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THE MINISTRY OF
EDUCATION AND TRAINING
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SOCIALIST
REPUBLIC OF VIETNAM
Independence - Freedom - Happiness
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No.
28/2018/TT-BGDDT
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Hanoi, November
26, 2018
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CIRCULAR
PROMULGATING
VIETNAMESE LANGUAGE CURRICULUM FOR OVERSEAS VIETNAMESE
Pursuant to the Law on Education dated June 14,
2005; the Law on the amendments to the Law on Education dated November 25,
2009;
Pursuant to the Government's Decree No. 75/2006/ND-CP
dated August 02, 2006, elaborating and providing guidance on the implementation
of a number of articles of the Law on Education;
Pursuant to Government's Decree No.
32/2011/ND-CP dated May 11, 2011 on amendments to the Government's Decree No.
75/2006/ND-CP dated August 02, 2006, elaborating and providing guidance on the
implementation of a number of articles of the Law on Education;
Pursuant to Government's Decree No.
69/2017/ND-CP dated May 25, 2017 defining the functions, tasks, entitlements
and organizational structure of the Ministry of Education and Training;
Pursuant to Decision No. 14/QD-TTg dated January
14, 2017 of the Prime Minister on approval for the Scheme “Enhancing the
teaching and learning of Vietnamese language for overseas Vietnamese”;
Pursuant to the Appraisal Record issued by the
Council for appraisal of Vietnamese language curriculum for overseas Vietnamese
on December 12, 2017;
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The Minister of Education and Training
promulgates a Circular on promulgating Vietnamese language curriculum for
overseas Vietnamese.
Article 1. Promulgate together with this Circular a Vietnamese language
curriculum for overseas Vietnamese.
Article 2. The Vietnamese language curriculum for overseas Vietnamese
issued herewith applies to all educational institutions that teach Vietnamese
for overseas Vietnamese with an aim to meet the Vietnamese learning needs of
the overseas Vietnamese community.
Article 3. This Circular comes into force as of January 11, 2019.
Article 4. The Chief officers, Director of Department of Continuing
Education, the heads of relevant units affiliated to the Ministry of Education
and Training, Directors of Departments of Education and Training, organizations
and individuals participating in teaching Vietnamese for overseas Vietnamese
shall implement this Circular./.
PP. MINISTER
DEPUTY MINISTER
Nguyen Van Phuc
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FOR
OVERSEAS VIETNAMESE
(Issued together with Circular No. 28/2018/TT-BGDDT dated November 26, 2018
of the Minister of Education and Training)
I. OBJECTIVES
The Vietnamese language curriculum for overseas
Vietnamese (hereinafter referred to as Curriculum) is designed to provide a
basis for formulating, developing, and updating teaching materials and
teaching, assessment of Vietnamese proficiency of overseas Vietnamese. The
curriculum can also preserve and promote Vietnamese language and cultural
identities of Vietnamese people, preserve and nationals’ sense of
responsibility to their origin and toward homeland0}
II. DETAILED CURRICULUM
A. Curriculum Structure
The Curriculum is designed according to 3 levels, 6
stages in ascending order as follows: stage 1, stage 2, stage 3, stage 4, stage
5, and stage 6. Hours of study of each stage are 220 hours. Total hours of
study of the Curriculum are 1320 hours. Each stage consists of a number of
modules (group of units). Each module includes 4 units grouped by topic and a
review, examination. Hours of study of each module varies depending on every
topic. The Curriculum focuses on the practice of 4 skills, in which Speaking
and Listening skills are greater highlighted.
Level
Stage
Hours of study
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Stage 1
220h
Stage 2
220h
Intermediate
Stage 3
220h
Stage 4
220h
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Stage 5
220h
Stage 6
220h
Total hours of study
1320h
Teaching-learning duration of each stage shall not be
expressed by weeks, months, or years but hours. Each training institution is
given discretion as to choose 2 to 5 sessions a week, 3 to 5 hours a session.
B. Detailed Curriculum
STAGE
1
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Students will be able to understand and use familiar
language structures, use basic vocabulary to communicate in specific
situations, introduce self and others, concerning: their places, relatives, and
friends. Students will be able to communicate basically.
2. CONTENT
Achievement
Content
2.1. Language
a. General
Obtain basis knowledge and method to express
personal information and specific needs
b. Phonetics:
- Have a good command of
alphabet, sound name, letter name and how to write vowels, consonants and
tone marks.
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- Write correct spelling and
write words when the speaker give dictation at a slow pace.
c. Vocabulary:
- Obtain basic vocabulary of
single words in specific situations.
- Have low command of
vocabulary
d. Grammar
Limited use of some simple grammatical and
sentence structures learned
2.1. Corpus
include two groups of topics: a topic within the
scope of the individual and a topic within the scope of society. Main themes:
1. Greeting and name; 2. Occupation; 3.
Language and nationality; 4. Objects and materials; 5. People,
characteristics and personality; 6. House and family; 7. Telling time; 8.
Days of week, date, month; 9. Year, age, birthday; 10. Asking for directions
and streets; 11. Locations, addresses; 12. Going to a restaurant; 13.
Shopping; 14. Means of transport; 15. Making a phone call; 16. Hobbies.
a. Phonetics:
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- Internal structure of
syllable: initial consonant, rhyme, tone.
- Identify and correctly
pronounce syllables with rhyme difficult to pronounce, rhyme with or without
medial semivowel, for example: “đàn - đoàn, hàng - hoàng ..."
b. Vocabulary:
Vocabulary related to topics: personal; family;
places; time; goods; shopping; hobby; habit; transportation, travel;
entertainment, tourism; weather and climate; building,...
c. Grammar: consists of module (M) M1 (4
contents), M2 (4 contents), M3 (4 contents) and M4 (3 contents and review,
test, evaluation).
Content 1: How to greet (Xin chào,
tạm biệt, hẹn gặp lại...); How to use the word yes ... (Vâng ạ, ừ, dạ,
vâng...); The first and second person pronouns (Tôi, mình, ông, bà,
anh, chị...); Ask and answer about name (Anh tên là gì? Tôi tên là ...).
Content 2: Ask and answer about
occupation (Anh làm nghề gì? Tôi là…); Do you...? question (Anh là
bác sĩ phải không?) Usage of also, both (Tôi cũng là bác sĩ, chúng tôi
đều là bác sĩ); Plural third person pronouns.
Content 3: “người” + country name, “tiếng”
+ country name (Người Việt, tiếng Anh…); Ask about nationality (Anh
là người nước nào?); Question: Are you …? (Anh có phải là người Mĩ
không?); Question Do you…? with verb (Anh có biết nói tiếng Anh
không?).
Content 4: This is, that is... (Đây là cái
nón); Common classifiers: cái, con, quyển, bức, tờ; Question: what?
(Đây là cái gì?); Noun + this, that (This new hat!); Adjectives for
things (To, nhỏ, mới, cũ...); Question: có … không with adjectives (Cái
áo này có đẹp không?).
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Content 6: How many and how much?
(Nhà anh có mấy người?); Cardinal number 1-100; classifier: ngôi, tấm,
tòa, con… (Tòa nhà này có bao nhiêu tầng?); “đã, đang, sẽ + Động từ”
(how to use verb tenses) (Họ đang đi du lịch); “sẽ, sắp, định” (“will,
be going to, intend”)((Năm sau, anh trai tôi sẽ đi Việt Nam).
Content 7: How to ask the time (Bây
giờ là mấy giờ?); How to talk about time; Question with “when” (Bao giờ
anh đi Việt Nam?); still (Anh ấy vẫn ở Hà Nội); tag questions (Anh
vẫn ở Hà Nội chứ?).
Content 8: What is the day of week,
month, date today? (Hôm nay là thứ mấy?); which date, month? (Ngày
nào anh đi Sài Gòn?); … how long? (Anh sẽ/đã đi Sài Gòn bao lâu?);
….have…yet? (Anh đã làm bài tập chưa?).
Content 9: What year? (Anh sinh năm
bao nhiêu?); how to ask date of birth (Sinh nhật của anh là ngày nào?);
“mấy tuổi, mười mấy tuổi, bao nhiêu tuổi?” (means “how old”) (Cháu lên
mấy tuổi?); Cardinal number; “Nếu…thì…” (how to tell age from year of
birth) (Nếu anh sinh năm 1990 thì năm nay anh X tuổi rồi).
Content 10: How to ask for directions;
Question with “where”? (Bà cho hỏi thăm, hồ Hoàn Kiếm ở đâu ạ?); vocabulary
of directions (bên trái, rẽ phải, đối diện…) (Từ đây đến đó/đấy bao xa?);
“Từ … đến …, A cách B, A cách đây ..” (means how far from A to B) (Nhà
bạn cách trường bao xa?).
Content 11: How to ask address (Địa
chỉ nhà anh thế nào?); How to ask phone number (Số điện thoại của anh
bao nhiêu?); above, under, in front of, behind, inside, outside… (Trước
ngân hàng là khách sạn); How to ask location (…ở chỗ nào?); Question
with “which?” (Gần đây có ngân hàng nào không?).
Content 12: How to ask prices (Bao
nhiêu tiền một cân cam?); How to bargain (Bán thế nào?); Question
with “Can I…?” (Tôi có thể ngồi ở đây, được không?); Cardinal numbers
100 and above.
Content 13: How to order food (Cho tôi
một bát phở không hành); …not only…but also... (Món ăn ở đây không những rẻ
mà còn ngon); “những, các, tất cả, cả” (plural markers); “hãy…đi!”
(express an imperative or suggestion) (Chị hãy về đi!).
Content 14: How to answer the phone (Công
ty A xin nghe!); “vừa mới" (just) (Anh B vừa mới rời văn phòng); “vẫn,
vẫn còn” (still) (Chị ấy vẫn còn trẻ); “một chút, một lát, một ít”
(indicates a brief period of time) (Anh cầm máy chờ một chút!).
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2.2. Communication skills
2.2.1. Listening skills
a. General skills:
Have ability to follow and process
information which is spoken slowly.
b. Specific skills:
Listen to conversation
Comprehend short coversations, simple structures,
which are spoken slowly and clearly basic personal topics such as: school,
class and essential personal needs
Listen to announcements, instructions
Comprehend and follow short, simple instructions
which as spoken slowly and clearly.
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2.2.1. Listening skills
a. Teaching orientation
- Identify and comprehend
information from utterances, dialogues, discourses, from which learners are
able to practice language response.
- Through listening, comparing
with the listening sources spoken correctly, step by step adjust and improve
the pronunciation skills of learners.
- Distinguish the level of
difficulty of listening audios, the teaching and training process for
learners to ensure the step by step, from easy to difficult level.
- Have students practice
basic and commonly used Listening sub-skills. At this level, dictation should
be given priority in order for students to capture the sound-letter
relationship (to develop Writing skills for learners).
- Practice listening to
simple, recognizable and easily understood details at the corresponding
level.
b. Requirements
- Listen and recognize
information contained in words, phrases and utterances, dialogues or short
discourses with simple structures, answer direct or indirect questions at the
corresponding level.
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c. Skill development method
Practice listening to perfect pronunciation
and dictation
- Listen and write down the
heard words. Use the words learned or have appeared in learned dialogues,
discourses.
