TABLE OF CONTENT

I. INTRODUCTION .......................................................................................................... 2

II. TEXTBOOK EVALUATION ....................................................................................... 3

1. OBJECTIVES, PRINCIPLES AND TEACHING METHODS ............................ 3
2. KNOWLEDGE AND LANGUAGE SKILLS ........................................................ 4
3. DESIGN AND STRUCTURE ................................................................................... 5

III. TEXTBOOK ADAPTATION ..................................................................................... 6

1. MATERIAL USED .................................................................................................... 6
2. ADAPTATION ........................................................................................................... 6
2.1. GRAMMAR – REPORTED SPEECH ............................................................. 6
2.2. SPEAKING – SOLUTIONS TO ENVIRONMENT PROBLEMS ................ 7
2.3. WRITING – WRITING ABOUT A WILDLIFE ORGANISATION............ 8

IV. CONCLUSION .............................................................................................................. 10

REFERENCE....................................................................................................................... 11

APPENDIX........................................................................................................................... 12

1
I. INTRODUCTION
The Vietnamese Education publisher created English 10 based on the "English
curriculum" established by the Ministry of Education and Training in Circular 32/2018/TT-
BGDT dated December 26, 2018. As can be seen, The Global Success 10 textbook has played
a crucial role in the course of teaching and learning for 10th-grade-students. Althoughtextbook
cannot cover everything, they remain the main sources for the teaching and learning contents.
Indeed, they are effective instrument for the educational practice and can reflect individual
and national values senses (Hinkel,1999). And it is even more urgent for evaluating the
textbook to identify its values to ultimately fulfill teaching functions.

The Global Success 10 textbook will be evaluated based on the Circular: Stipulating
Criteria for Evaluating English Textbooks in General Education with three specific articles,
including Criteria of teaching objectives, principles and methodologies, Criteria of language
and skills, and Criteria of attached educational materials, in terms of its strengths and
weaknesses when the teachers use it in teaching progress. English 10 – Global Success -
Students' books are compiled in a communicative manner, assisting students in developing
their capacity to communicate in English in four forms: listening, speaking, reading, and
writing via the use of corpus. At the same time, the book is arranged in a learner-centered
manner, with all instructional activities created and organized to foster student activeness and
initiative and to create the best circumstances. As a result, students may engage in activities
that allow them to practice and develop their English communication abilities.

However, the textbook also includes several constraints for educators when teaching
and assessing student progress in some units; thus unit 9 (Protecting the environment) is
chosen to adapt. Although this unit contains a wide range of activities and the unit's activities
are closely aligned with the objectives, it is anticipated that the teachers might experience
several difficulties in teaching this section of the textbook in terms of teaching effectiveness.

2
II. TEXTBOOK EVALUATION
1. OBJECTIVES, PRINCIPLES AND TEACHING METHODS:
The "Global Success 10" textbook has presented that each integrated knowledge
(language) or each skill (Speaking; Reading; Listening; Writing) ensures to be incorporated
within a single lesson. Moreover, receptive and productive skills are designed in an interwoven
way, with a sequential emphasis on mastering reading skills prior to speaking skills, followed
by listening skills and writing skills ultimately. This aligns with research advocating for an
integrated language skills approach, which promotes holistic learning and reinforces skills
through interconnected activities (McGroarty, 2023; ELT Guide, 2023). This systematic
presentation of textbook content facilitates the selection of suitable teaching methodologies
for educators (Criterion 7), thereby streamlining their efforts and saving valuable time.

Moreover, this textbook guarantees balanced development of language skills (Criterion

9). A point in this case is that the activities allocated to each unit are almost similar including
the completeness of 4 skills (Speaking; Reading; Listening; Writing) necessary for students.
Besides, these 4 skills are also designed with the curriculum in the appropriate strategy. It is
beneficial for educators to rely on these exercises and combine them with supplemental
activities to allow students to enhance their essential skills.

Furthermore, the Global Success 10 textbook provides easily applicable teaching

methods and diverse teaching activities, enhancing teachers' ability to deliver engaging and
effective instruction (Criterion 11 & 12). This textbook provides a wide range of tasks for
individuals, pairs and groups as well as a plethora of methods such as visual aids, authentic
and nonauthentic input, and motor learning for teachers.

