An evaluation of the textbook kid’s box 5 for grade 5 at doan thi diem private primary school

VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST - GRADUATE STUDIES ****** ĐỖ THỊ THUẦN AN EVALUATION OF THE TEXTBOOK “ KID’S BOX 5” FOR GRADE AT DOAN THI DIEM PRIVATE PRIMARY SCHOOL (Nghiên cứu đánh giá sách giáo khoa “ Kid’s Box 5” dùng cho học sinh lớp trường Tiểu học Dân lập Đoàn Thị Điểm ) M.A Minor Programme Thesis Field: English Teaching Methodology Code: 60.140.111 HANOI - 2015 VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST - GRADUATE STUDIES ****** ĐỖ THỊ THUẦN AN EVALUATION OF THE TEXTBOOK “ KID’S BOX 5” FOR GRADE AT DOAN THI DIEM PRIVATE PRIMARY SCHOOL (Nghiên cứu đánh giá sách giáo khoa “ Kid’s Box 5” dùng cho học sinh lớp trường Tiểu học Dân lập Đoàn Thị Điểm ) M.A Minor Programme Thesis Field: English Teaching Methodology Code: 60.140.111 Supervisor: Hoàng Thị Xuân Hoa, Ph.D HANOI - 2015 DECLARATION I hereby declare that all information in this thesis has been obtained and presented in accordance with academic rules and ethical conduct I also declare that, as required by these rules and conduct, I have fully cited and referenced all material and results that are not original to this work Signature Do Thi Thuan i ACKNOWLEDGEMENTS First and foremost, I would like to express my deepest gratitude and appreciation to Dr Hoang Thi Xuan Hoa, my supervisor, for her guidance, advice, criticism, encouragements and insight throughout the research I would like to show my gratitude to all lecturers of the Faculty of Post - Graduate Studies, University of Languages and International Studies, Vietnam National University, Hanoi for their precious lectures, and to Asso Prof Dr Le Van Canh for his inspiring lectures on material evaluation and his support to my research I am greatly indebted to the teachers and students at Doan Thi Diem Private Primary School for their cooperation and enthusiasm when they participated in my research Last but not least, thanks go to valued encouragements and helps from my family in so many ways that gave me significant motivation, determination and passion to carry on my thesis ii ABSTRACT Materials evaluation is important in language teaching and learning and it is necessary to evaluate materials frequently This study is conducted to evaluate the appropriateness of the textbook “Kid’s Box 5” (by Caroline Nixon & Michael Tomlinson, Cambridge University Press, 2010 ) which has been in used for students in Doan Thi Diem Private Primary School (DTDS) since 2011 To evaluate the appropriateness of the textbook to the students’ needs and objectives of the course, document analysis and questionnaires from the perspectives of teachers and students of DTDS in term of aims, design and organization, content and methodology were used The study adopted model by Hutchinson and Waters (1987) in which objective and subjective analysis were done to achieve the results of the study The findings of the study reveal that the textbook could be suitable to the students and course requirements in terms of objectives, design and organization, topics, vocabulary, listening, reading and speaking components The textbook in general is appropriate to the students’ needs and the course requirements However, the tasks and exercises in grammar, writing and pronunciation sections need improving Based on the findings, the thesis suggests that adaptation should be made to overcome some weaknesses in order to enhance the effectiveness of the book for future use iii TABLE OF CONTENTS Declaration i Acknowledgements .ii Abstract .iii Table of contents iv List of Abbreviations vii List of Tables .viii List of Figures ix PART A: INTRODUCTION Rationale of the study Aims of the study Research question Scope of the study Significance of the study Method of the study Overview of the study PART B: DEVELOPMENT CHAPTER I: LITERATURE REVIEW 1.1 Materials in teaching and learning 1.1.1 Definition of materials and types of materials 1.1.2 Roles of materials in language teaching and learning 1.2 Materials evaluation 1.2.1 Definition of materials evaluation 1.2.2 The importance of materials evaluation 1.2.3 Types of materials evaluation 1.2.4 Models for evaluation 1.2.5 Criteria for materials evaluation 11 1.3 Learning styles of and teaching styles for primary students 13 iv CHAPTER II: METHODOLOGY 2.1 An overview of current English teaching and learning at DTDS 15 2.2 Research methods 16 2.2.1 Document analysis 16 2.2.2 Survey questionnaire 16 2.2.2.1 Teacher questionnaire 16 2.2.2.2 Student questionnaire 17 2.3 Participants 17 2.4 Procedures 17 2.4.1 Document analysis 18 2.4.2 Questionnaires for students and teachers 18 CHAPTER III: DATA ANALYSIS AND DISCUSSION 3.1 Document analysis 19 3.1.1 The appropriateness