Bài soạn Method 7

Book map: prepare what is coming and review what have done easily • Light colors: clear and eye-soothing, • Vertical: unit tittles with page numbers -> students look for pages easily • H

Nguyễn Thu Tuyết

ASSIGNMENT 1 TEXTBOOK EVALUATION Material evaluated: Tiếng Anh 10 (Basic)

Aspects evaluated: Appearance, interesting and skills

1 Cover: Well-designed: quite eye-catching

• Front side: clear title (printed in big size with white color), suitable and real picture

• Back side: light color but unattractive information -> should give some tips to learn English or some English saying, idiom

2 Design.

Clearly designed to follow

a Introduction: simple, concise -> orient for students to have overview

b Book map: prepare what is coming and review what have done easily

• Light colors: clear and eye-soothing,

• Vertical: unit tittles with page numbers -> students look for pages easily

• Horizontal: five rows for R,S,L,W,L

=> Easy to seek for information

-> Design different background colors for five rows

c Unit design

• Title: large size, red color, bolded, unit’s beginning left side

• Main point: different colors and forms letters, clear size (easy to read)

d Glossary: list of new words for each unit -> students look up and practice easily and quickly

• Printing: good quality

3 Illustration:

Pictures: two types

- Drawings: colorful, beautiful, simple, accurate

->suitable for topics and age of learner.(pages:15,16,26,35,68)

- Photographs: colorful, taken from real life, interesting and beautiful (pages: 12, 82,142)

 Make the information more realistic, more authentic

4 Colors

- A wide variety of colors are used in the book

- Lively colors

- Used effectively

→The book’s appearance is appealing and attractive

II Interesting

-There are no games and songs in the units

- Language focus exercises are too mechanical and non- communicative→ students are boring

Conditional sentence type 2:

Exercise3: Put the verbs into the correct forms

1 They would be rather offended if I didn’t go to see them ( not/go )

2 If you exercised more, you would feel better ( feel )

3 If I were offered the job, I think I it ( take )

4 I’m sure Amy will lend you the money, I’d be very surprised if she _ (refuse)

5 If I sold my car, I _ much money for it (not/get)

6 A lot of people would be out of work if the factory ( close down)

-There are fewer interesting topics than uninteresting ones

Unit 1: A day in the life of…

Unit 4: Special education

Unit 5: Technology and you

Unit 8: The story of my village

Unit 12: Music

Unit 13: Films and cinema

Unit 14: The World Cup

Unit 2: School talks Unit 3: People’s background Unit 6: An excursion

Unit 7:The mass media Unit 9: Undersea world Unit 10: Conservation Unit 11: National parks Unit 15: Cities

Unit 16: Historical Places

- Some topics are interesting because it suits the hobby, psychology of the Vietnamese students at 10th grade

Ex:

Unit 1: A day in the life of… Because it is the first unit, it can help

students to orient by make timetable and the ways of saving time

Unit 4: Special education It introduces the Braille Alphabet and has

high education

idols and songs.

-There are some uninteresting topics

Unit 2: School talks It is too accustom to students to talk

because they know each other

Unit 7: The mass media It is too dull Ex: the reading part only

list programmers -Related – to – life- topics

The units don’t relate students’ life

Unit 10: Conservation: This unit shows the general information about conservational theory → should give the ways of limiting traffic jams and preventing floods and storms

→ Tiếng Anh 10(basic) is not interesting

III Skills

* This book covers all the skills but it is not suitable in the way we want to teach to students

o Process of learning 4 skills

+ In the textbook

Reading – Speaking – Listening – Writing

→ Receptive- Productive- Receptive- Productive

+ In our way

Listening- Speaking- Reading- Writing → Receptive- Productive- Receptive- Productive Both of ways are from reception to production We chose the order of the skills because the first listening part will give pronunciation, intonation, stress and vocabulary Next, in the speaking part students can practice more and make monologue and dialogue by themselves Then, they can read the available passages easily Finally, by basing information in the previous part they can write better

→ Our order of the skills is suitable for learning the second language

o The connection of the skills

- The skills focus on the topics

Ex: Unit 1

Reading part is about Mr Vy and Mrs Tuyet’s daily routines

Speaking part talks about Quan’s weekly timetable Listening part mention Mr Lam’s morning activities Writing part ask students to give stages of a narrative and write a narrative about a hotel fire

- Each unit has some sub- skills with a variety of activities

Ex: Reading

Scanning for specific information (Unit 1, 8) Reading for exact information (Unit 2) Guessing meaning in context (Unit 1, 3, 5) (Multiple choice, gap filling, matching, true and false)

- Skills are integrated to each other (Ex: reading- speaking integration

and listening- speaking integration)

* Matching the institution’s syllabus

Theme: You and me

dislikes

specific information

in context

specific information

- Reading for exact information

- Extensive reading

- Intensive reading

Reading for general or specific in formation

Filling in a form

Write a letter of complaint

There are some sub- skills which are mentioned in the institution’s syllabus

→ In conclusion, this book isn’t good enough in learning language skills for students

Criteria Description

Knowledge &

application

Students demonstrate a good knowledge of ELT and a successful application of theory to practice

Total score: 12/15