000079933 Đề Tài Nghiên Cứu Khoa Học Cấp Trường Xây Dựng chương trình khung tiếng Anh Chuẩn cho Sinh Viên Khoa Chuyên Ngành Chương Trình Thực Hiện Tại Khoa Đào Tạo Đại Cương Đại Học Ngoại Ngữ Thanh Xuân Hà nội

000079933 Đề Tài Nghiên Cứu Khoa Học Cấp Trường Xây Dựng chương trình khung tiếng Anh Chuẩn cho Sinh Viên Khoa Chuyên Ngành Chương Trình Thực Hiện Tại Khoa Đào Tạo Đại Cương Đại Học Ngoại Ngữ Thanh Xuân Hà nội

ngÔẴÌncù H a n o i U n i v e r s i t y o f Fo r e i g n St u d i e s

FOUNDATION STUDIES DEPARTMENT Km 9 Nguyên T rai Road, Thanh Xuan Bac, Thanh Xuan D istrict, Hanoi - Vietnam

T e le p h o n e :(8 4 4) 8544338, F a csim ile :(8 4 4) 8544550, E -m a il:h u fs @ n e tn a m v n , VVebsite: w w w h u fs.e d u vn

Đề Tài Nghiên Cứu Khoa Học Cấp Trường Xây Dựng chương trình khung tiếng A nh Chuẩn cho Sinh Viên

K hoa Chuyên Ngành Chương Trình Thực Hiện Tại Khoa Đào Tạo Đại Cương

Đại Học Ngoại Ngữ Thanh Xuân Hànội

The English Language Framework Program

For English - b a s e d Multidisciplinary Students

Foundation Studies Department Hanoi University of Foreign Studies

V ersion 1.0

Program Designer: Ngo Tuyet M ai

MA in Education, ưniversity o f Sydney, Australia

H a n o i U n i v e r s i t y

II II II II II IIIIIIII II II

0 0 0 0 7 9 9 3 3

NỈỈnAi M r.il H a n o i U n i v e r s i t y o f F o r e i g n S t u d i e s

'NGÕÃĨNGU

FOUNDATION STUDIES DEPARTMENT Km 9 Nguyen Trai Road Thanh Xuan Bac, Thanh Xuan District, Hanoi - Vietnam

I e le phone (84 4) 8544338 P acsim ile (84 4) HS44550 E-m ail hufs(p)netnam vn VVebsite w w w hufs edo vn

Đồ Tài Nghiên Cứu Khoa Học Cấp Trường Xây Dựng chương trình khung tiếng Anh Chuẩn cho Sinh Viên

Khoa Chuyên Ngành Chương Trình Thực Hiện Tại Khoa Đào Tạo Đại Cương

Đại Học Ngoại Ngũ'T h a n h Xuân l lànội

The Engỉish Language Framework Program

F ọr Englỉsh -based Muỉtidiscipỉinarv Students

Hanoỉ Universily oi* Korcign SUiclics

Version 1.0

Program Designer: Ngo Tuyet Mai

MÀ in Kducation, ưniversity (> fS \dn e\ , Australia

M i 131 lieu

THƯ VIỆN ĐẠI HỌC HÁ NÓI

HANOI UNIVERSITY LIBRARY

A C k n o v v l e d g e m e n t s

T h i s IS A F R A M E W O R K P R O G R A M O F J O IN T E F F O R T S W h i l e

T H E A U T H O R TA K ES FU LL R E S P O N S IB IL IT Y F O R ITS C O V ER A G E ,

TH ER E A R E A N U M B E R O F TE A C H E R S W H O KNOVVINGL Y A N D UNK N O VVIN G LY C O N T R IB U T E D TO ITS C O N T E N T

To A LL T H R E E A C A D E M IC M A N A G E R S (MR n g u y ê n TIEN

D U N G, Ms TR A N T H U Y H A N G & Ms N G U Y Ê N P H U O N G M A l),

C O U R S E C O N V E N O R S A N D TE A C H E R S IN F O U N D A T IO N

STU D IE S D E P A R T M E N T W H O W E R E A C T IV E L Y IN V O L V E D IN THE THE S Y L L A B U S D E S IG N , I A M V E R Y G R A TE F U L

