An Evaluation On A Global Textbook

Students are usually required to prepare some class with some recommended reading books, journals or articles, (depending on the particular aims of the course), occasions where they are able to practice their literacy and language skills.

Advanced Top Notch textbook is an integrated four-skill textbook for adults who want to use English to communicate effectively in daily life. It is also Easy and enjoyable to teach and that it combines proven communicative methodology with a practical outcomes-based approach. That said, it includes a clear part for teaching vocabulary, a small section for grammatical point, and functional conversations centering around dialogues in every unit accompanied by systematic practice of all speaking skill. However, it places special emphasis on helping students become confident and competent speakers of English. Speaking activities at the end of every lesson, tied to clearly label measurable outcomes, enable students to see the results of their learning

This study aims to ensure that the resources used to deliver and assess the subject are suitable for all learners and, that the range and relevance of learning and teaching materials and media have been used effectively. Also reflect on good practice in the use of materials, and common errors that should be avoided. In this regard, provide ideas and examples for the use of teaching materials to enhance student learning. Furthermore, develop professional skills as a teacher assuring that the resources used are effective and that

I thoroughly enjoyed the reading, Learning and Teaching Styles In Foreign and Second Language Education by Richard M. Felder –Eunice R. Henriques. I have related this reading selection to my personal teaching/ learning style and my student’s learning styles, but especially to one particular student that I work with.

Spoken language is used everywhere in our lives yet for different purposes. With schools being an organization of varying ages, status and purposes teachers require spoken language to: teach, display their authority; to students and colleagues alike, yet to also create and maintain rapport amongst one another.

The danger with the ready-made textbooks is that they can seem to absolve teachers of responsibility. Instead of participating in the day-to-day decisions that have to be made about what to teach and how to teach and operate the system, secure in the belief that the wise and virtuous people who produce the textbook knew what was good for us. Unfortunately, this is rarely the case. (Swan, 1992)

Teaching reading is one of the critical parts of teaching language. Through reading, the teacher role is to guide student how to comprehend written language so that the student can get the idea and share their thought to other easily. Byrnes (1998) stated that reading is an interactive process that goes on between the reader and the text, resulting in comprehension. The text presents letters, words, sentences, and paragraphs that encode meaning. The reader uses knowledge, skills, and strategies to determine what that meaning is. Before teaching reading, it is necessary for teacher to meet some requirements mentioned before. Teacher also has to be completely understood and choose the effective method and technique as well as preparing the decent reading material. Whilst also considering the student who has English as a foreign language and student’s language

The frequently used speaking tasks by teachers are: interview, picture description and oral presentation. All three tasks have certain similarities that according to Lee (2004) they are close to everyday life situations; enable the students to use as much L2 as possible. On the other hand, Sook (2003) research in Korean schools shows that teachers opt for such speaking assessment tasks that gave less psychological burden to students, were less time consuming and did not demand the teacher to take the role of interviewer etc. Teachers function as a rater only, scoring students ' responses, therefore they mostly used activities such as answering questions and describing a realia to assess the students speaking ability.

inadequecy of textbooks (content) result from every individual class’ own learning needs. Therefore, it is possible to argue that the aims of participants ( those who scored disagree or not sure) did not effectively correspond to the textbook aims in terms of skills. They may rely heavily on one or more skills while neglecting the others. Thus, their expectations would not naturally be reflected in textbooks. The literature also indicates the evidence that different teaching approaches and styles of every individual teacher reveal how teachers implement teaching materials

Despite a marked difference in terms of their level of proficiency in English, Rodi and Liam managed to develop the same level of proficiency (high level of proficiency) in using Indonesian language. From their reports, summarised in Table 1 above, it is quite obvious to see that social contexts where the language is learned constitutes a very important factor that helped both learners develop their proficiency. That is to say, the abundance of input available in the social settings helped them conceptualise the target language systems more easily and thus enable them to cope with producing output more effectively thereafter. Of course, the abundance of input available in the social setting is useless unless the learners make use of it, and such quality is what differentiates good from poor language learners (Rubin, 1975).

Nowadays, English has become an international language all over the world. Many people have learnt it as the second language after their mother tongue . Thus for Vietnam, English has gradually become the most widely used language in all kinds of international relations. Studying English in a country where English is considered as foreign language, we do not have many people who speak native English and we are not used to speaking as well as listening native English daily. But teaching writing is easier than teaching listening . In writing, words are

The materials, activities, exercises, and digital tools in the project can help Chinese EFL teachers develop their students’ oral proficiency. In addition, with authentic learning materials and speaking practices, the project is designed to help English learners develop their communicative abilities.

Also, the study should provide modification directions for textbook designers for English textbooks in the future; and last, the study would show the distinct characteristics of different sets of current English textbooks for teachers ' reference. Opinions of the teachers and students using different series of textbooks would also be useful for both teachers and the textbook designers in Taiwan.

Tomlinson (2002) stated that by way of various activities, readings and explorations, textbooks give the essential recommendations into class (as cited in Rahimi & Hasani, 2011, p. 67). There can be no disclaiming the fact that textbooks still keep very large recognition and most are certainly here to stay even if one believes that textbooks are notably inflexible and one-sided to be employed instantaneously as instructional material (Mohammadi & Abdi, 2014, p. 1149).

The subjects in this research were 42 students at Cao Thang Technical College, district 1. They are attending a compulsory English course at their school’s language centre. Their course book is International Express