HUE UNIVERSITY

UNIVERSITY OF FOREIGN LANGUAGES AND

INTERNATIONAL STUDIES
*****

COURSE: MATERIALS DEVELOPMENT AND ADAPTATION

(BIÊN SOẠN VÀ CHỈNH SỬA TÀI LIỆU)

GROUP ASSIGNMENT

Course instructor: Assoc. Prof. Dr. LE PHAM HOAI HUONG

Academic Year: Semester II, 2023-2024
Students’ full names and IDs:
Đặng Văn Thủy – 21F7010192
Nguyễn Phước Khánh Trà – 21F7010038
Tăng Thị Thu Thảo – 21F7010033
Nguyễn Thị Mỹ Linh – 21F7010120
Nguyễn Ngọc Linh – 21F7010119
Trần Thị Huyền – 21F7010014

HUE, 3/2024
 1. Introduction:

According to Zohrabi (2014), textbooks are one of the elements that may promote
or discourage learners depending on their materials. They are a kind of support for both
teachers and learners. Therefore, it is necessary to evaluate the textbook to determine how
appropriate the textbook has been presented to students in order to meet students’
requirements, and Tieng Anh 10 Global Success will be chosen in this review.
Tieng Anh 10 - Global Success - Student's Book adheres to the Ministry of
Education and Training's General Education Program guidelines. It employs a
communicative approach to enhance students' English skills in listening, speaking,
reading, and writing, with a focus on pronunciation, vocabulary, and grammar. The book
centers on student engagement, offering various practice activities to foster proactive
learning. It integrates reading, speaking, listening, and writing skills around four themes:
Our Lives, Our Society, Our Environment, and Our Future, with each theme divided into
ten lesson units. Additionally, it incorporates reviews to reinforce language knowledge
and skills. The book considers students' age and Vietnam's cultural context, while also
supplementing scientific and social knowledge. It follows modern textbook compilation
theories and draws from Pearson Education's expertise.
In this review, criterion 19 and criterion 28 in Article 7 will be chosen to evaluate
Tieng Anh 10 Global Success:
 Criterion 19: The language used in the book is natural and suitable for the
language in real life and the student's age group.
 Criterion 28: Speaking activities are designed with a clear purpose, creating
excitement and developing students’ natural communication skills.

2. Criterion 19:

According to the Ministry of Education and Training, one of the requirements for
high-school students is to promote them to develop language skills and knowledge to
meet Level 3 standard (corresponding to B1 Preliminary). The majority of the language
used in Tieng Anh 10 Global Success is age-friendly, creating a simple, easy-to-
understand environment for students to access the textbook. The language ensures that it
is very clear and straightforward, and does not use overly complicated sentence
structures. It also represents authenticity in each dialogue of the characters in each unit.
The lines are extremely natural and close-to-life conversations that reflect rhythm,
pauses, and expressions in English. From dialogues to longer texts, the consistency of
language use reflects the nature of topics that raise student’s awareness of deeper
understanding. Moreover, the language used to describe the activities and give
expressions in Tieng Anh 10 Global Success generally suits high-school students’ age
because they are encouraged to develop their English use in real-life contexts. The book
uses language that is familiar, youthful, and easy to understand. The combination of
formal language and communicative language helps teenage students use language
appropriate to each communication context.

The Reading passage in Unit 1 (p.11) best illustrates this criterion. Although the topic of
the passage revolves around the advantages of doing household chores, it contains both
familiar and unfamiliar words and phrases that will draw student’s attention. From the
vocabulary task in the reading, it is clearly shown that the majority of language choices in
the passage are natural, familiar vocabulary in life and appropriate, enabling students to
expand their ideas of household chores naturally (e.g. develop children’s gratitude, helps
strengthen family bonds,...). Students are able to express such ideas in a fluent way
thanks to the fact that the text’s language is common, although there are some higher and
less familiar levels. Therefore, using such languages to motivate students’ needs directly
increases the reliability of the Reading text and students’ potential to apply in real-life
family context.

3. Criterion 28:

The majority of Speaking activities in Tieng Anh 10 are designed based on the
following structure: finding ideas, constructing ideas, and presenting ideas through the
images and information found in the textbook. According to Aurelia and Pramono
(2023), to enhance learners’ communicative competence, it is important to provide them
with appropriate and sufficient practice through various types of speaking activities and
materials found in the textbook. Because of how well-structured the activities in Tieng
Anh 10 are, students are expected to talk about many aspects of their lives, which creates
a foundation to enhance their Speaking skills. Moreover, Tieng Anh 10 contains engaging
speaking activities for students to motivate their desire to share their attitudes and
perspectives in English, as these activities are based on familiar topics (e.g. life,
environment, community, future,...) that are suitable for students’ age. Tieng Anh 10 does
not limit the practicality of speaking activities in completing conversation only, students
do have more opportunities to discuss with groups, share their individual ideas, and even
create a speech on certain topics. Such structure and content of Speaking activities enable
students to achieve their full potential of developing natural speaking skills, and Tieng
Anh 10 can be a reliable source for students in general.
The Speaking activity in Unit 3 (p.32) best illustrates this criterion. In Task 1,
students are required to read a music show on TV and complete the note, which sets a
context for them to understand what a real-life show will be. Then, Task 2 involves group
work to help them build their own show, and they can use the language in Task 1 to
describe the name of the show, the participants, the actions, and the prize. Finally, Task 3
lets students present their show to the whole class, and a vote for the best show is
included to motivate students to learn about some strategies to describe a show in a
satisfying way. From this activity, the purpose is so clear that students will both have a
sense of engagement and be orientated to their natural speaking skills.
 4. Conclusion:

Tieng Anh 10 Global Success is reliable, logical, and diverse and fits the
aforementioned criteria for 10th-grade English teaching material. Not only is the
language used in the book natural and suitable for the language in real life and the
student's age group, but Speaking activities are designed with a clear purpose, creating
excitement and developing students' natural communication skills to practice their ability
to use English in real situations. From our perspective as textbook reviewers, it is
anticipated that the book Tieng Anh 10 Global Success will be a valuable and reliable
resource to help students progress and achieve their goals in learning English.

APPENDIX

Criterion 19 Criterion 28
REFERENCE

Aurelia, E., & Pramono, Y. H. (2023). An Evaluation Of Speaking Materials In “Life”

Textbook From The Perspectives Of EFL Students And Lectures. Magister Scientiae,
51(2), 106-119.

Hoàng Văn Vân et al. (2022). Tieng Anh 10: Global Success. Nhà xuất bản Giáo dục Việt
Nam.

Zohrabi, M., Sabouri, H., & Kheradmand, M. (2014). Comparative study of Interchange1
and English book1 of Iranian high schools. Education International Journal of English,
3(2), 95–104
 WRITTEN ASSIGNMENT ASSESSMENT (15% of the course grade)

 Introduction: (1 point)

 Textbook evaluation criterion 1: (3 points)

 Textbook evaluation criterion 2: (3 points)

 Language use: 2.0 points

 Conclusion and appendice (s): 1 point

Total: …………………./10 points