To A L L T H E S T U D E N T S IN F O U N D A T IO N S T U D IE S D E P A R T M E N T WHO G A V E M E ID E A S A N D E N C O U R A G E D M E TO W R IT E THIS

T a b l e o f C o n t e n t s

1 P oiiĩulaíion S tu d ic s DepartmvntVs C o m m itm c n t

2 E xecu tịve S u n im a r y <>f tiu* Kramcvvork Progrnm

3 O v c r v i o v o f F r u m c w o r k ProỊỊram

3 1 C i i r r c n l S i l i n i l i o n <>t l ' S I )

3 2 The IIiịỉlìlÍỊỉhis ()/ llh’ Proạram

3 3 The Lim ils <)/ llic Prtìịịrum

3 4 The AÌIII.S <>/ tlic 1 ’roạrcim

3 5 The K ey Com poncnls

3.6 The FSD lYIcthodoloi’) ’

4.M ap o f A cadcm ic Program in FSD

5.Basic Engiish L angiiage Program (BEL)

5 1 (.'o u r.se O v e r v i í MI’

Foundation Studies Department’s Commitment

Ngo Tuyet M ai D ean o f F o u n d a tio n S tudie s D epa rtm e nt - Hanoi U n ive rsity o f F o reign S tudies 4

In line vviĩh H U F S ’ m ission sta tc m c n t, F o iin d a (io n S tu d ic s D e p a r tm e n t is

h o n o u reil to p rcscn t the F.n"lisli L a n g u a g e F r a m c w o r k P r o g r a n i.

F ou i](lation S tu d ic s D e p a r lm e n t aim s to he

The p io n e e rin g D ep a rtm en t in p ro vid in g in te r n a tio n a lly reco g n iseíỉ a n d sta n d a rd ised E ngỉisỉi L anỊỊuage F tìun(laíion P ro g r a m m e s fo r m u ỉti- (liscip/inarv stu d e n ts in /Ỉ U F S in p a rtic u la r a n d in V ietn a m in ỊHirticuUir.

vve will deliver a standardised high quality, relevant and eiTcctivo Hnglish languagc Foundation Program for H U PS' m ulli-disciplinary students, ranging Irom Business Adm inistration Banking and Pinance, Tourism C om puter Science and International Studies students

D c s p i l e h e i n g n c w l y c s ta h l is h c c i in A u g u s t , 2 0 0 5 l o i i n đ i i l i o n S tu c li e s D c p n r t m c n t h a s

s u e c c s s l i i l l y m e l a n d e x c e e đ e d th e in c i v i i s i n g i l e m i i n t l s o l ' L n g l i s h -b ítse tl

teachers oí' English, we are Hilly-committed to ensure the higlìly prolessional execulion

o f the training program and the achievem cnt o f our training obịectives

Executive Summary

of the Framework Program

EX ECUTIVE SUMMARY 0F THE FRAMEWORK PROGRAM

G roup I : S tudenls Irom Paculty o f B usiness A dm inistraliơn and Tourism

Ciroup 2: Studenls Irom I'acnlt> o l'C o m p u ter Science

G roup 3: S tudents l'rom Faculty o f International Suiđies

T h e c u r r e n t s i t u a t i o n

m ission <)f running Cnglish km guagc courscs Ibr línglish-baseđ mulli-cliscipliiKiry olììckil studcnts Kvcry ycar, the D eparlm enl has cnrollcd íimuntl 1,000 stuđents 1’roni clilTercnt

m ạịors (B usiness, T oụrism International Sludies C om puter Scicncc and very recently Banking and N nance

(around 5 altogether including Dean and D epuly Dean) R ealising ilie im porlant and cliallenging m ission iissigned hy IIU KS' President and Board o f M anagem ent, Poundation S tudies D epartm ent has prioritised its action program s ranging IVoni prolcssional recruitm ent ol nevv lnỉly-qualillcd teachcrs, running rcgular intcnsivc training w ork sh o p s t’o r those ncvv rccruits, to the purchase o f updated and proĩessional teaching tex tb o o k s and supplem entary m aterials

