Analysis and Evaluation of Think 2 (Think for Bulgaria) Coursebook for Teaching English as a Foreign Language

This study analyzes and evaluates the Think 2 coursebook for teaching English as a foreign language, focusing on the methods and approaches used, the development of skills, and the effectiveness of teaching grammar. It also discusses the strengths and weaknesses of each unit and the material's achievement in meeting its objectives.

Analysis and Evaluation of
complete coursebook
system at teaching English
as Foreign language

TABLE OF CONTENTS
Overview................................................................................................................................1
Analysis of Think 2 (Think for Bulgaria)...............................................................................1
Evaluate..................................................................................................................................4
REFERENCES................................................................................................................................8

Overview
The present study is based upon Think 2 (Think for Bulgaria) in which study identifies
the chosen methods and approaches used by the teachers in order to teach lessons/ units. Along
with this, study also analyze complete training system in teaching English as a Foreign language
which includes way of teaching grammar in system. Moreover, the study evaluate content of
each sections and analyze whether teacher may use any of the units or not.
Analysis of Think 2 (Think for Bulgaria)
Analysis of specific skills
The book offer advantage to the children through which they enhanced their reading
skills. Apart from this, there are many skills also developed through a book. For example, book
focused upon reading skills, in which it offers different articles to the students that helps to
improve their reading habits. Also, in the context of writing skills, teacher asked students to
write a blog or a short essay pertaining to each unit. This in turn provides an opportunity to
individuals which assists to develop skills that will also use in their future as well. Beside this, it
is also examined that it improves listening skills by having proper attention towards teachers
(Aeni, 2020). This in turn improve their listening skills, as teacher playing a guessing game in
which students required effective skills to win the same. Therefore, it is clearly examined that
with the help of this book, teacher improve many skills which directly and indirectly helps in
their future.
How it is presented, developed and achieved in teaching system
Presented Developed Achieved
Reading skill In order to present the
reading skill, teacher
highlight the heading and
subheading which assists
students to read the words
properly. Along with this,
In this, teacher share
knowledge and abilities
that assists to express
ideas through reading
In order to improve or
developed the skill in
chosen to teach
system, teacher offer
online survey
response, articles,
blogs and newspaper
articles. This is
developed by reading
a short passage about a
In order to ensure
whether students
gained the defined
skills, teacher asks
questions regards to
new words. It helps to
determine the accurate
progress of a student,
and if teacher do not
find any improvement,
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materials. Also, this in
turn assists garmmar.
In addition to this, through
effective reading skill,
reader identify he or she
have enough skills that
assists them to read the
content properly.
story, or an article for
a school magazine
(Argawati and
Suryani, 2017).
Interview, playing a
game are the best
means through which
teacher developed
raeding skills within
classrooms.
then make further
actions as well. To
examine whether the
reading skills is
improved among
students, teacher may
conduct the debate
which assists to
identify whether the
skill is improved or
not. To ensure about
the same, teacher may
take a feedback from
the peers or else
asking relevant
questions which in
turn assists to identify
whether message is
received.
Methods and approaches used in this book
Teaching method used under this book is not as simple as ABC and the approach taken
by the teachers is teacher centered approach to learning. In this, teacher serve as an instructor,
authority figures who deliver the knowledge to their students through direct instruction and
lecture. In order to analyze the performance, they conduct testing and assessment which in turn
provide valid results.
Task are used by teachers
In this, teacher uses assessment task in which exams, test and essay are used that helps to
identify the performance of a student (Imran, Firman and Raudhatunnisa, 2020). These are
appropriate because it helps to enhance the skills among students, and they easily communicate
own ideas to others as well.
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Pros and cons of system
The biggest advantage of this system is to enhanced the skills in the terms of listening,
writing and reading skills. Also, the material used in this books are more valid as compared to
others because it helps to examine the current progress of students. Moreover, the chosen system
also provides opportunities for growth and provide daily excitement to students as well, as
teacher uses new ways to share their knowledge and ideas (Baidhowi and Pamungkas, 2020).
However, on critically side, it is also identified that due to constantly change in market
education system do not accepted and implement the strategy as well. That is why, it can be
stated that it does not identify the out environment and causes opposite impact upon the overall
performance of students as well.
