Beruflich Dokumente
Kultur Dokumente
1. INSTRUCTOR’S INFORMATION
3. COURSE OVERVIEW
The 4B* Advanced English program is designed for students whose proficiency level is around low
C1according to the Common European Framework of Reference (CEFR). The course focuses on the
development of listening and speaking skills as well as linguistic components such as grammar, vocabulary
and pronunciation of second-year fast track students in accordance with the specified objectives of C1CEFR
in both focused and integrated manners.
This program covers a wide range of topics which will allow students to use English in various social and
academic encounters. Students attending this course will have the opportunities to improve their accuracy
and fluency of comprehension and production of spoken English in public speeches, group discussions,
debates and situational role-plays.
1
This program is skill-integrated and adopts the learning-by-doing approach. Students attending this course
will also have the chance to develop essential learning strategies and learning attitudes through engaging
in-and out-of-class activities (e.g. debates, discussions, role-plays, etc.)
The proficiency goal of this course is for students to achieve C1CEFR.
4. COURSE OBJECTIVES
By the end of the semester, students should be able to develop the following competences:
LISTENING SPEAKING
Overall Speaking production >Sustained monologue > Putting a case
- Can understand enough to follow extended (in a debate): No descriptor available (cf. B2+: Can develop an
speech on abstract and complex topics argument systematically with appropriate highlighting of
beyond his/her own field, though he/she may significant points, and relevant supporting detail.
need to confirm occasional details, especially - Can construct a chain of reasoned argument:
if the accent is unfamiliar. - Can explain a viewpoint on a topical issue giving the
- Can recognize a wide range of idiomatic advantages and disadvantages of various options.)
expressions and colloquialisms, appreciating - Can handle interjections well, responding spontaneously and
register shifts. almost effortlessly.
Understanding interaction between native Speaking interaction (Overall):
speakers: Can easily follow complex - Can use the language fluently, accurately and effectively on a
interactions between third parties in debate, wide range of general, academic, vocational or
even on abstract, complex unfamiliar topics leisure topics, marking clearly the relationships between ideas.
Listening as a member of a live audience: Can - Can highlight the personal significance
follow most lectures and debates with relative of events and experiences, account for and sustain views
ease. clearly by providing relevant explanations and arguments
Listening to announcements and instructions: Speaking interaction >Understanding a native speaker
- Can understand complex technical interlocutor:
information, such as operating instructions, - Can understand in detail speech on abstract and complex
specifications for familiar products and services. topics of a specialist nature beyond his/her own field, though
Listening to radio audio & recordings: Can he/she may need to confirm occasional details, especially if the
understand a wide range of recorded and accent is unfamiliar.
broadcast audio material, including some non- Speaking interaction >Conversation: Can use language flexibly
standard usage, and identify finer points of and effectively for social purposes, including emotional, allusive
detail including implicit attitudes and and joking usage.
relationships between speakers. Speaking interaction > formal discussion (meetings):
-Can easily keep up with the debate, even on abstract, complex
unfamiliar topics.
-Can argue a formal position convincingly, responding to
questions and comments and answering complex lines of
counter argument fluently, spontaneously and appropriately.
2
5. MATERIALS
Course materials:
Listening materials are compiled by lecturers of Fast-track division from different sources.
Sources:
Aish, F. & Tomlinson, J (2013). Lectures – Learn listening and note-taking skills. London: Collins.
Beglar, D. & Murray, N. (2002). Contemporary topics 3: Advanced Listening and Note-taking (3rd edition).
Pearson Longman.
Frazier, L. &Leeming, S. (2007). Lecture Ready 3. Oxford: Oxford University Press.
Numrich, C. (2010). Raise the issue (3rd ed.). New York: Pearson Longman.
Preiss, S. (2009). Northstar 4: Listening and speaking (3rd ed.). New York: Pearson Longman.
Preiss, S. (2009).Northstar 5: Listening and speaking (3rd ed.). New York: Pearson Longman.