- Listen and distinguish
different sounds (or letters) in a homogeneous phonetic context (similar
words, only different in that sound/letter), for example: bán, bắn; nghe,
nga; loan, lan; tay, tai; vờn, vần ...
- Listen and distinguish
different tones (tone marks) in a homogeneous phonetic context (similar
words, only different in that tone mark), for example: làn, lán; là, lạ;
hoán, hoàn; đấy, đậy; thai, thái...
Listening comprehension:
- Practice listening to
recognize numerals (write down on the paper), such as writing the number of
rooms, license plates of motorbikes, cards, phone numbers, time, etc.
- Practice listening by
marking (mutiple-choice test) and by answering (question and answer) about
simple personal information: name, age, ethnicity, nationality, occupation,
study, hobbies, expectations, personal and personal relations, family, etc.
- Practice listening to
short dialogues (1-2 sentences) containing simple information about
activities in daily life, such as: announcements of vehicle schedule, price
of good, dish name, bill of payment, timetable of vehicles, take-off and
landing time of airplanes, rent, tuition notice, notice, job description.
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- Verify the results of
teaching activities through learners’ answers to questions in each form of
practices in class.
- Verify the results through
homework.
- It is possible to get
information about learners’ performance through small tests that are usually
given at the end of the class session or in the Review.
e. Materials
- Apart from discourses
containing information in the materials available on teaching topics, you can
choose to add authentic discourses (real language) to supplement and
diversify the source of listening discourses, providing ensure that they are:
- Suitable for the learners’
purposes and needs.
- Attractive, diversified
and fit with the corresponding level.
2.2.2. Reading skills
a. General skills
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b. Specific skills
Read to get information and reasoning
Comprehend simple and familiar texts or short
descriptive texts, with accompanying illustrations.
Read to find information
Recognize personal names, familiar and basic
words in simple and common announcements in daily communication situations.
Read texts, letters
- Comprehend short and
simple messages.
- Comprehend and follow
simple direction signs
Read and processing texts
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2.2.2. Reading skills
a. Teaching orientation
- Reading comprehension,
mainly getting information from short texts.
- Practice important and
common sub-skills of reading for students. At this level, first of all paying
attention to the discovery, record of particular and specific details, have
ability to compare and discover similarities, differences in language and
content.
b. Requirements
Read, comprehend and find information in
sentences, paragraphs, short texts, answer direct or indirect questions at
the corresponding level.
c. Skill development method
- Practice reading phrases,
sentences, links to convert from spelling code to phonetic code (spelling and
reading sounds). Especially note difficult tone marks and rhymes.
- Practice reading
sentences, sentence groups, short paragraphs, recognize meaningful words,
phrases (by using appropriate language) and meaning of all sentences, meaning
link of sentences to comprehend the text.
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- Practice taking simple
information from short texts or texts about activities in daily life such as:
announcements of vehicle schedule, price of good, menu in restaurant, bill of
payment, booking of train, car, airplane, rent, tuition notice, notice, job
description, etc.
- May expand reading topics
to practice word recognition, vocabulary development.
- Practice reading aloud,
reading silently to get information, answer questions or rewrite that
information.
d. Verification of results
Learners must obtain information, content, answer
questions or briefly record information in the lesson.
e. Materials
Apart from texts, information in the materials
provided according to the topic of the course, it is possible to select
authentic documents to supplement and diversify the source of reading texts,
providing that they are:
- Suitable for the learners’
purposes and needs.
- Attractive, diversified
and fit.
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a. General skills:
Communicate with slow speed. Ask and answer
simple questions. Start conversions and give answers with simple statements
within familiar scope and topics.
b. General skills:
Describe experiences
Have ability to describe themselves,
others, living places and works.
Presentation before listeners
Present short paragraphs prepared in advance.
Speak with interaction
- Communicate at a simple
level, speak slowly.
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Dialogues:
- Introduction, greeting in
basic communication.
- Exchange simple
information with interlocutor.
Trading and services
- Enter into transactions of
goods and services simply.
- Use numbers to trade
price, quantity, cost, time.
Give interview questions and answers:
Answer direct and simple questions in the
interview, spoken slowly and clearly about personal information.
Accuracy of speaking skills
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- pronounce tones in words
and short sentences with slow speed.
- Use short, isolated
sentences, mostly simple sentences with learned structures.
Social language:
- Use a few simple
grammatical structures learned.
- Use the simplest and
polite word groups and expressions of daily life (such as: greeting,
introduction, invitation, thanks, sorry, etc.)
2.2.3. Speaking skills
a. Teaching orientation
Learners simply imitate words, phrases, sentences
to develop pronuciation capacity; thereby developing vocabulary and grammar.
In practice, mainly interested in pronunciation rather than focus on
understanding meaning or ability to engage in interactive dialogues. The
listening role is to train and accumulate to remember the short language
sequences stimulated.
b. Skill development method
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The goal is to enhance the accuracy of learner’s
speech, paying more attention to pronunciation, especially difficult tones
and rhymes. The practice corpus regularly focuses on specific phonetic
criteria and compiled from words to sentences. Practice simple
repetition, repeat a pair of words, a sentence or a question. This practice
provides learners with new words and phrases.
Practice through machine
Practice through machine is mainly about
simulating the sounds that are heard. This is a kind of speaking practice.
This training task is to repeat a sentence from 8 to 12 hours. Practice
through machine provides the basis for evaluating repetitive exercises as to
pronunciation capacity and ability to create speech comprehensively for
learners. Practice through machine requires students to create oral speech
with the help of machine. The learners read aloud, repeat sentences, say
words, answer questions.
2.2.4. Writing skills
a. General skills
Write short phrases and sentences about
themselves and others about where they live and their work.
b. Specific skills:
Essay writing
Write simple phrases and sentences about themselves
and others about where they live and work.
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Present or provide personal information in
writing.
Write letters
Write, answer an email or a letter of several
sentences, filling out tables, simple forms.
Take notes, text, fill out forms
Write and insert numbers, dates, personal names,
nationality, address, age, birth, etc.
Processing texts
Write simple words or short texts.
Accuracy of spelling
- Write short familiar
words, frequently used phrases, such as name of signboards or simple
instructions, names of everyday objects.
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2.2.4. Writing skills
a. Teaching orientation
Simulation writing practice for learners at the beginning
level is to teach simple writing rules of letters, words and simple
sentences.
b. Skill development method
Writing: Learners just look at some words
and rewrite
Practice listening and choosing: Practice listening
and choosing, combining dictation and printed text with some words deleted.
The list of deleted words will be provided for the learners to choose and
fill in the deleted place. To increase the difficulty, the list of available
words may gradually not be provided anymore.
Practice writing with pictures, suggesting
pictures: Write words that represent the content of the picture.
Practice completing forms: Fill in the
name, address, phone number and other information (registration form,
application, etc.).
Practice writing by converting numbers and
abbreviations: Write numbers, for example hours of the day, days of the
week, or work plan or fill in numbers in the blank.
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Practice writing by choosing a correct word or
sentence in many given words and sentences. (apply when practice reading
to choose a correct sentence in many related sentences.).
Practice assembling international phonetic
symbols with Vietnamese letters. If the learners have come familiar with
the international phonetic symbols, they are provided with phonetic symbols
and are required to write transcription using Vietnamese words.
STAGE
2
1. OBJECTIVES
Understand commonly used sentences and language
structures, in relation to basic communication needs, such as: information
about family, self, shopping, asking for directions, occupation. Have ability
to exchange information about simple and familiar topics, simply describe self,
surrounding environment and necessities.
2. CONTENT
Achievement
Content
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a. General requirement
- There is a basic language
to deal with known daily situations,
- Briefly express simple needs
in daily life such as: personal information, habits, desires, hobbies, news
exchange, etc.
b. Phonetics:
- Pronounce correctly,
clearly types of syllables and tones.
- Identify differences and
correctly pronounce p, t, k - m, n, ng.
- Clearly and correctly
pronounce combinations of words, compound words, reduplicatives, etc.
- Relatively demonstrate
accurate simple sentences, short utterances on topics of daily activities,
personal information, habits, desires, hobbies, simple news exchange, etc.
- Write words with correct
spelling by listening directly or by voice.
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c. Vocabulary:
- Have enough vocabulary to
make everyday communication on topics and in familiar situations.
- Express basic
communication needs and deal with simple needs.
- Master vocabulary enough
to express daily specific needs
d. Grammar
- Use simple sentences,
dependent phrases such as noun phrase, verb phrase, short phrases of ways to
introduce themselves, others, work, place, certain possession, etc.
- Use some simple
grammatical structures to express what they want to convey.
2.1. Corpus
include two groups of themes: a topic within the
scope of the individual and a topic within the scope of society. Main themes:
17. Public places; 18. Means of transport; 19. City;
20. Shop; 21. School; 22. See a doctor; 23. At the hotel; 24. At the airline
ticket office; 25. At the post office; 26. Weather; 27. Congratulations,
visit; 28. At souvenir shop; 29. At the bank; 30. At the clothes shop; 31. At
the cinema; 32. Describe people.
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- Distinguish short/long
characteristics of vowels.
- The round lip of medial
semivowel.
- Up/down lines of tones.
- Length of acute mark, underdot
mark at the syllable which has coda (-p, -t, -c/ch).
- Spelling rules for initial
consonant ng/ngh, c/k/q, g/gh.
b. Vocabulary:
Vocabulary related to topics: personal;
family; places; time; goods; shopping; hobby; habit; transportation, travel;
entertainment, tourism; weather and climate; building, etc.
c. Grammar: consists of M1 (4 contents),
M2 (4 contents), M3 (4 contents) and M4 (3 contents and review, test,
evaluation).
Content 16: “Nên, cần, phải” (“should”)
(Khi mua hàng anh nên mặc cả); “cấm, đừng, không được” (“forbid,
do not”) (Cấm hút thuốc); “khi…thì…” (“whenever”) (Khi anh muốn
sang đường thi cần chú ý xe máy); “khi nào thì” (“when”) (Khi nào thì
anh tới?).
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Content 18: “Những, các” (plural
marker) (Những ngày Tết, phố phường Hà Nội luôn vắng người); “thường”
(“often”), “luôn luôn” (“always”), “ít” (“few, little”), “nhiều” (“many,
much”), “đông” (“crowded”), “vắng” (“empty”) (Thành phố Hồ Chí Minh là
thành phố đông người nhất); “ai cũng…” (“everyone”), “cái gì cũng…”
(“everything”) (Ở thành phố cái gì cũng đắt).
Content 19: “Đã…bao giờ chưa” (“Have
you ever….?”) (Anh đã uống cà phê ở đây bao giờ chưa?); “chắc là”
(“must be”) (Món này chắc là ngon lắm!); “mà” (final particle) (Đây
là quán nổi tiếng nhất Hà Nội mà!); “mà” (connective) (Quán mà chúng
ta sẽ đến ở phố Quang Trung); “Tuy…nhưng…” (“Although…”) (Tuy là quán
vỉa hè nhưng rất đông người).
