Evaluation of “american hotline intermediate” and suggestions on how to use it effectively as a coursebook for intensive english curriculum at junior high schools in ho chi minh city m a thesis 6

MINISTRY OF EDUCATION AND TRAINING VIETNAM NATIONAL UNIVERSITY – HCM CITY UNIVERSITY OF SOCIAL SCIENCES & HUMANITIES NGUYEN THI MINH LY EVALUATION OF “AMERICAN HOTLINE-Intermediate” AND SUGGESTIONS ON HOW TO USE IT EFFECTIVELY AS A COURSEBOOK FOR INTENSIVE ENGLISH CURRICULUM AT JUNIOR HIGH SCHOOLS IN HO CHI MINH CITY A thesis in TESOL Code number: 04016 SUBMITTED IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE OF MASTER OF TESOL SUPERVISOR: DO HUY THINH, Ph.D HO CHI MINH CITY – 2009 CERTIFICATE OF ORIGINALITY I certify my authorship of the thesis submitted today entitled: EVALUATION OF “AMERICAN HOTLINE – Intermediate AND SUGGESTIONS ON HOW TO USE IT EFFECTIVELY AS A COURSEBOOK FOR INTENSIVE ENGLISH CURRICULUM AT JUNIOR HIGH SCHOOLS IN HO CHI MINH CITY in terms of the statement of Requirements for Theses in Master’s Programs issued by the Higher Degree Committee Ho Chi Minh City September, 2009 NGUYEN THI MINH LY i ACKNOWLEDGEMENTS I would like to express my deepest gratitude to my supervisor, Mr Do Huy Thinh, Ph.D who has devoted a lot of time to helping me finish my thesis He has read over and over, commented sincerely, and contributed valuable suggestions to my thesis at every stage of its development in order to make sure that it makes sense I am also grateful to the English-language teachers at Hai Ba Trung, Le Quy Don, Kien Thiet, Le Loi, Doan Thi Diem junior high schools in the third district and Tran Dai Nghia grammar school.in the first district of Ho Chi Minh City for their comments and suggestions on the coursebook American Hotline – Intermediate Finally, I would like to thank my family members for their support during the time I was doing this thesis ii LIST OF ABBREVIATIONS PET Preliminary English Test FCE First Certificate of English iii ABSTRACT Learning English has become a real need to the Vietnamese people including children, adolescents and adults Children learn English for fun, adolescents for their higher studies abroad and adults for their jobs Although their goals to study are different, all of them have a great interest in English, especially considering it an international language However, due to the difference in age, psychology, interests, learning styles and especially motivation, each group of learners should study an appropriate coursebook American Hotline series has been chosen as a coursebook for students of the Intensive English Program for ten years thanks to its exceptional features Nevertheless, there also have been complaints from teachers and students using the books as well as the students’ parents about inappropriate aspects in the series, especially at the intermediate level So far, these issues have not been officially discussed to find out the best solutions for teaching and learning the books most effectively Therefore, the purpose of this thesis is to evaluate American Hotline – intermediate to see whether it can be adopted in Vietnamese learning and teaching situation, to explore the potential obstacles students and teachers encounter when using the book and finally to present some suggestions on how to put it in the most effective use iv TABLE OF CONTENTS CERTIFICATE OF ORIGINALITY ……………………………………………………………… I ACKNOWLEDGEMENTS………………………………………………………………………… II LIST OF ABBREVIATIONS……………………………………………………………………… III ABSTRACT………………………………………………………………………………………… IV TABLE OF CONTENTS…………………………………………………………………………… V CHAPTER 1.1 1.2 1.3 1.4 1.5 1.6 1.7 1.8 1.9 INTRODUCTION………………………………………………………………… BACKGROUND …………………………………………………………………….……… STATEMENT OF PURPOSE…………………………………………………………………2 RESEARCH QUESTIONS……………………………………………………………………3 SIGNIFICANCE OF THE STUDY………………………………………………….……… DEFINITIONS OF TERMS………………………………………………………….……… LIMITATIONS……………………………………………………………………………… DELIMITATIONS…………………………………………………………………………….5 METHODOLOGY…………………………………………………………………………….6 ORGANIZATION OF THE REMAINDER OF THE STUDY……………………………….6 CHAPTER LITERATURE REVIEW………………………………………………………… 2.1 EVALUATION OF A COURSEBOOK……………………………………………………… 2.1.1 What are language-teaching materials?…………………………………………………….8 2.1.2 The role of materials in language teaching…………………………………………………9 2.1.3 Why we evaluate coursebooks?……………………………………………………… 10 2.1.4 How we evaluate a course book?………………………………………………………11 2.2 FACTORS AFFECTING ENGLISH LEARNING AND TEACHING………………………13 2.2.1 Learner factors…………………………………………………………………………….13 2.2.2 Teacher factors………………………………………………………………….