Final paper submitted as a fulfilment for the course introduction to the english language

THU DAU MOT UNIVERSITYFACULTY OF FOREIGN LANGUAGES ENGLISH LANGUAGE PROGRAMME --- --- FINAL PAPER Submitted as a fulfilment for the course INTRODUCTION TO THE ENGLISH LANGUAGE Stude

THU DAU MOT UNIVERSITY

FACULTY OF FOREIGN LANGUAGES

ENGLISH LANGUAGE PROGRAMME

- -

FINAL PAPER Submitted as a fulfilment for the course

INTRODUCTION TO THE ENGLISH LANGUAGE

Student’s name: Lê Trần Khánh Vy

Student’s code: 2322202010166

Class: D23NNAN03

Course: Introduction to English language

Major: English Language

Bình Dương province - November 2023

THU DAU MOT UNIVERSITY

ENGLISH LANGUAGE FALCUTY

ENGLISH LANGUAGE PROGRAMME

- -

FINAL PAPER Submitted as a fulfilment for the course

INTRODUCTION TO THE ENGLISH LANGUAGE

Student’s name: Lê Trần Khánh Vy

Student’s code: 2322202010166

Class: D23NNAN03

Course: Introduction to English language

Major: English Language

Lecturer: Tran Thanh Du, Ph.D

Bình Dương province - November 2023

TABLE OF CONTENTS

Table of contents pag

e Chapter 1 THE HISTORY AND IMPORTANCE OF ENGLISH 5

2.1.1 Definitions of listening

2.1.3 Personal strategies to develop listening skills 7

2.2.1 Definitions of speaking skill

2.2.3 Personal strategies to develop speaking skills 8

2.3.1 Definitions of reading

2.3.3 Personal strategies to develop reading skills 9

2.4.1 Definitions of writing

2.4.3 Personal strategies to develop writing skills 9 Chapter 3 PERSONAL OBJECTIVES AND DETAILED PLAN FOR

3.2 Personal detailed plan for the course 10 3.3 Personal strategies to obtain the course objectives 16

THU DAU MOT UNIVERSITY INTRODUCTION TO THE ENGLISH LANGUAGE

Class:……D23NNAN03……….Course: 2023-2027

Student’s name:…Lê Trần Khánh Vy Student code:……2322202010166 ……

MARKING RUBRICS

Language use (spelling, lexical choice, grammar) 3

Date month year 2023

Examiner’s singature

Tran Thanh Du

Chapter 1 THE HISTORY AND IMPORTANCE OF ENGLISH

1.1 The history of English

The history of the English language really started with the arrival of three Germanic tribes who invaded Britain during the 5th century

AD These tribes, the Angles, the Saxons and the Jutes, crossed the North Sea from what today is Denmark and northern Germany At that time the inhabitants of Britain spoke a Celtic language But most of the Celtic speakers were pushed west and north by the invaders - mainly into what is now Wales, Scotland and Ireland The

"Englisc" - from which the words "England" and "English" are derived

Old English (450-1100 AD)

The invading Germanic tribes spoke similar languages, which in Britain developed into what we now call Old English Old English did not sound or look like English today Native English speakers now would have great difficulty understanding Old English Nevertheless, about half of the most commonly used words in Modern English have

derive from Old English Old English was spoken until around 1100

Middle English (1100-1500)

In 1066 William the Conqueror, the Duke of Normandy (part of modern France), invaded and conquered England The new conquerors (called the Normans) brought with them a kind of French, which became the language of the Royal Court, and the ruling and business classes For a period there was a kind of linguistic class division, where the lower classes spoke English and the upper classes spoke French In the 14th century English became dominant

in Britain again, but with many French words added This language is called Middle English It was the language of the great poet Chaucer (c1340-1400), but it would still be difficult for native English speakers to understand today

Modern English

Early Modern English (1500-1800)

Towards the end of Middle English, a sudden and distinct change in pronunciation (the Great Vowel Shift) started, with vowels being pronounced shorter and shorter From the 16th century the British had contact with many peoples from around the world This, and the Renaissance of Classical learning, meant that many new words and phrases entered the language The invention of printing also meant that there was now a common language in print Books became cheaper and more people learned to read Printing also brought standardization to English Spelling and grammar became fixed, and

the dialect of London, where most publishing houses were, became the standard In 1604 the first English dictionary was published

