Circular No. 31/2015/TT-BGDĐT stipulates the criteria for evaluating English textbooks for general education, serving as a basis for the National Council to review and guide the compilation of books in accordance with the curriculum.

CIRCULAR

Regulations on the criteria for evaluating English textbooks for general education Abasic educationg

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  Pursuant to the Education Law dated June 14, 2005; the Law Amending and Supplementing Certain Articles of the Education Law dated November 25, 2009;

  Pursuant to the Government Decree No. 32/2008/NĐ-CP dated March 19, 2008 detailing the functions, tasks, and regulations;onregarding inspectors and inspection associates;

  Pursuant to the Government Decree No. 75/2006/NĐ-CP dated August 2, 2006 detailing and guiding the implementation of certain articles of the Education Law; enforcement of the Education Law; Government Decree No. Pursuant to Decree No. 11/2020/NĐ-CP dated October 15, 2020 of the Government detailing implementation of certain provisions and measures for organizing the implementation of the Law on Petitions;No. onon31/2011/NĐ-CP dated May 11, 2011 amending Government Decree No.No. 75/2006/NĐ-CP dated August 2, 2006 of the Government detailing and guiding the implementation of certain articles of the Education Law;, amended and supplemented by Decree No. 109/2025/NĐ-CP and Decree No. 193/2025/NĐ-CPPursuant to the Law on Public Investment dated November 29, 2024;No. This Circular guides the functions, tasks, powers and organizational structure of District Health Centers in districts, towns, urban districts, and cities under provinces and cities directly governed by the central government (referred to collectively as District Health Centers).No.   Pursuant to the Government Decree No. 75/2006/NĐ-CP dated August 2, 2006 detailing and guiding the implementation of certain articles of the Education Law;u  Pursuant to the Government Decree No. 07/2013/NĐ-CP dated January 9, 2013 amending Point b Clause 13 Article 1 of Government Decree No.June 2024;75/2006/NĐ-CP dated August 2, 2006 of the Government detailing and guiding the implementation of certain articles of the Education Law;development  Pursuant to the Resolution No. 88/2014/QH13 of the National Assembly of the Socialist Republic of Vietnam on Amending the Program of Textbooks for General Education;No. 75/2006/NĐ-CP dated August 2, 2006 of the Government detailing and guiding the implementation of certain articles of the Education Law;, amended and supplemented by Decree No. 109/2025/NĐ-CP and Decree No. 193/2025/NĐ-CPPursuant to the Law on Public Investment dated November 29, 2024;No. ononyear 2013 amending and supplementing certain articles of Decree No. 204/2004/ND-CP dated December 4, 2004 on the salary system for public officials, civil servants, and armed forces personnel;No.   Pursuant to the Decision No. 1400/QĐ-TTg dated September 30, 2008 of the Prime Minister approving the Project "Teaching and Learning Foreign Languages in the National Education System for the period 2008-2020";No. onon  At the proposal of the Director of the Department of School Infrastructure and Equipment, the Director of the Department of Primary Education, the Director of the Department of Secondary Education;

  The Minister of Education and Training issues this Circular regulating the criteria for evaluating English textbooks for general education,, amended and supplemented by Decree No. 109/2025/NĐ-CP and Decree No. 193/2025/NĐ-CPArticle 1. Purpose and Scope of Application, amended and supplemented by Decree No. 109/2025/NĐ-CP and Decree No. 193/2025/NĐ-CP The Minister of Information and Communications issues this Circular to provide for the National Technical Regulation on E-UTRA FDD Mobile Base Station Repeater - Radio Access Part.

1. This Circular stipulates the criteria for evaluating English textbooks for general education (hereinafter referred to as the criteria set).Deputy ministers of ministerial-level agencies, 2. To serve as a basis for the National Council for Textbook Evaluation when evaluating English textbooks for general education (hereinafter referred to collectively as textbooks).No.3. To guide publishers, organizations, and individuals when compiling books that comply with the curriculum.”;

4. To assist educational managers, teachers, students, and parents in selecting and using books during teaching and learning.ồ Educational materials in this Circular are understood as: Physical media storing, carrying, or reflecting the content of textbooks; used by learners as means and sources for learning; used by teachers to organize and support teaching according to the textbooks. Educational materials can be traditional (pictures, picture cards) or electronic educational materials. Electronic educational materials are digitalized learning resources following a specific format and script, stored on electronic devices such as CDs, CD-ROMs, USB drives, computers, computer networks to serve teaching and learning. The digital formats may include text (text), slides, data tables, audio, images, videos, computer software, and combinations thereof.

Article 3. Criteria Set

PART I

GENERAL PROVISIONS

The criteria set consists of 44 criteria, divided into five groups as follows:

1. Group I: Criteria on prerequisite conditions (4 criteria).

2. Group II: Criteria on objectives, principles, and teaching methods (10 criteria).

3. Group III: Criteria on language knowledge and skills (22 criteria).

4. Group IV: Criteria on design and structure (5 criteria).

Article 2. Interpretation of Terms

5. Group V: Criteria on accompanying educational materials (3 criteria).

Article 3. Criteria Set

The criteria set consists of forty-four criteria, divided into five groups as follows:

Group I: Criteria on prerequisite conditions (four criteria).

