Seameo regional language centre
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- Điều hướng trang này:
- 2.2. Overview of the textbooks
| Lower Secondary
Upper Secondary Grade 10 Grade 11 Grade 12 Grade 6 Grade 7 Grade 8 Grade 9 Set 1 Set 2 Set 1 Set 2 Set 1 Set 2 Periods/ Week 3 3 3 2 3 4 3 4 3 4 Weeks/ Year 35 35 35 35 35 35 35 35 35 35 Periods/ Year 105 105 105 70 105 140 105 140 105 140 2.2. Overview of the textbooks The three textbooks English 10, English 11, and English 12 were developed based on the new national curriculum, which was in the draft form at the time they were written. As mentioned earlier, the books are claimed to adopt a theme-based syllabus. However, this syllabus may be more appropriately described as a ‘multi-strand’ one since there is almost everything in it: topics, tasks, functions, notions, skills, grammar, vocabulary and sounds. The methodologies the books are claimed to follow are the “learner-centered approach and the communicative approach with task-based teaching being the central teaching method” (English 10, Teacher’s Manual: 12). The teaching contents for each unit are summarized in a book map which is provided on the first page of each book. Each of the textbooks is accompanied with cassette tapes, student’s workbook and teacher’s manual. There are 16 teaching units and six review units in each book. Each teaching unit covers a topic (see Table 4) and is structured into five sections: Reading, Speaking, 19 Listening, Writing and Language Focus. Each section is supposed to be taught in one period of 45 minutes. According to the textbook author that I interviewed, Reading skills are dealt with first and foremost in a unit because the authors expect to use the reading text to provide language input and ideas for practice of other language skills. There is a glossary at the end of each textbook. The glossary contains both phonetic transcription and Vietnamese translation for each entry. The phonetic transcription is based on the system of transcription symbols found in Oxford Advanced Learner Dictionary (7 th edition) (English 10: 4; English 11: 4). The Reading section is structured according to the conventional stages of a reading lesson. It begins with one or two Before you read activities, the aim of which is to introduce students to the topic, activate their background knowledge of the topic, motivate them to read and elicit new vocabulary. It then presents a short text followed by 2-3 While you read activities, the aim of which is to develop reading skills and strategies such as scanning, skimming and guessing meaning in context. The section ends with one or two After you read activities to offer students some further practice, e.g. oral or written language production. The Speaking section consists of 3-4 activities, termed “tasks” by the textbook authors (however, my analysis suggests that not all of these ‘tasks’ correspond to the concept of tasks as used by Willis 1996, Skehan 1996, Long 2001, and Ellis 2003. See 2.3.2 for more detail.). The first and second activities provide language input and develop specific language functions such as expressing opinions, agreements and 20 disagreements. The remaining activities involve short talks on a specific topic possibly with or without prompts. Table 4: Topics in English 10, English 11 and English 12 tải về 421.94 Kb. Chia sẻ với bạn bè của bạn:
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