Late Modern English (1800-Present)

The main difference between Early Modern English and Late Modern English is vocabulary Late Modern English has many more words, arising from two principal factors: firstly, the Industrial Revolution and technology created a need for new words; secondly, the British Empire at its height covered one quarter of the earth's surface, and the English language adopted foreign words from many countries

1.2 The importance of English

1.2.1 English is the language of international communication

 English may, in fact, not be the most spoken language in the world

 It is the official language of 53 countries and spoken by around

400 million people across the globe

 With over a quarter of the world speaking the language, there’s always someone to practice with, especially when you travel

1.2.2 English gives you better opportunities for education

 If you learn English well enough toCpass tests like the TOEFL (Test

of English as a Foreign Language) or IELTS (International English Language Testing System) you will have more opportunities to study in English-language universities across the globe

1.2.3 English opens new career opportunities

 Learning English can help you pursue and obtain more career opportunities.CAs the job market is global, many companies need employees who can communicate with partners and clients all over the world.CThis means that they are finding employees who can speak English

1.2.4 English is the language of business

 English has become almost a necessity for people to speak English if they are to enter a global workforce

 Research from all over the world shows that cross-border business communication is most often conducted in English and many international companies expect employees to be fluent in English

1.2.5 English gives you access to a world of entertainment

 Many of the world’s top films, books and music are published and produced in English If you speak English, you won't need to rely

on translations and subtitles anymore to enjoy your favorite books, songs, films and TV shows

 Watching movies and television programmes in the English language is also a great and fun way to learn it

 You will have access to a great wealth of entertainment and will

be able to have a greater culturalCunderstanding

1.2.6 English gives you an access to more of the Internet

 English is the language of the internet An estimated 565 million people use the internet every day, and an estimated 52CpercentCof the world’s most visited websites are displayed in the English language

 Learning English is important as it gives you access to over half the content on the internet Knowing how to read English will allow you access to billions of pages of information which may not be otherwise available!

Chapter 2 LANGUAGE SKILLS 2.1 Listening skills

2.1.1 Definition of listening

ListeningCis receiving language through the ears Listening involves identifying the sounds of speech and processing them into words and sentences When we listen, we use our ears to receive individual sounds (letters, stress, rhythm and pauses) and we use our brain to convert these into messages thatCmeanCsomething to us

Listening in any language requires focus and attention It is a skill that some people need to work at harder than others People who have difficulty concentrating are typically poor listeners Listening in

a second language requires even greater focus

2.1.2 Your problem in listening

 Remembering the information

Many students struggle with listening comprehension assessments because they don’t remember the information they may have just listened to There are many reasons that a student might have difficulty remembering something that they just listened to They might have trouble because the clip is longer than they’re used to tracking, the student might be diagnosed with ADHD or an auditory processing difficulty, or they might have an underlying learning disorder

For the most part, all these reasons come down to a single issue: lack of focus

 Speaker accent and rate of speed

One of the biggest challenges to overcome is understanding the speaker’s delivery A radio broadcast journalist from Atlanta is going

to pronounce many words differently than a journalist from Nigeria,

and this can often provide challenges for students who are still developing phonemic awareness in English

 Limited listener vocabulary

For students with limited background knowledge and vocabulary, listening to a news story might be especially frustrating if they can’t understand most of the individual words used to relate events

Young learners may not feel any shyness asking about words or ideas they don’t know about However, older students often feel shame and embarrassment when they don’t know something that the students around them do

2.1.3 Personal strategies to develop listening skills

 Remembering the information

 Start short and work your way to longer clips

 Learn active listening strategies

 Speaker accent and rate of speed

 Choose audio clips with a neutal American accent or an accent the students are used to

 Use audio clips with built-in transcripts and speed controls

 Limited listener vocabulary

 Frontload challenging vocabulary

 Use leveled audio texts

2.2 Speaking skills

2.2.1 Definition of speaking skill

SpeakingCisCthe delivery of language through the mouth.CTo speak,

we create sounds using many parts of our body, including the lungs, vocal tract, vocal chords, tongue, teeth and lips

2.2.2 Your problems in speaking

 Inhibition

Unlike reading, writing and listening activities, speaking requires some degree of real-time exposure to an audience Learners are often inhibited about trying to say things in a foreign language

in the classroom: worried about making mistakes, fearful of criticism of loosing face, or simply shy of the attention that their speech attracts