After an a c ad em ic year o f very hard w ork initial succcss has considerably achieved in

lecturers M ore than 2000 students (both fìill tim e, oílìcial students and n o n -o iĩicial, seli- funded students) have been studying in Poundation Studies D epartm ent Such courses as BEL, EA P and ESP havc becn successíully organised ESP is considcrcd one o f thc most challenginti co u rses as different English based subịect areas arc integrated into the coure which requires teachers to be not only proficient in English language skills but also to havc know lcdge and com pctcnce in a broad rangc o f lopic areas (B usiness, Tourism , huen iiilio iiiil S t u tlie s UIH.I C o m p u t e r S c i c n c c ) T h c i v í b r c u lot t) f t r n i n i n g o p p o r t u n i t i c s and great support irom H U FS leaders and F S D 's hoarcl o f m anagem ent have been providcd for teach ers in l'S D to hclp llicin siicccsslully copc vvilh tliis challcngc M any o f FSD teachers have been trained botli in HƯ FS o r oversears through exchange program (with H aw aii U niversity R csource International K xchange Program , etc)

R egarding FSD stu d e n ts’ achievem ent nearlv 300 o ut OÍ’347 students oí'B H L C ourse has gained the required IE L T S score o f 5.5 and are able to progress to ESP courses 95% o f

F S D 's stu d en ts are able to m ake pow erpoint prcsentations (both individual, in pair or in groups) and w rite a 2000 w ord research paper Ít is expected that these students will

Corning Pall

are beneficial for botli teachers and students

coordinating all academic matters o f each course Liach acndemic manager vvorks closely with the course convenors to design, supervise and timely adịust thc implementation of the designed programs and syllabi

eacli component in eacli course

• The program puts into practice a "svvitching" system tiinetable in which teachers canreduce the vvorkload and tlieir preparation time by swapping every 2 classes

cotirse overvievvs serve as maps for guiding both tcachers and students and planning andimplementing

• The program is IELTS - oriented and IELTS score at the end o f each course is used as the conditional rcquirement for pnssing eacli course Slndents will 1101 be allồvvec! to movtí lo another course unless tliey get the required llìLTS score (BBL: 5.0, IvAI*: 5.5 and IÌSP: 6.0 with no suband under 5.0) Foundation Studies Department (IIUPS) is the very first Department in HUFS and in Hanoi vvho uses standardised IRLTS score to measure students' progress and academic achievements

• Students have good sense o f progress as tliey liave the diagnosis test (IELTS Tormat) at

the hcginning and the íìn a l IR L T S test (internntinnnl Standard) nt the end o f the course so

Ihat tliey can casily comparc liovv inuch llicy pmgress Also, pilol lcsls arc tlcsigncd Ibr their oíììcial practice evcry 2 months

basis so tliat both teachers and students can access new materials from reptitable publishers (Oxford University Press or Cambridge Universitv Press or Pearson Rducation, Australia)

• Technology is integrated into English language teaching which uses softwares as well as Computer aided language learning (CALL) This especially motivates students to learn by accessing not only traditional textbooks but also multi-media

• Coursc cviiluation is conductcd íit lcnst lwicc a lcrni (mid-tcrm and oiul ol'thc tem) to lct students raise their voice about the quality ol' the coursc Carelully dcsigned questionnaires are sent to students prior to mid-term test or end o f term (final)IELTS test for opinion collection for student needs analysis and timely adịustmcnl Teachers are thereíbre evaluated on the individual basis in regards to llicir kncnvledge and methodology, which hclps FSD's Management lỉoiird W(irk oitl \vhat Iraining nccds arc for thcir teachers

T h e l i m i t s o f t h e f o u n d a t i o n s t u d i e s p r o g r a m

❖ Most o f teachers teacli BRL IÌAP and ÍÌSP course for the vcry lìrst time, which poses a lot o f challenges for tliem in ramiliarising thcmselves vvith I1CVV materials, nevv methodologies and nevv syllabuses