Macgillivray, M., Yancey, P., Zeter, J., Malarcher, C. (2009). Mastering skills for the TOEFLiBT second
edition.S.l.: Compass Publisher.
Sharpe, P., & Sharpe, P. (2008). Barron's TOEFLiBT: Internet-based test 2008 (12th ed.). Hauppauge, N.Y.:
Barron's
3
6. 4B* ADVANCED ENGLISH SYLLABUS
Ice-breakers
Course introduction
Course guide introduction
Ice-breakers Assignment introduction
Reflection on English 3B* Q&A
1 COURSE INTRO Course introduction Grouping
Introduction to debate
Procedures & Convention
Introduction to individual conference
presentation
Procedures & Convention
Lecture Speaking
Listening to a lecture about learner autonomy - Discussing about child psychology and
Learner
Source: “Learner autonomy”(Lectures, p. 140) learner autonomy
autonomy
2 Extensive listening - Business English: Business etiquettes
Early education
Listening about child psychology - Introduction to debate: Developing an
Source: “Child psychology – The genius within” (CT, p.) argument
EDUCATION Speaking
- Discussing about different forms of
testing and assessment
Testing and Extensive listening
- Business English: Socializing with
Assessment Listening about the use of homework
3 business partners and colleagues
Source: “What’s the use of homework?” (NS4, p. 121 – 140)
- Report on preparation for debate 1
Listening facilitation 1
4
COMMUNICATION Source: “Information overload”(NS4, p. 1 - 20) era
Listening facilitation 2 - Individual conference presentation 1
- Business English: Meetings
- Report on preparation for debate 1
Speaking
Lecture
- Discussing about roles of the media in
Listening to lectures about children’s use of the media and
modern life
Privacy the music industry
5 - Business English: Meetings 2
Forms of media Source: “Trends in children’s media use” (LR, p.24 - 33)
- Individual conference presentation 2
“The changing music industry” (LR, p.34 – 45)
- Debate 1
Listening facilitation 3
Speaking
- Discussing about alternative energy and
Extensive listening sustainable development
Sustainable Listening about alternative energy - Individual conference presentation 3
6
development Source: “Alternative Energy”(RTI,p.184 - 204) - Business English: Meetings 3
Listening facilitation 4
ENVIRONMENT
Speaking
Lecture - Discussing about global warming and
Listening to a lecture about tsunamis natural disasters
Global warming
7 Source: “A brief overview of tsunamis”(Lectures, p.58 - 87) - Individual conference presentation 4
Disasters
LISTENING MINI TEST 1 - Business English: Negotiation skills
8 CONSULTATION DAY
Speaking
- Discussing about multiple intelligences,
Lecture
Multiple kinds of intelligence tests and artificial
Listening to a lecture about multiple intelligences
11 Intelligences intelligence
Source: “Multiple Intelligences” (LR3, p.78 - 89)
- Individual conference presentation 7
Listening facilitation 7
- Debate 3
SCIENCE
Extensive listening
Speaking
Watching video explaining the science behind why we like what
- Discussing the pros and cons of
The theory of we like.
12 subconscious preference
coolness Source:
- Business English: Negotiation skills 2
https://ed.ted.com/featured/xgmepk0G
- Individual conference presentation 8
Speaking
Extensive listening
- Discussing about monitoring and privacy
13 Workplace Listening about privacy in the workplace
at the workplace
privacy Source: “Workplace privacy” (NS5, p.147 - 170)
- Individual conference presentation 9
Listening facilitation 8 (if the class has more than 7 groups)
- Debate 4
SOCIAL AND GLOBAL
ISSUES Extensive listening Speaking
Listening to a Ted talk about building better world culture - Discussing about building better culture
Source:http://www.ted.com/talks/nate_garvis_change_our_c for our world
14 World culture
ulture_change_our_world - Business English: Body language and
dining etiquettes
LISTENING MINI-TEST 2 - Individual conference presentation 10
15 REVISION
6
7. COURSE POLICY
Regular attendance. Accumulated absences of more than 12 periods will not be allowed to sit for the final test.