…………15 2.2.3 Physical conditions of English teaching and learning…………………………………….20 2.2.4 Testing…………………………………………………………………………………… 21 2.3 POTENTIAL OBSTACLES IN ENGLISH TEACHING AND LEARNING……………… 23 2.3.1 The non-motivation of the students……………………………………………………….23 2.3.2 The learning situation…………………………………………………………………… 23 2.3.3 The cultural differences between L1 and L2…………………………………………… 24 2.4 SUMMARY………………………………………………………………………………… 25 CHAPTER OVERVIEW OF THE INTENSIVE ENGLISH PROGRAM……….…………26 3.1 PURPOSES……………………………………………………………………………………26 3.2 REQUIREMENTS………………………………………………………………….…………27 3.3 TARGETS…………………………………………………………………………………… 28 3.4 THE CURRICULUM……………………………………………………………….……… 30 3.5 TESTING…………………………………………………………………………………… 31 3.6 THE AMERICAN HOTLINE SERIES…………………………………………….…………32 3.7 SUMMARY………………………………………………………………………………… 32 v CHAPTER DESIGN AND METHODOLOGY…………………………………….…………34 4.1 RESEARCH SETTING…………………………………………………………….…………34 4.2 RESEARCH QUESTIONS……………………………………………………….………… 35 4.3 RESEARCH DESIGN…………………………………………………………….………….35 4.3.1 The interviews…………………………………………………………………………….36 4.3.2 The questionnaires……………………………………………………………………… 36 4.3.3 Class observations…………………………………………………………………………38 4.4 ANALYSIS AND EVALUATION OF AMERICAN HOTLINE-INTERMEDIATE……….38 4.5 SUMMARY………………………………………………………………………………… 39 CHAPTER FINDINGS AND ANALYSIS…………………………………………………… 40 5.1 THE ANALYSIS AND EVALUATION OF AMERICAN HOTLINE INTERMEDIATE….41 5.2 COMPARISON BETWEEN THE TEXTBOOK TIENG ANH AND AMERICAN HOTLINE-INTERMEDIATE……………………………………………………………………… 48 5.3 ADVANTAGES AND POTENTIAL OBSTACLES IN TEACHING AND LEARNING AMERICAN HOTLINE-INTERMEDIATE………………………………………………………….50 5.3.1 Advantages of American Hotline – Intermediate 5.3.2 Potential obstacles in teaching and learning the book CHAPTER SUMMARY, CONCLUSIONS AND RECOMMENDATIONS……………… 60 6.1 SUMMARY………………………………………………………………………………… 60 6.1.1 Strong points…………………………………………………………………….……… 60 6.1.2 Weak points……………………………………………………………………………… 60 6.2 CONCLUSIONS………………………………………………………………………………61 6.3 RECOMMENDATIONS…………………………………………………………………… 61 6.3.1 Recommendations to the editor……………………………………………………………61 6.3.2 Implications for teaching………………………………………………………………….65 6.3.3 Suggestions to the school authority, students and students’ parents………………………70 APPENDIX A QUESTIONNAIRE FOR VIETNAMESE TEACHERS IN CHARGE OF TEACHING AMERICAN HOTLINE – INTERMEDIATE AT JUNIOR HIGH SCHOOLS……….71 APPENDIX B QUESTIONNAIRE FOR NINTH GRADERS STUDYINGAMERICAN HOTLINE – INTERMEDIATE AT JUNIOR HIGH SCHOOLS………………………………………………….75 APPENDIX C CONTENT OF TIENG ANH AND AMERICAN HOTLINE – INTERMEDIATE …………………………………………………………………………………………………………77 APPENDIX D THE IMPLICATIONS FOR TEACHING EVERY UNIT IN AMERICAN HOTLINE – INTERMEDIATE……………………………………………………………………….83 APPENDIX E LESSON PLANNING SHEET FOR AMERICAN HOTLINE – INTERMEDIATE ……………………………………………………………………………………………………… 122 vi Chapter INTRODUCTION 1.1 Background Nowadays, due to the fast socio-economic development, the requirement to improve the relationship with other countries is inevitable, especially for developing countries like Vietnam It helps widen knowledge and benefit from other countries’ advanced techniques in order to apply to our country’s unique context in the most effective way Seeing such advantages, the Vietnamese government has applied the open policy encouraging the cooperation with foreign countries in every field such as economy, culture and education Especially in education, more and more students study abroad at a very young age A few years ago, students who had good financial support usually continued their study at a university in a foreign country after their high school These days, they tend to study abroad right after graduating from junior school At such a young age, in addition to the experience of leading an independent life, they also need a means of communication so as to adapt to the new environment soon Hence, since they are at the elementary school, their parents want them to start learning foreign languages, especially English which is considered an international language In order to satisfy that requirement, the Department of Education and Training in Ho Chi Minh put into use a program called Intensive English Curriculum at the three stages in accordance with three levels of education: the elementary school, the junior high school and the high school For each level, the objectives and teaching materials are different Elementary school students study the coursebook named Let’s Go by Steve Wilkinson, Karen