Content 20: “Hàng chục, hàng trăm, hàng
nghìn, …” (“dozens, hundreds, thousands of…”) (Ở trường đại học có hàng
trăm sinh viên nước ngoài); “rộng, dài, cao, thấp” (“wide, long, high,
short”) (Ngôi trường này rộng 30.000m2); “toàn thể, toàn bộ” (the
whole of something) (Ngày mai toàn thể sinh viên nghỉ học); “hay/hoặc”
(“or”) (Bạn có thể học buổi sáng hoặc buổi chiều).
Content 21: “Bị, được” (to have, to
get) (Mẹ tôi bị đau lưng); “sao - thế nào?" (“how”) (Anh bị
làm sao?); “trông, thấy” (“look”) (Trông anh vẫn mệt đấy!); “nhờ…”
(ask for something) (Nhờ bác sỹ kiểm tra cho tôi); “càng…càng”
(“the…the…”with comparative adjectives), “…càng ngày càng…” (“more and more”)
(ông tôi càng ngày càng khỏe hơn).
Content 22: “Có, còn” (“have,
have..left”) (Khách sạn còn phòng không chị?); “trước, sau” (“in
advance, later"); “trước khi, sau khi” (“before, after”) (Trước khi
ra ngoài, xin gửi chìa khóa tại quầy lễ tân); “đã” (“first”) (Ăn cơm
đã).
Content 23: “Mấy, vài” (“several, some,
a few”) (Chúng tôi chỉ còn mấy nghìn đồng thôi); “nhớ + Đ” (remember
to do something) (Anh nhớ đến sân bay trước 12 giờ nhé); “ngoài, ngoài
ra” (“except, besides”) (Ngoài hành lý gửi, anh có thể xách tay 7kg); “chỉ…thôi”
(“only”) (Tôi chỉ có một con thôi).
Content 24: “Gửi, chuyển, đưa” (“send,
forward, transfer”) (Tôi muốn gửi tấm bưu thiếp này đi Mỹ); “ra, vào,
lên, xuống” (“go out, come in, go up, go down”) (Anh đi lên tầng 2 nhé); “giúp,
hộ, giùm” (for someone) (Chị đóng gói giúp tôi nhé); “cả…lẫn” (“both”)
(Cả phí vận chuyển lẫn tem là 100.000 đồng).
Content 25: “vừa…vừa…” (“both…and…”) (Mùa
hè vừa nóng vừa ẩm); “sắp…chưa?” (“be about to…yet?”) (Hoa phượng sắp
nở chưa?); "hình như…thì phải” (“it seems that”) (Hình như trời sắp
mưa thì phải); “vì…nên” (“because…”) (Vì thuộc vùng khí hậu nhiệt đới
nên thời tiết Việt Nam nóng và ẩm); “sở dĩ…là vì…” (“if…, it is because…”)
Content 26: “Gửi lời…tới…;” (“give my
best regards to…”) chúc, chúc mừng” (“to congratulate, to wish”) (Xin gửi
tới anh chị lời chúc mừng hạnh phúc); “thế nào…cũng” (“be sure to do
something”) (Tôi thế nào cũng đến tham dự lễ cưới của anh chứ!); “xin,
xin phép” (polite asking for permission) (Xin phép nâng cốc chúc sức khỏe
mọi người).
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Content 28: “Từng, mỗi” (“every”) (Lãi
suất mỗi tháng bao nhiêu?); “có…mới…” (“must…to do something”)0} (Anh có đăng kí dịch vụ này mới có thể rút tiền ở nước
ngoài được); “kẻo, nếu không thì…” (“or else, otherwise”) (Anh chú ý
giữ thẻ ngân hàng cẩn thận kẻo bị mất); “giá…thì…” (“if…then…”) (Giá đến
sớm 5 phút thì tôi không bị nhỡ tàu).
Content 29: “Thử…xem…” (try to see if
something is suitable) (Chị mặc thử chiếc áo này xem!); “không…đâu,
có…đâu” (“no, not…”) (Tôi không nói thách đâu!); “Vì thế, vì vậy, cho
nên…” (“therefore, thus”) (Hôm nay là chủ nhật, vì vậy cửa hàng nào cũng
đông người); “hễ…là…” (“if, whenever”) (Hễ có ngày nghỉ là họ đi du lịch).
Content 30: “Nhau” (“together”), “lẫn
nhau” (“each other”), “cho nhau” (“one another”) (Hôm nay cả lớp tôi rủ
nhau đi xem phim); “mời, rủ, đề nghị, yêu cầu” (“invite, suggest,
request”) (Đề nghị mọi người xếp hàng vào phòng chiếu); “trở nên, trở
thành” (“become”) (Sau khi tham gia phim này, chị ấy đã trở nên nổi tiếng);
“do....” + Verb (by) (Vài nữ chính do Hồng Ánh đóng đấy!).
2.2. Communication skills
2.2.1. Listening skills
a. General skills
- Understand information and
reply by performing a specific request after listening to a clear and slow
utterance.
- Understand simple phrases
and sentences related to basic information about individuals and family,
shopping information, local geography, jobs, etc. when the speaker expresses
clearly and slowly.
b. Specific skills:
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Listen and identify the topic of the discussion
spoken slowly and clearly.
Listen to presentation and conversation
Initially understand the main content of short
and simple talks.
Listen to announcements, instructions
- Capture key points in
short and simple announcements.
- Understand simple
instructions
2.2. Teaching and developing skills
2.2.2. Listening skills
a. Teaching orientation
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- Listening practice helps
learners adjust and improve their pronunciation by comparing discourses (live
or recording) emitted with the correct voice.
- Ensure that learners can
understand the sound-letter correlation through basic sub-skills of learning
(such as: dictation, listening-writing, listening-filling words, etc.) to
support learners to develop their listening ability to listen and write.
b. Requirements
- Identify information in
speech, conversation or discourses with moderate number of vocabulary, simple
structures which have been expanded; answer direct or indirect questions at
the corresponding level.
- Recognize and adjust the
pronunciation of dissyllabic words, incomplete tones; relatively accurately
write simple phrases and statements.
c. Skill development method
Practice listening to perfect pronunciation and
spelling
- Listen and write simple
phrases, sentences, utterances by using the phrases which have been learned
or appeared in the conversations learned.
- Listen and fill in the blanks
common words and phrases, especially words and phrases in interrogative
utterances (such as: “Người nước nào?” (From which country?) “Mấy giờ rồi?”
(What time is it?) “Bằng phương tiện gì?" (By which mean…?)
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Listening comprehension:
- Practice listening to
identify through description, comparing on the basis of similarities and
differences between objects to determine the object to be found on the basis
of the differences heard. For example: selecting objects, pictures, portraits
of a certain character, etc.
- Practice listening through
marking or true/false answers with simple information about someone: name,
age, ethnicity, nationality, occupation, study, hobbies, expectations,
personal and personal relations, family, etc.
- Practice listening in the
form of listening and acting according to the requirements of listening
content,
- Practice listening to the
contents of short languages containing information related to daily life such
as: announcements of vehicle schedule, price of good, dish name, bill of
payment, timetable of vehicles, take-off and landing time of airplanes, rent,
tuition notice, notice, job description, etc.
- Practice listening
directions, destinations, direction guidance through short conversations
between two people.
d. Verification of results
- Verify the results of
teaching and learning activities through learners’ answers to questions in
each form of practices in class.
- Verify the results of
learners through homework.
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e. Materials
- Discourses containing
information in the materials, daily life language to supplement and diversify
the source of listening discourses, providing ensure that they are:
- Suitable for the learners’
purposes and needs.
- Attractive, diversified
and fit with the corresponding level.
2.2.2. Reading skills
a. General skills:
Read and comprehend short and simple texts about
familiar and specific topics, have ability to use common words in work or
daily life
b. Specific skills:
Read to get information and reasoning
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Read to find information
- Find specific, easily
identifiable information in common simple documents such as advertisement,
menus, reference lists and timetables, etc.
- Identify specific
information in the lists and find the information you need to find (for
example: find the phone number of a certain type of service in the
directory).
- Understand common signs,
announcements in public, or at the workplace.
Read letters, transaction documents
- Understand short, basic
and simple personal letters and electronic texts on familiar topics.
- Understand the rules
expressed in simple language.
- Understand simple
instructions on using devices in daily life
Read and process texts
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- Rewrite short texts
presented in printed or handwritten form.
2.2.2. Reading skills
a. Teaching orientation
- Practice reading to get information
from selected short texts with appropriate difficulty level
- Practice intensive and
extensive reading.
- Practice common sub-skills
of reading:
+ Capture main ideas of texts, paragraphs.
+ Discover and note specific and particular
details.
+ Detect and mark places needed to be or can be
deduced.
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+ Know how to predict the content of paragraphs,
sentences or unfamiliar words based on the main idea of texts and context.
b. Requirements
Read, comprehend and find information in
sentences, paragraphs of short texts corresponding to level 2, have ability
to use common words in work or daily life to answer direct or indirect questions
at the corresponding level.
c. Skill development method
- Practice reading,
comprehending and identifying specific information on the lists (phone
numbers in directory, prices of things to buy, find addresses on the
Internet, timetable).
- Practice reading and
comprehending sentences, groups of sentences, short texts (traffic
instructions, advertisements, road signs, offices), recognizing the meaning
of the whole sentence, meaning link to comprehend the paragraph.
- Practice reading short
texts, getting information about activities in daily life such as:
instructions in prescription, travel schedule, booking train and air tickets,
announcing prices and renting terms, renting of hotel, etc.
- Practice reading short
texts, understand the main ideas of documents such as: hotel room rules,
short emails with content of greetings, announcements, job description, etc.
- Practice reading and
understand sentences, information linkage between sentences to understand
paragraphs or short texts.
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- Practice reading and
processing texts through writing sentences from texts, write short summary to
answer and note personal activity timetable
d. Verification of results
Learners must obtain information, content, answer
questions or briefly record information in the lesson.
e. Materials
Apart from texts, information in the materials
provided according to the topic of the course, it is possible to select
authentic documents to supplement and diversify the source of reading texts,
providing that they are:
- Suitable for the learners’
purposes and needs.
- Attractive, diversified
and fit.
2.2.3. Speaking skills
a. General skills:
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- Run simple exchanges
without trying to much.
- Ask and answer questions,
exchange ideas and information on familiar topics in daily activities.
- Simple communication at
work.
- Deal with short
conversations, keep the conversation in their own way.
b. Specific skills:
Describe personal experiences
- Know how to describe
family, living conditions, education level, work.
- Know how to describe daily
life activities such as describing people, places, jobs, etc.
- Know the description of
plans, daily routines, past activities, hobbies and personal experience.
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- Identify the topic of the
discussion that they attend.
- Make and respond to
suggestions.
- Express agreement and
disagreement.
- Simply discuss practical
daily issues when being heard directly, slowly and clearly.
- Dicuss things to do and do
these things.
Presentation before listeners
- Briefly present
information prepared in advance on a daily familiar topic or reason and brief
explanation for their views, plans and actions.
- Answer direct questions.
Speak with interaction
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- Have ability to communicate
easily in short conversations in defined communication situations.
Dialogues:
- Deal with short social
communication.
- Use polite and simple way
of greetings.
- Offer and respond to
invitation, offer, apology, thanks.
- Say what they like and do
not like.
- Practice in short
conversations in familiar situations, about topics that interest them.