Group II: Criteria on objectives, principles, and teaching methods (ten criteria).

Group III: Criteria on language knowledge and skills (twenty-two criteria).

Group IV: Criteria on design and structure (five criteria).

Group V: Criteria on accompanying learning materials (three criteria).

Article 4. Principles for Using the Criteria Set

The use of the criteria set to evaluate books must be based on the subject curriculum and ensure the following two principles simultaneously:

1. The Precondition Principle: A book must meet all the criteria in Group I before it can be considered for evaluation against the subsequent groups of criteria.

2. The Minimum Threshold Principle

The criteria in Groups II, III, IV, and V are evaluated according to the following point scales: 0 (none); 1 (one); 2 (two).

A book is deemed to meet the requirements if it satisfies three conditions simultaneously: having a minimum total score of 60 points, not receiving a score of 0 (none) points for any criterion, and achieving the minimum scores for each group of criteria as follows:

- Group II: 15 points

- Group III: 36 points

- Group IV: 06 points

- Group V: 03 points Detailed scoring criteria for each individual criterion are provided in the Appendix attached to this Circular.

Chapter II

CONTENT OF THE CRITERIA SET

Article 5. Criteria Regarding Precondition Conditions

Criterion 1: The book does not contravene Vietnamese culture, history, geography, ethics, and customs; it aligns with international integration trends.

Criterion 2: The book does not negatively impact patriotism, national pride, political security, social order, and national sovereignty.

Criterion 3: The book does not contain societal biases regarding gender, ethnicity, religion, profession, social status, or age.

Criterion 4: The book complies with Vietnamese laws concerning publishing, education, copyright, intellectual property, and other relevant regulations.

Article 6. Criteria Regarding Teaching Objectives, Principles, and Methods

Criterion 5: The book ensures achievement of the subject curriculum objectives within the teaching conditions and duration at secondary schools.

Criterion 6: The book is compiled based on principles that suit the psychological characteristics of the learners' age group.

Criterion 7: The presentation method of the book's content facilitates teachers in selecting appropriate teaching methods and learning aids.

Criterion 8: The book demonstrates consistency between its objectives, methods, and organizational forms of teaching, testing, and evaluation.

Criterion 9: The book ensures balanced development of the four language skills—Listening, Speaking, Reading, and Writing—as per the subject curriculum.

Criterion 10: The book aims towards advanced teaching methods that foster communication competence and encourage learner initiative.

Criterion 11: The suggested teaching methods in the book are easily applicable by teachers.

Criterion 12: Teaching activities are designed richly and diversely, allowing teachers to apply flexible methods suitable for different learner types.

Criterion 13: Teaching activities in the book promote balanced development of language skill and knowledge goals; they provide opportunities for individual, pair, group, and class learning.

Criterion 14: The book guarantees coherence and continuity in content and language skills; it meets the exit standards for each educational level as per the Vietnamese Foreign Language Competency Framework.

Article 7. Criteria Regarding Language Knowledge and Skills

Criterion 15: The book contains a variety of rich and diverse topics that match learners' abilities and have educational value in terms of behavior and life skills.

Criterion 16: The book has updated and engaging content that encourages creative thinking among teachers, motivates learners, broadens their understanding, and enhances their experiences.

Criterion 17: The teaching content develops Listening, Speaking, Reading, and Writing skills, as well as vocabulary, phonetics, and grammar, distributed appropriately throughout each lesson unit.

Criterion 18: Each language skill is practiced through appropriate forms, providing opportunities for simultaneous development of other language skills.

Criterion 19: The language used in the book is natural, fitting real-life contexts and the learners' age group.

Criterion 20: The book includes scientifically designed, diverse, purposeful, and clearly guided teaching activities that progress from simple to complex.

Criterion 21: Activities in the book help balance fluency and accuracy in learners' language use.

Criterion 22: The book promotes suitable vocabulary teaching methods, with vocabulary distributed reasonably within each lesson unit and linked to context.

Criterion 23: Grammar structures in the book are taught within context and practiced in communication, ensuring a balance between form and usage instruction.

Criterion 24: Phonetics practice is integrated into Listening and Speaking activities appropriately, focusing on developing natural pronunciation including stress and intonation.

Criterion 25: Listening activities are varied, developing different listening comprehension skills of learners.

Criterion 26: Recorded listening passages are spoken naturally and of high quality, paying attention to the development of linguistic elements such as stress, intonation, and linking in English.

Criterion 27: Listening passages are of appropriate length and difficulty for learners' levels, offering opportunities to practice other language skills after listening.

Criterion 28: Speaking activities are designed with clear purposes, creating interest, and developing learners' natural communication skills.

Criterion 29: Learners are provided with comprehensive information and language content, guided step-by-step through speaking practice stages.

