IUH - Course Project - Curriculum Design and Material Development

IUH - Course Project - Curriculum Design and Material Development IUH - Course Project - Curriculum Design and Material Development IUH - Course Project - Curriculum Design and Material Development IUH - Course Project - Curriculum Design and Material Development IUH - Course Project - Curriculum Design and Material Development

MINISTRY OF INDUSTRY AND TRADE INDUSTRIAL UNIVERSITY OF HO CHI MINH CITY

FACULTY OF FOREIGN LANGUAGES

COURSE PROJECT Curriculum Design and Material Development

STUDENT NAME : Dang Tuyet Nhi

Nguyen Vo Lam Phuong

Tran Thi Thu Phuong Nguyen Thai Ngoc

CLASS CODE : CHNNA14A1

SUPERVISOR NAME : TRAN KIEU MY AN, Ph.D

HCMC, October 2025

SECTION 1: INCLUDE THE LEARNER PROFILE (MIDTERM TEST)

1 Tools to collect learner profile:

a Survey

1 What is your name, age, and nationality?

2 What is your first language? Do you speak any other languages?

3 Have you studied English before? If yes, for how long and where?

4 What is your primary motivation and your specific goals when learning English?

5 Which English skills do you find easiest and most difficult (listening, speaking, reading, writing)?

6 How confident are you in using English? (Rate each skill 1–5: Listening, Speaking, Reading, Writing)

7 What kind of learning activities do you enjoy? (e.g., games, discussions, writing, watching videos)

8 How many hours a week can you study English outside of class?

9 Do you enjoy working alone, in pairs, or in groups?

10 Are you comfortable using digital tools (computers, phones, apps) for learning English?

b Interview

1 Tell me about your experience learning English so far What do you like or dislike?

2 Can you describe a situation where you felt successful using English?

3 What motivates you to learn English every day?

4 How do you feel when you make mistakes in English?

5 Do you enjoy working with classmates? Why or why not?

Q1 “I started learning English in school

I like writing and playing games I don’t like listening because it’s a little hard.”

“I have learned English for a few years I like speaking with my teacher and watching videos in English I don’t like doing grammar exercises because they are sometimes boring.”

Q2 I answered a question in English

class, and my teacher said “Good job!” I was proud of myself

“One day I spoke English with my teacher, and she understood me I was very happy because I could say what

I wanted.”

Q3 “I want to speak English when I

travel I also want to watch English cartoons and understand them.”

“I want to use English socially and for hobbies.”

Q4 “I feel a little shy, but I know it's

okay Mistakes help me learn.”

“Sometimes I feel shy or scared, but

my teacher says it is okay I'll try again.”

Q5 “Yes, I do It's fun to learn with

friends We can help each other.”

“Yes, I do! It is fun to play games and

do work with friends I like talking English with them.”

c Placement test: Flyer

+Part 1: Find the differences

+Part 2: Information exchange

+Part 3: Picture story

Student name Listening Reading & Writing Speaking Linh Tran 15 scores (2 shields) 32 scores (3 shields) 3 shields

Han Le 16 scores (2 shields) 30 scores (3 shields) 3 shields

2 Background and Demographics

Learner's Name and Age (1) Tran Ha Linh, 10 years old

Nationality and First Language(s) Vietnamese/ Vietnamese

Cultural Background No strict expectation from family; often hesitant to

speak up in class

Educational History Learning English since kindergarten; exposed to

English cartoons and songs, hesitating in speaking, struggling in listening

Current Occupation/Profession Full-time primary school student

Learner's Name and Age (2) Le Gia Han, 10 years old

Nationality and First Language(s) Vietnamese/ Vietnamese

Cultural Background From an urban area, outgoing, active in school

clubs

Educational History Attended local public school; started learning

English in Grade 1; strong in reading, writing, speaking but struggles in listening

Current Occupation/Profession Full-time primary school student

3 Language proficiency and Skills

Current Proficiency Level: A2 (Flyers benchmark) Better at literacy-based skills

Strengths - Reading: can understand short

and familiar texts at Flyers level

- Writing: can write short and simple sentences

- Listening: can understand a person’s name and colour

- Speaking: can pronounce familiar words clearly and

- Reading: good at following short passages and answering comprehension questions accurately

- Writing: can write short paragraphs with simple vocabulary, sometimes with better word choice than Linh Tran

- Listening: can understand a person’s

understandably name and time

- Speaking: Confidence in speaking and face expressions

Weaknesses -Reading: lack of scanning long

reading passages

-Writing: using wrong vocabulary and making mistakes about grammar

-Listening: sometimes misses key ideas, especially in fast speech

-Speaking: lacks confidence, limited range of expressions and final sounds

- Reading: careless reading and misunderstanding question types -Writing: confusing between verb tenses

-Listening: struggling with recognizing keywords

-Speaking: pronunciation issues, sometimes not fluency in oral interaction

Specific Errors Grammar errors: Subject–verb

agreement (He go instead of He

goes), tense misuse (I see instead

of I saw for past actions), incorrect

word choice due to vocabulary confusion, pronunciation issues with final sounds and weak stress

and intonation (walked → walk),

difficulty in long conversations, choosing wrong answers in multiple-choice due to misunderstanding the question or passage