Trading and services
- Request good and service
supply daily such as travel, accommodation, dining, shopping.
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- Have ability to request
information and understand information related to numbers, weight and prices
for goods and services.
- Deal with communication
situations about accommodation, dining, entertainment and shopping ... when
traveling.
Give and answer interview questions:
- Have ability to answer
interview questions and affirm their views in a simple way.
- Have ability to make
interviewers understand themselves and exchange ideas and information on
familiar topics.
Accuracy of speaking skills
+ Pronunciation and fluency:
- The pronunciation is
clear, relatively correct with tones when using short sentences, but
sometimes the speaker still has to ask them to say again.
- Have ability to make the
interlocutor understand their meaning by adding small details, though
hesitant, shorter idea and difficult to find ways to express.
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- Use many simple
grammatical structures learned.
- Use some polite ways with
words “xin, vâng, dạ, ạ, etc.” (yes, please)
- Use some appropriate
expressions in everyday communication topics.
- Have ability to
communicate in accordance with simple situations in family, class, ordinary
work.
2.2.3. Speaking skills:
a. Teaching orientation
Focus on practicing the sub-skills to develop
speaking ability. Each sub-skill must be practiced by specific methods
b. Skill development method
Practice intensive speaking
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- Ask students to practice
direct answer exercises, read out loud full sentences and conversations,
picture-based exercises to say simple sentence sequences and translate simple
sentences.
- Specific methods for
developing intensive speaking skills include:
+ Direct answering practice: raise a
specific grammatical form, ask transformation into a sentence. This method
requires learners to create grammatically correct sentences.
+ Reading aloud: The reading aloud is
useful for the ability to create words in a comprehensive way.
- Practice listening to
tapes to help learners identify and speak correctly sounds, stress, tone,
intonation. They can also use some simple practice methods, reading a short
text like:
- Read a conversation built
like a script with a number of different readers.
- Read the information in
tables.
Practice speaking complete sentences, conversations
and questionnaires:
- Request to complete a
conversation session (turns) that has been omitted, after listening and
understanding the main ideas of the conversation.
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Practice speaking according to suggested
pictures, photos
- Practice speaking
according to attached pictures, photos to stimulate intensive speaking
activities. The pictures, photos suggest learners to describe these pictures.
- Talking about pictures and
photos should be concerned with the use of grammar, vocabulary, coherence,
fluency, pronunciation of the speaker.
Practice speaking in pairs
Each pair of learners is provided with a set of
pictures, photos including four pictures numbered from 1 to 4. The pictures
or photos are basically the same, only different in some details. A learner
describes 1 out of 4 pictures, with a few words or a few sentences. The
second learner must determine which picture is depicted.
Practice speaking through translation
Ask learners to translate immediately the
required language items. Translation can be done in written form.
Practice answering questions
Practicing answering questions helps learners to
increase their creativity with long speeches to meet the requirements of the
question.
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a. General skills:
Writing clauses, single sentences are linked by
conjunctions like: “và, nhưng, vì... ” (and, but, because…) b. Specific
skills:
Essay writing
- Write a simple phrases or
sentences about themselves and their family, about their living conditions,
their current learning process or their most recent job.
- Write a brief biography of
someone.
Write with interaction
Write short notes, use forms on issues in their
areas of interest.
+ Write letters
Write a simple personal letter to give thanks or
apology.
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- Write a short, simple
message.
- Write short, simple notes
related to issues of interest.
Process texts
- Select and rewrite
important words, paragraphs or short sentences into a moderate paragraph,
according to their ability and experience.
- Rewrite short texts
presented in printed or handwritten form.
2.2.4. Writing skills
a. Teaching orientation
Practice vocabulary - grammar to demonstrate
learners' ability to combine or use words correctly.
b. Skill development method
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- Taking dictation is practicing
the interaction between spoken and written words. Learners must listen
continuously during dictation process and write correct spelling and
punctuation marks of a paragraph or many paragraphs. This method is a kind of
intensive writing skills.
- Listening - writing. The
passage is read at a normal pace, afterwards, the learners are asked to
rewrite the passage they have heard and remembered. Some key words can be
given in the paragraph to suggest the learner to complete the text.
In both cases, taking dictation or
listening-writing are considered a deep concentration process. Learners must
absorb the content of the text, remember some phrases or vocabulary units as
key words, and then recreate the story with their own words and phrases.
Practice in the form of grammatical
transformation
This method is to practice grammar skills. Some
types of practice to be taken account:
Change the method of expressing time of a
paragraph.
Convert questions.
Replace interrogative sentences with narrative
sentences.
Link the two sentences into one sentence.
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Change active sentences into passive sentences.
Practice writing based on pictures and photos
This method includes the following specific
forms:
- Write short sentences
through pictures and photos: Pictures, photos are designed to reflect a
few actions. Ask students to write a short sentence about action, character,
etc.
- Description of pictures
and photos: depicting pictures and photos, including using prepositions
to indicate appropriate space.
- Describe according to
the order of some pictures, photos: A set of 3 to 6 successive pictures,
describing a story that can stimulate learners to create a written text.
These pictures, photos should be simple and non-ambiguous. If a writing text
uses correct grammar, it is satisfactory.
Practice writing to develop vocabulary.
This method focuses on selecting words, matching
words in blanks, re-ordering words in sentences, using particles. At stage 2,
learners are able to answer short questions. In this level, learners may be
asked to create coherent texts. Word choice is also a link in the chain of
writing practice at this level.
Practice writing by arranging words in the
right order.
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Practice writing through sentence completion
and short answers
The short answer practice is a combination of
reading and writing. These exercises can be arranged from simple to more
complex.
Write letters
This method includes specific activities such as:
- Practice principles of
writing letters.
- Practice skills to format
a letter in general.
- Practice writing the
greeting in the introduction of a letter.
- Practice writing the main
content in the body of a letter.
- Practice writing the
closing of a letter.
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STAGE
3
1. OBJECTIVES
Understand the main ideas of a clear, standard
paragraph or speech on familiar topics about work, school, and entertainment.
Have ability to deal with most situations, write simple paragraphs related to
familiar or interested topics. Describe the experiences, events, desires, and
briefly present reasons, explain their ideas and plans.
2. CONTENT
Achievement
Content
2.1. Language
a. General requirement:
- Have enough words to
describe unexpected situations, beyond intention.
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- Have enough vocabulary to
express their own desires, though sometimes feel unconfident or have a wordy
expression (due to limited vocabulary) on topics such as family , hobbies,
passion, work, travel, ongoing events
b. Phonetics:
- Clearly and correctly
pronounce words, tones, distinguish difficult consonants, vowels (such as
diphthongs, rhyme with medial semivowels, vowels [short/long], variations of
coda [-ng / -nh, -c / -ch]. Understand and correctly express the spelling of
words.
- Expressing phonetics
audibly and easily to understand long sentences, complex sentences, but
sometimes there are mistakes about pronunciation, especially in tone, stress
(in compound words, phrases).
- Can rewrite relatively a full
and accurate paragraph, a conversation with 5-6 turns of words, a short story
or a speech with familiar content about 100-150 words.
c. Vocabulary:
- Have enough vocabulary to
express topics related to themselves such as: family, habits, hobbies, work,
daily life, and ongoing events, etc.
- Have ability to master
vocabulary at elementary level.
d. Grammar:
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- Have ability to control
grammar well, express clearly what they want to convey.
- Use quite exactly the
types of sentences commonly used in relation to familiar situations.
2.1. Corpus
include three groups of topics: a group of topics
within the scope of individuals, a group of topics within the scope of
society and a group of topics belonging to the scope of work, occupation.
Main themes: 33. Visit; 34. Teaching and learning
Vietnamese abroad; 35. Overseas Vietnamese; 36. Making friends with
Vietnamese people everywhere; 37. Vietnamese wedding; 38. Market and
commercial center; 39. Visiting craft villages; 40. Visit the museum; 41.
Service for overseas Vietnamese; 42. Rent a house; 43. Family life; 44.
Entertainment; 45. Business career; 46. Telecommunications and Internet;
47. Renovation in Vietnam; 48. Write a letter.
a. Phonetics:
- The change of tone in
spoken words.
- Stress in coordinated
compounds.
- Stress in
subordinated compounds.
- Variants of coda [- ng /
-nh, - c / -ch] in their pronunciation and spelling.
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b. Vocabulary:
Vocabulary related to topics: Work; Study;
Service; Climate; Traffic; City; Countryside; Geography; Regions;
Environment...
c. Grammar: consists of M1 (4 contents),
M2 (4 contents), M3 (4 contents) and M4 (3 contents and review, test,
evaluation).
Content 31: Adjective + “ra/lên/đi/lại”
(“get, become” + Adjective) (Dạo này, chị ấy có vẻ béo ra); Verb +
“ra/được/thấy” (emphasize the result of action) (Anh ấy vừa tìm được việc
làm mới); tận, tận nơi, tận tay… (in person...) (Tôi sẽ đưa thư của anh
tới tận tay ông ấy); “gọi là” (“so-called”) (Cháu có chút quà gọi là để
biếu hai bác...).
Content 32: Verb “khuyên, bảo, sai, nhắc,
dặn, nhắn…” (“advise, tell, order, remind, say, inform,…”) (Bố tôi khuyên
tôi nên thi vào trường đại học Y); “đa số/hầu hết" (“most”) (Đa số
học sinh trung học đều thi đại học); "không chỉ…mà còn/mà cả…” (“not
only…but also…”) (Không chỉ học sinh mà cả bố mẹ cũng lo lắng cho kỳ
thi); “thậm chí/ngay cả” (“even”) (Ngay cả tôi còn không biết sau này
mình sẽ làm việc gì); "đấy” at the end of the sentence (Họ là người
Việt đấy!).
Content 33: “tự…lấy” (on one’s own) (Ở
Mỹ nhiều sinh viên phải tự kiếm tiền trả học phí lấy); “được/cũng được/thôi
được” (express an implicit permission or temporary acceptance); “thì” (“then”,
emphasized meaning); time expressions: “hôm, ngày” (day), “ban, buổi…”
(sessions of a day) (Ban ngày thì đi học, buổi tối thì đi bar); “nhỉ/nhé”
(“isn’t it?, ok?” (final particle)) (Sinh viên Tây cũng vất vả nhỉ!).
Content 24: “Hóa ra là, thành ra là…” (“turn
out, become”) (Tôi nghiên cứu về Việt Nam thành ra là thích đi bảo tàng);
“có…đâu!” (emphasize negative meaning) (Trước khi sang đây, tôi có biết
gì về Việt Nam đâu!); “hẳn, hẳn là" (‘must, ought to”); “vốn, vốn
là…” (“formerly, previously…”) (Tôi vốn không thích lịch sử); “nào
là…, nào là…” (“such as”) (Hà Nội có nhiều bảo tàng lắm, nào là bảo tàng
lịch sử, nào là bảo tàng phụ nữ…); “nghe nói” (“heard, reportedly”) (Tôi
nghe nói nhiều về bảo tàng Dân tộc học).
