In general, your evaluation is good. you answer questions of each aspect. However, I don't understand your example to support " authentic point" . you should be more specific
Besides, in the aspect " interesting" aspect, you just give example without expalnations

Group 4:
+ Teacher-friendly: (4a, 4b, 4c) How are they helpful for teacher?
Ex: 4c: “from easy to difficult”=> helpful for students, too.
I think your group should give more explanations for this part.
+ Interesting:
- “provoke”: negative meaning
- “ stimulate” : positive meaning


(Oxford Advanced Learner’s Dictionary)

When I read your assigment, I'm rather confused. You mention to the realistic of the book & you give some examples to persuade that the language is in current.But how are they in current? I think these examples are not clear enough. You had better compare the words in the examples with the words which are not in current but have the same meaning.

your outline is quite clear and easy for me to follow. however, I don't agree with you at the point "interesting". You said the new information is not interesting to ss. in "music" you said it is notpopular to vietnamese ss, so the content is not interesting. I don't agree with that. I also eveluate this book and I realize that the way they explore the this topic is interesting (dislike tieng anh 10- basic, just asks ss to match names of musics). We can see here, ss will listen to a real music, then matching.

in interesting part, you said it's not related to student life in Vietnam. but i think it is. because,for example, in unit 12, music, pop music and rock n' roll is approaching to the youth in Vietnam, especially, teenagers. or in unit 3, if we just read the text , of course it's unrelated. but if we read it and compare to vietnamese students to consider similarities or differences . i think it's related

it's good for your assignment.but i thing in give some example clearly

Your evaluation is quite clear and persuasive, particularly realistic aspect. However, in teacher- friendly part you said that it had before-, while-, after- skill activities which isn't mentioned in this book clearly.

I think your evaluation is clear,short. It is easy for me to understand

Your evaluation is easy to understand. I have one distribution that in interesting part, you should explain all the topics: why they are interesting or why not, as the teacher commented to group 6

your group said that it is too difficult for 10th graders but whether your adatation is suitable for them? and i think this part lack of interaction.

I agree with you that it is difficult to describe the information in the chart. But your adaptation:
-First, the aim of the adaptation should have communication
-Second,the model description is difficult a little
-Thirdly, the questions of the task 2 make confusion because they only ask for chart 3 or both chart 1 and 3

I truly don't understand your A so much. Are u adapting A unit from Tieng Anh 10 or TA 11?
If TA, as far as I know, it's about world population. so, I don't think your adaptation is correlative enough to the unit

Hi Phung,
We are adapting Unit 7: World population, TA 11 (basic). Can you tell me the reason why you say that our adaptation is not correlative to the unit?

Your evaluation for this activity is right and reasonable. Therefore, you have very necessary aims for adaptation.
However, I don't think that your adaptation is suitable enough.
The first, you have 3 different charts and 2 in 3 charts do not relate to the lesson. This seems that you are going to be far from the main point of the lesson.
The second, the order of the tasks in your adaptation is not reasonable enough.
The third, although your adaptation partly comes to solve the aims given, I do not think Ss get a good knowledge to write fluently.
So far, I suggest that:
- You should keep the chart on the textbook going through your adaptation.
- Task 1: study the chart and answer some questions in your Task 2.
Task 2: Give the useful expressions with the description sample in order to model for Ss' writing.
Keep your Task 3
This is just my personal thought.

_ It's Tieng Anh 11, so it's seem difficult for 11 grades, not 10 grades.
_ I don' really understand the main idea of the chart.
_ I think you should add Warm-up part, because this lesson is rather unintereting and difficult.
_ Task 1: How do students can read the chart? how do students understand the description without discussingand explaining? What kind of reading do you want to teach? do students read and discuss or silently read? is it necessary to work in pairs?
_ I think it will be better to connect task 1 and 2 into 1 task.

dear group 4
i think you should give useful language at the first task in order to help ss can write a discription by themselve. Tak 1, in my opinion, is not good. You just ask ss to read and read

i think in task 1, after reading, ss should underline the language used to describe the chart.
the useful language should be showed after that.

I think it's very good to attact a file(chart) here for everyone clear your outline. However I hope you will explain more detail in your presentation.

this adaptation is much clearer than the last one. But I still wonder why you put usful language at task 3?can You clarify how this adaptation suits for Ss GRADE 11?

I think the 2 charts you use to adapt are quite similar. they are just different in the stastitic. your ss may do task 3 mechanically based on task 1. they don't need to understand task 2.

TuyetSuong
- We use 2 similar charts in order to help ss do the task more easily.
- Task 2 is neccessary because it help Ss know what they need to focus on to read the chart.

this adaptation is clearer and easier for students. However, I think Useful language part has not logical order. You should explain how to use them, how to understand, so you should seperate it from task 2.

I think your adaptation is good.however, you should other graph to replace so that ss can not be confused. In model paragraph, you should also use more transitions. In task 2, some questions are easy for ss to misunderstand when wrting a paragraph in task 3