An in depth evaluation of lets learn english book 1 used for teaching english as an optional suject in primary schools

MINISTRY OF EDUCATION AND TRAINING HO CHI MINH CITY NATIONAL UNIVERSITY UNIVERSITY OF SOCIAL SCIENCES AND HUMANITIES NGUYỄN NGỌC MỸ AN IN-DEPTH EVALUATION OF “LET’S LEARN ENGLISH BOOK 1” USED FOR TEACHING ENGLISH AS AN OPTIONAL SUBJECT IN PRIMARY SCHOOLS SUBMITTED IN PARTIAL FULFILMENT OF THE REQUIREMENTS FOR THE DEGREE OF MASTER OF TESOL SUPERVISOR: CHU THỊ LÊ HOÀNG, MA HO CHI MINH CITY- 2008 CERTIFICATE OF ORIGINALITY I certify my authorship of the thesis submitted today entitled: AN IN-DEPTH EVALUATION OF “LET’S LEARN ENGLISH BOOK I” USED FOR TEACHING ENGLISH AS AN OPTIONAL SUBJECT IN PRIMARY SCHOOLS in terms of the statement of the Requirements for Theses in Master’s Programs issued by the Higher Degree Committee Ho Chi Minh City, April 2008 NGUYỄN NGỌC MỸ i RETENTION AND USE OF THE THESIS I hereby state that I, NGUYỄN NGỌC MỸ, being the candidate for the degree of Master of TESOL, accept the requirements of the University relating to the retention and use of Master’s Theses deposited in the Library In terms of these conditions, I agree that the original of my thesis deposited in the Library should be accessible for purposes of study and research, in accordance with the normal conditions established by the Library for the care, loan or reproduction of theses Ho Chi Minh City, April 2008 NGUYỄN NGỌC MỸ ii ACKNOWLEDGEMENT I am extremely grateful to my thesis supervisor, Ms Chu Thị Lê Hoàng, for her constant guidance and valuable criticism without which this thesis could not have been completed I would also like to thank all the teachers who have taught me in this course Special thanks are due to the Service of Education and Training of Hồ Chí Minh City, Nguyễn Bỉnh Khiêm Primary school in District 1, Giồng Ông Tố Primary school in District and Lương Thế Vinh Primary school in Thủ Đức District for providing me with valuable help during the time my research is carried out I would also like to thank Mr Phạm Ngọc Lanh of Hồ Chí Minh City Textbook and Teaching Aids Company, and Ms Đặng Thị Vân Anh of Long Thới High school for helping me with good references Finally I would like to thank all my colleagues, friends and members in my family for their encouragement and moral support iii ABSTRACT English as an optional subject has been taught in primary schools in Ho Chi Minh City for more than ten years During this time many coursebooks have been used On October 30th 2003, the Ministry of Education and Training promulgated Decision number 50/2003/QĐ-BGD&ĐT issuing the syllabus for English as an optional subject in primary schools A new series of coursebooks has been written: Let’s Learn English - Sách tiếng Anh dùng cho học sinh tiểu học Book I of this series was published in 2006 by Education Publishing House, Vietnam in cooperation with Panpac Education Publishing House, Singapore The book is being experimentally taught in some primary schools in Ho Chi Minh City An in-depth evaluation of this coursebook is necessary The thesis is a pre-use evaluation of the coursebook It is mainly a detailed analytical study of the coursebook and an evaluation of the coursebook against a set of criteria laid down in advance The research will also present a rough post-use evaluation based on teacher and student questionnaires The outcome of the thesis is recommendations on how to adapt the book towards meeting the syllabus