Content 35: “Chẳng lẽ… hay sao?” (it is
possible…?) (Chẳng lẽ mẹ chồng không thể đón con dâu hay sao?); “tùy”
(“depend”) (Số lượng quà cưới tùy vào mỗi gia đình); general verbs;
indirect address; "A chứ không B” (A but not B) (Hầu hết phụ nữ sau
khi kết hôn vẫn đi làm chứ không ở nhà nội trợ); “…chứ!” (particle
used in tag questions with emphatic affirmative implication) (Họ sẽ mời cậu
đến đám cưới chứ!).
Content 36: “Không ai…không…”
(“everyone”) (Ở Việt Nam, không ai không biết đến hồ Hoàn Kiếm); “chỉ,
mỗi, có” (“only”) + number (Thị trấn này có mỗi một cái chợ); “những
đã” + number; “hồi” (used to determine a period) (Hồi nhỏ, tôi thường được
bố đưa đến chơi ở nởi này); “bao nhiêu cũng được” (“anything/any amount”) (muốn
mua bao nhiêu cũng được); comparative idioms (Nhờ vào kinh tế phát triển,
trung tâm thương mại mọc lên như nấm).
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Content 38: “E, ngại, lo, sợ là/rằng”
(“afraid, worry, fear that”) (Anh chưa quen món ăn đường phố, tôi sợ là
anh sẽ bị đau bụng thôi); “chừng nào A thì B” (“so long as A, B”); “không
xuể/không nổi” (cannot do something) (Anh gọi đồ ăn nhiều quá, tôi ăn
không xuể); “đến nỗi/đến mức” (“so…that…, such…that…”) (Tôi no đến mức
không đứng lên được rồi).
Content 39: “Hẳn/hẳn là” (“must be”) (Hẳn
là dịch vụ cho Tây thì phải đắt rồi); “nào…nấy/ấy” (something….that
thing…) (Anh thuê xe nào tôi tính tiền xe nấy); “ở đâu…ở đấy”
(where…there) (Chỗ của anh ở đâu thì ngồi ở đấy); Noun + “nào cũng được”
(“any…is fine”); “miễn là” (“as long as”) (Món nào cũng được, miễn là
ngon).
Content 40: “Vay, mượn” (“borrow”), “nhận"
(“receive”), “lấy” (“take”), “mang” (“bring”), “đưa” (“give”) (Mùa này,
đi đâu chị nhớ mang áo mưa nhé!); “thà…còn hơn” (“would rather…than”) (Thà
tốn chút tiền điện còn hơn chịu cái nóng ở Việt Nam); “hơn” (“more than”),
“non, gần” (“a little less than, nearly”) (Tiền đặt cọc chỉ non nửa tiền
thuê nhà); “vừa…đã..." (“scarcely”) (Nhà này vừa dọn đi nhà kia
đã đến hỏi thuê rồi).
Content 41: "Chiều chiều, sáng
sáng, đâu đâu, ai ai…” (every afternoon, every morning, everywhere, everyone)
(Sáng sáng, mẹ tôi đều đi chợ mua rau); “nói riêng, nói chung”) (“in
particular, in general”) (Người Việt nói chung và người phụ nữ Việt Nam
nói riêng đặc biệt coi trọng gia đình); “không hề” (“not at all”) (Người
phụ nữ luôn chăm sóc gia đình một cách chu đáo mà không hề kêu ca, phàn nàn);
“mỗi/một” (“each/every”) + numerals (Mỗi tuần một lần, con cái thường
về thăm bố mẹ).
Content 42: “Một mặt, mặt khác” (“On
the one hand, on the other hand”) (Giải trí một mặt giúp con người đỡ mệt
mỏi, mặt khác tái tạo sức lao động mới); “chẳng…là gì!" (cannot be
different ); lấy làm (to feel) (Tuổi trẻ không vui chơi, sau này cậu sẽ lấy
làm hối hận đấy); “…này…này” (listing) (Ở Hà Nội anh có thể đi cà phê
này, đi mua sắm này, đi xem phim này); repetitive adjectives (Nhiều
lúc buồn buồn tôi cũng vào quán này gọi cốc cà phê ngồi nhâm nhi).
Content 43: How to read fractions,
percent, thousandths (Trong kinh doanh, may mắn chỉ chiếm 1%); “không
hề, chẳng hề” (“never, not at all”) (Tôi không hề được gia đình giúp đỡ);
“khiến, làm/khiến cho, làm cho” (“to make”, “to cause”) (Anh ấy đã khiến
cho chị ấy đau khổ); “ngày, hôm, bữa” (“day”), "lúc, khi” (“moment,
when”), “hồi” (used to determine a period), “ban” (sessions of a day) (công
việc này khiến tôi suy nghỉ cả ban ngày cũng như ban đêm); “mỗi, mọi”
(“each, every”) (Mỗi doanh nghiệp cần lấy chữ tín làm trọng).
Content 44: “Dám, định, toan” (“dare,
intend, attempt”) (Cô ấy dám làm mọi điều); “sự, việc, cuộc, nỗi, niềm”
(nominalizer used for transitivity of word class) (việc làm, nỗi đau, sự
học tập…); “liền, ngay, luôn” (“immediately”) (Đi học về là tôi ăn cơm
ngay); “hết A đến B” (one thing after another) (Là người ham việc, anh
ấy làm hết việc này đến việc khác); ”không/chưa hề + verb + một… + nào cả”
(“never + verb + any….”) (Anh ta chưa hề yêu một cô gái nào cả).
Content 45: “Do, nhờ” (“because of, due
to”) (Ngôi nhà này bị đổ do bão); general nouns (nhà cửa, phố phường…);
“bao nhiêu…bấy nhiêu” ("as much/many…as…”) (càng nói bao nhiêu
càng sai bấy nhiêu); “làm sao mà” (“there is no way”) (Người Việt nói
nhanh quá! Tôi làm sao mà nghe được); “…cơ/cơ mà” (particle used to
emphasize) (Anh là “Tây” cơ mà).
2.2. Communication skills
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a. General skills:
- Listen and comprehend
simple facts about common topics, related to daily life or specific work,
general news and detailed information of speeches which are clearly given by
familiar voice.
- Listen and comprehend the
key points of clear speeches on familiar and common issues in work, school,
amusement parks, short and simple stories.
b. Specific skills:
Listen to conversation
Comprehend the gist of extended conversation
which is clearly spoken with the standard language.
Listen to presentation and conversation
- Keep track and comprehend
the main contents of short and simple talks on familiar topics in clear and
common dialect.
- Keep track and comprehend
lectures or talks about familiar topics or within their expertise which are
spoken in a simple and clear way.
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Listen to announcements, instructions
- Comprehend and follow
simple technical information such as: instructions for using common
equipment.
- Comprehend detailed
instructions, for example: traffic instructions.
Listen to the radio and watch television
- Understand the main idea
of radio news programs and television programs such as news, inteviews,
reports with illustrated images and contents which are clearly expressed in
simple language.
- Capture the main idea in
radio and television programs on familiar topics, expressed relatively slowly
and clearly.
2.2. Teaching and developing skills
2.2.1. Listening skills:
a. Teaching orientation
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- Capacity of discourses
(both speaking and reading) at a moderate level, selected, with level of
difficulty fit for steps to conduct teaching orientations from easy to
difficult level.
- In terms of vocabulary,
listening discourses contain familiar words in everyday communication topics,
but more expanded, such as weather, climate, cuisine, travel, entertainment,
sports, etc. equivalent to vocabulary at stage 3.
- In terms of grammar,
listening discourses are presented by phrases, expanded single sentences,
complex sentences with two clauses linked by correlative conjunctions;
statements with moderate difficulty, corresponding to grammar knowledge of
stage 3.
- Step by step train
learners to adjust themselves, improve their pronunciation (reading and
speaking), for example: tones in utterances, stress in compound words (by
comparing with accurate voice spoken or read directly or recorded).
- Ensure the principles:
step by step and easy to difficult level.
- Train learners sub-skills
of listening, such as:
+ Focus on words emphasized and pronounced
clearly.
+ Record familiar and known words (listening and
writing at the same time).
+ Detect and mark important details, have ability
to deduce.
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b. Requirements
- Listen and comprehend the
main idea or main content of conversations moderately expanded between
Vietnamese people.
- Keep track and understand
the main content of short, coherent, simple-structured talks related to
familiar topics.
- Listen and understand
instructions, detailed guidelines, content of requests, short news with
illustrations.
c. Skill development method
Listen to develop reading, speaking and
writing skills:
- Listen and write the
compound word list, guide learners to identify the stress and then practice
reading and speaking according to stress.
- Listen and write the
content of a short discourse, may be a conversation between two Vietnamese
people, a paragraph, a story, even describe an event, or the schedule of a
trip .. ., then instruct the learner to write a summary of the content
(developing writing skills).
Listening comprehension:
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- Regarding listening for
main idea, it is necessary to choose moderate conversations (6-8 turns of
words) among Vietnamese people (information about weather, examination
schedule, changing schedule, congratulation letters, brief news, news summary
in newspaper, business emails containing information to answer immediately
...) to determine the main idea of discourses.- Practice
listening for main idea of discourses containing specific and explicit
information, expressed in vocabulary and grammatical structure of stage 3,
some information spoken with interference.
- Practice listening to
announcements, instructions, guidance on how to use common equipment, how to
prepare food, drinks ..., how to make tea, coffee, replace bulbs/lights,
clean refrigerators, maintain air conditioners, hot water storage tank, etc.
- Practice listening to
discourses with content related to short talks, lectures suitable for
learners' expertise so that they can easily follow and understand the main
contents or main ideas of the paragraphs of discourses.
- Practice listening to
selected news on radio and television (weather, news, interviews, reports
...) and watching illustrations with given orientation.
- It is possible to expand
the listening topic to practice listening comprehension skills to get the
main idea, to determine the main content of the discouses.
d. Verification of results
- Verify pronunciation
ability through the ability to read words, conversations, reading in class
and take dictation.
- Verify through the content
of answers to questions of lecturers or rewriting the main idea of the
lesson, summarizing the information in the lesson, and homework is usually
given at the end of the lesson or done in review.
e. Materials
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- Listening discourses
should have clear content, simple and explicit expression, be spoken by
popular accent, moderate speed etc.
2.2.2. Reading skills
a. General skills:
Read and comprehend texts containing clear
information on topics related to their areas of specialty and interest.
b. Specific reading skills:
Read to get information and reasoning
- Identify the main
conclusions in the clear argument reading texts.
- Identify the threads of
reasoning of the text being read, not necessarily detailed.
Read to find information
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Read letters, transaction documents
- Understand the
descriptions of events, emotions and wishes in personal letters, enough to
respond to the writer.
- Understand the instructions
written clearly and coherently for a specific equipment.
Read and process texts
- Compare short paragraphs
from some sources and summarize the content.
- Paraphrase short
paragraphs in a simple way, still using the words and structures of phrases
and sentences of the original text.
2.2.2. Reading skills
a. Teaching orientation
- Practice reading to get
information from texts which are longer and more difficult than texts of
level 2, selected in accordance with the steps to implement teaching orientation
(from easier to more difficult).
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- Practice sub-skills of
reading:
+ Capture main ideas of texts, paragraphs.
+ Discover and note specific and particular
details.
+ Detect and mark places need to be or can be
deduced.
+ Know how to compare what is similar, different
in terms of language, content in reading text with known language.
