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    Criterion 1720

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    Gia Khanh
    The document evaluates a textbook using two criteria: 1) whether teaching contents for developing skills and knowledge are distributed properly in each unit, and 2) whether teaching activities are logically designed with clear objectives and difficulty levels. For the first criteria, the document finds the textbook distributes contents equally but could improve the order of listening, speaking, reading and writing parts. For the second criteria, it finds activities are logically ordered and designed from easy to complex, though a variety of activity forms could further engage students.

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    Criterion 1720

    Uploaded by

    Gia Khanh
    26 views10 pages
    The document evaluates a textbook using two criteria: 1) whether teaching contents for developing skills and knowledge are distributed properly in each unit, and 2) whether teaching activities are logically designed with clear objectives and difficulty levels. For the first criteria, the document finds the textbook distributes contents equally but could improve the order of listening, speaking, reading and writing parts. For the second criteria, it finds activities are logically ordered and designed from easy to complex, though a variety of activity forms could further engage students.

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    The document evaluates a textbook using two criteria: 1) whether teaching contents for developing skills and knowledge are distributed properly in each unit, and 2) whether teaching activities are logically designed with clear objectives and difficulty levels. For the first criteria, the document finds the textbook distributes contents equally but could improve the order of listening, speaking, reading and writing parts. For the second criteria, it finds activities are logically ordered and designed from easy to complex, though a variety of activity forms could further engage students.

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    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    26 views10 pages

    Criterion 1720

    Uploaded by

    Gia Khanh
    The document evaluates a textbook using two criteria: 1) whether teaching contents for developing skills and knowledge are distributed properly in each unit, and 2) whether teaching activities are logically designed with clear objectives and difficulty levels. For the first criteria, the document finds the textbook distributes contents equally but could improve the order of listening, speaking, reading and writing parts. For the second criteria, it finds activities are logically ordered and designed from easy to complex, though a variety of activity forms could further engage students.

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    of 10

    TEACHING EVALUATION

    The process of evaluating a textbook is key to lead to a potential resource of knowledge.


    Garinger (2002) argued, “the use of an evaluation procedure or checklist can lead to a more
    systematic and thorough examination of potential textbooks”. In this assignment, we evaluate
    Textbook 10 – Semester 1 with 2 criteria. Criterion 17 indicates that teaching contents for
    developing capacity as Listening, Speaking, Reading, Writing and contents of knowledge as
    Vocabulary, Pronunciation, Grammar are distributed properly in each unit. Criterion 20 presents
    the issue that teaching activities are designed logically, diversely with clear objectives and
    instructions, and are arranged step by step, from easy to complex levels.

    1. Criterion 17: Teaching contents for developing capacity as Listening, Speaking,


    Reading, Writing and contents of knowledge as Vocabulary, Pronunciation, Grammar are
    distributed properly in each unit.
    To analyze criterion 17, we conduct an evaluation with 2 main categories.
    1.1. The distribution of teaching contents for developing skills.
    Teaching contents are designed to match to the program curriculum. They consist
    of a moderate volume of knowledge. It is essential for improving skills, not too overwhelming for
    students to assimilate. Besides, contents reach an ideal length of time, each part usually takes up 1
    page in the textbook, contents are arranged in 2 columns in each. Skill parts contain an equal
    amount of content. The number of exercises varies between 3 and 5 in each part. There is no case
    that a plethora of exercises are included in this part, whereas, there is a shortage in another. We
    attach more visual examples in Appendix 1.
    Skill parts are arranged in the order of Reading, Speaking,
    Listening, and Writing. Contents in Reading part focuses on reading
    comprehension, provide students with essential information related to
    the topic. It serves as an input resource of knowledge. Speaking part is
    designed right after that. The content in this part simulates practical
    conversations with the purpose to enhance students’ communication. It
    functions as an output of language. Listening part is another input
    source with listening comprehension contents. The last part – Writing is
    another process of language output.
    From our perspectives, this order is not appropriate enough for language
    acquisition. Walsh (1985) mentioned “Clearly, the first priority for the integrated teacher should
    be to direct attention to "oracy" (listening and speaking) along with "literacy" (reading and
    writing) ….. Thus, integrated activities that involve both the aspects of oracy and literacy follow
    logically as a means to promote the students' overall development of language.”. The content of
    listening is advised to cooperate with that of speaking, similarly with reading and writing skills.
    In a study, Williams (1983) argued: “In a context where English is a medium of
    instruction, an important criterion would be that textbooks should provide balanced and
    systematic training in all language skills”. After analyzing, we draw a conclusion that teaching
    contents of skill parts in Textbook 10 are distributed equally; however, they have yet to give a
    systematic order.
    1.2. The distribution of teaching contents of knowledge.
    We evaluate the distribution of contents of
    knowledge as Vocabulary, Pronunciation, Grammar. These 3 parts
    are included in Language section. All 3 parts include a standard
    repertoire of knowledge.
    In terms of Vocabulary, new words are shown after students read the passage in
    Getting started. These words are relevant to the topic, they are taken from the passage in Getting
    Started. Definitions and meanings of words are also attached in this part. The amount of new
    words is equivalent to students to understand the lesson and apply it to the following sections.
    The level of words is proportionate to the proficiency level of students. They easily find it not
    hard to assimilate these words.