requirements, the interests and needs of primary schoolchildren to make the book effectively used and to help pupils enjoy learning English iv TABLE OF CONTENTS Page No Certificate of originality i Retention and use of the thesis ii Acknowledgements iii Abstract iv Table of contents v List of tables viii INTRODUCTION 1 Problem identification Purpose of the study and overview of the thesis CHAPTER I: BACKGROUND OF THE STUDY 1.1 An overview of primary education in Vietnam 1.2 The reality of English Language Teaching in primary schools in Ho Chi Minh City .5 1.3 The syllabus for English as an optional subject in primary schools .7 CHAPTER II: LITERATURE REVIEW 13 2.1 Definition of syllabus and different types of syllabuses .13 2.2.Theories of communicative language teaching, theme-based instruction and learner-centered instruction 17 2.2.1 Communicative language teaching 17 2.2.2 Theme-based instruction .21 2.2.3 Learner-centered instruction 22 2.3 Some characteristics of pupils’ way of learning 23 v 2.4 Needs analysis 28 2.4.1 Needs analysis in course design .28 2.4.2 Needs analysis in General English 31 2.5 Evaluation 32 2.5.1 What is evaluation? 32 2.5.2 Why evaluate materials? 33 2.5.3 How evaluate materials? 34 CHAPTER III: METHODOLOGY 39 3.1 A rationale for the evaluation 39 3.2 Criteria for Pre-use evaluation 40 3.2.1 Defining criteria .40 3.2.2 Subjective analysis: evaluation criteria 44 3.3 Questionnaires for evaluation of the coursebook 53 3.3.1 Pupil questionnaire for evaluation of the coursebook .54 3.3.2 Teacher questionnaire for evaluation of the coursebook 54 CHAPTER IV: RESULTS AND DISCUSSION 56 4.1 Pre-use evaluation .56 4.1.1 Objective analysis: Description of the coursebook and its components 56 4.1.2 Matching 71 4.2 Strengths and weaknesses of the coursebook .86 4.2.1 Strengths of the coursebook 87 4.2.2 Weaknesses of the coursebook 88 4.3 Post-use evaluation 89 4.3.1 Information provided by the questionnaires for teachers 89 4.3.2 Information provided by the questionnaires for pupils 92 4.4 Recommendations and potential of the coursebook 95 4.4.1 Themes and topics 95 vi 4.4.2 Authentic language 96 4.4.3 Pronunciation 97 4.4.4 Skills 98 4.4.5 Fun and games 99 4.4.6 Methodology 103 4.4.7 Potential of the coursebook 104 CONCLUSION 106 APPENDICES 107 Appendix .108 Appendix .115 BIBLIOGRAPHY 123 vii LIST OF TABLES Table 1.1 .4 Table 2.1 15 Table 2.3 27 Table 2.5a 35 Table 2.5b 37 -á- viii INTRODUCTION Problem identification English has been taught as an optional subject in primary schools in Ho Chi Minh City since 1995, following Decision number 2957/ GD-ĐT promulgated by the Ministry of Education and Training on October 14th 1994 Since then many coursebooks have been used Tieng Anh dung cho hoc sinh tieu hoc, quyen written by Pham Duy Trong, Pham Dang Binh and Nguyen Quoc Tuan; Tieng Anh dung cho hoc sinh tieu hoc, quyen written by Pham Dang Binh; Tieng Anh dung cho hoc sinh tieu hoc, quyen written by Nguyen Quoc Tuan, published by Education Publishing House; Tieng Anh - Sach dung cho hoc sinh tieu hoc written by Nguyen Van Do and Ngo Thi Tuyen; Tieng Anh - Sach dung cho hoc sinh tieu hoc written by Nguyen Van Do and Ngo Thi Tuyen; Tieng Anh - Sach dung cho hoc sinh tieu hoc written by Ngo Thi Tuyen and Hackner, B., published by Education Publishing House Since 2005, Let’s Go Book and Book written by Nakata, R., Frazier, K., Hoskins, B and WilKinson, S., published by Oxford University Press, have