of the material to the aims of the course 19 3.1.1.1 Objectives of the course 19 3.1.1.2 Objective of Kid’s Box 20 3.1.2 The appropriateness of the material to the content requirements of the course 20 3.1.2.1 Syllabus analysis 21 3.1.2.2 Material analysis 21 3.1.3 The appropriateness of the material to the methodology requirements of the course 23 3.1.3.1 Syllabus analysis 23 3.1.3.2 Material analysis 24 3.2 Survey results 28 3.2.1 The appropriateness of the material to the aims of the course 28 3.2.2 The appropriateness of the material to the design and organization of the course 30 3.2.3 The appropriateness of the material to the content of the course 32 v 3.2.4 The appropriateness of the material to the methodology requirement of the course 36 PART C: CONCLUSION Summary of major findings 39 Recommendations 40 Limitations of the study 41 Suggestions for further study 42 Conclusion 42 References 43 Appendices Appendix 1: I Appendix 2: IV Appendix 3: VII Appendix 4: XII vi LIST OF ABBREVIATIONS DTDS Doan Thi Diem Private Primary School ELT English Language Teaching EFL English as Foreign Language MOET Ministry of Education and Training YLE tests Young Learner English tests CEFR Common European Framework of Reference ESOL Educational Services Overseas Limited vii LIST OF TABLES Table Page Table 3: Content requirements of the course 21 Table 4: The methodology requirements of the course 24 Table 5: Types of tasks and exercises for language skills 25 Table 6: Types of tasks and exercises for language points 26 Table 7: Students’ and teachers’ evaluation on the aims of the book 29 Table 8: Students’ and teachers’ evaluation on the design and organization of the book 30 Table 9.1: Students’ and teachers’ evaluation on the topics of the book 32 Table 9.2: Students’ and teachers’ evaluation on the language content of 34 the book Table 9.3: Students’ and teachers’ evaluation on the language skills of the 34 book Table 10.1: Students’ and teachers’ evaluation on the tasks and exercises 36 of the book Table 10.2: Students’ and teachers’ evaluation on the teaching and learning techniques of the book viii 38 APPENDIX QUESTIONNAIRE FOR TEACHERS Dear teachers, This questionnaire is designed to collect information about teachers’ evaluation of the textbook Kid’s box The information collected from this survey will be of great value to my evaluation research and to the improvement of the textbook for future use Thank you! I The textbook aims The textbook Kid’s Box provides students opportunity to: Please put a tick (√) in the box or boxes that reflect your opinion.(You can choose more than one answer) a Communicate simply in English according to the given topics b Write short descriptive paragraphs, letters or postcards to friends and relatives c Acquire some basic English grammar d Have the number of vocabulary relating to common topics in the book e Acquire some basic understanding of the people and cultures of some English- speaking countries f Acquire basic knowledge about pronunciation For items from to 28, please put a tick (√) in the box that reflects your opinion using this scale: = strongly disagree = agree = disagree 4= strongly agree I No Statements II DESIGN AND ORGANIZATION The cover is attractive The font size and type used in the book are appropriate for young learners Every lesson is given an appropriate title The page layout and design of Kid's Box are clear and organized The headings, icons, labels, italics, etc in each unit are consistent and easy to understand The content is presented logically in each unit The pictures and artwork are varied, colorful and attractive The pictures and artwork help students understand the subjects, exercises 10 III CONTENT Topics The topics are interesting and the students like them 11 The topics in the book are various 12 13 14 15 16 17 18 The difficulty level of the topics is suitable to grade students The topics help expand your students' knowledge and enrich their experience The topics help students relate to the social and cultural contexts Language Content The book provides your students with updated information The difficulty level of grammar items is suitable to grade students The number of vocabulary in a lesson is suitable to grade level Pronunciation part includes enough material for pronunciation work Language skills 19 Four skills (reading, writing, speaking, and listening) are well integrated in each unit of the book II 20 Listening lessons are set in a meaningful context 21 New language items (grammar and vocabulary) are introduced and consolidated in reading texts 22 There is sufficient material for spoken English (e.g dialogues, role-plays, pictures, etc.) 23 There is sufficient material for writing activities IV TEACHING METHODOLODY The textbook