+ Know how to predict the content of paragraphs,
sentences or unfamiliar words based on the main idea of texts and context.
b. Requirements
Read, comprehend and find information in short
texts corresponding to level 3, have ability to use appropriate and not
difficult words and sentences to answer direct or indirect questions at the
corresponding level.
c. Skill development method
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- Practice reading,
understanding event descriptions, emotions, short letters and wishes in personal
letters, simple business letters, simple announcements about study, housing,
notice of payment for services by recognizing the meaning of each sentence,
linking the meaning of the sentences to understand the general meaning of the
text, recognizing the explicit information in the text ... to be able to
write short reply.
- Practice reading short
texts, understanding textual information and recognizing key information in
documents such as: information about weather, exam schedule, schedule and
schedule changes, congratulation letters, brief news and news summary in the
newspaper, business emails containing information to answer immediately.
Detect specific information or main ideas in sentences, short paragraphs in
the lesson.
- Practice reading comprehension
of documents with specific and explicit information, expressed in vocabulary
and grammatical structure of level 3, and also some information expressed in
other words.
- Practice reading
comprehension, recognize the general structure of the text, meaning of each
paragraph and linking between paragraphs.
- Practice skills to
practice word recognition, vocabulary development through extensive reading.
- Practice reading
comprehension and text processing: discover and understand short information paragraphs,
summarize the content of information.
Use words, sentences to express the short text of
the original text in a simple way.
d. Verification of results
Obtain information, content, answer questions
raised and rewrite the main idea of the lesson, summarize the information in
the lesson.
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Documents and information in the materials are
available on the theme of the program
Choose authentic texts in life that are suitable
for purpose and requirements, attractive, diversified and fit.
2.2.3. Reading skills
a. General skills:
- Communicate confidently
about familiar and unfamiliar issues related to hobbies, study, jobs, etc.
- Exchange, check and
confirm information, handle unfamiliar situations and explain the reasons for
problems.
- Express thoughts on
abstract topics, cultural topics such as movies, books, music, etc. - Use simple language to handle situations arising in daily
activities.
- Participate in a
conversation related to familiar topics, unprepared, express personal
opinions, interest ... For example: family, hobbies, job, travel and present
events.
b. Specific speaking skills:
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- Describe familiar topics
in the field of interest simply.
- Simply describe a short
story with close content of familiar topics.
- Tell in details about
their own experiences, the content of a book, film and their emotions.
- Talk about dreams, hopes
and real or imaginary events.
Arguments in discussion
- Clearly discuss, reinforce
their views with appropriate arguments and illustrative examples.
- Express thoughts on
abstract topics, cultural topics such as music, movies, etc.
- Explain the reason for a
problem.
- Give a brief comment on
the views of others.
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Presentation before listeners
- Clearly give simple,
pre-prepared presentations on a familiar topic or field of interest to the
listener so that listeners can easily follow up; the main points are
explained with reasonable accuracy.
- Answer the questions about
the presentation, but still have to ask again when they do not understand the
questions.
Speak with interaction
+ General description of interactive speaking
skills
- Ability to use simple language
to handle most situations that often arise while traveling.
- Ability to start a
familiar topic conversation without prior preparation, expressing personal
perspectives and exchanging information on familiar topics in everyday life.
- Communicate relatively
confidently about familiar or unfamiliar issues related to their areas of
expertise or interest.
- Exchange, check and
confirm information, handle unfamiliar situations and explain the reasons for
problems.
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+ Conversations:
- Participate in
conversations on familiar topics without preparing in advance, sometimes
still difficult to express exactly what they want to say.
- Conduct daily
conversations directly, although sometimes they have to ask again for
specific words and phrases.
- Express their emotions and
deal with emotions like surprise, joy, sadness, concern and indifference.
Trading and services
- Handling most situations
arising when traveling, organizing tours, for example: booking, complete
paperwork with relevant agencies.
- Handling unusual
situations in stores, post offices and banks such as returning goods or
making complaints about products.
- Explain a problem and
clarify the reason for the service provider or customer to make concessions.
Give and answer interview questions:
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- Know how to interview
other people (prepared in advance), check and confirm information, although
they have to ask the interviewee to repeat.
- Give some new ideas or
other ideas in an interview, consultation, for example: giving a new topic.
- Know how to use prepared
questionnaires to easily carry out an interview with available structures and
scenarios.
Accuracy of speaking skills
+ Pronunciation and fluency:
- Clearly pronounce, correct
tones, distinguish difficult consonants such as: g, t, th, kh, ng ... and
diphthongs, medial semivowels, rhymes which are difficult to pronounce.
- Express long sentences in
an easily understood way.
+ Social language compatibility
- Using vocabulary and basic
grammar relatively accurately
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- Use relatively accurately
polite ways of speaking and responding appropriately to daily communication
situations.
2.2.3. Speaking skills
a. Teaching orientation:
- Focus on practicing
speaking through questions and answers.
- Practice - develop
speaking skills through answering questions that are associated with
understanding at a certain level (for example: understanding a short talk, a
regular meeting, a simple comment). Speaking practice involves exchanging,
checking and verifying information, handling situations that are encountered
and explaining the reasons for problems, expressing thoughts on abstract
topics and cultural topics. ... (When asking and answering phrases, learners
are stimulated to give answers or make question/ask again etc.).
b. Skill development method:
Practice asking and answering
- Use closed and open
questions.
Practice asking and answering, maybe including
one or several questions. Have ability to raise from simple to complex
questions.
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Combine text content with grammar skills in the
same question. Each question needs to be in a set of related questions.
The connection between the utterances always
makes the questions change accordingly. Therefore, there are unexpected
questions suggested by learners.
Practice giving oral instructions and guidance
Practice giving instructions and guidance such
as: instruct how to start a machine, how to make rolls, cook “pho”, etc. The
objective is to give oral instructions as the same as common instructions.
The use of stimulating sentences in this type of practice enables learners to
use many types of sentences they know.
Practice retelling
Ask learners to read or listen to some sentences
(2 to 5 sentences); then, re-create the content of that sentence.
2.2.4. Writing skills
a. General skills:
Write a simple and coherent paragraph or essay about
familiar topics or their areas of interest in a logical order.
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Essay writing:
- Describe familiar topics
in their area of interest in details and in an easily understood way.
- Write simple and coherent essays
about their experiences, describing their emotions and reactions.
- Describe an event, a
recent trip (real or fictional).
- Write to tell a story.
Writing reports and theses:
- Write short and simple
theses on their topics of interest.
- Summarize the report and
present their opinions on the actual or accumulated information about the
daily familiar issues.
- Write brief reports in
standard format, provide practical information and give reasons for the
comments made in the report.
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+ General description of interactive writing
skills
- Communicate information
and ideas on specific or abstract topics, check information and explain the
issue logically.
- Have ability to write
letters or make personal notes on demand or communicate simple information
directly related to the thesis statement that they consider important.
+ Write letters
- Write personal letters
describing experiences, emotions, events in details.
- Writing correspondence at
the level of providing personal information, presenting thoughts on topics
related to work, study and topics about culture, music, movies.
Take notes, text, fill out forms
- Write simple notifications
with content related to friends, service staff, teachers and people who meet
everyday, and clarify important points in the notice.
- Write a notification with
content that requires something or explains a specific problem.
...
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- Gather short information
from some sources and summarize that information for others.
- Simply rephrase short paragraphs,
but still express and keep the sequence of events as in the original text.
Accuracy of spelling
Write an easily understood paragraph with correct
and clear spelling, punctuation, and paragraph layout.
2.2.4. Writing skills
a. Teaching orientation
Focus on practicing writing paragraphs in
ordinary texts and practice writing reports and theses.
b. Skill development method
Practice writing paragraphs in ordinary
documents
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- Practice writing topic
sentences.
- Practice developing the
topic in a paragraph.
- Practice developing ideas
in a paragraph.
The following four criteria need to be applied
when practicing and evaluating the quality of a paragraph.
+ Ideas are expressed clearly.
+ Order and cohesion are logical.
+ Coherence and unity are guaranteed.
+ Effectiveness or impact made as a whole.
- Practice developing the
main idea and supporting ideas through paragraphs:
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+ Meet the requirements of the topic, the main
idea, or purpose.
+ Organize and develop ideas required.
+ Use appropriate ideas and details to illustrate
the ideas mentioned.
Practice writing reports and theses
Typical types of practice are:
- Answer some questions of a
reading text. Reading text can be an article or a short story.
- Summarize articles or
short stories.
- Write a short report or
short description.
- Explain tables, charts and
diagrams.
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- Practice writing
explanation texts
Show the learners the importance of explanation.
In an explanation essay or paragraph, learners are required to present the
same content that explains or transmits the same message in different ways;
at the same time, they can practice writing, grammar and vocabulary.
- Practice writing with
guiding questions
The learner's task is to answer questions in the
form of a pre-set outline that encourages learners to establish a framework
for order of ideas.
These written texts can be two or three
paragraphs in length.
Questions are often used to give suggestions to
writers.
- Practice writing
according to the outline
The outline can be created from pre-reading, or
pre-discussing, or has been described more or less, or provided. The outline
will help learners develop logical ideas that have been pre-arranged.
Practice writing correspondence
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- Practice writing letters introducing
themselves to a new friend.
- Practice skills to write
letters to express feelings about culture, music, movies.
- Practice writing apology
letters.
- Practice writing
condolence letters.
- Practice writing
congratulation letters.
- Practice writing
invitation letters.
STAGE
4
1. OBJECTIVES
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2. CONTENT
Achievement
Content
2.1. Language
a. General requirement
- Have ability to express
about themselves clearly and coherently.
- Having enough vocabulary
to express opinions and develop arguments clearly.
- Have ability to use some
complex types of sentences to express.
b. Phonetics:
...
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- Communicate easily and
relatively fluently, even when saying long and complicated passages.
- Break phrases correctly
when reading or speaking to ensure clear meaning.
- Write a coherent, easily understood
paragraph with a standard layout and segment. However, spelling and
punctuation are not exactly accurate.
c. Vocabulary:
- Having a wide range of
vocabulary to describe almost all professional content and general topics.
- Have ability to replace
words in a flexible way to avoid word duplication while speaking and writing.
- Use words highly
correctly, although sometimes there are still errors of expression due to
incorrect word choice, but do not interfere with the communication process.
d. Grammar
- Good grammar control.
Sometimes make small mistakes in using sentence structure but often have
ability to fix by themselves when reviewing.
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2.1. Corpus
include three groups of topics: a group of themes
within the scope of individuals, a group of themes within the scope of
society and a group of themes belonging to the scope of work, occupation.
Main themes: 49. Guests; 50. Fashion; 51. Cooperation
- investment; 52. Vietnam Press; 53. Drinking tea of Vietnamese people; 54.
Vietnamese family meal; 55. Vietnamese village; 56. Pho in Hanoi; 57. Saigon
- Ho Chi Minh City; 58. Historical remains; 59. Lunar New Year; 60.
Vietnamese specialties; 61. Folk tale/Folk game; 62. Traditional music; 63.
Vietnamese personality; 64. Vietnamese language.
a. Phonetics:
- Stress in a combination of
two syllables.
- Stresss in a sentence.