Ways to teaching grammar
In order to teach grammar, teacher perform role-play that helps to enhanced their reading
skills. It is frequently used method that helps to teach grammar. Such that during role play,
students shared their experience about any situations which in turn assists to let students
understand about the grammar rules. Apart from this, sharing own views (past) in reading
manner also assists them to determine the rules. It is so because providing practical application
rather than lectures is the best way that helps teachers to teach grammar.
The grammar section is presented in role play form in which both teacher and students
share their experience which in turn helps to let them understand about tenses. Apart from this,
before conducting role play, teacher explain the terms and provide different examples in reading
format pertaining to each tense that assists to examine the deep meaning. Also, focusing upon
grammar sections assists to improve vocabulary and develop many opportunities which in turn
assists to improve their knowledge as well (Sato and Oyanedel, 2019). Also, at every unit, tenses
are read systematically that helps to raise their knowledge. So, it is stated that with help of
proper presentation and role play, students are able to improve their grammar which also assists
in their future by offering many development opportunities. This shows that the book Think 2
(Think for Bulgeria) assists students to improve their reading learning.
Main Teaching points:
There are various teaching points used in THINK 2 which are related with grammar learning
aspects, productive English communication training related to effective usage of grammar
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findings. It can be also analyzed that there are various tests, focusing on interactive working
within academics for wider scale performance growth towards vision oriented growth in
competencies professionally. The main teaching points are also connected to reading skills that
increase fluency of English, grammatical work performance and to be optimistically creative
within new horizons for academic growth (Modi and Jain, 2021).
Main Teaching methodologies used are as follows:
 Personalized learning
 Behavior management
 Cooperative learning
 Visualization
Syllabus fit
Yes, units are interrelated to the preceding and succeeding units because the content
described under each unit is interrelated to preceding and succeeding. Such that Unit first is
Amazing people in which book describe present perfect and next to next unit is based upon
present perfect continuous. Therefore, if a student has a knowledge about present tense then only
he/she can move to next steps. That is why, it is necessary to have proper interrelationship
between all the unit's content.
Type of syllabus
The book followed a skill based syllabus which instruction are provided in order to learn
a specific language skill. With the help of this skill, general competences in languages are
enhanced along with behavior such as pronunciation, grammar etc.
Intended learner
They are individuals who use their mind as a purpose or goal. In the context of a book,
the learner enhanced their current skills which assists in future
Evaluate
Strengths and weaknesses of each units
Unit 1
 Strength: The unit Amazing People strength can be understood that study material is
diversified, fascinating and enables leaders to work on personality adjectives which will
enable optimistic growth in performance.
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 Weakness: Complexity within study material may hinder progression informatively, also
it becomes typical to evaluate further performance based aspects.
Unit 2
 Strength: The unit strength is based on various learning skills for advanced performance
in grammar, vocabulary has been analyzed which plays crucial role.
 Weakness: It is complicated and time taking for students to evaluate all silks at same
time.
Unit 3
 Strength: This unit brings varied information on entertainment industry, with interesting
learning facts being focused on authentic information for perceiving higher performance.
 Weakness: However, unit lacks clarity of vision within skills learning for students which
may impact on performance development.
Unit 4
 Strength: This unit enables social networking learning within students, online behavior
and various platforms for enhancing confident vocabulary.
 Weakness: It becomes complicated to be effective towards skills used for social
networking among students if there is no clarity within findings.
Unit 5
 Strength: My life in music unit brings before detailed analysis towards learning about
music industry, skills to be efficient and be imperative towards long scale targets in
professional career.
 Weakness: It may not be interesting for students who do not hold any expertise or skills
in music, by which they do not aim for professional performance in music industry.
Unit 6
 Strength: This unit explains various sustainable practices, for creating small but
effective climate changes in global environment and how creative innovation can lead
wide scale resourceful growth.
 Weakness: However personal interactive activities are lacking in this unit, which may
impact on longer term performance in academics among students.
Unit 7
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 Strength: Future fun talks about science and technology relevantly growing in dynamic
evolving world are analyzed in unit, where readings on entertainment, sports, science and
technology.