been used On October 30th 2003, the Ministry of Education and Traning promulgated Decision number 50/2003/QĐ – BGD&ĐT, which states that English is taught as an optional subject in primary schools from Grade to Grade 5, two class periods a week This is an important event English, with its stronger posture, has gradually become a part of the curriculum The teaching of English in primary schools will gradually become an orderly routine A new series of coursebooks has been written: Let’s Learn English - Sach Tieng Anh dung cho hoc sinh tieu hoc The series consists of three books: Book for Grade 3, Book for Grade 4, and Book for Grade The collective authorship consists of Nguyen Quoc Tuan, Pham Dang Binh, Phan Ha, Do Thi Ngoc Hien, Dao Ngoc Loc, with the cooperation of Lin, W M Book was published in 2006 by Education Publishing House, Vietnam in cooperation with Panpac Education Publishing House, Singapore In the schoolyear 2006 – 2007 the book is being experimentally taught in Nguyen Binh Khiem Primary School, District APPENDIX BẢNG CÂU HỎI LẤY Ý KIẾN VỀ SÁCH LET’S LEARN ENGLISH BOOK DÙNG DẠY TIẾNG ANH TỰ CHỌN CHO HỌC SINH TIỂU HỌC I./ Bảng câu hỏi dùng lấy ý kiến bạn sách tiếng Anh bạn học, góp phần giúp sử dụng sách hiệu Mong bạn góp ý thẳng thắn II./ Hãy đọc kỹ câu hỏi đánh dấu móc(9) vào vng( †) trước chữ CĨ KHƠNG theo ý bạn Đối với bạn sách có thú vị khơng? † CĨ † KHƠNG Các học có vui khơng? † CĨ † KHƠNG Bạn có thích người bạn sách khơng? a/ Mai † CĨ † KHƠNG b/ Nam † CĨ † KHƠNG c/ Lili † CĨ † KHƠNG d/ Alan † CĨ † KHƠNG e/ Linda † CĨ † KHƠNG f/ Peter † CĨ † KHƠNG Bạn có thích chủ điểm sách khơng? a/ You and Me † CĨ (Bạn Tơi) 115 † KHƠNG b/ My school † CĨ † KHƠNG † CĨ † KHƠNG † CĨ † KHƠNG (Trường học tơi) c/ My family (Gia đình tơi) d/ The world around us (Thế giới chung quanh chúng ta) Bạn có thích đơn vị học sách khơng? a/ Hello † CĨ † KHƠNG † CĨ † KHƠNG † CĨ † KHƠNG † CĨ † KHƠNG † CĨ † KHƠNG † CĨ † KHƠNG † CĨ † KHÔNG (Xin chào) b/ Thank you (Cám ơn bạn) c/ Our names (Tên chúng tôi) d/ My friends (Bạn tôi) e/ My school (Trường tôi) f/ My classroom (Lớp tơi) g/ Family members (Những người gia đình ) † CĨ h/ Ages ( Tuổi) 116 † KHƠNG i/ My house † CĨ † KHƠNG † CĨ † KHƠNG † CĨ † KHƠNG † CĨ † KHƠNG (Nhà tôi) j/ The weather (Thời tiết) k/ Our pets (Thú cưng chúng tôi) e/ Our toys (Đồ chơi chúng tơi) Bạn có thích trị chơi sách khơng? † CĨ † KHƠNG Bạn có thích hát sách khơng? † CĨ † KHƠNG Bạn có thích trị chơi chữ sách khơng? † CĨ † KHƠNG Bạn có thích thơ sách khơng? † CĨ † KHƠNG 10 Bạn có thích học tiếng Anh khơng? † CĨ † KHƠNG 11 Số từ đơn vị học có nhiều khơng? † CĨ † KHƠNG 12 Các câu nói đơn vị học khơng? † CĨ † KHƠNG 117 13 Bạn làm tự kiểm tra có khơng? † CĨ † KHƠNG 14 Bạn có nghe hiểu làm theo dẫn, mệnh lệnh thông thường tiếng Anh lớp khơng? † CĨ † KHƠNG 15 Thầy, dùng câu bạn học để nói với bạn, bạn có hiểu đáp khơng? † CĨ † KHƠNG 16 Bạn dùng câu học để nói chuyện với bạn lớp có khơng? † CĨ † KHƠNG 17 Bạn thích làm tập sách tập khơng? † CĨ † KHƠNG 18 Các tập sách tập khơng? † CĨ † KHƠNG 19 Ở nhà bạn học tiếng Anh với sách có giúp đỡ khơng ? † CĨ † KHƠNG 20 Ngồi học trường, bạn có học thêm tiếng Anh đâu khơng? † CĨ † KHƠNG 21 Bạn có thích tranh vẽ sách khơng? † CĨ † KHƠNG 118 22 Các tranh vẽ có giúp bạn hiểu học khơng? † CĨ † KHƠNG 23 Bạn thấy màu sắc dùng sách có đẹp khơng? † CĨ † KHƠNG 24 Bìa sách có vui mắt khơng? † CĨ † KHƠNG 25 Giấy in sách có đẹp khơng? † CĨ † KHƠNG 26 Cỡ chữ đọc có mỏi mắt khơng? † CĨ † KHƠNG 27 