 Nothing to say

Even if they are not inhibited, you often hear learners complain that they cannot think of anything to say: they have no motive

to express themselves beyond the guilty feeling that they should

be speaking

 Low or uneven participation

Only one participant can talk at a time if he or she is to be heard; and in a large group this means that each one will have

only very little talking time This problem is compounded by the tendency of some learners to dominate, while others speak very little or not at all

 Lack of interest in the topic

 Previous learning experience

 Cultural reasons

2.2.3 Personal strategies to develop speaking skills

 Exercising confidence

 Listening to English

 Joining an English club

 Developing vocabulary

 Thinking about grammar

 Trying to use English in everyday conversation

 Practicing pronunciation

 Improving your body language

2.3 Reading skills

2.3.1 Difinition of reading

Reading is the process of looking at a series of written symbols and getting meaning from them When we read, we use our eyes to receive written symbols (letters, punctuation marks and spaces) and

we use our brain to convert them into words, sentences and paragraphs that communicate something to us

2.3.2 Your problems in reading

 Inability to connect ideas in a passage

 Difficulty distinguishing significant information from minor details

 Lack of concentration during reading

 Inability to view content from multiple perspective

2.3.3 Personal strategies to develop reading skills

 Scanning

You do not read the contents from cover tocover Instead, you go to specific page on which there is information, quickly run through and locate the specific item(s) of information

 Skimming

You read fast, often skipping words, sentences, sometimes even paragraphs that are not important and try and get an overall understanding of the text

 Intensive reading

You read the text slowly, word by word and sentence by sentence because your aim is total or near total comprehension

 Extensive reading

Since you are reading for pleasure, you may read the text selectively without being bothered by unfamiliar words

 Reading critically

The ability to read a given text critically is an essential component of academic writing Critical reading involves identifying and

differentiating facts, opinions, or arguments in the text

2.4 Writing skills

2.4.1 Definition of writing

Writing skills are an important part of communication Good writing skills allow you to communicate your message with clarity and ease With writing, the communication takes place to a far larger audience than through face-to-face or telephone conversations

2.4.2 Your problems in writing

 Logic and organization problems

 Grammar

 Spelling and vocabulary

 Word order

2.4.3 Personal strategies to develop writing skills

 Organizing your sentence when writing

 Keep your verbs close to your nouns

 Organizing your ideas in paragraghs

 Master English grammar

Chapter 3 PERSONAL OBJECTIVES AND DETAILED PLAN FOR THE

COURSE 3.1 Personal objectives about the course

 Broaden the knowledge about English history, culture, etc

 Know how to use English effectively in daily life

 Learn more way to improve English skills

3.2 Personal detailed plan for the course

Semester 1: 11 credits

No Courses of credits Number Required materials

Expexted scores (*)

[1] A History of the

1 Introduction to English

language

2 English Language

[2] Q: Skills for Success.1, Reading and writing

8.0

2 English pronunciation 3

English Pronunciation in Use (Elementary) 8.5

3

Essential Listening

and Speaking (Nghe

nói căn bản tiếng

Anh) (3+0)

3

Reflect Listening &

Speaking 2 Q: Skills for Success - Listening and Speaking 2

9.0

4 Essential Reading and

Writing (Đọc viết căn

bản tiếng Anh) (3+0)

3

Reflect Reading &

Writing 2 Q: Skills for Success 2 Reading and Writing (2rd edition)

8.5

Semester 2: 15 credits

r of credits

Required materials

Expect ed scores 1

Phương pháp nghiên

cứu khoa học (3+0) 3 9.0

2 Triết học Mác - Lênin

3 Pháp luật đại cương

4 English

Communicative

Grammar (Ngữ pháp

giao tiếp tiếng Anh)

(0+3)

3 Business grammarbuilder

(2nd edition) Oxford Practice Grammar - Intermediate

9.0

5

Reading and writing

strategies (Chiến

thuật đọc viết tiếng

Anh) (0+2)

2 Reflect - Reading& Writing 3 9.0

6

Listening and

Speaking Strategies

(Chiến thuật nghe nói

tiếng Anh) (0+2)

2 Reflect Listening &Speaking 3

Skill for success 3 (listening and speaking) (3nd edition)

9.0

Semester 3: 16 credits