includes a variety of tasks and exercises of: Speaking skill Listening skill Reading 24 Writing Grammar Vocabulary Pronunciation There are activities encouraging the creativities of 25 students The textbook includes the activities encouraging practice 26 to communicative purposes The textbook provides activities which are suitable to 27 individual work, pair work, group work and whole class work Thank you very much! III APPENDIX QUESTIONAIRE FOR STUDENTS Các học sinh thân mến, Phiếu điều tra thiết kế để thu thập thông tin đánh giá học sinh sách Kid’s Box Thông tin thu thập từ phiếu điều tra có giá trị lớn nghiên cứu đánh giá điều chỉnh giáo trình lần sử dụng sau Xin chân thành cảm ơn con! I Mục đích sách Cuốn sách Kid’s Box giúp có thể… Hãy đánh dấu ( √ ) vào ô tương ứng với đáp án lựa chọn Con lựa chọn nhiều đáp án a Giao tiếp nói đơn giản tiếng Anh theo số chủ đề học b Viết đoạn văn miêu tả ngắn, viết thư hay bưu thiếp đơn giản cho bạn bè, người thân c Nắm số kiến thức ngữ pháp d Mở rộng vốn từ vựng liên quan đến chủ đề quen thuộc học e Biết số kiến thức người, văn hóa số nước nói tiếng Anh thông qua học f Biết số kiến thức phần ngữ âm Đối với câu từ đến câu số 28, đánh dấu ( √ ) vào ô thể ý kiến theo mức độ tương ứng: = Hoàn toàn không đồng ý = Đồng ý = Không đồng ý = Hoàn toàn đồng ý IV STT TIÊU CHÍ ĐÁNH GIÁ II – THIẾT KẾ VÀ BỐ CỤC CỦA SÁCH Bìa sách đẹp, hấp dẫn Cỡ chữ loại chữ dùng sách phù hợp với lứa tuổi Mỗi học có chủ đề thú vị Cách bố trí thiết kế trang rõ ràng Các đề mục, biểu tượng minh họa, cách đặt tên cho nhân vật, việc cách in nghiêng chữ trình bày thống dễ hiểu Nội dung đưa hợp lý, dễ theo dõi Tranh ảnh hình minh họa đa dạng, nhiều màu sắc hấp dẫn Tranh ảnh hình minh họa giúp hiểu nội dung dễ dàng hiểu yêu cầu tập III – NỘI DUNG CHỦ ĐỀ TRONG SÁCH 10 Các chủ đề thú vị thích chủ đề 11 Các chủ đề sách thuộc nhiều chủ điểm khác phù hợp với 12 Các chủ đề sách không khó với 13 Các chủ đề giúp mở rộng kiến thức làm giàu thêm vốn hiểu biết hay kinh nghiệm thực tế 14 Con liên hệ việc sống hàng ngày với nội dung đề cập đến sách NỘI DUNG NGÔN NGỮ 15 Thông tin sách cập nhật 16 Các chủ điểm ngữ pháp sách khó vừa phải phù hợp với trình độ 17 Số lượng từ vựng phù hợp với trình độ 18 Phần học cách phát âm có đủ tài liệu giúp thực hành V 19 KỸ NĂNG NGÔN NGỮ Có kết hợp hài hòa bốn kỹ 20 Các nghe có nội dung phù hợp với tuổi 21 Từ vựng ngữ pháp xuất đọc 22 Sách có hoạt động hội thoại, đóng vai 23 Sách cung cấp đủ tài liệu cho hoạt động luyện viết IV PHƯƠNG PHÁP GIẢNG DẠY Sách bao gồm đa dạng hoạt động tập về: 24 kỹ nói kỹ nghe kỹ đọc kỹ viết ngữ pháp từ vựng phát âm 25 Các hoạt động sách khuyến khích sáng tạo 26 Các hoạt động sách giúp giao tiếp tiếng Anh tốt sống hàng ngày 27 Các hoạt động sách giúp cho dễ dàng phù hợp với hoạt động cá nhân, đôi, nhóm lớp Chân thành cảm ơn con! VI APPENDIX HUTCHINSON AND WATERS’ EVALUATION CHECKLIST SUBJECTIVE ANALYSIS (i.e analysis of your course, in terms of materials requirements) OBJECTIVE ANALYSIS (i.e analysis of materials being evaluated) AUDIENCE 1A Who are your learners? 1B Who is the material intended for? e.g       Ages Sex Nationality/ies Study or work specialism (mechanics, banking …) Status/ role with respect to specialism (e.g trainee cashier, qualified anesthetist …) Knowledge of English/ specialism/ other (e.g knowledge of “the world”) Educational backgrounds Interests   AIMS 2A What are the aims of your course? 2B What are the aims of the materials? (Note: Check that the aims are actually what they are said to be, by looking at the material itself) CONTENT 3A What kind of language description you require? Should it be structural, notional, functional, and discourse-based, some other kind, a combination of one or more of these? 3B What type(s) of linguistic description is/ are used in the materials? 4A What language points should be covered? (i.e What particular structures, functions, vocabulary areas etc?) 4B What language points the materials cover? 5A What proportion of work on each macro-skill (e.g reading) is desired? Should there be skillsintegrated work? 5B What is the proportion of work on each skill? Is there skills-integrated work? 6A What micro-skills you need? (e.g deducing the meanings of unfamiliar words) 6B What micro-skills are covered in the VII 7A What text-types should be included? materials? e.g 7B What kinds of texts are there in the materials? manuals? letters? dialogues? experimental reports? visual texts (pictures, diagrams, charts, graphs, cartoons etc.)? listening texts? any other kind? 8A What subject-matter area(s) is/ are required (e.g medicine, biology etc.)? 8B What is/are the subject-matter area (s) assumed level of knowledge, and types of topics in the materials? What level of knowledge should be assumed (e.g secondary school, first year college/ university, post-graduate etc.)