Students are required to come to class on time. Any student who is late for more than 15 minutes is considered as
absent for the whole session.
No late submission or task completion is accepted, unless otherwise approved by the teacher at least ONE week
before the deadline. Late submission will occur in 10% reduction of the allotted grade for each day late.
Completion and submission of all assignments is required as the condition to sit for the final test.
Plagiarism (i.e. the use of others’ words or ideas without proper acknowledgement) is by no means accepted and
will be severely penalized.
Use of a group email address where class announcements will be posted. Students should access their free email
account and check their emails regularly. Students can send questions or other messages regarding study matters to
the teacher or other classmates via this address.
8. METHODOLOGICAL PRINCIPLES
This course employs the following different but complimentary teaching and learning methods:
Learner-centered: the course places the learner and learning at the center of all teaching and learning
activities.
Learner autonomy: learners of the course are expected to be active in class and be able to work well on their
own.
Learning by doing: during the course students will be required to apply what they have learned in various
ways.
Collaborative learning: As their cooperation is a pivotal source of learning, learners are expected to cooperate
well with their classmates not only in class and self-study time but also in doing pair/ group assessment tasks.
9. ASSESSMENT
Exemption for
international
TASKS GRADE ALLOTMENT DUE WEEKS
certificate
holders
7
ATTENDANCE & PARTICIPATION (10%)
2. CLC Day
At the end of the semester (after Week 15), all students are expected to join hands with other classes in the
Fast-track program to organize and participate in a common event called the CLC Day. This is a half-a-day (or
whole-day) event where people in AND out of the Fast-track group and/or the university are invited to
participate, view the students’ and teachers’ collaborative efforts during the semester, socialize and have fun.
For the second semester, all year 1 students are in charge of hosting this event (with the help of the head
teacher – Ms. Linh Chi). Each class will be in charge of one booth to display their learning products.
For course 4B*, the learning products to be showcased are:
(1) all filmed debates which will be shown on laptops at the booth; and
(2) collection of listening facilitations (compiled in a book) which will be shown at each booth.
***Note: Attendance in this event is compulsory.
8
DEBATE (20%)
1. Assignment description and objectives
This is a group assignment. Basing on the themes of the weeks, students will take part in two phase: 1) listen to
listening passages related to a desired topic and 2) debate in groups on a the topic.
Generally, the project aims to develop and assess students’ ability to take detailed notes during long lectures of
topics on and beyond students’ fields, and participate fully in a debate, which includes making convincing formal
arguments, responding to questions and comments and answering complex lines of counter argument fluently,
spontaneously and appropriately.
Specifically, the extensive listening phase focuses on the improvement of linguistic competence and strategic
competence, which can be specified as follows:
9
effortless flow. Pauses only to reflect on precisely the right
words to express his/her thoughts or to find an appropriate
example or explanation; and
qualify opinions and statements precisely in relation to
degrees of, for example, certainty/uncertainty, belief/doubt,
likelihood, etc;
Strategic take detailed notes plan what is to be spoken and the means to express it,
competences during a long lecture of considering the effect on the recipient(s), employing
topics on and beyond their multiple sources;
fields, recording the backtrack when they encounter difficulties and
reformulate what they want to say without interrupting the
information so accurately
flow of speech;
and so close to the original
use a variety of strategies to check that they understood
that the notes could also be what a speaker intended to say, and get clarification of
useful to other people; and ambiguous points; and
skillfully use contextual, grammatical and lexical clues to
summarise long and infer attitude, mood and intentions and anticipate what will
demanding texts. come next;
10
• Each group reflects on their debate and writes a report with two parts. The first part (group report)
includes a reflection on the preparation, implementation and evaluation of the performance in the debate.