Frazier, Ritsuko Nakata and Barbara Hoskins, published by Oxford University Press After finishing this sixlevel series, they are expected to be able to get Movers certificate of Cambridge University Junior high school students study the coursebook named American Hotline by Tom Hutchinson published by Oxford University Press After finishing this four-level series, they are expected to be able to get Cambridge Preliminary English Test (PET) certificates Senior high school students study the First Certificate Examination (FCE) series named Countdown to First Certificate by Michael Duckworth, Kathy and Jenny Quintana (for grade 10); First Certificate Knockout by Peter May (for grade 11); and First Certificate Masterclass by Simon Haines and Barbara Stewart ( for grade 12), which are all published by Oxford University Press After finishing this series, students are expected to be able to get FCE certificates After over ten years of being used, Let’s Go series has been considered to be suitable to the age of the students as well as the requirements of the Department of Education and Training Meanwhile, American Hotline series, especially at the Intermediate level, has been said to contain some items which are unsuitable to the age of the students as well as Vietnamese conception of education Therefore, the evaluation of this series of books in general and the Intermediate level in specific is necessary By this way the teacher will be able to see the unsuitable points which need to be adapted or substituted so as to make use of the book most effectively 1.2 Statement of Purpose The purpose of this study is to evaluate AMERICAN HOTLINE – Intermediate (including the student’s book, the workbook, the teacher’s book, a set of cassettes) in order to find out if it can be adopted in Vietnamese learning and teaching situation, to explore the potential obstacles that students as well as teachers encounter when using the coursebook and finally to present some suggestions to help them overcome such difficulties so as to employ the book most effectively The objectives of this study are to investigate: The evaluation of AMERICAN HOTLINE - Intermediate (the whole package) 2 The potential obstacles that students as well as teachers encounter when using the coursebook The implications for teaching and learning the coursebook effectively 1.3 Research Questions One main question guides this study: Is AMERICAN HOTLINE - Intermediate suitable for ninth graders at Vietnamese junior high schools as the coursebook of the Intensive English Curriculum? Two sub-questions are also addressed: What are the potential obstacles in teaching and learning AMERICAN HOTLINE - Intermediate? How can teachers and students use AMERICAN HOTLINE - Intermediate effectively? 1.4 Significance of the Study Due to the developments of the society together with the open policy of Vietnam, the need of improving English language competence is increasing Therefore, most Vietnamese parents wish to have their students focus on studying English from the early age with the hope that their children will be able to get international certificates soon so as to continue their studies abroad And the application of the Intensive English Program at elementary schools, junior high schools and senior high schools of the Department of Education and Training has fulfilled such an aspiration because after finishing the program, the students will be able to get FCE certificates At the beginning, not including Tran Dai Nghia high school, only a few schools in Ho Chi Minh City are allowed to open one or two intensive English classes However, as the need of improving English has increased more and more, up to now about 154 schools (including 99 elementary schools, 47 junior high Teacher instructs students to pronounce the new words correctly and then asks them to repeat chorally and individually Teacher introduces activity on page 47: students are asked to read the texts again to find out the information which is for, against and neutral about the car Teacher divides the class into groups of four and asks them to read the texts carefully to find out the information to complete the chart Teacher shows the chart on the board and asks students to write down their ideas Teacher gives feedback to their answers: For - Against Symbol of the - Thousands Neutral of - The internal twentieth century people are killed combustion - Provides freedom or invented in 1885 - You can take as traffic accidents much stuff as you - want - You can travel - injured in It pollutes the air, by Benz - Henry Ford used land, and water the first assembly It contributes to line 100,000 cars are global - Convenient and acid rain produced - You can live out Very little of it is day your recycled fantasies and dreams warming - when you want - - - Modern each life is It produces toxic dependent on the chemicals These car are dumped - was Traffic jams - Modern cities assume people have cars Teacher asks Can you add any more ideas to the chart? 