? What types of topics are needed (e.g in medicine: hospital organisation, medical technology etc.)? What treatment should the topics be given (e.g 'straightforward', factual; 'human interest' angle; humorous; unusual perspective; taking into account issues, controversy, etc.)? 9A How should the content be organised throughout the course? around language points? by subject matter? by some other means (e.g study skills)? by a combination of means? 10A How should the content be organised within the course units? by a set pattern of components? by a variety of patterns? by some other means? to allow a clear focus on (e.g certain skill areas, a communication task etc.)? 11A How should the content be sequenced throughout the course? e.g What treatment are the topics given? 9B How is the content organised throughout the materials? 10B How is the content organised within the units? 11B How is the content sequenced throughout the book? from easier to more difficult? to create variety? VIII to provide recycling ? by other criteria? Should there be no obvious sequence? 12A How should the content be sequenced within a unit? 12B How is the content sequenced within a unit? e.g from guided to free? from comprehension to production? accuracy to fluency? by some other means? Should there be no obvious sequence? METHODOLOGY 13A What theory/ies of learning should the course be based on? 13B What theory/ies of learning are the materials based on? Should it be behaviorist, cognitive, affective, some other kind, and a combination of one or more of these? 14A What aspects of the learners' attitudes to/ expectations about learning English should the course take into account? 14B What attitudes to/ expectations about learning English are the materials based on? 15A What kinds of exercises/ tasks are needed? 15B What kinds of exercises/ tasks are included in the materials? e.g guided  free? comprehension  production? language/ skills practice  language/ skills use? one right answer  many possible right answers? whole class  group  individual? language/ skills-based  content- based? 'mechanical'  problem solving? role-play, simulation, drama, games? ones involving visuals? self-study? some other kinds? 16A What teaching-learning techniques are to be used? 16B What teaching-learning techniques can be used with the materials? e.g lockstep? pair work? small-group work? IX student presentations? work involving technical subject matter? other kinds? 17A What aids are available for use? 17B What aids the materials require? e.g cassette recorders? overhead projectors? realia? wallcharts? video? other? 18A What guidance/support for teaching the course will be needed? 18B What guidance the materials provide? e.g statements of aims? lists of vocabulary and language-skills points? language guidance? technical information? methodological directive or hints? suggestions for further work? tests? other kinds? 19A How flexible the materials need to be? 19B In what ways are the materials flexible? e.g - can they be begun at different points? - can the units be used in different orders? - can they be linked to other materials? - can they be used without some of their components (e.g cassettes)? OTHER CRITERIA 20A What price range is necessary? 20B What is the price? 21A When and in what quantities should the materials be available? etc 21B When and how readily can the materials be obtained? X APPENDIX TABLE CONTENT OF KID’S BOX Time: periods /week x 35 weeks = 175 periods COMMUNICATIVE COMPETENCES Unit Topic Me and Welcome to our - Present simple - Speaking and listening: ezine -Hello, nice to meet you Introducing about oneself; taking about ezine - I’d like to V competition; daily routines; talking about my school Vocabulary Grammar Themes Phonic - School ezine - Greeting - Daily school - Daily school school subjects, school timetable routines routines, days of - Reading: about different subjects; a week, time understanding the story table - Writing: Learning about capital letters and - School full stop and practicing using them in texts subjects - Pronunciation: recognizing the number of - School subject Syllable Models syllable in words Present simple - Speaking and listening: Telling the time; - What time is it? talking about TV programmes and favourite - Fun time is on TV at programmes time twenty past four -Reading: recognizing about TV programmes; - Daily activities - A documentary is a understanding and retelling the story; reading -TV programme programme which tells and understanding about making cartoons Time for The sound the television /ŋ/ family - Telling the Me and -Time XI us about our world - Writing: a review about books or films - Film and - TV cartoon history