'•!* As many teachers tcaching the Síimc class it is hartl Ibr one tcachcr to lakc gooil care o lth e ir class or sliitlenls

❖ The course convenors and all teachcrs are allowcd to actively participate in syllabus design and material selection, which is sometimes hard to reach a consensus on vvhat to teach and how to teach In addition, most o f teachers in l-SD are voung and lack experience in syllabus design and course planning

❖ The well-structured programs require teachers to be Hexible and dynamic in coping with academic challenges

daily and weekly basis

❖ A variety o f materials (both core textbooks and supplemcntary ones dcmands a lot o f teachers' preparation time beíbre the class

❖ Some teachers liesitate teaching ESP courses as ESP course demands teachers' knovvledge in a broad range o f subject areas (Business, Tourism, International Studies, and Computer Science)

T h e A im o f t h e f o u n d a t io n s t u d ie s p r o g r a m

BEL, E AP a n d E SP Covrses arc designed to prepare students for academ ic work in English

and to succeed on IELTS test (International English Language T esting System s) Students are form ally in class for 25 hours and 5 supervised hours in H U FS library per week

w ord, teachers help students help them selves

NO TE: It is highly recom m endcd that students devotc a portion o f th e ir selr-study tim e to the practice and review all the in-class supplem cntary m aterials, core-textbooks (providcd

at the beginning o f each course) and other recom m ended reference m aterials (provided by your teachers in each com ponent)

T h e k e y t e a c h i n g c o m p o n e n t s o f t h e f r a m e w o r k p r o g r a m

E ach course (B E L , E A P and KSP) com prises both a G eneral Rnglish language

C o m p o n en t and an IELTS com poncnt

2 n : i ; r s Preparation

1 S peciỉlc Rnglish

L anguage Skills (B usiness English, Tourism English, C om puting English and International Studies

English)

2 Ilvl/1'S C onsolidation

T h e a s s e s s m e n t f r a m e w o r k f o r f r a m e w o r k p r o g r a m

T he assessm ents are oti-goin g vvith m id - course and end-of-the course language practice

tests (listening, reading, pronunication)

T here are 2 K E Y assignm ent tasks (Oral P resentation + A W ritten A ssignm ent) plus the final conditional IELTS test at the very end o f each course

T he assessm ent fram ew ork for all courses involves íorm al assessm ent and grading o f tasks and tests as vvell as Progressive assessm ent through participation and presentation in classes

Each student m ust get an overall pass gradc (> 50% ) on the course, m inim um rcquired IELTS score (B EL: 5.0/ EA P: 5.5/ ESP: 6.0/ E A SP: 6.0) and no assessm ents (both m ạịor and m inor ones un d er 5.0) to be allovved to enter the next course o f the program If a student fails a co m ponent, they m ust repeat the assig n m en t/test for that com ponent I f a student fails the w hole course, they m ust repeat the w hole course and pay the fees o f the

w hole course

COURSE COMPONENT AIMS

I E L T S aim to develop both the receptive and productive ability o f students to get the

required IE L T s score at the end o f the course (BEL: IELTS 5.0, EAP: IELTS 5.5, ESP and EA SP: IELTs: 6.0)

P ronunciation íbcuses on basic elem ents o f pronunciation, targets vovvels, consonants,

as well as the patterns o f stress and intonation that aid non-native spenkers in speaking English clearly and intelligibly T he language lab facilities provide a place for directed laboratory practice ữ o m a variety o f speaking activities Tliis C om ponent aim s at teaching students how to m onitor and s e lf -c o rre c í their ow n speech, how to givc coherent Teedback and exam plcs o f how lo im provc spcech

Sp ea kin g explores techniques o f effective oral com m unication and provide opportunities

for extensive practice T his com ponent is divided into 2 sub com ponents o f C onversation skills and P resentation Skills A t the end o f the course, students can thereíore feel m ore

co n íid en t in participating in both casual conversations, discussions and presentations (individual/pair/group presentation)