Criterion 30: Speaking activities ensure interaction between learners and teachers through various speaking exercises.

Criterion 31: A diverse range of reading passages develop different reading comprehension skills of learners.

Criterion 32: Reading activities are varied, providing opportunities for learners to practice other language skills after reading.

Criterion 33: Reading passages are of appropriate length and difficulty for learners' levels.

Criterion 34: Writing activities are varied, providing opportunities for learners to write in different genres.

Criterion 35: Writing assignments are introduced in context, with clear purposes, high feasibility, and suitability for learners' language proficiency levels.

Criterion 36: Students are provided with complete information and language content, and are guided step-by-step through each stage of the Writing practice.

Article 8. Criteria for Design and Structure

Criterion 37: The book is beautifully designed, with consistent and error-free usage of titles, icons, font types, punctuation, page numbers.

Criterion 38: The size, weight, dimensions, and color of illustrations in the book are appropriate for the age group of learners.

Criterion 39: The book contains vivid illustrations that are compatible with the lesson content, stimulating creativity among both teachers and students, and facilitating communicative situations and language practice.

Criterion 40: The book has a scientific, systematic, and logical structure, including all basic sections such as an introduction, table of contents, lessons, review exercises, and knowledge systematization.

Criterion 41: The structure of each lesson unit ensures a balanced ratio between new knowledge introduction and skill practice, making it convenient to allocate class time according to each grade level.

Article 9. Criteria for Accompanying Learning Materials

Criterion 42: The book must have accompanying learning materials that ensure comprehensive implementation of all content in the book.

Criterion 43: The accompanying learning materials are suitable for the content of the book and the conditions in Vietnam.

Criterion 44: The accompanying learning materials support innovative teaching methods and assessment; they help students self-study, self-assess, and develop positive learning habits.

Chapter III

IMPLEMENTATION

Article 10. Effective Date

This Circular takes effect from January 28, 2016.

Article 11. Responsibility for Implementation

The Director of the Office, the Director General of the Department of School Infrastructure and Educational Equipment, the Director General of the Department of Primary Education, the Director General of the Department of Secondary Education; Heads of relevant units under the Ministry of Education and Training; Chairpersons of People's Committees of provinces and centrally-administered cities; Directors of Departments of Education and Training; related organizations and individuals are responsible for implementing this Circular./.

ANNEX

GUIDELINES FOR USING THE CRITERIA FOR EVALUATING ENGLISH TEXTBOOKS FOR GENERAL EDUCATION (Annexed to Circular No. 31/2015/TT-BGDĐT dated December 14, 2015 issued by the Minister of Education and Training)

When using the criteria to evaluate and assess textbooks, it should be carried out in accordance with the provisions of Article 4 of this Circular and the specific guidelines below:

1. Pre-requisite Criteria

The criteria in Group I stipulated in Article 5 of this Circular are evaluated at two levels: "Pass" or "Fail", specifically as follows:

Pass: Not violating any content specified in the criteria.

Fail: Violating any of the content specified in the criteria.

II. Minimum Threshold Criteria

- The criteria in Groups II, III, IV, and V stipulated in Articles 6, 7, 8, and 9 of this Circular are evaluated based on the following point scales: 0 (none); 1 (one); 2 (two).

+ Point 0: Not reaching point 1 or 2.

+ Points 1 and 2: Detailed guidance is provided in each criterion below.

- Implementation steps:

+ Step 1: Focus on key terms to determine the evaluation focus of each criterion.

+ Step 2: Determine points 1 or 2 based on the evaluation focus and the scale description of the criterion.

1. Group II: Criteria for Objectives, Principles, and Teaching Methods

Criterion 5: The book ensures achievement of the subject curriculum objectives within the teaching conditions and duration at secondary schools.

Key term: objectives

Evaluation focus:

- Identify the objectives of the subject curriculum, including basic objectives;

- Identify the objectives of the book;

- Compare the two sets of objectives considering the material conditions for teaching English according to the book and the teaching hours in general education.

Scale description:

Point 1: The book meets the basic objectives of the subject curriculum within the given conditions and teaching hours in general education.

Point 2: The book meets all objectives of the subject curriculum within the given conditions and teaching hours in general education.

Criterion 6: The book is compiled based on principles that are appropriate to the psychological characteristics of the age group of learners.

Key term: construction principle

Evaluation focus:

- Examine the content of the book (as reflected in the language materials, illustrations, and images);

- Consider the psychological characteristics of the age group of learners (by grade level);

- Evaluate the degree of appropriateness between the content of the book and the psychological characteristics of the age group of learners.

Scale description:

Point 1: Most of the content of the book is compiled based on principles that are appropriate to the psychological characteristics of the age group of learners.

Point 2: All of the content of the book is compiled based on principles that are appropriate to the psychological characteristics of the age group of learners.

Criterion 7: The method of presenting the content of the book allows teachers to choose appropriate teaching methods and teaching aids.

