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 questionnaire17 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 Table 3: Content requirements of the course Table 4: The methodology requirements of the course Table 5: Types of tasks and exercises for language skills Table 6: Types of tasks and exercises for language points Table 7: Students’ and teachers’ evaluation on the aims of the book Table 8: Students’ and teachers’ evaluation on the design and organization of the book Table 9.1: Students’ and teachers’ evaluation on the topics of the book Table 9.2: Students’ and teachers’ evaluation on the language content of the book Table 9.3: Students’ and teachers’ evaluation on the language skills of the book Table 10.1: Students’ and teachers’ evaluation on the tasks and exercises of the book Table 10.2: Students’ and teachers’ evaluation on the teaching and learning techniques of the book viii 34 34 36 38 STT TIÊU CHÍ ĐÁNH GIÁ II – THIẾT KẾ VÀ BỐ CỤC CỦ Bìa sách đẹp, hấp dẫn Cỡ chữ loại chữ dùng sách phù hợp vớ 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 11 Các chủ đề thú vị thích chủ đề Các chủ đề sách thuộc nhiều chủ điểm khác phù hợp với 12 Các chủ đề sách khơng q khó với Các chủ đề giúp mở rộng kiến thức 14 15 16 17 18 13 làm giàu thêm vốn hiểu biết hay kinh nghiệm thực tế Con liên hệ việc sống hàng ngày với nội dung đề cập đến sách NỘI DUNG NGƠN NGỮ Thơng tin sách cập nhật Các chủ điểm ngữ pháp sách khó vừa phải phù hợp với trình độ Số lượng từ vựng phù hợp với trình độ Phần học cách phát âm có đủ tài liệu giúp thực hành V 19 20 21 22 23 KỸ NĂNG NGƠN NGỮ Có kết hợp hài hòa bốn kỹ Các nghe có nội dung phù hợp với tuổi Từ vựng ngữ pháp xuất đọc Sách có hoạt động hội thoại, đóng vai 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: kỹ nói kỹ nghe 24 kỹ 25 26 27 đọc kỹ viết ngữ pháp từ vựng phát âm Các hoạt động sách khuyến khích sáng tạo Các hoạt động sách giúp giao tiếp tiếng Anh tốt sống hàng ngày Các hoạt động sách giúp cho dễ dàng phù hợp với hoạt động cá nhân, đơi, 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) AUDIENCE 1A Who are your learners? e.g Ages Sex Nationality/ies Study or work specialism (mechanics, Status/ role with respect to specialism banking …) (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? 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? 4A What language points should be covered? (i.e What particular structures, functions, vocabulary areas etc?) 5A What proportion of work on each macro-skill (e.g reading) is desired? Should there be skillsintegrated work? 6A What micro-skills you need? (e.g deducing the meanings of unfamiliar words) VII materials? 7A What text-types should be included? e.g 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.)? What level of knowledge should be assumed (e.g secondary school, first year college/ university, post-graduate etc.)? 7B What kinds of texts are there in the materials? 8B What is/are the subject-matter area (s) assumed level of knowledge, and types of topics in the materials? What 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? What treatment are the topics given? 9B How is the content organised 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? throughout the materials? 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? 10B How is the content organised within the units? e.g 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? 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? Should it be behaviorist, cognitive, affective, some other kind, and a combination of one or more of these? 14A What aspects of the learners' attitudes to/ expectations about learning English should the course take into account? 15A What kinds of exercises/ tasks are needed? e.g 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? 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? 21A When and in what quantities should the materials be available? etc X APPENDIX TABLE CONTENT OF KID’S BOX Time: periods /week x 35 weeks = 175 periods Themes Unit Me and my Topic school Welcome to our ezine - School ezine - Daily school routines - School subject Me and the family Time for television - Telling the time - Daily activities -TV programme XI - Film and cartoon history Me and the world around People at work - Occupation - Describing occupation - Future plan - Teeth, tooth care XII Me and the City life - Giving world direction around - Places in cities - London - History of cities Me and the Disaster - Weather world - Disaster around - Date Me and the world around Material things - Material - Material things - Manmade and natural material - Plastic Me and my friends Senses - senses - recipe - plan for party - optical illusion Me and the Natural world - natural world world - endangered around species - natural resources - animal extinction Me and my school World of sport -sports in school - activities in sports - Typical sports in seasons - Olympic Game XV ... 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. .. 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... 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