III.

Evaluation
Group 4 - Nguyen Nhat Le
Evaluation process

Needs Analysis

Course Objectives Study Materials

Matching

Action
Content

2. Mismatches
3.
1. Matches &
Conclusion
Action
 1. Match
 Audience:
• Type: General English
• Intended audience: ESL
learners (children)
• Design and layout: colorful,
engaging to children with
some spaces within page
layout  not feeling
overwhelmed
 Institution:
• Course: published
coursebook with high “face
validity”
• Book: published by
Cambridge Press
 1. Match
 Knowledge: Vocabulary Vocabulary
Grammar

The Course The Book

 Acquire vocabulary related to general topics in  The book provides learners with a variety of:
the test (Family, Travel, Food, Weather,…) etc.)  General topics (which covers a whole unit)
 Cross-curricular topics: within 1 unit, there are
many sub-topics
 Vocabulary

The Course The Book

 Acquire vocabulary related to general topics in  The vocabulary of different topics are provided:
the test (Family, Travel, Food, Weather,…)  Explicitly: as word list

 Implicitly: in reading/listening texts

 Vocabulary

The Course The Book

 Acquire vocabulary related to general topics in  The amount of vocabulary is adequate (6-8 new
the test (Family, Travel, Food, Weather,…) words/phrases per activity) and suitable for A2
level. Students have chances to practice through
many different tasks such as:

Matching

Listening

Completing
tables
 Vocabulary

The Course The Book

 Acquire vocabulary related to general topics in
the test (Family, Travel, Food, Weather,…) Speaking

 Sequencing:
o Vocabulary learnt from previous lessons can be
repeated and have further practice in later sessions.

Lesson 1 Lesson 5
 Vocabulary

The Course The Book

 Acquire vocabulary related to general topics in o from previous unit to other units.
the test (Family, Travel, Food, Weather,…)

Unit 1 Unit 2
 With frequent exposure  Help students
remember for a long time & build up vocabulary
 Vocabulary
The Course
 Acquire vocabulary related to general topics in
the test (Family, Travel, Food, Weather,…)
The Book
 Roles of teachers:
• Teachers should give appropriate instructions to
students in the class and monitor their process
• The book provide ideas and guidelines so that
teachers should flexibly adapt to their own situations
• Teachers are encouraged to bring “real” materials
into the classroom to create interest for the lesson as
well as facilitate additional words/revising old
vocabulary.
• The book suggest to add “warm-up” and “wrap-up”
activities with vocabulary games
 Roles of learners:
• undertake tasks as directed by the materials
 Grammar

The Course The Book

 Acquire simple grammatical structures used in  Structures and grammatical areas listed in the
the test (question tags, comparative and book matches with the required list
superlative adjectives, etc.)
 Grammar

The Course The Book

 The book provides learners with proper
grammar and structure with the given topic.
Eg:  + Simple present and adverbs of frequency
go with “Daily routine” topic

+ Verb + ing/infinitive is introduced when

talking about “Hobbies”
 Grammar

The Course The Book

 Grammatical structures are presented:
•  explicitly as “Use of English” and “Language detective”  

• implicitly through: speaking, pronunciation, listening, …

 Grammar

The Course The Book

 Grammatical structures are presented:
•  explicitly as “Use of English” and “Language detective”  

• implicitly through: speaking, pronunciation, listening, writing …

 Grammar

The Course The Book

 Useful phrases and grammar are exposed through direct tasks & integrated
tasks to make sure students can produce oral or written texts.
 Sequencing: 
• every two units has a reviewing lesson covering the main structures & grammar
to revise and consolidate learning.

Exercise 4 (Review)
 Grammar

The Course The Book

• Important grammatical areas such as simple present and adjectives are
reviewed and extended to other usages throughout 9 units
 Grammar

The Course The Book

 Roles of teachers:

• demonstrate the use/ meaning/differences for students

• provide instructions and monitor students’ progress 

• constantly check students’ comprehension and provide explanations

 Roles of learners:

• follow instructions from teachers or from their book

• independently do the tasks based on the rules provided

 1. Match
Listening
 Skills: Listening, Reading, Writing & Speaking
The Course The Book
 Understand English speakers who talk slowly  Contextualized listening texts are provided

and clearly: within a unit.

 short talks  The difficulty of listening increases by each unit

 instructions varying from words to phrases, stories, one-

 questions person speech, conversation.

 etc
 Listening

The Course The Book

 Many different tasks help learners:

• review new vocabulary

• acquire different micro-skills: listening for details,

• listening comprehension, making predictions

 Reading

The Course The Book

 Understand with little or no support most  There are 2-3 stories or short articles (200

specific information and details in short, words long) related to the topic, provided with

simple fictional and nonfiction texts words or structures needed before 

 Many reading tasks which helps the learners to

understand, extract specific information and

detail to complete a task or answer questions

 Reading

The Course The Book

 Roles of teachers:
• Giving instructions and demonstrate activities/special vocabulary or
grammar if necessary
• Check students’ understanding and make sure they get the aims of the
exercise whether it is to read texts to match headings or to scan texts
to answer questions
 Roles of students:
• Undertake the assigned tasks
• Follow instructions given by teachers or the books
 Writing

The Course The Book

 Plan, write, edit and proof-read a short  Students learn and practice writing from

sequence of sentences in a paragraph using provided phrases, structures, reading samples

simple connectives, grammatical structures into sentences, short paragraphs, letters. (via

and sentence patterns with a limited range of “Over to you”, “Use of English”, “Write”

mistakes. activities).
 Writing

The Course The Book

 Roles of teachers:
• Giving instructions and demonstrate necessary activities/special
 Phrases
vocabulary or grammar 
• Discuss some ideas about the things they could write 
• Provide steps taken for paragraphs or letter writing  Sentences
• Monitor students’ progress and correct their mistakes
 Roles of students:
• Undertake the assigned tasks
 From reading samples
• Follow instructions given by teachers or the books To letter writing
 Speaking

The Course The Book

 Deliver basic information about themselves,  Speaking activities are involved many times

people, places and objects, and routine past through “talk about it”, “talk”, “over to you”

and present actions and events, using a short (2-3 speaking tasks/lesson) which spread

sequence of sentences. throughout the lessons or “present” tasks in last

lesson

→ Learners get practice constantly with every new

vocabulary of the topic together with grammatical

structures in that lesson.

 Speaking

The Course The Book

→ Learners get practice constantly with every new vocabulary of the topic

together with grammatical structures in that lesson.

 Constructivist

 Individualized learning
 1. Match
 Attitude
The Course The Book
 Individualized learning + Learner-centered
 Participate willingly in written and spoken
approach
communication in familiar situations
 respects & based on students’ knowledge &
 Show a positive attitude toward the language experience.
 Many opportunities for learners to discuss with
and language learning process
their friends and teachers (a large proportion of
this book is devoted for speaking)
 2. Mismatch
 Course aim:
- get high scores at school
- pass flyers test

 Critical thinking skills  Social & Moral values

 2. Mismatch

 Grammar  Participation
- Book: The focus is exclusively on meaning and o Book: Most tasks in the book require
meaning-form relationship, metalinguistic learners to work individually
knowledge is presented but NOT in details simultaneously
- Course: To support the development of writing  Adaptation: Task restructure
skills, grammatical structures are expected to be
detailed  Flyer tests
o Book: No exact test formats are
provided
 Adaptation:
- Extra exercises
- Test-taking strategies
 Adaptation: Demonstration & Extra Practice
- Mock-tests
3. Conclusion
 Pick the book as the core material
 Minor adaptations need to be taken
Thanks!
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