The second part (individual reports) includes 1) the notes, 2) list of colloquialisms and idiomatic
expressions, and 3) summaries of the passages. The report is expected to be in printed form and bound
with a cover page (topic, names of group members), and include all necessary appendices.
3. Assessment rubrics
4 Use of facts/statistics 1
6 Visual aids 1
7 Handling questions 1
Total 10
11
INDIVIDUAL CONFERENCE PRESENTATION (15%)
This skill-integrated assignment accounts for 15% the score of the course. It is designed to give students
chances to investigate into a specific subject matter of their field of interest and help them get to know
how to conduct a formal conference presentation.
Specifically, the assignment focuses on the improvement of linguistic competence (C.O. 4.1.1, 4.1.2,
4.1.3, 4.1.5), sociolinguistic competence (C.O. 4.2.2, 4.2.3), pragmatic competence (C.O. 4.3.3, 4.3.4, 4.3.5)
and strategic competence (C.O. 4.4.1, 4.4.3, 4.4.4, 4.4.5, 4.4.6), which can be specified as follows:
1.1. Linguistic competence
Students will be able to:
produce correct pronunciation that serve a formal presentation;
use common lexical resource correctly and flexibly in their speech; and
deliver a formal conference presentation on topics related to his/her field of interest, with appropriate
highlighting of significant points, and relevant supporting details.
vary responding expressions depending on the situations in sharing and presentation sessions;
ask follow-up questions to get clarification for ambiguous points in the presentations;
12
correct mistakes while speaking; and
In semester 1, some students worked in groups to carry out a research project. In this semester, each student
works on his/her own to produce an individual conference presentation on one aspect of the research he/she did
or a new topic of his/her choice or interest, following the three steps below:
STEP 1 – Selecting a specific topic he/she wants to present and defining the kind/theme of the conference that
topic may fit in
STEP 2 – Doing research (either primary or secondary research) and preparing for the speech. Visual aids can be
used.
STEP 3 – Delivering the presentation (maximum twenty minutes, followed by a 5 minute Q&A section.
3. Marking rubric
13
LISTENING FACILITATION (15%)
This is a listening assignment which accounts for 15% of the total score. It is designed to encourage students
keep updated with the latest news in the fields of their interest so as to be well-prepared to be a global citizen.
Specifically, the assignment focuses on the improvement of linguistic competence (C.O. 4.1.1, 4.1.2, 4.1.3),
sociolinguistic competence (C.O. 4.2.3), pragmatic competence (C.O. 4.3.1, 4.3.3, 4.3.4, 4.3.5, 4.3.6) and
strategic competence (C.O.4.4.3, 4.4.4, 4.4.5), which can be specified as follows:
1.1. Linguistic competence
Students will be able to:
produce correct pronunciation;
use common lexical resource (i.e. informative presenting, etc.) correctly and flexibly in their speech;
14
STEP 2 – Choose an interesting audio/video recording of suitable level (C1) and related to the theme of the
week. It should not exceed 5 minutes. At the same time, decide on focused listening skills for the audience to
practice. These skills should be useful for VSTEP practice.
STEP 3 - Prepare a listening facilitation for the whole class
STEP 3 – Deliver a facilitation of maximum 30 minutes. The session should include:
Listening tasks to check peers’ understanding and to get their response to the content of the recording;
Pre-listening and post-listening tasks are recommended to facilitate the audience’s listening and
comprehension. These activities could be, but not limited to:
- A list of new language items and information related to that recording to share with peers
- A brief introduction of the recording’s content
- Some tips for the target listening skills
- A lead-in activity
- A discussion
Be creative to help your friends learn the most effectively!
3. Marking rubric
1 Source 1
2 Level 2
3 Content 2
4 Tasks 3
5 Facilitation skills 1
15
APPENDIX1
1. WHAT IS PLAGIARISM?
According to the Council of Writing Program Administrator (2003), “plagiarism occurs when a writer deliberately
uses someone else’s language, ideas, or other original (not common-knowledge) material without acknowledg-
ing its source.”