L iste n in g : T his course develops active-listening strategies for im proving com prehension

so that students can com m unicate coníidently in real contexts

Writing provides intensive practice in w riting w ith an em phasis on gram m atical

a ccu racy and clarity o f conient This co urse íocuses on w riting w ell-organized and

effectively developed paragraphs as well as giving attention to individual w riting needs

Problem atic g ram m ar areas are identificd and revievvcd A lso translation practice is also

provided

Readittg provides an effícient reading m odel and reading practice vvhile covering

strategies for effìcient reading, skim m ing, scanning, identiíying m ain and supporting

iđeas, m aking inferences and sum m arizing T his course also targets vocabulary

dev elo p m en t and this com ponent will be m onitored through the system atic developm ent

o f a vocabulary book

ỉn fo rm a tio n Literacy provides a basic introduction to the library and iníorm ation system s

and extensive reading practice o f a range o f texts T his com ponent is m onitored and assessed progressively through the presentation o f extensive reading w orksheets at the end o f each lesson

N go T u ye t M ai: D ean o f F o u n d a tio n S tu d ie s D e p a rtm e n t - H a n o i U n iv e rs ity o f F oreign S tudie s 12

F S D M e t h o d o l o g y

The Foundation Studies Department uses approaches to teaching and lenming tliat are recognised

as the most effective and efficient contemporary approaclies to language eaking environmentThe main features o f the teaching/learning methodology arc as follows:

language, communication skills and academic study skills required for Englisli based miilti- disciplinary courses

them to develop skills and strategies which will enable them to ineet their individual learning needs The program recognises that individnnl learners have different needs

listening, speaking, reading, and writing: these skills are not taught/learnt separately Tliis is done through the completion of relevant tasks, tliat is, actively doing exercises, Iiot just reading about things or listening to teacliers

and appropriately, íbcusing on developing their coníìdence, íluency in oral and vvritten

o f learning resources for effective language learning Tliere is not a set o f speciíic resources (say, a set o f textbooks) which students use Insteađ, they must themselves locate, select, and nse a very wide range of print, audio-visual and Online resources in order to đevelop the skills and knowledge they require

• The program is ‘reílective/analyticar It develops participants’ capacity to reílect on their

learning and analyse the skills and strategies they need to be effective inde|tendent learners Self-aware independent language learners are usually more successful than leamcrs who rely solely 011 teachers lo idcntiPy tlicir needs and tcacli lliem

• The program uses ‘cooperative lcarning’ That is, it encourages peer mentoring and

cooperative learning arrangements within classes, across mođules, and across cohorts Langiiage leamers can learn from and with each other, not just from and with teachers Students are ữequently asked to work in pair or in group in both class activlties and in their assignment tasks

mode o f ‘teacher with class in the classroom’ The modes include group-based learning in training rooms facilitated by teachers; group based learning in the Library facilitated by teacher/librarians and teachers; individual learning in the Library supported by teacher/ librarians and teachers; individual one-to-one instruction and consultation; focus group learning and teaching to \vork on spccific tasks or skills; activities involving \vliole group cohort and teachers; electronic interface; forum or one-to-one mentoring, and individual leamer contracts

Map of Academic Programme

ỉn Foundation Studies Department

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Foundation Studies Pathway

IELTs C onsolidation

W riting a Research Paper

Pow erpoint Presentation:

Inform ation Literacy (library)

Critica! T h ink ing

E SP C oursc (Entry: IE L T s 5.5)

L ánguage R eview and Siudy skills

G uest speaker

P r o p ra m

BEL Framework Program

Version 1 0

15

BEL Course Overview

Cottrse Descríption

T h e BE L (Basic English Language ) course is conducted oncc a year in Poundation Studies Department from around mid September to around late January o f the follovving year (16 weeks in class + 2 revision week at home.