- Logical stresss to correct
break phrases, to ensure clear meaning.
b. Vocabulary:
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c. Grammar: consists of M1 (4 contents),
M2 (4 contents), M3 (4 contents) and M4 (3 contents and review, test,
evaluation).
Content 46: Absolute adjectives (“thẳng
tắp, cao tít, trắng muốt” (“perfectly straight, extremely high, spotless
white”); “nói cách khác” ("in other words”) (Nói một cách khác, quê
hương luôn là nơi người Việt muốn trở về sau những chuyến đi); “tức
là/trái lại” (“which means/on the contrary”); “không thể…mà không…”
(“can’t…without…”) (Nơi đây, người ta không thể ăn mà không có quả cà
trong mỗi bữa ăn); “rất đỗi, quá đỗi” (“extremely, greatly”) (Hình ảnh
những cây tre đã quá đỗi thân thiết với mỗi người Việt)
Content 47: Prepositions: “cho, đối với”
("for, to, with,…”) (Hà Nội rất đặc biệt đối với mỗi người Việt
Nam); “phát" (“become”) + verb/adjective (Những trái sấu non xanh
đều khiến người ta phát thèm); "thế nào…cũng chẳng…” (to be
bound/sure to do something) (Dù được ăn sơn hào hải vị, người Hà Nội thế
nào cũng chẳng quên được những món quà vặt vỉa hè); “mãi…mới…” (not
until…) (Mãi đến năm 2003, người ta mới khôi phục Thái Học Viện)
Content 48: Time, subject + present
perfect tense… (Từ xưa, Sài Gòn đã được mệnh danh là Hòn Ngọc Viễn Đông);
“mang, vác, đội, đeo” (“carry, wear”) (Người ta có thể nhìn thấy đủ loại
khách du lịch mang, vác, đội, đeo hành lý trên đường tìm khách sạn…); “đồng
thời/thay vì” (“at the same time/instead of) (Thay vì ăn ở những nhà hàng
sang trọng, bạn có thể tìm đến những quán bình dân nhan nhản khắp các phố); “nếu..không,
trừ phi" (if not, unless) (Nếu anh không thử món này thì coi
như là chưa đến Sài Gòn); “nguyên, từng, vốn” (“originally, used to”) (Khu
vực này từng là đất tư nhân hiến tặng thành phố để xây bảo tàng)
Content 49: “Trừ, kể cả” (“Except for,
including”) (Lăng Bác Hồ mở cửa tất cả các ngày trừ thứ hai); “trên,
dưới” (“about, approximately”) (Hà Nội có trên dưới 1000 ngôi chùa cổ); “ít
nhiều” (“more or less” relative and undefined meaning); “được sự” (“with”)…,
+ (sentence); “sự” (nominalizer) + verb + “của” (“of”) .... or “được”(to get,
to obtain) + sentence (Được sự quan tâm và đầu tư của chính quyền địa
phương, những di tích được bảo tồn và duy tu hàng năm)
Content 50: “Sao mà…thể”; “có khác”
(“quite different”) (Đường phố ngày Tết có khác, sao mà đông thế!); …”là
gì, còn gì” (“already”) (Hôm nay là 30 Tết rồi còn gì!); …”cũng nên”
(“perhaps, maybe”) (Tết năm nay nóng cũng nên)
Content 52: Complement reverse; “kể ra,
chính ra, thực ra” (“in fact”), “thực ra” (“perhaps”) (Kể ra, tôi ít nhiều
đã đi tham quan gần chục ngôi chùa rồi); how to use Sino-Vietnamese words:
with the elements: “vô, bất, phi” (“non”); verb + “mất/hết” (“all, whole,
entire”) (Âm nhạc đã lấy mất gần hết thời gian dành cho gia đình của
tôi); “mạnh ai nấy" (Whoever does something for oneself) + verb (mạnh
ai nấy làm)
Content 53: Verb 1 + subject + verb 2 …
(Nghe Dạ cổ hoài lang, người ta lại nhớ đến câu chuyện cảm động về tình cảm vợ
chồng xa xưa); onomatopoeia reduplicatives: “thánh thót”
(“melodious”), “réo rắt” (“harmonious”); “lấy” + noun + “làm” (”use, treat,
consider” + noun + “as”) (Người ta đã lấy dân ca làm chất liệu để sáng
tác những bài hát dân ca đương đại)
Content 54: “Có…đâu…” (verb +
“nothing”) (Tôi có nói gì đâu!); “lắm”(there are numbers considered
more than normal) + noun; “nói gì thì nói” (“Everything can be said”)
(Nói gì thì nói, đàn ông Việt vẫn có nhiều người gia trưởng, bảo thủ); how
to create a verb: A + “hóa” (“-ize” to become, make or make like) (Sau một
thời gian, tôi cũng bị Việt Nam hóa rồi!); “là” (“being”) subject + verb (Là
những thanh niên sống trong thời đại toàn cầu hóa, thanh niên Việt Nam năng động
và chủ động hội nhập với những xu hướng mới).
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Content 56: “Biết chừng nào, biết bao
nhiêu, biết mấy” (how…! what…!) (Anh làm được việc này thì tốt biết mấy);
“dù sao cũng, bất luận thế nào cũng, bất kể thế nào cũng…” (“regarless of,
irrespective of…”) (Bất luận thế nào, chính sách mới cũng phải mang lại lợi
ích cho các doanh nghiệp); … + “là” + adjective; “là phải/là đúng”
(“necessary/inevitable”) (Hội nhập và cạnh tranh là tất yếu).
Content 57: “Nhỡ, trót” (done and not
reversible) + verb (Tôi đã trót yêu mảnh đất hình chữ S ngay sau khi đặt
chân đến đây); “như…đã biết” (as someone know) (Như đã biết, Hạ Long
đã được UNESCO công nhận là di sản thiên nhiên thế giới); “Có thể nói”
(“It can be said that”) (Có thể nói, tiềm năng du lịch của Việt Nam rất
phong phú); “quả là, quả thật, đúng là” (“indeed”) (Phong cảnh Hạ Long
quả thật là có một không hai); “trừ phi A mới B” (unless A, B) (Trừ
phi ngành du lịch có biện pháp nâng cao chất lượng dịch vụ thì số khách quay
trở lại Việt Nam mới tăng lên).
Content 58: “Huống hồ, huống chi, nữa
là” (“let alone”) (Người già còn lấy tiền đền bù để ăn chơi huống hồ người
trẻ); “dẫn đến” (“lead to, result in”) (Việc thu hồi đất nông nghiệp để
xây sân gôn đã dẫn đến tình cảnh người người thất nghiệp ở nông thôn); “chẳng
riêng gì A mà cả B cũng…” (“not only A….,but B also…”) (Chẳng riêng gì Việt
Nam mà cả nước đã phát triển cũng phải đối mặt với những mặt trái của đô thị
hóa); repeat noun: “ngành ngành, nhà nhà”
Content 59: “bỗng nhiên, bất thình
lình, bỗng” (“unexpectedly, suddenly”) (Số lao động xuất khẩu sang Nhật bỗng
tăng đột biến đầu năm nay); verb + “đi” + verb + “lại” (“repeatedly” + verb)
(Sinh viên chỉ được học đi học lại những bài lý thuyết dài dòng mà không
được thực hành tay nghề); how to use “viên, sĩ, sư”; adjective +
noun: “đẹp mặt” (“shame”), “trắng tay” (“broke”) (Rất nhiều người sau nhiều
năm đi xuất khẩu lao động vẫn trở về trắng tay).
Content 60: Psychological verbs: “yêu,
mến, quý, tin…” (“love, like, adore, believe…” (Trải nghiệm cuộc sống với
người đồng bào dân tộc càng làm cho tôi yêu mến họ); Cognition and perception
verbs: “am hiểu, băn khoăn…” (“have a thorough knowledge of, worry
about…”) (Tôi cứ băn khoăn mãi sao cuộc sống khó khăn như vậy mà họ vẫn
vui vẻ, yêu đời), “…mà…à?” (exclamation of surprise) (Người dân tộc mà
nói tiếng Anh giỏi như vậy à?); how to use “cũng” to assess the
degree: “cũng tốt, cũng hay…” (“fairly good, fairly nice…”) (Kể ra được
sống mãi ở đây cũng hay nhỉ)
2.2. Communication skills
2.2.1. Listening skills
a. General ability:
- Listen and understand
addresses, speeches using standard words, directly or broadcast on radio and
television on various topics commonly encountered in personal, social life,
science and education and training. They only meet difficulty when there is
noise, inadequate spoken text structure or difficult idioms that affect
listening comprehension.
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- Keep track of expanded
speeches and discussions with a logical, familiar, structured theme.
b. Specific ability:
Listen to conversations between Vietnamese
people
- Keep up with or join the
conversation between Vietnamese people.
- Have ability to capture most
of what is heard, although it is difficult to understand all the details of
some conversations or monologues when the speaker does not adjust the
appropriate language.
- Keep track of and
understand natural and flexible conversations or monologues of Vietnamese
people.
Listen to presentation and conversation
Keep track of the main content of lectures,
conversations, reports presenting academic content using quite complex
language.
Listen to announcements, instructions
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Listen to the radio and watch television
- Listen and understand the
audio in the common dialect about common issues in social life, job or
academic environment, have ability to identify the speaker's perspective and
attitude, information content.
- Understand most of the
main content of speeches on radio or audio tape in the common dialect and
determine the mood, the voice of the speaker.
2.2. Teaching and developing skills
2.2.1. Listening skills
a. Teaching orientation
- Practice speaking and
reading with stress in two-syllable combinations. For example, underline
stressed words; listen and mark stressed words, etc.
Regarding higher level learners, it is possible
to use the symbol system that Vietnamese language specialists often use, such
as: (01) or (00).
- Practice speaking or
reading stressed sentences. For example: “đen sì (01); đỏ nhừ (01); đỏ chóe
(01); đỏ khé (01); đỏ au (01) etc.”
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Learners have ability to:
- Understand and demonstrate
(speak/read) stress, and, consider different high and low intensity of
stress.
- Mark stressed syllable in
two-syllable combinations.
- Recognize and have ability
to highlight the information focus of sentences.
c. Skill development method
Learners find and mark information focus of
phrases and sentences. For example:
- “Nó yêu cô ấy”
(emphasize “yêu”).
- “Nó yêu cô ấy”
(emphasize “Nó”).
- “Nó yêu cô ấy”
(emphasize “cô ấy").
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- Learners classify pairs of
two-syllable combinations according to the stress model. Examples about
classifying different stress models on a worksheet below:
Arrange words
into the correct column, according to the stress model
(01)
(11)
“bỏ vợ, bỏ chồng, nuôi con, thương mẹ, xây nhà,
làm bánh, đẽo cày, nặn tượng, nấu cao, rèn kiếm, yêu vợ, chiều chồng, lấy vợ,
lấy chồng ...”
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Arrange words
into the correct column, according to the stress model
oO
OO
lấy vợ
bỏ vợ
lấy chồng
bỏ chồng
xây nhà
yêu vợ
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Delete all punctuation marks in the paragraph and
ask to re-mark punctuation marks, pauses and stress for the text after
listening.
Listening exercise to fill in the blank
- Prepare a story, a
conversation, or a written document with some words or phrases omitted, then
listen to the full text and fill in words that have been heard to the blanks.