programmes - Pronunciation: Recognizing the phoneme /η - Film and / in words cartoon Me and - Be going to +V - Speaking and listening: talking about Syllable Dan thinks he’s going to people’s jobs; intensions and plans for future stress be a nurse jobs; making future plans; talking about People at work the - Occupation world - Describing - Occupation around occupation - Action verbs - John Travolta is a famous people and the jobs they do; - Future plan - Days in a week famous actor discussing about the way to have healthy teeth - Teeth, tooth - Teeth - Must and gum To have healthy teeth - Reading: different people with different jobs; and gum, you must brush recognizing different kinds of teeth and their your teeth everyday after jobs teeth development meals and before bed - Pronunciation: Recognizing the stress words care and the syllable stress; finding stressed syllables in words - Writing: Understanding how, where and why apostrophes are used in English XII Me and City life - Direction - Speaking and listening: Giving simple the - Giving - preposition and Phoneme Turn left Take the first directions; following the directions and find world direction direction street on the right Go the right places; famous places in Vietnam around - Places in cities - city straight on Stop before - Reading: Reading and understanding maps; - London - places you get to the river famous places in London; the history of cities - History of What’s on the /your left? around the world cities + The theatre is between - Writing: Reviewing about spelling rules in the cinema and the English library - Pronunciation: Identifying, saying /ʌ/ - Past tense sounds in words; finding more words with the /ʌ/ phoneme //ʌ/ Me and Disaster Stressed - Past continuous and - Speaking and Listening: Talking about the - Weather - Weather word in past simple weather and disasters; talking about world - Disaster - Disaster sentences I was having a picnic interrupted past actions, activities in specific around - Date - Date when it started to rain time in the past; talking about events with - Connecting - Date: dates and months th and sequencing The tsunami was on 28 - Reading: reading and understanding about words December 1908 some famous disasters around the world; about earthquakes, tsunamis and volcanoes - Writing: Learning how to use connecting and sequencing words in writing stories Writing a diary XIII - Pronunciation: Recognizing the stressed and unstressed words Me and Material things Words about Homopho - Be made of/ from/ in/ - Speaking and listening: Talking about ne by/ for materials and what things are made of the - Material world - Material things material and - Come from - Reading : Reading and understanding about around - Manmade and The mice are made of different manmade and natural materials from chocolate around the world; reading and understanding plastic natural material - Plastic about different kinds of plastic, how they are made and why they are recycled - Writing: Describing objects; writing about one’s dream house - Pronunciation: Recognizing the homophones Me and Senses -/s/ - What does it look / - Speaking and listening: talking about five - /z/ sound/ taste …like? senses and what things feel, look, taste, sound, my - senses - senses friends - recipe - food, party, It looks like coffee smell like - plan for party activities - How does it look/ - Reading : Reading about how to make pizza - optical illusion - optical illusion sound/ taste….? following a recipe; reading and understanding It looks beautiful about optical illusions - Be going to… -Writing: Writing a diamante poem - - Pronunciation: Recognizing the phoneme /s/ and /z/ and practicing them XIV Me and Natural world Weak - Should/ shouldn’t - Speaking and listening: talking about natural the - natural world - nature words form of We should always clean world; giving advice using should/shouldn’t; world - endangered - words used for “and” up after a picnic in the describing pictures of animals around species animal countryside -Reading : about endangered species; the - natural description resources -endangered and - Comparative extinction of the dinosaurs and about fossils - animal exctinc animals The male is more -Writing: a polite letter reasons for animals extinctions, about the beautiful than the female - Pronunication: Practicing saying and extinction identifying weak forms of and Me and World of sport “ed” - Present perfect - Speaking and listening: talking about my -sports in school - sports /id/ We’ve done it experience of doing sports; school - activities in - seasons /d/ He hasn’t lost it -Reading: sports that people in different sports - Olympic Game Have you ever won a seasons; about the Olympic Games prize? -Writing: Writing an email - Typical sports in seasons - Pronunciation: practicing the past ending - Olympic Game “ed” with /id/ and /d/ XV [...]