 Weakness: The unit presents before complicated findings where students may feel
technically typical to learn all aspects informatively.
Unit 8
 Strength: Science counts unit displays varied information related with science and
technology, culture of historical science, various inventions which have shaped world.
 Weakness: The unit presents before various tests which creates study material to be
complicated functionally on varied working horizons, hindering academic performance
in longer time fame (Yuan, Savadatti and Zheng, 2021).
Unit 9
 Strength: This unit presents before various industries which are recently shaping people
preferences to get a professional job in, commercially and where passion also comes in
as essential factor. History of obsolete jobs has been also analyzed, to create in depth
analysis.
 Weakness: However, there is lack of interactive activities among students, within unit
which may make quality of performance hamper in long term.
Unit 10
 Strength: The unit explains various adventure activities to create healthy working
lifestyle, making fundamental change in professional work domains which are
functionally essential for dynamic growth (Five Strategies to improve Academic
Performance, 2017).
 Weakness: Unit lacks clarity of information at some instants which may lead to
confusion in analysis.
Unit 11
 Strength: This unit has explained in detail various aspects of effective writing in
reporting incidents which creates effective display confidently for academic growth.
 Weakness: Information in unit may create lacks effective work competencies' growth,
also to potentially be interactive study material has to be more correlated.
Unit 12
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 Strength: Playing by the job unit has examined details related with cultural aspects
evolving within organizations for gaining stronger work efficiency, keen performance
related growth.
 Weakness: The unit however lacks productive expertise, and knowledge working
horizons for bringing on effective functional knowledgeable growth operations verbally.
Material achievement as per stated aims of objectives
The material has been found to be very interactive, interesting and best towards
fundamental work targets in advanced learning as per best stated aim of objectives for best
learning situations. Study has been also conducting in depth focus towards sills to be fluent in
reading aspects, be performance oriented to raise on best competent scale goals (Slavinski and
et.al, 2021). Study material Think 2 also represents phrases for fluency within various units
where students can informatively learn the best performance based skills, where aim to be
confident towards new skills is essential. Material has been fit for students within dynamic
competitive academic standards can be worked on, also there is wider yielding specific surging
towards innovative skills. Material is fit for the stated learning situations where digital platforms
are more interactively competently used by students, also it vastly evolves on towards new
vision oriented metrics.
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REFERENCES
Books and Journals
Aeni, Y. K., 2020. The use of Think Pair Share technique in teaching speaking. PROJECT
(Professional Journal of English Education). 3(5). pp.570-576.
Argawati, N. O. and Suryani, L., 2017. Teaching writing using think-pair-share viewed from
students’ level of risk-taking. English Review. 6(1).
Baidhowi, M. F. and Pamungkas, M., 2020. TEACHING WRITING RECOUNT TEXT AT
EIGHT GRADE USING THINK-TALK-WRITE TECHNIQUE BY DIGITAL
STORYTELLING. PROJECT (Professional Journal of English Education). 3(6).
pp.670-679.
Imran, F., Firman, E. and Raudhatunnisa, S., 2020. APPLYING THINK-TALK-WRITE (TTW)
IN THE TEACHING OF READING COMPREHENSION IN RELATION TO
STUDENTS’CRITICAL THINKING SKILLS. Journal of Languages and Language
Teaching. 7(1). pp.57-63.
Modi, S. and Jain, M., 2021. Effect of digital media on academic performance in undergraduate
students. International Journal of Medical Science And Diagnosis Research. 5(1).
Sato, M. and Oyanedel, J. C., 2019. “I think that is a better way to teach but…”: EFL teachers’
conflicting beliefs about grammar teaching. System. 84. pp.110-122.
Slavinski, T. and et.al, 2021. Academic Performance and Physical Activities as Positive Factors
for Life Satisfaction among University Students. Sustainability. 13(2). p.497.
Yuan, J., Savadatti, S. and Zheng, G., 2021. Self-assessing a test with a possible bonus enhances
low performers’ academic performance. Computers & Education. 160. p.104036.
Online
Five Strategies to improve Academic Performance. 2017. [Online]. Available Through :
<https://www.tutorfair.com/blog/five-strategies-to-improve-academic-performance>
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