Nevertheless, discussion activities at the end of each lesson can cause inconsistencies
in teaching methods and forms of organization with applicable testing methods and forms
(Criterion 8). The reason for this possibility is that teachers would not be able to measure the
level of contribution through the presented product by pairs/groups, making it difficult for
teachers to accurately assess the level of understanding of each student. As a result, educators
might consider incorporating complementary assessment strategies, such as short writing
prompts or role-play, to evaluate individual understanding alongside group discussions.

3
2. KNOWLEDGE AND LANGUAGE SKILLS:
The Global Success 10 textbook brings numerous benefits to teachers in terms of its
organization of knowledge and language skills. Firstly, the textbook covers a wide range of
interesting subjects, including from family life to international integration, and the interesting
and frequently updated content which aid teachers in stimulating their own creativity to impart
knowledge without causing societal prejudices throughout teaching progress (Criteria 15 and
16). Which potentially stimulates teacher creativity and fosters engaging lessons (McGrath,
2001). Secondly, the Global Success 10 textbook provides scientifically designed activities
that progress from easy to difficult which means students move to 4 skills (listening, speaking,
reading, and writing) by first learning pronunciation, vocabulary, and grammar (Criteria 20).
This structured approach aligns with research on effective language learning, which
emphasizes building a strong foundation before moving to more complex skills (Ellis, 2009).
This aims to aid teachers to have a better understanding of the challenges that students face at
each skill which leads to the development of the language skills then progressively
accomplishing the learning objectives.

In terms of vocabulary distribution connected to the context, each lesson contains 5-6
vocabulary words which allows sufficient time for teachers to employ the most effective
vocabulary teaching strategies and helps students have the expected outcomes as learning new
words (Criteria 22). Furthermore, the authors integrated three language skills (pronunciation,
speaking, and listening) into a lesson (pronunciation) enabling teachers to assess students'
ability to apply pronunciation theory in practice, then provide suitable teaching methods to
fulfill the learning objectives (Criteria 24). Additionally, the textbook aims to develop students'
diverse listening comprehension skills (Criteria 25). This allows teachers to assess student
listening abilities effectively and tailor exercises to different levels (Vandergrift, 2007).
Besides, through a varied system of reading texts with durations and challenges suited for the
learners' competency level in the Global Success 10 textbook, teachers provide pupils a
diversity of social and natural knowledge and suggest appropriate techniques for each level
(Criteria 33). Another significant benefit for teachers lies in the writing activities which
provide clear step-by-step instructions, from discussion activity to idea formation (Citeria 36).
This makes it easier for teachers to assist students in concept organization, writing structure,
and appropriate use of grammar.

4
 However, grammatical structures in this textbook are not always linked to specific
settings, which becomes challenging for teachers to explain and occasionally results in abstract
explanations because of irrelevant situations (Criteria 23). For example, in Unit 2's Grammar
section, students are taught the future tense using "will" and "be going to." Instead of providing
context, the exercises and examples in the textbook just stop at the sentence level which leads
teachers to make more effort to connect with a real-life conversation. Furthermore, this
textbook offers complete charts or chooses true/false in the speaking lesson in some units,
which occupies more than half of time. Therefore, the speaking lesson's distribution is not
suitable to meet its objectives, which leaves teachers with few opportunities to evaluate
students' speaking skills and little room for exchanging ideas between students as well (Criteria
30).

3. DESIGN AND STRUCTURE:

The "Global Success 10" textbook demonstrates a myriad of strengths in its design and
structure. To begin with, consistent use of design elements, including titles, symbols, typefaces,
punctuation, and page numbers, ensures a professional presentation free of typographical
errors (Criterion 37). The titles of the book are comprehensively illustrated in every unit. For
instance, "Unit 1, Family Life" is eye-catching and the largest printed, the titles of the activities
"Listen and read, Work in pairs, Answer the questions,..." are blackened to distinguish other
parts, the titles of remained parts "Getting Started, Language, Reading,..." are printed quite
large and with distinct colors.

Secondly, appropriate size and weight, images, and vivid illustrations appropriate to the
lesson content will stimulate creativity and support language practice (Criteria 38 & 39). Take
unit 3 with the topic of music as an example, there are many pictures of music shows such as
Grammy, Billboard Music, American Idol,... Research suggests visuals can stimulate
creativity and support language learning by providing context and engaging learners (Mayer,
2021).

In addition, the systematic structure of the textbook, with a general introduction, table
of contents, well-structured lessons, and review exercises, provides a scientific and logical
framework for language teaching ( Criterion 40). We, apparently, can see each units have a
general introduction providing us clear and informative information about the section's
objectives, approach to language learning, target audience, language skills to be developed,

5
and the overall organization of the section and the detailed table of contents that outlines the
lessons and topics covered in the small rectangle at the top of every units. It obviously meets
scientific and table of contents criteria.