133 Students give their ideas and teacher gives feedback to their answers Teacher shows a chart of some statements about cars on the board and asks students to read the text carefully to say if the statements are TRUE or FALSE Students give their answers and quote from the text to justify them Teacher fives feedback to their answer: a True (more than four times as many people as are killed, which is a quarter of a million) b True (the first sentence of article 3) c True (two pounds of toxic chemicals are produced for every pound of plastic A car has five and a half pounds of plastic) d False (if we care about the environment, most of the materials would be recycled), e False (100,000 per day is less than 40 million a year) f True (because they live far away from schools, stores and offices) g False (it has been called this, but it’s an opinion, not a fact) Teacher shows the word tree on the board and explains how it works: You connect words to the branch that they are associated with You can also make sub-branches For example, on the parts branch you could create a new branch for engine Valve and 2.5 liter would then go on the engine branch You can make as many branches as possible Teacher demonstrates the task on the board while explaining Teacher chooses one student to add more words to another branch to make sure that everyone understands the task Teacher divides the class into groups of four and asks them to draw the word tree in a piece of paper and add as many words to it as possible Teacher reminds students that they can use words in the text as well as words outside the text Teacher chooses some students to add more words to the tree on the board 134 Teacher gives feedback to the students’ answers Teacher introduces activity five on page 47: students are asked to complete some sentences extracted from the text with the correct verb form Students give their answers and teacher gives feedback to them: - is used … are released - has been polluted - were produced … have been dumped - will be scrapped - would be recycled Teacher asks How we make different tenses in the passive voice? Students give their idea Teacher confirms their answer: We change the tense of the verb TO BE to make different tenses in the passive voice Teacher shows a chart of the formation the passive voice in different tenses on the board and asks students to copy down in their notebooks Tense Active Passive Simple Present S+V(s/es)+O S+am/is/are/P.P+by+O Simple Past S+V-ed/V2+O S+was/were+P.P+by+O Simple Future S+will+V+O S+will+be+P.P+by+O Present Continuous S+am/is/are+V-ing+O S+am/is/are+being+P.P+by+O Past Continuous S+was/were+V-ing+O S+was/were+being+P.P+by+O Present Perfect S+has/have+P.P+O S+has/have+been+P.P+by+O Past Perfect S+had+P.P+O S+had+been+P.P+by+O Conditional S+would+V+O S+would+be+P.P+by+O  Post-reading (10 minutes) 135 Teacher divides class into groups of four and asks them to discuss the questions below: a What should be done to solve some of the problems described in the text? b If you had a car, would you be prepared to give it up or limit its use in order to help the environment? Students give their ideas and teacher give comment on their answers C Consolidation (5 minutes) Teacher asks students to summarize the advantages and disadvantages of the car they have learnt from the text Students give their ideas and teacher confirms their answers D Homework (5 minutes) Teacher asks students to write down homework in their notebooks: - learn by heart new words - exercise on page 39 in the workbook - prepare Listening Period & 8: Listening: The most Unpopular People in New York A Review (5 minutes) Teacher divides the class into two teams and asks them to write as many words related to cars as possible on the board Teacher stops the game after two minutes and decides the winner who can write more correct words B New lesson  Pre-listening (20 minutes) 136 Teacher asks students to look at the title and the pictures in their book and answer the question: Who are the most unpopular people in New York? Students give their idea Teacher confirms their answer: They are the police