Similar grammar errors: tense usage, subject–verb agreement, confusion of similar sounds (ship/sheep), confused between different question types, confusing similar-sounding words (thirty/thirteen)

Four Skills Summary Reading: Assessment Level:

Approaching A2 Flyers (Developing)

Writing: Assessment Level: A2 Flyers (Basic Proficiency)

Listening: Assessment Level:

Between A1 Movers and A2 Flyers (Emerging comprehension) Speaking: Assessment Level: A1

Reading: Assessment Level: A2 Flyers (Developing)

Writing: Assessment Level: A2 Flyers (Strong foundation)

Listening: Between A1 Movers and A2 Flyers (Emerging Comprehension)

Speaking: Assessment Level: A2 Flyers: Good effort, needs fluency

Movers to low A2 Flyers (Developing fluency)

development

4 Motivation and Learning Goals

Primary Motivation Academic success, school exams Pass school exams, use English

5 Learning Preferences and Context

- Learning Style: Both prefer group work, especially pair and small group activities Primarily experiential and interactive learning styles

➢ Linh enjoys creative activities: singing, drawing, watching cartoons in English

➢ Han enjoys energetic activities: gaming, K-pop, TikTok, school clubs

- Preferred activities: Linh enjoys creative activities such as music, drawing, and watching English cartoons

➢ Han prefers energetic and social activities including gaming, K-pop, TikTok, and school clubs

➢ Both learners are highly engaged through interactive and interest-based tasks

➢ Teaching implication: integrate games, media, and creative tasks to support language learning and increase motivation

- Attitude toward errors: Linh is shy but recognizes mistakes as part of learning and is willing to try

again

➢ Han is comfortable with errors and focuses on correction and improvement

➢ Both students benefit from supportive feedback and confidence-building activities

➢ Teaching implication: use scaffolding, praise, and low-stakes speaking tasks for Linh; encourage peer correction and self-correction strategies for Han

- Technological literacy: Both be proficient in using smartphones, computers, and mobile apps

➢ Enjoy watching videos, cartoons, and playing online games through digital platforms

➢ Use technology as a learning advantage, especially for accessing authentic input

➢ Teaching implication: guide learners to apply these tools for improving weaker skills (listening and speaking) through apps like Duolingo, Elsa, or interactive video practice

- Time and availability: Linh dedicates about 3 hours per week to independent study

➢ Han dedicates about 5 hours per week to English practice

➢ Both have limited study time due to school workload

➢ Teaching implication: maximize in-class learning efficiency and provide short, manageable homework tasks to ensure continuous progress

- Key insights:

+Strengths: Reading, Writing and listening

+Weaknesses: Speaking

➢ Motivation: driven by school exams and personal interests (cartoons, K-pop, TikTok)

➢ Preferred activities: interactive, interest-based, and pair/group work

➢ Attitudes: Linh is shy but willing to try again; Han is confident with errors

➢ Technology: both are comfortable using digital tools for learning

➢ Availability: limited time outside class (3-5 hours/week)

- Implication for course design: Focus on improving listening and speaking through scaffolded activities

➢ Create a supportive, low-stress environment to build confidence

➢ Use peer correction and self-correction (suitable for Han) and praise + scaffolding (suitable for Linh)

➢ Integrate digital/media resources (cartoons, K-pop, TikTok) to connect with learners’ interests

➢ Balance literacy tasks with oral communication practice

➢ Maximize in-class learning and assign short, manageable homework due to limited study time

SECTION 2:

TYPE OF OUR COURSE: A2 Flyers Preparation Program

Note on group work:

1 Nguyen Thai Ngoc Designed course outline and organized lesson

sequencing; contributed to assessment design

2 Dang Tuyet Nhi Developed teaching materials and classroom

activities; supported lesson timing and pacing

3 Nguyen Vo Lam Phuong Created visuals and media resources

(worksheets, slides); assisted with task design and instructions

4 Tran Thi Thu Phuong Edited course content; reviewed language

level alignment (A2 Flyers); compiled final report

Cambridge English language assessment (2017) Cambridge English Flyers 1 for Revised Exam from

2018 Student's Book (Vol 1) Cambridge University Press

Cambridge English language assessment (2018) Cambridge English Flyers 2 for Revised Exam from

2018 Student's Book (Vol 2) Cambridge University Press

Cambridge English language assessment (2019) Cambridge English Flyers 3 for Revised Exam from

2018 Student's Book (Vol 3) Cambridge University Press

Cambridge English language assessment (2022) Cambridge English Flyers 4 for Revised Exam from

2018 Student's Book (Vol 4) Cambridge University Press

We chose this book as a coursebook because of the following reasons:

It closely follows the Cambridge Flyers test format, helping students build relevant exam skills