... finish at any time in the day and gave back to the researcher at the end of the school day 18 CHAPTER THREE: DATA ANALYSIS AND DISCUSSION 3.1 Document Analysis 3.1.1 The appropriateness of the material to the aims of the course By analyzing the course objectives and syllabus of material, the appropriateness of the material to the aims of the course was found out 3.1.1.1 Objectives of the course After the. .. in-depth investigation into the materials” (p 75) What is important for the evaluator at this stage is finding out to what extent the factors mentioned at the external evaluation stage match up with the internal consistency and organization of the materials Finally, they state, “there 9 is a need to make an overall assessment of the material as to the suitability of the materials by considering the parameters,... always fit the curriculum or closely correspond with the objectives of the course and the needs of the teachers and learners Therefore, the textbook should be evaluated based on the needs and the context of the course Hutchinson and Waters (1987: 96) stated that evaluation is a matter of judging the fitness of something for a particular purpose.” Then, textbook evaluation helps the teachers select the most... period of continual use Evaluation of this kind can be practical in helping to decide whether to use the same textbook on future occasions 8 In this paper, formative evaluation is used with the aim to seek out the suitability of Kid’s Box 5 when it is in use for grade 5 students in DTDS 1.2.4 Models for evaluation There are certain kinds of models suggested for the evaluation of the language teaching materials... 3 15) In some situations textbooks serve as the basis for many language inputs that learners receive and for language practices that occur in the classroom They may provide the basis for the content of the lessons, the balance of skills being taught and the kinds of language practice the students take part in Despite the crucial roles of textbooks in teaching and learning the foreign language the textbook. .. addition, the collected findings are useful to her and her students Moreover, grade 5 students are mature enough for the survey 2 Aims of the study This study aims to evaluate Kid’s Box 5 to find out the appropriateness of this textbook for the students and the context of teaching and learning of the teachers and grade 5 students at DTDS in terms of aim, design and organization, content and methodology... sometimes they need to be evaluated to suit the language program and the learners’ needs 1.2 Materials Evaluation 1.2.1 Definition of materials evaluation There are many definitions of materials evaluation by the authors The term evaluation has been used to define a variety of processes in the field of applied linguistics Lynch (1996: 2) defines evaluation as the systematic attempt to gather information... DTDS Therefore, this study was conducted to evaluate a 1 textbook Kid’s Box 5 in the series Kid’s Box for grade 5 students and suggest ways to improve the suitability of the textbook and the course The author chooses Kid’s Box 5 because she is a grade 5 teacher in DTDS This can help her conduct the study more convenient in terms of working with grade 5 students and teachers, a d in finding involving materials... select the most appropriate materials for a certain course or have any adaptation for the materials in the next course At Doan Thi Diem Private Primary School (DTDS), English has been a compulsory and main subject for all students from the beginning of grade one With the typical characteristic of a private school in choosing textbooks in foreign language, there has hardly an official textbook which is absolutely... out materials evaluation with related issues in which reasons for materials evaluation, definition of materials evaluation, types of materials evaluation, model and criteria for materials evaluation are explored 1.1 Materials in teaching and learning 1.1.1 Definition of materials and types of materials Tomlinson (2001:66) defines materials as “anything which can be used to facilitate the learning of ... appropriateness of the material to the aims of the course 28 3.2.2 The appropriateness of the material to the design and organization of the course 30 3.2.3 The appropriateness of the. .. learners an attractive and organized material By comparing the students’ and teachers’ evaluation on the relevance of criteria of the design and organization of the evaluated textbook to the learners’... NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST - GRADUATE STUDIES ****** ĐỖ THỊ THUẦN AN EVALUATION OF THE TEXTBOOK “ KID’S BOX 5 FOR GRADE AT DOAN