who are in charge of the traffic on the streets Teacher asks students to read the introduction paragraph and answer the questions: a What are the two policemen’s names? b What people to them? Why? c What they do? Students give their answers Teacher gives feedback to their answers: a They are John Rodriguez and Dave Wilson b People yell at, argue with and swear at them Because they are traffic enforcement agents c They write tickets and tow your cars from they have been illegally parked to the car pound Teacher introduces that students are going listen to an interview of a TV host with John and Dave They will talk more about their job Teacher explains some new words which will occur in the listening extract: - traffic enforcement agent (n) - ticket pad (n) - authority (n) - tow away (v) - legal (a)  illegal (a) - car pound (n) - parking space (n) = parking area = parking zone 137 - fire-hydrant (n) - double park (v) - attach (v)  attachment (n) - pregnant (a) - call someone names (v) - sob story (n) - bribery (n)  take a bribe - abuse (v & n) - emergency (n) Teacher instructs students to pronounce the new words correctly and asks them to repeat chorally and individually  While-listening (45 minutes) Teacher shows the three questions on the board: a What happens if a car is illegally parked? b How drivers react? c How does John feel about his job? Teacher asks students to guess the answers to the questions before listening Students give their ideas Teacher plays the tape and students listen and take notes the answers to the questions Teacher lets students compare their answers with their partners Teacher chooses three students to give their ideas and teacher gives feedback to their ideas: a A ticket is placed under the windshield wiper, and the car can be towed away b They get very mad c He thinks it’s important 138 Teacher asks students to read the questions in activity on page 49 and asks them to take notes the answers while listening again Teacher reminds the students that they should write short answers to save time Teacher plays the tape and students listen and take notes the answers to the questions Teacher lets students compare the answers with their partners Teacher chooses some students to write their answers on the board Teacher plays the tape again and pauses where there is the information to answer the question so that students can check their answers Teacher confirms the answer to the questions: a Parking in commercial areas, in front of fire-hydrants, in a no-parking zone, and double parking b Cars in no-parking zone that have a ticket under the windshield wiper c Some minutes d $ 150 plus $ 75 for the ticket and payment for any tickets that haven’t been paid e They’re usually allowed to drive it away f They get mad, yell, tell sob stories and offer bribes g Illegally parking is dangerous It can stop emergency vehicles from getting through New York City would stop if illegally-parked cars weren’t towed away Teacher asks students What does John say about sob stories, bribes and abuse? Students give their ideas Teacher plays the tape again for students to check their answers Teacher confirms the answers: - Sob-stories: One woman came out of a florist’s with a big bunch of roses She told us that her old grandmother was dying and that her last wish was to see some red roses When they looked at the card on the roses, it said “Happy Anniversary, darling.” 139 - Bribes: They would never take a bribe because they would lose their job immediately if anyone found out - Abuse: Now he doesn’t hear any abuse Teacher asks students to complete the sentences in activity on page 49 Students write their answers on the board Teacher plays the tape again for students to check their ideas and confirm the answers: - can be towed away - could be given back - must be paid - shouldn’t be parked Teacher asks students to complete the rule of how to use a modal verb with the passive Students give their idea Teacher confirms the answer and asks students to write it down in their notebooks: When we use a modal verb with the passive, the pattern is: modal verb + be + past participle Teacher chooses some students to make sentences using a modal verb with the passive  Post-listening (10 minutes) Teacher divides the class into groups of four and asks them to discuss the questions: a What you think about John and Dave’s job? Are there similar people in your city? b Would you like to have their job? Do you think the job is necessary? What would happen if there were no traffic enforcement agents in large cities? Teacher chooses