The course provúles <1 hasic r<iun(liition in the íbur liingiuge skills, and an introductinn lo iicadcmic siiidy skills and llìl.TS li providcs 11 Ibundiiiion ÍI1 Ilie skills rc(|iiired lo succcssCiilly liike Ihe IIÌLTS lesi The syllnhus is (icsigneil lo revitnv and consolidale language and liingimge skills ac(|iiircd in previous conrses iil liigh schools

Introduction to IELTS international English Language T ests, consolidation on basic vocabulary and gram m ar and pronunication are the 1'oc u s o f the course Students are prepared to m ake a good transition from high school w ays o f learning íìnglish to more proactive and independent w ays o f leam ing English Inform ation technology o f internet use and D iscoveries softw are program s are fully integrated into the course

This course is designed for students w ho have little or no prior IE L T s experience The course will focus on basic vocabulary and gram m ar for everyday situations It helps students develop conversational skills and in both professional and social settings,

im proves listening skills, and o iĩe rs pronunciation practice

The co u rse ’s target is IE L T s 5.0

assigned, validatc your solutions and raise any unansvvcrecl qucstions in class

M idterm rrtini test a n d íĩn a l test Policy:

Students who m iss a Test will get m ark 0 In case of sickness and accidental

circum stances, studetns m ust write to Dean o f FSD for official perm ission o f absence

Attendance Policy:

B E L CORE TEXTBOOKS

2 L istening to dictation: ( ( 'amhridỊỊe Diclíilion)

Idioms + Phrasal Verbs)

6 W riting and G ram m ar/T ranslation Support: ParaGraph Power +• TOEFL written strudures

9 Study skills: Language study skills

L I S T O F B O O K S F O R B E L S T U D E N T S

1 tape (know how 2)

C ollege vvriting - from paragraph

to essay

G reat paragraph Paragraph Pow er

W rite to the point

W ord gam e w ith E nglish 1

L istening 1Listening and speaking (First certiíicate)

Basic tactics 1’or listening English fíle 2

> C om plete a!l coursc requircm ents.

> C om plete all assessm ents and attain at least 50% for any individual course assignm ents

> A chieve at least IlìL T s 5.0 (no sub band under 5)

r linsure full attendance (at least 90% ) in both classroom s and the lihrary.

IE1TS:

Conditional Score

lị lỉlìL stiulents cunnot (Ị(JI mintmnm I1ỈLTS scorc of 5Jl (after 16 weekv), tlì(’\ (tre not allowcd to continue EAP conrse

M onday

m orn ing 13/11/2006

SPEA K IN G test (conl)

D ĨSCO V RRIRS tcst

P re se n ta tio

n (class- based)

to supervise and mark the test

-ceremony)

BEL SYLLABUSES

Version 1.0

- Sludents can pronounce corrcctly consonants at thc start and at thc cnd o f syllablcs.

- Students m aster word stress, sentence stress, linking and intonation

- Students can pronounce vowel sounds in speech correctly

II C ore m aterials for stu d cn ts and teachcrs

(PU )

III A ssessm ent

1 M ini test: W eek 16

2 P ronunciation portfolio: Due week 15

IV D uration: 18 YVeeks

Izl Revision in Class +

B A S IC L IS T E N IN G S Y L L A B U S F O R B E L 2006

(U S T E N ỈN G C O N V E R SA TION)

1 B a sic L istcn in g O utcom cs and Syllabus:

A t th e end o f this course, students vvill have im proved their ability to:

• C om prehend daily life conversations and talks o f academ ic context m ade by native speakers

w ith v arious accents

• Identify discrete item s o f inform ation in spoken discourse o f varying length

• F o llo w d ifferent types o f spoken English

• R ecord iníìorm ation as it is heard, differentiating m ain ideas from less im portant elem ents

• P eríb rm w ell both bottom -up and top-dovvn listening skills in a system atic way

B ottom -u p lỉsten in g skill: student’s ability to hear exact words

T o p -d o w n listen ỉn g skill: student’s ability to listen to a larger chunks o f text and process them

by actively p red ictỉn g the structurc and contcn t o f the text and activating the vocabulary the

students have in that area

H A N O Ỉ U N IV E R S IT Y O F F O R E IG N STU DIES

F O U N D A T IO N STƯDIES D E P A R T M E N T

T a b le 7: F ra m ew o rk fo r L isten in g C on versation S yllab us □ 2.5 class hours per vveek

