1. Does the grammar part in the new English 10 textbook fit the authors‟ objectives?
2. Dose the new English 10 textbook help to develop learner autonomy and communicative competence?
To find the answer for the first questions, the researcher compared the general objectives of the textbook‟s authors with its actual presentation. Also, after each grammar lesson, she had a discussion with her colleague to ask if they had any difficulty in teaching and invited them to give comments and suggestions for adapting that part.
General objectives of new English 10 textbook:
1. To enable the students to develop their communicative skills in the target language including listening, speaking, reading and writing skills.
2. To formulate and develop a fundamental, systematic and psychologically appropriate knowledge of English for learners so that they can use English as a means of communication at the basic level.
3. To equip students with a scholastic knowledge of linguistics and of the target culture and literature; enriching learners‟ general understanding and positive attitudes towards language, people and cultures of some English speaking countries, thus enrich the learners‟ knowledge and their pride of their own culture and language.
(MOET, 2009, p.5-6) Approach for syllabus design
The English curriculum at high school in Vietnam follows the communicative approach with specific orientations as follow:
1. Communicative skills are the objectives of the whole teaching and learning process; language knowledge is a means to formulate and develop those skills.
2. Learners are considered as the active, autonomous and creative subjects of the teaching and learning process. Teacher is the organizer and the guider.
3. The teaching and learning contents are theme-based presented, communicative, fundamental, accurate and up to date. …..
(MOET, 2009, p.5-6) It can be inferred that grammar points in the new English textbook are oriented to be taught and learned in the light of CLT approach. However, the textbook examination and discussion with my teaching staff show that the new English 10 textbook seems to fail to achieve its objectives. Only one, among 16 grammar lessons is illustrated with a single picture. Three units lack examples to show students how to do the exercises; six lessons do not present the new grammar points in realistic situations. Furthermore, the textbook merely gives written exercises for the students to practice the new grammar points. Only a
half involves oral activities and it dose not give teachers a clear instruction of when and where to use pair work and group work. Most teachers confided that group work and pair woks were used just for learners to check their answers with their partners or to take turn to read a dialogue. Very few role play activities, about 18.75 %, are included, too. Three grammar lessons are not relevant to the other parts of the unit either.
Table 1 shows the thorough examination of the grammar presentation.
Table 1: Textbook presentation (Note: x indicates No, indicates Yes)
Topic Grammar points
Grammar presentation
is presented with ….. New grammar points are practiced via….
Are the grammar points relevant to the other parts of the unit?
Picture Examples Realistic situations Stimulating situation Written exercises Oral activities Pair work Group work Communicativegames Role play
Unit 1
A DAY IN THE LIFE OF…
- The present simple - Adverbs of frequency - The past simple
Unit 2
SCHOOL TALK
- Wh-questions
- Gerund and to + infinitive
Unit 3 PEOPLE‟S BACKGROUND
- The past perfect
- The past perfect vs. the past simple
Unit 4
SPECIAL EDUCATION
- The + adjective - Used to + infinitive - Which as connector
Unit 5
TECHNOLOGY AND YOU
- The present perfect
- The present perfect passive - Who, which, that
Unit 6
AN EXCURSION
- The present progressive (with a future meaning)
- Be going to
Unit 7
THE MASS MEDIA
- The present perfect
- Because of and in spite of
Unit 8: THE STORY OF MY VILLAGE
- Reported speech: statements
- Conditional sentence type 1
Topic Grammar points
Grammar presentation is presented with …..
New grammar points are practiced via….
Are the grammar points relevant to the other parts of the unit?
Picture Examples Realistic situations Stimulating situation Written exercises Oral activities Pair work Group work Communicativegames Role play
Unit 9
UNDERSEA WORLD
- Should
- Conditional sentence type 2
Unit 10:
CONSERVATION
- The passive voice
Unit 11
NATIONAL PARKS
- Conditional sentence type 3
x
Unit 12 MUSIC
- to + infinitive to talk about purposes
- Wh-questions
x
Unit 13
FILMS AND CINEMA
- Attitudinal adjective - It is/was not until … that … - a/ an and the
x
Unit 14
THE WORLD CUP
- Will vs. going to
- will: making predictions - will: making offer
x x x
Unit 15 CITIES
- Non-defining vs. defining relative clauses
- Although as a contrasting connector
x x x x x
Unit 16
HISTORICAL PLACES
- Comparative and superlatives
- Making comparisons x x x x x