one group to report their ideas and asks other groups if they have anything to add to these ideas or if they disagree Teacher can help if students don’t know how to express their ideas 140 C Consolidation (5 minutes) Teacher asks students to summarize what they have heard by describing John and Dave’s job, giving example of things that happen to them and saying how they feel about their job Students give their ideas and teacher gives feedback to their summary D Homework (5 minutes) Teacher asks students to write down homework in their notebooks: - learn new words - write down the summary in paragraphs - exercise & on page 40 in the workbook - prepare Interaction Period & 10: Interaction: A Parking Incident A Review (5 minutes) Teacher asks students to say briefly about what traffic enforcement agents and things may happen to them Students give their ideas Teacher confirms their answers: Traffic enforcement agents write tickets and have the authority to tow away cars that have been illegally parked Motorists get very mad at them They shout at them, swear at them and argue with them Some people offer bribes and tell sob stories, but it doesn’t work Once the car is attached to the truck, they won’t give it back to the driver B New lesson 141 I Presentation (30 minutes) Teacher says that students are going to write a play about a parking incident Teacher introduces the situation: A driver (A) can’t find anywhere to park, so he / she double-parks This blocks another driver (B) in B arrives when A is away B finds a traffic enforcement agent, who puts a ticket on A’s vehicle and calls for a tow truck A returns He / she tries to persuade the agent to let him / her take the car Teacher divides the class into groups of four and asks them to write down their play with a time limit of 20 minutes Teacher goes around the classroom and help as necessary II Practice (30 minutes) Teacher lets students practice their play in groups within five minutes and then chooses some groups to act out their play in front of the class Teacher gives feedback to their plays in terms of pronunciation, intonation, language use and their acting C Consolidation (20 minutes) Teacher asks students to write a report on the incident following the structure below: At 10:15 this morning, we were driving up Madison Avenue when we saw … A parking ticket …, because … We stopped and … While we … He / she … But we … Teacher reminds students to use the correct tenses in their report: - things happened at the same time: past continuous and simple past - things happened before the agents arrived: past perfect Students write their report within 10 minutes Teacher chooses one or two students to read aloud their report and gives comment on it 142 D Homework (5 minutes) Teacher asks students to write down homework in their notebooks: - Do exercise & 10 on page 41 in the workbook - Prepare Project Period 11 & 12: Project: Cars A Review (10 minutes) Teacher asks students to talk about the effect of cars on people’s life Students give their ideas Teacher gives feedback to their answers and supplies some more ideas B New lesson I Presentation (20 minutes) Teacher says that students are going to make project about cars and introduces the four possible to explore: - Cars and you neighborhood - Cars and your society - The history and development of cars - Your idea of the dream car Teacher asks students to read the questions about the four areas and try to figure out the information to answer them Students give their ideas Teacher asks students How / Where will you find information about …? and reminds students to include where and how they find the information with the project Teacher divides the class into groups of four and lets them choose one of the four topic areas to make their project 143 Teacher reminds students to link sentences appropriately while writing their projects II Practice (55 minutes) Students plan their projects and produce rough drafts Students discuss the rough drafts and suggest corrections and other possible areas of research Students produce finished projects on large posters with pictures, graphs, maps, and diagrams Students display their projects on the board or the walls around the class Teacher chooses one or two groups to present their project orally Teacher lets students discuss the projects in terms of where they found the information and what problems they had in getting the information C Homework (5 minutes) Teacher asks students to write down homework in their notebooks: - 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