According to Stolley, Brizee&Paiz (2013), plagiarism is avoided by acknowledging the use of the following kinds
of materials:
“Words or ideas presented in a magazine, book, newspaper, song, TV program, movie, Web page,
computer program, letter, advertisement, or any other medium”;
“Information you gain through interviewing or conversing with another person, face to face, over the
phone, or in writing”;
“When you copy the exact words or a unique phrase”;
“When you reprint any diagrams, illustrations, charts, pictures, or other visual materials”; and
“When you reuse or repost any electronically-available media, including images, audio, video, or
other media”
common knowledge [e.g. folklore, common sense observations, myths, urban legends, and historical
events (but NOT historical documents)], or
generally accepted facts in daily life (e.g. “Water is essential for life”), or
generally accepted facts in certain areas and principles (e.g. In the field of TESOL, “there are four
language skills” is a generally accepted fact);
The Council of Writing Program Administrator (2003) also distinguishes between plagiarism and misuse of
sources. Accordingly:
Plagiarism is “submitting someone else’s text as one’s own or attempting to blur the line between
one’s own ideas or words and those borrowed from another source”,
Misuse of sources is “carelessly or inadequately citing ideas and words borrowed from another
source”.
In the Fast-track program, the misuse of sources should be penalized according to the requirements of specific
assignments and courses, not as plagiarism. The misuse of sources should be distinguished from “no source
cited at all” (See Footnote 2 next page).
16
4. COMMON TYPES OF PLAGIARISM AND PENALTIES
The following table specifies the common cases of plagiarism and the penalties applied to any Fast-track
program student (University of Languages and International Studies, Hanoi) if he/she commits any of them. This
table should be discussed carefully at the beginning of each semester so that both the students and the teachers
will understand the definitions and consequences of different types of plagiarism listed below:
When students are explicitly asked by the teacher not to use external sources for certain types of work but
violate this requirement, it should be taken as the failure to fulfill the requirements of the task and penalized
accordingly. Task fulfillment, which could be named in different ways, should always be an assessment criterion
of any assignment in the Fast-track program.
1
Content words (e.g. nouns, verbs, adjectives, adverbs) are distinguished from functional words (e.g. prepositions, articles).
2
“Providing any citation” herein is understood as citation with at least one of the followings provided: the name of the
author, the name of the work, or the name of the publisher (e.g. URL link, name of the publishing house etc.). Incorrect
citations should be counted as misuse of sources and penalized accordingly (See Section 4), NOT plagiarism.
3
First-time”, “second-time “etc. violations in this section refer to the number of violations throughout the two-year Fast-
track English language program, NOT during a single component course (e.g. 1A*, 2A*) solely. The coordinators, via all Fast-
track teachers, should keep a record of this and inform the respective teacher when plagiarism occurs.
4
“7 days of notice” herein is the maximum amount of time. Under certain circumstances, this could be shortened
considerably but the justification should be clarified to the students.
17
If the students do not only violate this requirement but also plagiarise in their work, their work should also be
penalized as specified in Section 4 above.
When there is controversy or uncertainty about whether plagiarism occurs or not, the teacher and the students
should follow the following procedure:
1. The teacher should discuss the work with the students to agree on the conclusion and the
penalties (if any) specified in Section 4 above.
2. If the matter is not resolved, the minutes of this discussion should be taken (which includes the
justifications by both the teacher and the students and their signatures), attached to a copy of the
student’s work.
3. Then, the work should be examined independently by at least another teacher (teaching the
same course and appointed by the students). Minutes should also be taken by this teacher and include
his/her conclusions.
4. If the matter is not resolved by then, all the minutes, together with the copy of the student’s
work, should be sent to the Head of the Fast-track division for the final verdict.
7. REFERENCES
Council of Writing Program Administrators. (2003). Defining and avoiding plagiarism: The WPA
statement on best practices. Retrieved from http://wpacouncil.org/positions/WPAplagiarism.pdf
18