    In the part of Pronunciation, the content is sufficient for


    students. In each unit, from 3 to 4 pronunciation points are included. In
    this part, students are taught how to pronoun new words correctly by
    the content of consonant clusters, sound clusters, etc.
    Grammar points are related to contents in the lesson. Students are expected to use
    previous new words in grammatically practical contexts. For grammar points learned at lower
    levels, the textbook designs review tasks for students to practice. For new ones, the textbook
    provides students with clear theory together with specific examples.
    The order from Vocabulary, Pronunciation, and Grammar as in the Textbook, in our
    opinion, is appropriate. Students receive new words with definitions after reading the passage,
    then they learn how to pronounce words precisely, before putting them in grammatical practice.
    Other examples are in Appendix 2.
    In conclusion, it can be seen from the above analysis that teaching contents for developing
    skills or other contents in each unit are distributed properly despite a minor illogical order among
    Listening, Speaking, Reading, Writing.

    2. Criterion 20: Teaching activities in the textbook are designed logically, diversely with
    clear objectives and instructions, and are arranged step by step, from easy to complex levels.
    We divide this content in this criterion into two main categories to facilitate evaluating.
    2.1. The logicality, diversity with clear objectives and instructions of teaching
    activities.
    Pre-designed activities support the following ones and vice versa.
    In terms of each unit, sections are designed in a
    fixed order throughout the textbook, beginning with Getting
    Started and Language. These two sections provide students
    with essential information, new words, and grammar points.
    Students use these materials to practice and improve
    particular skills in the Skill section, followed by
    Communication and Culture which contains related
    extensive information. In the two last sections including
    Looking back and Project, students review lessons and produce their own project.
    In terms of each section, teaching activities are arranged following an order which
    helps students receive then produce the language. The textbook offers essential information
    before students are required to do related exercises.
    We use exercises in the Listening part of Unit 5 (Textbook Grade 10) as an example
    to clarify this point. Exercises in this part strictly follow certain steps for a skill lesson.
    According to BA Upgrade: English Language Teaching Methodology (2003), there are 3 stages
    for a skill lesson:
    - The pre-stage prepares students by getting them to think about the topic or situation
    before they read, listen, speak, or write about it.
    - The while-stage gives students a ‘guide’ or framework to help them practice the target
    skill of the lesson.
    - The post-stage helps students take information or whatever they have produced in the
    While-stage, and do something meaningful with it.
    Obviously, 5 exercises in this Listening part
    follow the 3 above stages. Exercise 1 is of
    the pre-stage, which expects students to
    think about the functions of a flying car. The
    While-stage includes Exercise 2, Exercise 3,
    and Exercise 4. These exercises help
    students improve their listening
    comprehension. Exercise 5 in the Post-stage
    asks students to discuss more deeply about a
    flying car in their own expression.
    Teaching activities in Textbook 10 are varied. This can explain what Garinger
    (2002) discussed in his study that “The textbook should fulfill its role as a stimulus for
    communication and not be simply an organizational tool for the teacher”. With different forms of
    exercise, the textbook can interest students and motivates their learning process. (Appendix 3)
    Besides, these activities are instructed clearly, along with practical examples. We
    take an example in the Speaking part of Unit 1 (Textbook 10). An example of household chores
    and reasons is shown before students accomplish the rest.

    Obviously from the above analysis the authors put teaching activities in the correct order.
    Each activity contains obvious instructions and specific objectives.
    2.2. The difficulty level of teaching activities.
    Activities are arranged in ascending order of difficulty level. At an elementary
    level, the new language is presented to students through teaching. At an intermediate level,
    students are required to isolate the new language and practice it on their
    own with the teacher’s assistance. At an advanced level, students
    produce a new language on their own without help from the teacher.
    Like the previous explanation, we analyze this category
    through each unit and each section. In terms of each unit, students
    obtain information in Getting Started and Language by the teacher’s
    instruction. In the next sections such as Skill, Communication, and
    Culture, students practise different skills and exercises called controlled
    exercises under the teacher’s regulation and correction. The Project section is at a difficult level
    when students are required to do free practice and do the work by themselves.
    Similarly, in each section, teaching activities are designed from easy to hard. An
    example is activities in Getting Started of Unit 4 (textbook 10). The teacher read a conversation
    passage with students in Exercise 1. Students answer reading comprehension questions with the
    instruction of the teacher in Exercise 2. Lastly, Exercise 3 requires students to produce the new
    language on their own by making dialogues with a partner.

    This order of difficulty level is the same as the discussion that “Exercises should
    build on and reinforce what students have already learned and should progress from simple—both
    linguistically and cognitively—to more complex and demanding. A textbook should require more
    from students as their language skills develop so they are continually stimulated and challenged.”
    (Garinger, 2002).
    It can be referred from the above analysis that the difficulty level of exercises is properly
    distributed throughout the textbook. This enables students to gradually assimilate knowledge and
    apply in practice.
    From the above analysis, we jump to conclusions that the textbook designers do a great job
    in satisfying criteria 17 and 20 about teaching contents and activities.
    REFERENCES

    - Garinger, D. (2002). Textbook selection for the ESL classroom. Center for Applied
    Linguistics Digest.
    - Walsh Dolan, M. (1985). Integrating listening, speaking, reading, and writing in the
    classroom. Language Arts Journal of Michigan, 1(1), 4.
    - Williams, D. (1983). Developing criteria for textbook evaluation. ELT journal, 37(3),
    251-255.
    - BA Upgrade: English Language Teaching Methodology (2003)
    APPENDIX
    Appendix 1: The Equal number of exercises (Unit 4 – Textbook 10)

    Appendix 2: The order of Vocabulary, Pronunciation and Grammar (Unit1-Textbook 10)


    Appendix 3: Different kinds of teaching activities.

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