W e e k

! Iil Orientation to Basic

- T eaching m ethod

- Studying m ethod and attitude

- R egulations o f the course

- C heck hom ew ork (3 0 ’)

- L istening for key w ords (*)

- Listening for inform ation

K now how II - UI

H om ew ork: U nit 2 (p.5 - 9) - Listen C arefully

M nking scnsc - C heck hom ew ork (3 0 ’)

- Listening for key w ords

- Listen for inform ation(*)

- L istening for details (*)

- L istening for inform ation

K now how II - U3

H om ew ork: U nit 4 (p 14 - 16) - Listen C arefully

- L istening for gist

- L istening for details

K now how II — U4

Homevvork: ư n it 5 (p 17 - 21) - Listen C arefully

ầ S tu ff o f Iife - Check homevvork (3 0 ’)

- L istening for key w ords

- L istening for inform ation

K n o w how II - U5

Homework: ư n it 6 (p.22 - 25) - Listen Careĩully

0 R eview + F eed b ack - Check homevvork (3 0 ’)

- P ractice T est (Pilot tesí)

sclccted m aterials

Homework: ư n it 7 (p.26 - 29) - Listen Carefully

ầ A t-h o m c revision O ff class

Homework: ư n it 8 (p.30 - 34) - Listen Carefully

10 In tcrcstỉn g charactcrs - Check homework (3 0 ’)

- L istening for gist (*)

- Listening and making

inferences

K now how II - U6

Homework: ư n it 9 (p.35 - 37) - Listen Carefully

11 T ra d c and trcasurc - Check homework (3 0 ’)

12 A taste o f it - C heck hom ew ork (3 0 ’)

- L istening for details

- L istening for inform ation

K now how 11 — U8

H om ew ork: U nit 11 (p.41 - 44) - Listen C arefully

- Listening for details

- L istening for key w ords

Kno\v how II - U9

H om ew ork: U nit 12 (p.45 - 49) - Listen C arefully

14 Revicvv & F ccdback

L IS T E N IN G T E S T 2

- C heck hom ew ork (3 0 ’)

- R evision & further practice

M onday m orning

sclcctcd m ntcrinls

sclectcd m aterials

H om ew ork: U nit 13 (p.50 - 53) - Listen C arefu]ly

15 H ard to believe? - C heck hom ew ork (3 0 ’)

- Listening for gist

- Listening fo rd e tai!s

K now hovv II - U10

H om ew ork: U nit 14 (p.54 - 57) - Listen C arefully

16 D ow n to earth - Check homework (3 0 ’)

- L istening for gist

- Listening for inform ation

K now how II - UI 1

H om ew ork: U nit 15 (p.58 - 60) - L isten C areíiilly

17 T h e righ t approach - Check homevvork (3 0 ’)

- Listcning for intonation and

pronunciation

- Listening for politeness

K now how II - U12

Note: T he S y m b o l (*) used here m eans the focu sed skill.

3 A sscsism cnt

Micỉterm íest (w eek 8 )

F in ơ ìt e s t (w eek 14 )

Dictation, each tcst w ill be designed for the com bination o f tw o m ain types o f exercises

(in c lu d in g those for L istening C onversation and D ictation skills)

The b a n d score o f the test w ill depend on the num ber o f test questions and the highest m ark o f

each test w ill be 10 out o f 10

4 B ook s and M aterials in use:

1 D off A & Becket, c (1991ì L iste n in s 1 CUP

2 Richards.J.C (1996) Basic Tactỉcs fo r Listening

- Strictly adhere to the syllabus

- Iníorm the course con v en er if you use any books other than the ones recom m ended in the

syllabus

4Course Convener: Tran T hu Hang - 0912 989 751 - tthangi 1883@ yahoo.com

HANOI UNIVERSITY O F FO R EIG N STUDIESFOUNDATION STUDIES D EPA R T M E N T

B A SIC LISTEN IN G SY L L A B U S FOR BEL 2006

(L IS T E N IN G DICTA TION)

1 Syllab us designer: Tran Thu H ang

2 B asic L istening O utcom cs and Syllnbus:

At the end o f this course, students will have improved their ability to:

• System atically perceive the basic sound-spelling correspondences in English revealed by their

dictation errors.