Key term: method

Evaluation focus:

- Examine the method of presenting the content of each lesson;

- For each lesson, try to propose appropriate teaching methods and teaching aids;

- Evaluate the clarity and rationality of the presentation of the content of each lesson in supporting the selection of teaching methods and teaching aids mentioned above.

Scale description:

Point 1: The method of presenting the content of each lesson in the book is relatively clear, allowing teachers to choose appropriate teaching methods and teaching aids.

Point 2: The method of presenting the content of each lesson in the book is clear, allowing teachers to choose appropriate teaching methods and teaching aids.

Criterion 8: The book demonstrates consistency between objectives, methods, forms of teaching organization, and assessment.

Key term: consistency

Evaluation focus:

- Examine the overall objectives of the book;

- Examine the objectives of each lesson;

- Examine the methods and forms of teaching organization and assessment applicable to each lesson of the book;

- Evaluate the consistency between these contents.

Scale description:

Point 1: The book is relatively consistent between objectives, methods, forms of teaching organization, and assessment.

Point 2: The book is consistent between objectives, methods, forms of teaching organization, and assessment.

Criterion 9: The book ensures balanced development of the four skills of Listening, Speaking, Reading, and Writing according to the subject curriculum.

Key term: balanced development, skills

Evaluation focus:

- Examine the amount of time, content volume, and number of teaching activities dedicated to developing each skill;

- Examine the degree of balance in the allocation of time, volume of content, and number of teaching activities among skills based on meeting the objectives of the subject curriculum.

Scale description:

Point 1: The book relatively balances the development of the four main skills of Listening, Speaking, Reading, and Writing according to the program's output standards.

Point 2: The book balances the development of the four main skills of Listening, Speaking, Reading, and Writing according to the program's output standards.

Criterion 10: The book aims towards advanced teaching methods that foster communication competence and encourage learner initiative.

Keywords: method, direction, advanced, competence

Evaluation focus:

- Examine the methods and directions that can be applied to organize each lesson;

- Evaluate the effectiveness, advancement, and ability to promote students' communication skills and positive engagement for each applicable method and direction.

Scale description:

Point 1: The book aims at advanced teaching methods, following a direction of forming and developing communication skills, promoting students' positive engagement.

Point 2: The book aims at effectively advanced teaching methods, following a direction of forming and developing communication skills, promoting students' positive engagement.

Criterion 11: The suggested teaching methods in the book are easily applicable by teachers.

Key term: method

Evaluation focus:

- Examine the methods applied to organize each lesson;

- Evaluate the feasibility and ease of applying these methods.

Scale description:

Point 1: Most of the suggested teaching methods in the book can be easily applied by teachers.

Point 2: All teaching methods used in the book can be easily applied by teachers.

Criterion 12: Teaching activities are designed richly and diversely, allowing teachers to apply flexible methods suitable for different learner types.

Keywords: teaching activities

Evaluation focus:

- Examine the activities that can be applied to organize teaching in each lesson;

- Evaluate the richness, diversity, and flexibility in applying these methods, taking into account their suitability for the student population.

Scale description:

Point 1: Most teaching activities are designed richly and diversely, allowing teachers to apply flexible teaching methods suitable for the student population.

Point 2: All teaching activities are designed richly and diversely, allowing teachers to apply flexible teaching methods suitable for the student population.

Criterion 13: Teaching activities in the book promote balanced development of language skill and knowledge goals; they provide opportunities for individual, pair, group, and class learning.

Keywords: teaching activities

Evaluation focus:

- Examine the activities that can be applied to organize teaching in each lesson;

- Evaluate the balance in the ability to develop language skills and knowledge of students;

- Evaluate the balance between individual, pair, group, and class work activities of students.

Scale description:

Point 1: Teaching activities in the book develop relatively balanced goals for language skills and knowledge, providing opportunities for individual, pair, group, and class learning.

Point 2: Teaching activities in the book develop balanced goals for language skills and knowledge, providing opportunities for individual, pair, group, and class learning.

Criterion 14: The book ensures requirements for consistency and coherence in content and language skills; meets the output standards for each level according to the 6-level Foreign Language Competence Framework for Vietnam.

Keywords: output standard, 6-level Foreign Language Competence Framework for Vietnam

Evaluation focus:

- Examine the content and language skills presented in each lesson;

- Examine the output standards for each level according to the 6-level Foreign Language Competence Framework for Vietnam;

- Compare the compatibility level of the content and language skills presented in each lesson with the output standards for each level according to the 6-level Foreign Language Competence Framework for Vietnam;

- Evaluate the consistency and coherence of the content and language skills presented in each lesson and throughout the entire book based on comparison with the output standards for each level according to the 6-level Foreign Language Competence Framework for Vietnam.

Scale description:

Point 1: The book relatively ensures requirements for consistency and coherence in content and language skills; meets the output standards for each level according to the 6-level Foreign Language Competence Framework for Vietnam.

Point 2: The book ensures requirements for consistency and coherence in content and language skills; meets the output standards for each level according to the 6-level Foreign Language Competence Framework for Vietnam.

