PROJECT 2

Book Information

Book title : OXFORD PRIMARY SKILLS: Reading and Writing 5

Author : Tamzin Thomson
Publisher : Oxford University Press
Year : 2010
A. General Analysis

Analyze the the Preface/Introduction/User Guide to identify the

following items:

1. Target user(s) – including level of proficiency

Oxford Primary Skills 5 book is designed for children. However, this
book can be used as the main coursebook because this book is only
additional that must be used alongside with the main coursebook.

2. Goal(s) – both language and non-language goals

The main language goal of this book is to develop children reading
and writing skills. Furthermore, this book is also expected can make
the children becoming self-learner confidently.
3. Method and/or learning principles applied
This book uses PPP learning principle. PPP stands for presentation,
practice, and production. Presentation is the part where the new
information is provided/presented by teacher. Practice is the part
where the new language is being reinforced, it usually done by
worksheet, games, scripted conversation, and reading exercises. The
final part of PPP method is production. Production is the part where
the students use the new language they have just learned. It can be in
written or spoken form.
 Presentation

This part is aimed to make the learners focus on the topic

of the chapter. Learners also can make guess what they
probably do in the current chapter. In this part, several
special words that needed are presented. It will help the
learners to learn easier.

This part is aimed to give learners tips to make a

preparation for the task that will conclude the unit, encourage
them to use the tips on their own writing, and make the
learners gain the general undertanding of the text.
 Practice

This is an exercise that follows the reading section. This

exercise is aimed to make the learners acquire new
vocabulary in context and encourage the learners to look
up the definitions in their dictionaries.

These exercises are aimed to check learner’s

understanding of the text both in general and in detail.

This exercise is aimed to promote classroom discussion

and encourage learners to expres their own ideas and
opinions.
 This exercise is aimed to make sure that the learners follow
the writing tips for practice and reinforcement. This part also
can be used for teacher to give feedback before they move on
the writing task.
 Production

This exercise is aimed to make the learners use text

model and vocabularies they just have learned

4. Specific requirements for teachers

There are several things that must be considered by teacher when they
use this book
 Before Reading Open the class by doing discussion questions.
These questions are designed to focus children on the unit
topic. The teacher should pre-teach a few words in the text
which could cause special problems but do not try to solve
every difficulty before hand.

 Listening and Reading

Teacher must be able to maintain a conducive learning
atmosphere when reading and writing. The teacher must also
be able to lead students not to understand every word but
understand the gist of a text. After reading and listening ask a
few simple comprehension questions to ensure children
understand the gist.
 Reading Comprehension
Teacher should monitor children’s understanding and make
sure that the children understand the task. The teacher should
give student the opportunity to read the at their own speed. The
activity in the last exercise is classroom discussion, The
teacher should be able to encourage children to express their
own ideas and opinion.

 Writing
Teacher can ask student to read that after that ask a few
questions to make sure student’s comprehension. Below each
text are writing tips in preparation for the task that will
conclude the unit. Tell the children that you want them to make
use of these tips on their own writing. Use the exercise which
follows the writing tips for practice and reinforcement. Do
feedback as a class before they move on the writing task.
 5. Specific tools required when using the coursebook
This book require some specific tools because in this books there are
some activites that require some supporting media to make the class
becomes meaningful like speaker and laptop for doing listening
activity.

B. Chapter Analysis

Analyze a chapter to identify the following items:

1. The aim(s) – both language and non-language aims

Language aims:
 Children can read and understand real text types such as
newspaper, recipe, or traditional tales.
 Children can use the language more flexible.
 Children can become competence in communication.
Non- language aims:
 Children become self-confidence to approach new word.
2. The learning objectives – both language and non-language objectives
Before reading activity
Language objective(s):
 Children can learn a few words in the text which could
cause special problems

Non- language objective(s):

 Children can draw their own understanding to the topic.
 Children can use their imagination to make prediction to
the content of the text.

Read and listen

Language objective(s):
 Children can have ability to read for gist

Non- language objective(s):

 Train the children concentration to listen.
 Vocabulary

Language objective(s):
 Children can obtain some new words.
Non- language objective(s):
 Children can use dictionary to look up the definition.
 Children can become confdence and competence as
independent readers.
 Children can gain moral value.
3. The language-related content(s)
4. The topic
5. The components of the chapter
6. Whether the content of the chapter is sufficient or not
7. Whether the analyzed chapter contains activities/tasks that relevant to
the aim/objective of the unit
8. Whether the analyzed chapter has accurate and enough text
9. The arrangement of task
10. Graphics
11. Other parts (enrichment, assessment, and remedial)

C. Project Completion Schedule

1. Analyzing the coursebook

2. Getting lecturer’s feedback
3. Revising the draft
4. Submitting the work

D. Scoring
 Your work is assessed with regard to the following aspects:

1. Coverage and depth of analysis 40%

2. Accuracy of analysis 40%
3. Collaboration among members of the group 20%

Group 1: Cambridge Global English (Coursebook 9) by Chris Barker

Group 2: