in your country? Which now today at the moment

This article evaluates the course book "New Cutting Edge Elementary" for first-year accounting students at Haiphong Polytechnics College It assesses the book's effectiveness in enhancing language skills and its relevance to the students' academic needs The evaluation highlights the strengths and weaknesses of the material, providing insights into its suitability for the curriculum Overall, the study aims to improve teaching methods and learning outcomes for accounting students through a critical analysis of the course book.

1 a Choose the correct tense for the questions.

In the pictures, Mike stands out with his long hair and casual attire, while another individual is notable for having a moustache and blue eyes Among the group, someone in their thirties is dressed in smart clothes, contrasting with a slim person who has a shaved head Additionally, a well-built individual showcases medium-length hair, while another has a pony-tail The collection features a strikingly good-looking individual in their twenties, alongside a person with short blond hair.

2 Which other words can replace the blue words? b Work in pairs Ask and answer the questions.

2 a Which questions are the people below discussing? Put the verbs in the correct tense, Present simple or Present continuous 1 a b c d e

I usually (a) (wear) make-up when I (b) (go) to work, and when I (c) (go) out in the evening of course, but I

(d) (not wear) any at the moment because I (e) (work) at home today.

I‟m quite lucky – in my office everyone‟s quite casual People normally (f) (wear) jeans and maybe a shirt or jumper Even the boss (g) (not wear) a suit Today it‟s really hot so I

(h) (wear) shorts and sandals, and I (i) (not wear) socks.

I (j) (wear) shorts today because I (k) (go) to the gym and it‟s very hot, but I (l) (not normally wear) them because I (m) (hate) my legs!

3 Work in pairs Use the sentences in exercises 1 and 2to describe the six people

4 Write a description of yourself or of a famous person you all know

Describe your (or their) appearance and how you (or they) dress.

❜ b Listen and check your answers.

I‟ve got (short blond hair and green eyes).

I usually wear (jeans and jumpers).

Today I‟m wearing (a suit and tie).

3 Work in groups at work/school, Tell other what students about when you

This article evaluates the "New Cutting Edge Elementary" course book for first-year accounting students at Haiphong Polytechnics College It assesses the book's effectiveness in enhancing students' language skills and its relevance to the curriculum The evaluation highlights key strengths, such as engaging content and practical exercises, while also addressing areas for improvement Ultimately, the study aims to provide insights that can enhance the teaching and learning experience for accounting students.