2. Group III: Criteria for Knowledge and Language Skills

Criterion 15: The book contains a variety of rich and diverse topics that match learners' abilities and have educational value in terms of behavior and life skills.

Keywords: topic, student competence, behavior, life skills

Evaluation focus:

- Examine the topics in each lesson of the book;

- Evaluate the richness and diversity of the topics;

- Evaluate the appropriateness of each topic for student competence;

- Evaluate the educational value regarding behavior and life skills of the topics.

Scale description:

Point 1: Topics in the book are rich and diverse, appropriate for student competence.

Point 2: Topics in the book are rich and diverse, appropriate for student competence and have educational value regarding behavior and life skills.

Criterion 16: The book has updated and attractive content, encouraging creative thinking of teachers; creating motivation and interest in learning; helping to broaden students' awareness and experience.

Keywords: content, update, creative thinking, awareness and experience

Evaluation focus:

- Examine the content of each lesson in the book (including language knowledge and social science content);

- Evaluate the level of updating, attractiveness, ability to encourage creative thinking of teachers in teaching, ability to create motivation and interest in learning, helping to broaden students' awareness and experience.

Scale description:

Point 1: The book has relatively updated and attractive content, encouraging creative thinking of teachers, creating motivation and interest in learning, helping to broaden students' awareness and experience.

Point 2: The book has updated and attractive content, encouraging creative thinking of teachers, creating motivation and interest in learning, helping to broaden students' awareness and experience.

Criterion 17: The teaching content develops Listening, Speaking, Reading, and Writing skills, as well as vocabulary, phonetics, and grammar, distributed appropriately throughout each lesson unit.

Keywords: competence (Listening, Speaking, Reading, Writing), knowledge (Vocabulary, Phonetics, Grammar)

Evaluation focus:

- Examine the teaching content developing Listening, Speaking, Reading, Writing competencies and contents about Vocabulary, Phonetics, Grammar in each lesson;

- Evaluate the rationality of allocating these contents into each unit lesson, considering aspects such as volume of knowledge, duration, and number of teaching activities.

Scale description:

Point 1: Teaching content developing Listening, Speaking, Reading, Writing competencies and contents about Vocabulary, Phonetics, Grammar are allocated relatively rationally in each unit lesson.

Point 2: The content of teaching to develop listening, speaking, reading, and writing skills, as well as vocabulary, phonetics, and grammar, is reasonably allocated in each lesson unit.

Criterion 18: Each language skill is trained through appropriate forms, creating opportunities for the simultaneous development of other skills.

Keywords: skill, balanced development

Evaluation focus:

- Examine the forms of training language skills in each lesson;

- Evaluate the appropriateness of all forms mentioned above, their rationality and effectiveness in developing other skills simultaneously.

Scale description:

Point 1: Each language skill is trained through relatively appropriate forms, creating opportunities for the simultaneous development of other skills.

Point 2: Each language skill is trained through appropriate forms, creating reasonable and effective opportunities for the simultaneous development of other skills.

Criterion 19: The language used in the book is natural, fitting real-life contexts and the learners' age group.

Keywords: language, natural, learner

Evaluation focus:

- Examine the language used in each lesson of the textbook;

- Evaluate the naturalness of the language;

- Evaluate the appropriateness of the language used in the textbook with real-life language and the age group of learners.

Scale description:

Point 1: Most of the language used in the textbook is natural, appropriate to real-life language and the age group of learners.

Point 2: The language used in the textbook is natural, appropriate to real-life language and the age group of learners.

Criterion 20: The book includes scientifically designed, diverse, purposeful, and clearly guided teaching activities that progress from simple to complex.

Keywords: teaching activities

Evaluation focus:

- Examine the teaching activities in each lesson of the textbook;

- Examine the objectives and implementation guidelines of each activity;

- Evaluate the scientific nature and diversity of the activities;

- Evaluate the clarity of the purpose and implementation guidelines of each activity;

- Evaluate the ability to be implemented step-by-step, from easy to difficult, from simple to complex.

Scale description:

Point 1: The textbook has teaching activities designed relatively scientifically, diverse, with relatively clear objectives and implementation guidelines; implemented step-by-step, from easy to difficult, from simple to complex.

Point 2: The textbook has teaching activities designed scientifically, diverse, with clear objectives and implementation guidelines; implemented step-by-step, from easy to difficult, from simple to complex.

Criterion 21: Activities in the book help balance fluency and accuracy in learners' language use.

Keywords: activity, fluency, accuracy

Evaluation focus:

- Examine the activities in each lesson aimed at developing fluency and accuracy in language use by learners;

- Evaluate the balance in developing fluency and accuracy in language use by these activities.

Scale description:

Point 1: The activities in the textbook help develop relatively balanced fluency and accuracy in language use by learners.

Point 2: The activities in the textbook help develop balanced fluency and accuracy in language use by learners.