There are many vivid illustrations and eye-catching colors that help capture students' attention while a variety of activities encourages enjoyable and effective learning for students

The book offers a structured development of grammar, vocabulary, and language skills designed specifically for the A2 Flyers level

The book also includes a listening CD that supports students in practicing listening and pronunciation skills

5 Course information

a Course objectives

Overall objectives

This course aims to help students develop their English proficiency to the A2 Flyers level through a balance of language, skills, and cultural learning

Language Development: Expand vocabulary and improve grammar related to familiar topics such as

home, family, school, and daily routines; strengthen pronunciation and functional language for real-life communication

Skills Integration: Develop the four core skills listening, speaking, reading, and writing through

engaging tasks like dialogues, songs, role-plays, reading comprehension, and creative writing

Communication and Thinking Skills: Encourage natural communication, problem-solving, and

creativity through interactive and meaningful English use; nurture cultural awareness and understanding

of both English-speaking and Vietnamese societies

Exam Preparation: Familiarize students with the Cambridge Flyers exam format, equip them with

practical test-taking strategies, and build confidence through mock tests and guided practice

Motivation and Engagement: Foster students’ love for learning English by creating a fun, supportive

environment where they can express themselves, sing English songs, and explore the world through language

Specific objectives

Listening and Speaking skills

Children can communicate in simple English through the four language skills of listening, speaking reading and writing The expectation is that listening and speaking will provide the dominant focus Through the English language, students gain basic knowledge of the landscape, culture and people of English-speaking countries and other countries in the world

Children can make the interlocutor understand by adding small details, although hesitating, cutting the idea short and finding it difficult to rephrase

Reading skill

Children can understand short and simple texts on learned topics

Students learn more vocabulary and widen their knowledge

Writing skill

Children can write words or sentences on learned topics They also know how to find and rewrite the right words and sentence patterns on familiar topics

b Course descriptions

Course type: Competency-based and exam-oriented

The course aims to develop young learners’ English language competencies in alignment with the Cambridge Flyers exam requirements It provides systematic practice in listening, speaking, reading, and writing through engaging, age-appropriate topics and interactive activities The course combines language development with exam preparation, helping students build test-taking strategies and confidence in using English in both classroom and real-life contexts

c Prerequisite/Previous/Parallel courses:

Prerequisite: Students are expected to have completed a Movers-level course or possess equivalent

English proficiency Basic knowledge of vocabulary and grammar suitable for A1–A2 level learners is required

Previous: Get Ready for Movers or any equivalent Cambridge Movers preparation course

maintain regular attendance to ensure consistent progress toward the Flyers level

6 Course Learning Outcomes (CLOs)

Upon completing the course, students will be better able to:

1 Understand and use simple English in everyday contexts, demonstrating

listening, speaking, reading, and writing abilities appropriate to A2 Flyers level

2

Recognize and accurately use essential Flyers-level vocabulary and grammar structures across communicative tasks and test activities Confidently participate in spoken activities, including role-plays and simple conversations, using appropriate vocabulary and pronunciation for everyday situations

3 Apply basic test-taking and learning strategies to support language

development

7 Course details

No/

Weeks Contents

Macro skills-Micro skills No of

periods CLOs Teaching Techniques

Extra reading/ Assignment/ hours? Specify the reading text, source or the

- Ask and answer simple questions such as

“What’s your name?” or “How old are you?”

- Perform short role-plays between new friends or in a classroom setting

-Flashcard game:

students identify classroom objects by listening to cues

-Class survey: students

walk around and ask questions (“What’s your name?”)

-Listen and repeat:

practice pronunciation

of greetings and common names

-Reading Text: “Hello, I’m Ben!” (SB

p.4)

-Assignment:

+Oral greeting check in pairs and Short written introduction (5 sentences) +Write a short paragraph introducing

yourself and a friend

2 Our home

Listening:

- Listen for rooms and household vocabulary

(e.g., kitchen, bedroom, sofa)

- Understand where people are and what they are doing

- Follow short dialogues about family activities at home

- Match texts to house pictures

- Identify prepositions of place (in, on, under, next to)

students match rooms

to correct names and furniture

-Listening with visuals: listen to

descriptions and point

to the right room

- Home labeling task:

label furniture and rooms on a printed house layout

+ Written paragraph: “My home”

3 Going to town Listening:

- Listen for key information about directions

6 1,2,3 - Map reading:

students follow

- Extra reading:

and town places

- Identify where people are going and how they get there

- Follow short instructions on a map

Speaking:

- Ask for and give simple directions using

“Turn left/right” or “Go straight on.”

- Talk about favorite places in town

- Use question forms like “Where’s the bank?” and “How do I get to the park?”

Reading:

- Read short texts, maps, and signs about going places

- Match texts with pictures of town locations

- Identify direction phrases and prepositions of movement

Writing:

- Write short descriptions of places in town

- Use complete sentences to describe what people can do there

- Write short dialogues using direction phrases

listening directions on a town map

- Role-play: pairs ask

and give directions to reach a destination

- Sentence building:

form correct direction sentences from word cards