III. TEXTBOOK ADAPTATION:

1. MATERIAL USED: Unit 9: Protecting the environment in Tieng Anh 10 – Global success
2. ADAPTATION:
2.1. GRAMMAR – REPORTED SPEECH (P.102-103)
A. Evaluation original activity:
Good Points:
- This exercise provides students with exercises at a comprehension level to help them in doing
it easily.
- This activity divides into small grammatical points for each sentence to assist students in
recognizing key grammar points within each sentence.
Points to improvement:
- The content of the exercise section is not related to the theme of environmental protection,
which undermines the initial cohesion for students since the lesson of getting started and
vocabulary are related to the topic of the environment.

B. Adapted activity:
Choose the correct word or phrase to complete each sentence:
1. Nam asked Tuan if he was/is going to take part in the Earth Hour event the following day.
2. Phong asked/said Lan when she was planning to join the Green Club.
3. Minh told me that he had participated/participated in the conservation campaign the
previous day.
4. The teacher suggested/denied that her students should use public transportation for short
distances.
5. Huong said she would present her project on environmental protection the following
week/next week.
Answer: 1. was; 2. asked; 3. had participated; 4. suggested; 5. the following week
C. Rationale for activity adaption:
Principle: Individualization
Technique: Relevance
Reasons: This exercise related to the topic not only helps students easily apply what they are
learning to the current theme leading to higher sensation of engagement but also raises their
awareness of environmental issues.

6
2.2. SPEAKING – SOLUTIONS TO ENVIRONMENT PROBLEMS (P.104-105)
A. Evaluation original activity:
Good Points:
- The task has clear instruction which assists students in doing it straightforwardly.
- The content is related to the topic students are learning which also provides input for students
about how to solve these environmental problems.

1. What kind of environmental problems do you know?

2. Do you think humans are the main factor causing these environmental problems? Explain
why?
3. What are the reasons behind these environmental problems?
4. Give the solutions for the following environmental problems based on clues.
- Disappearance of endangered animals: laws, illegal trade, public awareness, etc.
- Deforestation: sustainable practice, policy changes, etc.
- Air pollution: transportation, waste management, etc.
Points to improvement:
- The design of this activity may cause a boring sensation as it lacks lead-in activity which
plays an important role in generating students’ interest in the topic.
- This type of activity would limit the students’ critical thinking and creativity since there are
available solutions so that they just spend 1 minute to complete.
B. Adapted version:
Work in pairs. Discuss and answer the following questions:
Suggested answer:
1. Some environmental issues that I know are air pollution, endangered animals hunting, land
pollution, and so on.
2. I strongly believe that humans are the main factor causing these problems since we must
meet our own needs by using natural resources and releasing them as well.
3. Some of the reasons behind these issues lie in the increase of population, industrialization
and urbanization, pollution from factories and vehicles that we are using
4. Some solution:
- Air pollution: Stop burning leaves, rubbish, and other materials; Use electronic vehicles or
public transport and plant more trees.
- Disappearance of endangered animals: Stop illegal hunting and fishing; Avoid products that
are made from animal parts
- Deforestation: Introduce strict laws to prevent the cutting of natural forests; Recycle paper,
plastics, and wood products.

7
C. Rationale for activity adaption:
Principle: Pair
Technique: Learner-centeredness and critical awareness development.
Reason: This activity includes three-question-discussion aiming to assist students in being
more gradually engaged in the topic “solutions to environmental problems”, then thinking of
their own solutions to environmental problems based on clues – the main requirement in this
activity. Not only do both ensure the students’ talk time and the practicality of the exercise but
also provide students with a profound view of environmental problems instead of doing a
matching exercise, then checking the answers.

2.3. WRITING – WRITING ABOUT A WILDLIFE ORGANISATION (P.106-107)

A. Evaluation original activity:
Good points:
- The construction of the activity is clear, which helps students do the task easily
- The questions are quite suitable for 10th–grade Vietnamese students considering that this
kind of activity has been familiar to them.
- The number of questions is quite appropriate and well-allocated (each question is for a
different part of the image: WWF, animal).
Points to improvement:
- Considering this activity is very familiar to students and they have done this type of activity
numerous times in their English learning journey, students can regard this activity as boring
and repetitive.