Criterion 22: The textbook aims at suitable vocabulary teaching methods, with vocabulary quantities reasonably distributed in each lesson unit and contextually embedded.

Keywords: vocabulary teaching method

Evaluation focus:

- Examine the vocabulary teaching methods that the textbook aims at in each lesson;

- Examine the quantity of vocabulary distributed in each lesson unit;

- Evaluate the appropriateness of the vocabulary teaching methods that the textbook aims at;

- Evaluate the rationality of the distribution of vocabulary quantities in each lesson;

- Evaluate the contextual embedding of vocabulary in each lesson.

Scale description:

Point 1: The textbook has relatively suitable vocabulary teaching methods, with vocabulary quantities reasonably distributed in each lesson unit and relatively contextually embedded.

Point 2: The textbook has suitable vocabulary teaching methods, with vocabulary quantities rationally distributed in each lesson unit and contextually embedded.

Criterion 23: Grammar structures in the book are taught within context and practiced in communication, ensuring a balance between form and usage instruction.

Keywords: Grammar Structure

Evaluation focus:

- Examine the grammar structures introduced in each lesson;

- Evaluate the appropriateness of the context attached to these grammar structures;

- Evaluate the communication practice activities related to these grammar structures;

- Evaluate the balance between teaching form and usage in teaching activities.

Scale description:

Point 1: Most of the grammar structures in the textbook are taught in context and communication practice, ensuring a balance between teaching grammar form and usage.

Point 2: All grammar structures in the textbook are taught in context and communication practice, ensuring a balance between teaching grammar form and usage.

Criterion 24: Phonetics practice is integrated into Listening and Speaking activities appropriately, focusing on developing natural pronunciation including stress and intonation.

Keywords: Phonetics

Evaluation focus:

- Examine the phonetics practice activities in each lesson;

- Evaluate the integration of phonetics teaching into listening and speaking activities;

- Evaluate the development of natural pronunciation including stress and intonation of learners.

Scale description:

Point 1: Most of the phonetics practice activities are appropriately integrated into listening and speaking activities, focusing on developing natural pronunciation including stress and intonation.

Point 2: All phonetics practice activities are appropriately integrated into listening and speaking activities, focusing on developing natural pronunciation including stress and intonation.

Criterion 25: Listening activities are designed diversely, developing different listening comprehension skills of learners.

Keywords: Listening Activity, Listening Comprehension Skill

Evaluation focus:

- Examine the listening activities in each lesson;

- Evaluate the diversity of these activities based on organizational form and exercise type criteria;

- Evaluate the comprehensiveness in developing different listening comprehension skills.

Scale description:

Point 1: Listening activities are designed relatively diversely, developing different listening comprehension skills of learners.

Point 2: Listening activities are designed diversely, developing different listening comprehension skills of learners.

Criterion 26: Listening recordings have natural voices and recording quality meets standards, paying attention to stress, intonation, and linking elements in English.

Keywords: Listening Recording, Recording Quality, Language Ability

Evaluation focus:

- Examine the recording parts of listening lessons, activities using sound;

- Evaluate the naturalness of the recorded voice;

- Evaluate the sound quality according to criteria of clarity, background noise, and sound intensity;

- Evaluate the content about stress, intonation, and linking elements in English of listening lessons.

Scale description:

Point 1: The listening recordings of the textbook have natural voices and recording quality meets standards.

Point 2: The listening exercises in the book are recorded with natural voice and have high-quality recordings that pay attention to stress, intonation, and connecting speech elements in English.

Criterion 27: Listening passages are of appropriate length and difficulty for learners' levels, offering opportunities to practice other language skills after listening.

Keywords: length, difficulty of listening exercises

Evaluation focus:

- Consider the length and difficulty of each listening exercise based on criteria such as duration, amount of information, vocabulary, structure, and requirements for listening activities.

- Evaluate the length and difficulty mentioned above relative to the learners' level.

- Assess the ability to provide opportunities for learners to practice other language skills after listening.

Scale description:

Point 1: The length and difficulty of the listening exercises are relatively appropriate for the learners' level and provide opportunities for learners to practice other language skills after listening.

Point 2: The listening exercises have an appropriate length and difficulty for the learners' level and provide opportunities for learners to practice other language skills after listening.

Criterion 28: Speaking activities are designed with clear purposes, creating interest, and developing learners' natural communication skills.

Keywords: speaking activity, communication skill

Evaluation focus:

- Review the speaking activities in each lesson;

- Evaluate the clarity of the purpose of organizing these activities;

- Assess the ability to create interest for learners through these activities;

- Evaluate the ability to develop learners' natural communication skills.

Scale description:

Point 1: Speaking activities are designed with clear purposes and create interest for learners.

Point 2: Speaking activities are designed with clear purposes, create interest for learners, and develop their natural communication skills.

Criterion 29: Learners are provided with sufficient information and language content and guided step-by-step through each stage of speaking practice.