Bạn có ý kiến thêm 119 QUESTIONNAIRE FOR PUPILS I/ This questionnaire is aimed at obtaining your opinion about the English coursebook you are studying, so that it could be made more useful Please give your frank opinion II/ Read each question carefully and put a tick (9) in the square before YES or NO in accordance with your opinion According to you, is the course book interesting? † YES † NO Are the lesson interesting? † YES † NO Do you like the characters in the book a/ Mai † YES † NO b/ Nam † YES † NO c/ Lili † YES †NO d/ Alan † YES † NO e/ Linda † YES † NO f/ Peter? † YES † NO Do you like the themes of the book a/ You and me † YES † NO b/ My school † YES † NO c/ My family † YES † NO d/ The world around us? † YES † NO Do you like the lesson units of the book a/ Hello † YES † NO b/ Thank you † YES † NO c/ Our names † YES † NO d/ My friends † YES † NO e/ My school † YES † NO f/ My classroom † YES † NO g/ Family members † YES † NO h/ Ages † YES † NO 120 i/ My house † YES †NO j/ The weather † YES † NO k/ Our pets † YES † NO l/ Our toys? † YES † NO Do you like the games in the book? † YES † NO Do you like the songs in the book? † YES † NO Do you like the crossword puzzles in the book? † YES † NO Do you like the poems in the book? † YES † NO 10 Do you like English class periods? † YES † NO 11 Are the number of new vocabulary in each lesson unit of large amount? † YES † NO 12 Are spoken words in each lesson unit easy? † YES † NO 13 Can you the self-checks correctly? † YES † NO 14 In class can you understand and act as the normal instructions and commands † YES † NO require? 15 When your teacher uses the sentences you have learned to talk to you, can you † YES † NO understand and respond appropriately? 16 Can you use the sentences you have learned to talk to your classmates? † YES † NO 17.Do you like doing the exercises in the work -book? † YES † NO 18 Are the exercises in the workbook easy? † YES † NO 19 Does anyone have you when you study English with this book at home? † YES † NO 20 Do you study English elsewhere besides your school? † YES † NO 21 Do you like the illustrations in the coursebook ? † YES † NO 22 Do the illustrations help you understand the lessons more? † YES † NO 23 Do you agree that the colours used in the book are beautiful? † YES † NO 24 Is the front cover of the book eye-catching? † YES † NO 25 Is the paper used to print the book beautiful? † YES † NO 121 † YES † NO 26 Does the type size cause eye strain? 27 Any other comments on the coursebook: 122 BIBLIOGRAPHY A Written in English Berwick, R Needs assessment in language programming: from theory to practice In Johnson, R K (Ed) 1989 The Second Language Curriculum Cambridge: Cambridge University Press (pp 222-241) Brindley, G The role of needs analysis in adult ESL programme design In Johnson, R K (Ed) 1989 The Second Language Curriculum Cambridge: Cambridge University Press (pp 63-78) Brown, H D (2000) Principles of Language Learning and Teaching 4th ed White Plains: Longman Brown, H D (1994) Teaching by principles: an interactive approach to language pedagogy Eaglewood Cliffs: Prentice Hall Regents Brown, J D Language program evaluation: a synthesis of existing possibilities In Johnson, R K (Ed) 1989 The Second Language Curriculum Cambridge: Cambridge University Press (pp 222-241) Brumfit, C., Moon, J and Tongue, R (1991) Teaching English to ChildrenFrom Practice to Principle London: Collins ELT CunningsWorth, A (1995) Choosing your Coursebook