- Lack of information and realistic scenarios with only one image about a panda and WWF
symbols which students unable to answer as expected.

B. Adapted version:
Watch the video and answer the questions below:
https://www.youtube.com/watch?v=IE0IEE_QGO4 ( from 0:57 to 2:59)
Transcript:
“We can see how everything connects. And every year, the challenges get tougher. More demand
for land and water. For food. For products. All putting unsustainable pressures on nature. The truth
is, the next 10 years will shape the future of life on our planet. The direction we choose. The history
we create. Our survival is up to all of us. With your support, and by working alongside local
communities, We have seen recovering populations of wild pandas, mountain gorillas and tigers.
Rare animals like the Indus River dolphin and others have been brought back from the brink of
extinction. More wild places now have legal protection on land, in rivers and at sea. For instance,
the huge rainforest park at Chiribiketi. and Belize 8 Coral Reef. We've pushed global governments
to pass new nature laws and tougher targets for cutting carbon.
Questions:
1. What is the WWF organization for?
2. Name some endangered species in the video.
3. What did WWF do to save endangered animals?
Suggested answers:
1. The WWF is organized to protect nature and animals.
2. Wild Pandas, Mountain Gorillas, and Tigers.
3. With citizens around the world's support, and by working alongside local communities, they
have recovered populations of wild, and brought these species back from the brink of
extinction. They've pushed global governments to pass new nature laws and tougher targets
for cutting carbon.

C. Rationale for activity adaption:

Principle: Personalization
Technique: Combine authentic and nonauthentic input
Reason: This activity will motivate and engage student by watching video and answering
questions because this video provides a source of practical knowledge based on realistic
scenarios and also to help students brainstorm,comprehension and expose the learners to
realistic input.

9
IV. CONCLUSION

Following the above analysis, the Global Success 10 textbook almost offers a structured
curriculum aligned with the Ministry of Education and Training's Circular. Through
observations and evaluations as a teacher, we identified specific benefits as well as challenges
teachers faced while utilizing the textbook in the teaching process.

Based on these findings, we propose three activities adaptations to enhance the

textbook's effectiveness for Vietnamese classrooms. These adaptations primarily focus on
addressing the identified teacher challenges and enriching student engagement. For Unit 9, we
suggest incorporating authentic and nonauthentic input about WWF organization. This
approach would not only provide students with interested concerns about how WWF operates
but also cultivate a perspective on saving endangered species. Additionally, an adaptation of
providing for more questions in speaking lesson stimulates students’ creativity in terms of
solutions to environmental issues and promote their speaking ability. Besides, relevant
exercise provision within Unit 9 topic contributes to raise learners’ awareness of protecting
environment and have a better engagement in grammar as well. By implementing these
adaptations, the textbook can remain a valuable tool for educators while catering to the
contemporary learning styles and globalized outlook of Vietnamese students.

In conclusion, evaluation and adaptation of the textbook play a vital role in remaining
a relevant and effective resource for promoting successful English language teaching and
learning experiences for future Vietnamese students and teachers.

10
REFERENCE
[1] Ellis, R. (2009). The task-based approach to language learning. Oxford University Press.

[2] ELT Guide. (2023, March 23). Basic ideas and techniques for teaching the four language
skills. https://elttguide.com/basic-ideas-and-techniques-for-teaching-the-four-language-skills/

[3] Hinkel, E. (1999). Culture in second language teaching and learning: Cambridge University
Press.

[4] Hương, P. L. H. (2023). Giáo trình biên soạn và chỉnh sửa tài liệu (Materials Development
and Adaptation). Đại học Huế, Trường Đại học Ngoại ngữ.

[5] Mayer, R. E. (2021). Multimedia learning (4th ed.). Routledge.

[6] McGroarty, M. (2023). Integrating language skills: A practical guide for teachers. Oxford
University Press.

[7] McGrath, I. (2001). Making teaching easier: Ten easy-to-use techniques for any teacher.
Nelson Thornes.

[8] Vandergrift, W. (2007). The listening maze: Developing effective listening skills. Heinle
& Heinle.

11
APPENDIX
Appendix 1. (Unit 9 – Protecting the environment) Grammar – Reported Speech (P.102-
103)

Appendix 2. (Unit 9 – Protecting the environment) Speaking – Solutions to

environmental problems (P.104-105)

Appendix 3. (Unit 9 – Protecting the environment) Writing – Writing about a wildlife

organization (P.106-107)

12