Keywords: speaking practice activity

Evaluation focus:

- Review the speaking activities in each lesson;

- Evaluate the sufficiency of information and language content in each activity;

- Evaluate the organization steps of speaking activities in each lesson.

Scale description:

Point 1: Learners are provided with relatively sufficient information and language content and guided step-by-step through each stage of speaking practice.

Point 2: Learners are provided with sufficient information and language content and guided step-by-step through each stage of speaking practice.

Criterion 30: Speaking activities ensure interaction between learners and teachers through various speaking exercises.

Keywords: speaking activity, interaction

Evaluation focus:

- Review the speaking activities in each lesson;

- Evaluate the ability to create interaction between learners and among learners and teachers through various activities (such as role-playing, discussion, pair work, group work, presentation, debate, project implementation) during speaking practice.

Scale description:

Point 1: Most speaking activities in the book ensure interaction between learners and among learners and teachers through various activities during speaking practice.

Point 2: All speaking activities in the book ensure interaction between learners and among learners and teachers through various activities during speaking practice.

Criterion 31: A diverse and engaging system of reading materials develops different reading comprehension skills of learners.

Keywords: reading material, reading comprehension skill

Evaluation focus:

- Review the reading materials in each lesson of the book;

- Evaluate the diversity and engagement of each reading material based on criteria such as activity organization form and exercise format;

- Evaluate the ability to develop different reading comprehension skills of learners for each reading material.

Scale description:

Point 1: The book has a relatively diverse and engaging system of reading materials that develop different reading comprehension skills of learners.

Point 2: The book has a diverse and engaging system of reading materials that develop different reading comprehension skills of learners.

Criterion 32: Reading activities are varied, providing opportunities for learners to practice other language skills after reading.

Keywords: reading activity, reading material

Evaluation focus:

- Review the reading activities in each lesson of the book;

- Evaluate the diversity of reading activities;

- Assess the ability to provide opportunities for learners to practice other language skills after reading.

Scale description:

Point 1: Reading activities are relatively diverse and provide opportunities for learners to practice other language skills after reading.

Point 2: Reading activities are diverse and provide opportunities for learners to practice other language skills after reading.

Criterion 33: Reading materials have an appropriate length and difficulty level for the learners' level.

Keywords: length, difficulty, reading material, learners' level

Evaluation focus:

- Consider the length and difficulty of each reading material based on criteria such as duration, amount of information, vocabulary, structure, and requirements for reading activities;

- Evaluate the length and difficulty mentioned above relative to the learners' level.

Scale description:

Point 1: Reading materials have an appropriate length and difficulty level relative to the learners' level.

Point 2: Reading materials have an appropriate length and difficulty level for the learners' level.

Criterion 34: Writing activities are varied, providing opportunities for learners to write in different genres.

Keywords: writing activity

Evaluation focus:

- Review the writing activities in each lesson;

- Evaluate the diversity of writing activities based on criteria such as organizational form and exercise format;

- Assess the ability to provide opportunities for learners to write in various genres.

Scale description:

Point 1: The book has relatively diverse writing development activities that provide opportunities for learners to write in various genres.

Point 2: The book has diverse writing activities that provide opportunities for learners to write in various genres.

Criterion 35: Writing assignments are introduced in context, with clear purposes, high feasibility, and suitability for learners' language proficiency levels.

Keywords: writing exercise

Evaluation focus:

- Review the writing activities in each lesson of the book;

- Evaluate the context, purpose, feasibility, and appropriateness of the activities mentioned above, taking into account the learners' language level.

Scale description:

Point 1: Writing exercise requirements are introduced in context, with clear writing purposes, feasibility, and appropriateness to the learners' language level.

Point 2: Writing exercise requirements are always introduced in context, with clear writing purposes, high feasibility, and very appropriate to the learners' language level.

Criterion 36: Learners are provided with sufficient information and language content and guided step-by-step through each stage of writing practice.

Keywords: writing practice

Evaluation focus:

- Review the writing activities in each lesson regarding information, language content, and guidance for writing practice;

- Evaluate the sufficiency of information and language content in each writing activity;

- Evaluate the organization steps of writing practice activities in each lesson.

Scale description:

Point 1: Learners are provided with relatively sufficient information and language content and guided step-by-step through each stage of writing practice.

Point 2: Learners are provided with sufficient information and language content and guided step-by-step through each stage of writing practice.

3. Group IV: Criteria on design and structure

Criterion 37: The book is beautifully designed, with consistent and error-free usage of titles, icons, font types, punctuation, page numbers.

Keywords: book design

Evaluation focus:

- Evaluate the completeness of information including the title, author, publisher, year of publication;

- Assess the system of titles, symbols, font types, punctuation marks, and page numbers of the book;

- Review printing errors in the book.

Scale description:

Point 1: The book is beautifully designed, with complete and clear information, consistent use of titles, symbols, font types, punctuation marks, and page numbers without any printing errors.

Point 2: The book is very beautifully designed, with complete and clear information, consistent use of titles, symbols, font types, punctuation marks, and page numbers without any printing errors.