Oxford: Heinemann Celce-Mercia, M (!991) Teaching English as a Second or Foreign Language, Boston: Heinle & Heinle Publishers 123 Ellis, R The evaluation of communicative tasks In Tomlinson, B (Ed) 1998 Materials Development in Language Teaching Cambridge: Cambridge University Press (pp 217-238) Finocchiaro, M (1964) Teaching Children Foreign Languages USA : Mc Graw-Hill Book Company Hargreaves, DES-IMPL-EVALU-IGN: an evaluator’s checklist In Johnson, R K (Ed) 1989 The Second Language Curriculum Cambridge: Cambridge University Press (pp 35-47) Harmer, H (1992) The Practice of English Language Teaching 2rd impression London: Longman Group UK Limited Holden, S (1992) Teaching Children Hong Kong: Modern English Publications LTD Hutchinson, T and Waters, A (1991) English for Specfic Purposes - A learning centred approach Cambridge: Cambridge University Press Johnson, R K (1989) The Second Language Curriculum Cambridge: Cambridge University Press Jones, L (2007) The Student-centered Classroom Singapore: Cambridge University Press Khan, J Using games in teaching English to young learners In Brumfit, C., Moon, J and Tongue, R (Ed) 1991 Teaching English to Children-From Practice to Principle London: Collins ELT (pp 142-157) 124 Lawday, C (1996) Get Set Go! Pupil’s Book1-2 Hong Kong: Oxford University Press Lawday, C (1996) Get Set Go! Teacher’s Book 1-2 Hong Kong: Oxford University Press Lawday, C (1996) Get Set Go! Workbook 1-2 Hong Kong: Oxford University Press Littlejohn, A The analysis of language teaching materials: inside the Trojan Horse In Tomlinson, B (Ed) 1998 Materials Development in Language Teaching Cambridge: Cambridge University Press (pp 190-216) Malkoc, A M (1994) Old Favorites For All Ages-Songs for Learners of English Washington, D.C.: The United States Information Agency Masuhara, H What teachers really want from coursebooks? In Tomlinson, B (Ed) 1998 Materials Development in Language Teaching Cambridge: Cambridge University Press (pp 239-260) McCallum, G.P (1980) 101 Word Games Hong Kong: Oxford University Press Nakata, R., Frazier, K., Hoskins, B., Wilkinson, S (2000) Let’s Go Student Book 1-2 2nd ed Hong Kong: Oxford University Press National Council of Educational Research and Training (1970) Preparation and Evaluation of Textbooks in English Principles and Procedures New Delhi: National Council of Educational Research and Training 125 Nunan, D (1992) Designing Tasks for the Communicative Classroom Cambridge: Cambridge University Press Nunan, D (1999) Syllabus Design Oxford: Oxford University Press Nunan, D (1999) Second Language Teaching & Learning Boston: Heinle & Heinle Publishers Reetz, A., Farnoaga, G., Nakata, R., Frazier, K., Hoskins, B (2000) Let ‘s Go Teacher ‘s Book 1-2 Hong Kong: Oxford University Press Richards, J C (1990) The Language Teaching Matrix New York: Cambridge University Press Richards, J C., Platt H., Platt.J (1993) Dictionary of Language Teaching & Applied Linguistics 3rd ed Singapore: Longman Singapore Publishers Pte Ltd Richards, J C (2006) Communicative Language Teaching Today Singapore: Cambridge University Press Rixon, S The role of fun and games activities in teaching young learners In Brumfit, C., Moon, J and Tongue, R (Ed) 1991 Teaching English to Children-From Practice to Principle London: Collins ELT (pp 33-48) Scott, W A., Ytreberg, L H (1991) Teaching English to Children New York: Longman Skierso, A Textbook Selection and Evaluation In Celce-Mercia, M (Ed) 1991 