• Further upgrade and deíìne their use o f language through a com prehensive analysis o f

language options in different texts.

• W ell-aw are o f the proper gram m ar and structures through the understanding o f the

relationship among segments o f language and punctuation.

• Increase productive skills through tasks in w hich students use aural input for the text

reproduction/ reconstruction and transfer activies in speaking.

• D evelop all their four language skills in an integrative wny

T a b lc 8: Fram cw ork for Listcning Dictntion Syllnbus □ 2.5 class liours pcr vveck

W eek

lil - O rientation to Basic

Listening D ictation study

- Q uick guide o f how to

use properly the

punctuation in dictation

- N eeds analysis

- Teaching method

- Studying m ethod and attitude

- Regulations o f the course

- A ssessm ent

- Study dictation skills

- Sim plc Punctuation G uidc: full

stops, question m arks, exclam ation

m arks, com m as, colons, sem icolons, speech m arks (or quotation m arks), apostrophe

T eacher’s selected

m aterial

H om ew ork: U nit 1 (A ctivity 3 - p l; Act 5 - p.3; Act 2 - p.4) - Listen C arefully

ầ The w cathcr in Boston - Clieck homework (3 0 ’)

- Spelling (*)

- Listening com prchension

Dictntion Book- UI

Homevvork: Unit 2 (A ctivity 5 - p6; Act.2 - p.8; Act.3 - p.9) - Listen Carefully

9 The w eathcr and you

(part 1)

- Check hom ew ork (3 0 ’)

- Listening com prehension (*)

- Note-taking

Dictntion B o o k - U2

H om ew ork: Unit 3 (A ctivity 3 +5 - p l 1; Act.5 — p 13) — Listen Carefully

tì The vvcathcr and you

Homework: Unit 4 (Activity 2 — p l 4; A ct.l — p 15; Act.3 — p 16) — Listen Carefully

tì The w catlicr in San

Homework: Unit 5 (Activity 3 - p 17; Act.4 - p 18; Act.5 - p 19; Act.2 - p.20) - Listen Carefully

ìẩ W hat am I? - part 1 - Check homework (3 0 ’)

Homevvork: Unit 7 (Activity 2 - p26; Act.4 - p.27; Act.6 - p.28) - Listen Careíully

10 G r c a t food rcgions o f the

w o rld

- Check hom cw ork (3 0 ’)

- Listening íor inform ation(*)

- R econstructuring

D ictatio n B ook - U6

H om ew ork: Unit 9 (A ctivity 3 - p35; A ct.6+7 - p.37) - Listen Carefully

- G uessing

- N ote-taking

D ictatio n B ook - U7

H om ew ork: U nit 10 (A ctivity 3+4 - p39; Act.5 - p.40) - Listen Carefully

- Vocabulary building

- R econstructuring

D ictatio n B o o k - U8

H om ew ork: U nit 11 (A ctivity 3 - p42; A ct.l - p.43; Act.3 - p.44) - Listen Carefully

- Listening com prehension

- G ram m ar consolidating

D ictation B o o k - U9

Homevvork: ư n it 12 (A ctivity 2 - p45; A ct.3+6 - p.46; A ct.l - p.48) - List en Careíìilly

14 Revievv & Feedback

15 A lcttcr to a íricnd - Check homework (3 0 ’)

- Listening for inform ation(*)

- Reconstructuring

Dỉctation Book - u 10

Homevvork: U nit 14 (A ctivity 2 - p54; A ct.4 - p.55; A ct.6 - p.56) - Listen C arefully

16 In a bỉg city - Check homework (3 0 ’)

- Listening com prehension(*)

- Spelling

D ictation Book - u 11

H om ew ork: U nit 15 (A ctivity 5+6 - p60; A ct.l - p.61) - Listen Carefully

17 T h e history o f m oney - Check hom ew ork (30’)