Criterion 38: The size, weight, dimensions, and color of illustrations in the book are appropriate for the age group of learners.

Keywords: book size, book weight, quantity, size, color, illustrations, font size, age group of learners

Evaluation focus:

- Examine the book size, book weight, size, and color of illustrations, font size in the book;

- Assess the suitability of the book size, book weight, size, and color of illustrations, font size in the book for the age group of learners.

Scale description:

Point 1: The book size, book weight, size, and color of illustrations, font size in the book are relatively suitable for the age group of learners.

Point 2: The book size, book weight, size, and color of illustrations, font size in the book are suitable for the age group of learners.

Criterion 39: The book contains vivid illustrations that are compatible with the lesson content, stimulating creativity among both teachers and students, and facilitating communicative situations and language practice.

Keywords: illustrative images

Evaluation focus:

- Review the images in each lesson;

- Compare the images and content of each lesson;

- Assess the level of appropriateness of the images and lesson content;

- Assess the ability of the images to stimulate creativity in teachers and students, to open up communication situations, and support language practice.

Scale description:

Point 1: Most of the illustrative images in the book are lively, compatible with the lesson content, stimulating creativity in teachers and students, opening up communication situations, and supporting language practice.

Point 2: All illustrative images in the book are lively, compatible with the lesson content, stimulating creativity in teachers and students, opening up communication situations, and supporting language practice.

Criterion 40: The book has a scientific, systematic, and logical structure, including all basic sections such as an introduction, table of contents, lessons, review exercises, and knowledge systematization.

Keywords: book structure

Evaluation focus:

- Review different parts of the book;

- Consider the scientific nature, systematic approach, and rationality of the book's structure.

Scale description:

Point 1: The book has a scientific, systematic, and rational structure with relatively complete basic sections such as general introduction, table of contents, lessons, review exercises, and knowledge systematization.

Point 2: The book has a scientific, systematic, and rational structure with complete basic sections such as general introduction, table of contents, lessons, review exercises, and knowledge systematization.

Criterion 41: The structure of individual lessons ensures a balanced ratio between new knowledge introduction and skill practice, convenient for dividing class time according to each grade level.

Keywords: structure of individual lessons

Evaluation focus:

- Examine the allocation of content within the book;

- Assess the balance and harmony in the distribution of learning components within the book;

- Assess the convenience of dividing lessons according to class periods.

Scale description:

Point 1: The structure of individual lessons in the book has a relatively balanced and harmonious ratio between new knowledge introduction and skill practice, relatively convenient for dividing class time according to each grade level.

Point 2: The content of individual lessons in the book ensures a balanced and harmonious ratio between new knowledge introduction and skill practice, convenient for dividing class time according to each grade level.

Group V: Criteria for accompanying learning materials

Criterion 42: The book must have accompanying learning materials that ensure comprehensive implementation of all content in the book.

Keywords: accompanying learning materials, completeness

Evaluation focus:

- Review the accompanying learning materials provided with the book;

- Assess the completeness of the learning materials necessary to implement teaching of the book's content:

- For primary education: The book includes audio recordings of all listening exercises in the book and image sheets serving teaching activities according to the book;

- For secondary and middle school education: The book includes audio recordings of all listening exercises in the book;

- Assess the diversity of accompanying learning materials (in addition to basic accompanying materials, the book also includes supplementary software programs and online support pages and other appropriate learning materials).

Scale description:

Point 1: Accompanying learning materials are sufficient to implement teaching of the book's content.

Point 2: The book has sufficient and diverse accompanying learning materials to ensure implementation of teaching of the book's content.

Criterion 43: The accompanying learning materials are suitable for the content of the book and the conditions in Vietnam.

Keywords: accompanying learning materials, appropriateness

Evaluation focus:

- Examine the accompanying learning materials of the book;

- Examine the lessons in the book related to the accompanying learning materials;

- Assess the appropriateness of the accompanying learning materials and the lessons in the book, and their suitability for conditions in Vietnam.

For primary education: Basic accompanying learning materials include audio recordings of the book and image sheets serving teaching activities according to the book.

For secondary education: Basic accompanying learning materials include audio recordings of the book.

Scale description:

Point 1: Basic accompanying learning materials are appropriate for the content of the book.

Point 2: Basic accompanying learning materials and other accompanying learning materials are appropriate for the content of the book.

Criterion 44: The accompanying learning materials support innovative teaching methods and assessment; they help students self-study, self-assess, and develop positive learning habits.

Keywords: accompanying learning materials, innovation

Evaluation focus:

- Examine the accompanying learning materials provided with the book;

- Assess the support for innovative teaching methods and assessment; helping students self-study, self-assessment, and form positive learning habits.

Scale description:

Point 1: Accompanying learning materials support innovative teaching methods and assessment.

Point 2: Accompanying learning materials support innovative teaching methods and assessment; helping students self-study, self-assessment, and form positive learning habits.

KT. MINISTER DEPUTY MINISTER(Signed)Nguyễn Vinh Hiển