Teaching English as a Second or Foreign Language, Boston: Heinle & Heinle Publishers (pp 432-453) 126 Snow, M A Teaching Language Through Content In Celce-Mercia, M (Ed) 1991 Teaching English as a Second or Foreign Language, Boston: Heinle & Heinle Publishers (pp 315-327) Tomlinson, B (1998) Materials Development in Language Teaching Cambridge: Cambridge University Press Nguyen Quoc Tuan (Chief editor), Pham Đang Binh, Phan Ha, Đo Thi Ngoc Hien, Đao Ngoc Loc, and Lin, W.M (2006) Let’s Learn English Book Student’s Book Ho Chi Minh City: Education Publishing House Nguyen Quoc Tuan (Chief editor), Pham Đang Binh, Phan Ha, Đo Thi Ngoc Hien, Đao Ngoc Loc, and Lin, W.M (2006) Let’s Learn English Book Workbook Ho Chi Minh City: Education Publishing House Nguyen Quoc Tuan (Chief editor), Pham Đang Binh, Phan Ha, Đo Thi Ngoc Hien, Đao Ngoc Loc, and Lin, W.M (2006) Let’s Learn English Book Teacher’s Guide Ho Chi Minh City: Education Publishing House Vale, D with Feunteun, A (2000) Teaching Children English Cambridge: Cambridge University Press Wilkinson, S., Nakata, R., Frazier, K., Hoskins, B (2000) Let’s Go Workbook 1-2 Hong Kong: Oxford University Press Willis, J (1998) Teaching English Through English 19th impression Longman Malayia, PA Wright, I (1988) Roles of Teachers and Learners Oxford: Oxford University Press 127 B Written in Vietnamese Bộ Giáo Dục Đào Tạo (2003) QUYẾT ĐỊNH CỦA BỘ TRƯỞNG BỘ GIÁO DỤC VÀ ĐÀO TẠO – Về việc ban hành Chương trình mơn: Tiếng Anh Tin học bậc tiểu học Hà Nội: Không xuất Bộ Giáo Dục Đào Tạo (2006) Chương Trình Giáo Dục Phổ Thơng Cấp Tiểu Học Hà Nội: NXB Giáo Dục 128 AN IN-DEPTH EVALUATION OF ‘LET’S LEARN ENGLISH BOOK 1’ USED FOR TEACHING ENGLISH AS AN OPTIONAL SUBJECT IN PRIMARY SCHOOLS List of errata ↓: from top to bottom Page Line 2↑ 22 22 9↑ 4↑ 23 24 11↓ 1↓ 25 28 12↓ 29 4↑ 49 8↑ 50 1↓ 4↑ 67 3↑ 67 6↓ 68 7↓ 68 15↓ 71 13↑ 85 5↓ 93 9↑ 94 7↑ 97 9↑ 97 6↑ 98 103 10↓ 9↑ 104 8↓ 119 7↑ 120 123 9↓ 123 9↑ Misprints in group in a student-centerd class happens firs childrenand so on Scott and Yterberg (5-7) ‘learn though doing’ training anf experience different reaching style all themes linguisdtic elements the lettrs involved /ai/ /ai/ /ai/ practicability catching Are the lesson interesting? Does anyone have you…? /ei/ /ei/ a cotrolled one Fist, praticalbility Are the lesson interesting? Does anyone have you…? 2rd English for specfic purposes ↑: from bottom to top should read in groups in a student-centered class happens first chldren and so on Scott and Yterberg (1991: 5-7} ‘learn through doing’ training and experience different teaching style all themes, linguistic elements the letters involved /aI/ /aI/ /aI/ practicality eye-catching Are the lessons interesting? Does anyone help you…? /eI/ /eI/ a controlled one First practicality Are the lessons interesting? Does anyone help you…? 2nd English for specific purposes ... reality of English Language Teaching in primary schools in Ho Chi Minh City The information is obtained from the Service of Education and Training in Ho Chi Minh City Finally, the syllabus for English. .. education in Vietnam 1. 2 The reality of English Language Teaching in primary schools in Ho Chi Minh City .5 1. 3 The syllabus for English as an optional subject in primary schools. ..CERTIFICATE OF ORIGINALITY I certify my authorship of the thesis submitted today entitled: AN IN- DEPTH EVALUATION OF “LET’S LEARN ENGLISH BOOK I” USED FOR TEACHING ENGLISH AS AN OPTIONAL SUBJECT IN PRIMARY