- Listening tasks and
exercises - filling words in the blank, often requires using the correct
words to fill in, and only one correct answer.
Listening tasks and exercises about
information conversion
- Information that is heard,
will be converted to a visual representation, such as marking graphs, charts,
identifying an element in the image, or showing the paths to be taken on the
map.
- Simple tasks and exercises
with suggestive pictures, often with simple choices, selected information is
basic information.
- When information is given
more than necessary, learners must choose the right and appropriate
information.
Extensive listening exercises
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Listening through stimulation-response in a
communicative way
Students may listen to stimulated corpus (a
conversation or a monologue, lecture, news stories) and then, be asked to
answer some questions. These types of tasks and exercises are used to train
learners' proficiency levels.
d. Verification of results
Verify through tasks and exercises to evaluate
listening ability and ability to make a choice and recognize some specific
information.
e. Materials
Use original discourses and materials compiled by
teachers.
2.2.2. Reading skills
a. General skills
Read relatively independently, adjust the reading
method and speed in each form of reading text and reading purpose. There is a
large active vocabulary serving the reading process, but meet difficulties
with rarely-appearing idioms.
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Read to get information and reasoning
Understand the articles and reports related to
topical issues, in which the authors express their particular position or
point of view.
Read to find information
- Have ability to skim through long and complex
writing texts to locate useful and needed information.
- Have ability to quickly identify the content
and usefulness of the articles, reports related to many areas of expertise to
see whether to read more carefully or not.
Read letters, transaction documents
- Read letters related to their interests and
easily capture the essential meaning.
- Understand long and complex reading practice
texts in their areas of expertise, including details on conditions and
warnings on condition that they may re-read difficult passages
Read and process texts
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- Have ability to summarize excerpts from
newspaper, interviews or views, opinions in the types of documents related to
arguments and discussions.
2.2.2. Reading skills
a. Teaching orientation
The orientation to teach reading at this level is
not much different from that of stage 3.
- Practice reading to get information and
understand arguments in the selected texts with difficulty level in
accordance with the steps to implement teaching orientation (from easier to
more difficult) of stage 4.
- Practice intensive and extensive reading.
Implementing the teaching process (practice) from
simple to complex (easy first, difficult later), teaching in chronological order
(before - after), teaching on demand. There are prerequisite parts (to
provide the foundation for the later parts). Teaching from whole to part or
from part to whole (from text to paragraph or from paragraph to full text).
Teaching in a spiraling sequence (teach something again but there are new
content in the next circle).
Practice important and common sub-skills of
reading for learners.
+ Capture main ideas of texts, paragraphs.
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+ Detect and mark places need to be or can be
deduced.
+ Know how to compare what is similar, different
in terms of language, content in reading text with known language.
+ Know how to predict the content of paragraphs,
sentences or unfamiliar words based on the main idea of texts and context.
b. Requirements
Read, recognize the structure of the text and
components are text paragraphs, understand and find information and arguments
in text with a length appropriate to stage 4. Understand the arguments with
the difficulty appropriate to stage 4.
c. Skill development method
Practice reading, understanding, recognizing
the text structure, main idea and general content of the text
- Generally introduce text, segments, show signs
of organizing documents and paragraph linking.
- Identify important paragraphs about content
related to the text topic.
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- Connect arguments, arguments and information
discovered with the main ideas of the text.
- Have ability to summarize text content.
Practice reading, understanding, identifying
and obtaining specific information in texts as articles. The report relates
to current affairs, and daily life, knowledge of daily life, in which the
author clearly and explicitly expresses a particular point of view. Train
learners to find the information in the text and link the information
together to clarify the main information of the text, determine the purpose
of the text.
Practice reading, understanding, recognizing
the meaning of each sentence, each paragraph and the general meaning of
the text which are the prose excerpts, newspapers, popular science,
instructional materials, job descriptions, articles about problems of social
and daily personal life, scientific knowledge or common life, discovering the
general structure of the text, the main idea of the text, determining the
content of information that is indirectly or implicitly expressed.
Intensive reading at medium or slow speed, but
the level of comprehension must be higher than that of extensive reading,
identify the main idea of the text, perspective, attitude of the character
or writer in the text which is expressed explicitly.
Practice the skills of recognizing words,
guessing meaning of new words, developing vocabulary through practice
extensive reading on more topics than those already in the curriculum to
develop habits, accumulate knowledge of vocabulary and grammar, which help
learners deal with documents needed to read better.
Practice reading comprehension, summarizing
many types of documents, making comments, discussing the content of each
paragraph and the topic of the whole text. Practice reading, summarizing
(paragraphs) of news articles, interviews with contents of disscussion and
using arguments and proofs.
d. Verification of results
Obtain information, content, answer questions
raised by lecturers and rewrite the main idea of the lesson, summarize the
information in the lesson.
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Apart from texts, information in the materials
provided according to the topic of the course, lecturers should select more
authentic documents to supplement and diversify the source of reading texts,
providing that they are:
- Suitable for the learners’ purposes and needs.
- Attractive, diversified and fit.
2.2.3. Reading skills
a. General skills:
- Speak fluently,
effectively on many common topics, academic, career or entertainment topics.
- Communicate relatively
smoothly, coherently, naturally, control grammar well, there are not many
signs of limitations on what to say.
b. Specific speaking ability:
Describe experiences
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Arguments in discussion
- Present their opinions
with high accuracy, present and respond with arguments.
- Participate actively in
the discussion in the familiar context, present ideas, assess and propose ...
Presentation before listeners
- Clearly present the
prepared presentations, state the reasons for supporting or opposing a
particular point of view, give the advantages and disadvantages of different
options.
- Answer questions raised after
presentation fluently, naturally, not causing any stressful or confusing
problem.
- Present complex
presentations, emphasizing the main points and having clear illustrative
details.
Speak with interaction
+ General description of interactive speaking
skills
...
...
...
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- Explain important content
through personal experience, explain and keep the point of view with
arguments and evidence.
- Fluently and effectively
use language on common topics, entertainment, career and learning topics;
there is a clear link between the comments.
- Communicate in a natural
way, make good use of grammatical structures and do not encounter
difficulties, give expressions in accordance with the situation.
+ Conversations:
- Participate in conversations
on most common topics clearly, even when there is noise and noise.
- Maintain the relationship
with Vietnamese native speakers without accidentally causing difficulties for
them.
- Expressing the level of
emotion, highlighting the events and personal experiences.
+ Trading and services
- Have ability to negotiate
for common things (eg change tickets, postpone tickets, compensate for
damage, errors related to controversy, give liability for damages).
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- Explain the problems that
arise and ask service provider to make concessions.
Give and answer interview questions:
- Conduct an interview
fluently, effectively, start naturally according to the prepared questions
and continue with the creative response.
- Give ideas, expand and
develop the topic during the interview.
Accuracy of speaking skills
Pronunciation and fluency:
- Pronounce clearly, at the
right pitch, intonation is relatively natural.
- Communicate easily and relatively
fluently, even when speaking long and complicated passages.
Social language compatibility
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- Express their ideas
confidently, clearly and politely in formal or informal language, suitable
for communication situations.
2.2.3. Speaking skills
a. Teaching orientation
In this stage, it is necessary to focus on
topic-based speaking, speaking and interacting and practice making and
answering interview questions.
b. Skill development method
Practice topic-based speaking
Topic-based speaking is designed to suggest
learners create more content-based language rather than phonetics, vocabulary
or grammar. Learners will speak in 5 - 7 - 10 minutes. The following topics
can be used for this practice:
- Describe characteristics
of people and animals.
- Retell the story that was
read.
...
...
...
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- Give instructions based on
observed results.
- Give advice or
instructions.
- Give their own point of
view.
- Prove a certain point of
view.
- Make comparison/contrast.
- Make assumption.
- Give definition.
Based on these directions, it is possible to
provide specific types of practice as follows:
- Describe someone.
...
...
...
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- Propose a gift for someone
and prove that their choice is appropriate.
- Propose a location to
visit and prove their right choice.
- Practice an experience
(making food or using a certain piece of technical equipment).
- Retell the content of a
favorite movie and proving that it it right when they like it.
- Tell a story using
picture.
- Make assumptions about
future activities.
- Make assumptions about
prevention before a disaster.
- Call the laundry in the
hotel.
- Describe important news.
...
...
...
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- Define a scientific or
technical term.
- Describe the information
in the chart and explain the symbols in the chart.
- Present a travel plan in
details.
Practice speaking with interaction:
Practice speaking with interaction is to practice
long string of words that are closedly related to each other (an interview, a
play, a discussion and a game). It is different from a two-participant
conversation.
Practice speaking with interaction refers to
multi-dimensional conversations or multi-participant conversations. It is
possible to incorporate specific forms of information exchange, the
communication includes many people with different social relations. In a
multi-participant conversation, speech can be complex in terms of pragmatics
or in specific situations, it may be random to use common language or to have
ellipsis, slang, humor, jokes or things other social language creation.
Practice interviewing
Teachers and learners sit face to face for
exchange. The interview often starts with greeting words such as questions or
instructions, depending on the case. Interviews of this type can be recorded
for listening again and further evaluation or assessment of pronunciation or
grammar, vocabulary, fluency, social language aspects, relevance, improvement
level of the practice and the learner's ability to understand.
2.2.4. Writing skills
...
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Write detailed, clear piece of writing on familiar
topics, various areas of interest, know how to gather and evaluate
information and arguments from a number of different sources
b. Specific skills:
Essay writing
- Describe clearly and in
details about real or fictional events or experiences, showing the logical
connection between the ideas in the piece of writing according to the
convention of the text genre.
- Describe clearly and in
detail about topics that interest them.
- Write a commentary about a
movie, a book or a play.
Writing reports and thesis:
- Write theses or reports,
in which arguments are systematically and appropriately presented, clearly
stating the main ideas and having appropriate illustrations.
- Evaluate different ideas
and solutions of a problem.
...
...
...
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- Gather information and
arguments from various sources.
Write with interaction
+ General description
Communicate information, present their views and
others' opinions effectively in writing.
+ Write correspondence
Write correspondence to express emotions,
attitudes, express personal opinions, answer and comment on the opinions of
the recipients.
+ Take notes, text, fill out forms
Qualified as Vietnamese people with lower
secondary education.
Process texts
...
...
...
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- Have ability to summarize excerpts
from newspaper, interviews or views, opinions in the types of documents
related to arguments and discussions.
- Summarize the plot or
sequence of events in a movie or a play.
Accuracy of spelling
Write a coherent, easily understood paragraph
with a standard layout and segment.
2.2.4. Writing skills
a. Teaching orientation
At this level, it is necessary to focus on
practicing writing paragraphs in academic writing, writing narrative
paragraphs or essays, writing comparison paragraphs or essays, writing
correspondence, writing summary of texts, lectures, etc.
b. Skill development method
Write paragraphs in academic writing
...
...
...
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- Methods of developing
academic writing skills:
Practice skills to analyze the parts of an academic
paragraph.
Practice skills to determine the topic sentence
of an academic paragraph.
Practice skills to write the topic sentence in an
academic paragraph.
Practice skills to determine and write supporting
sentences.
Practice skills to analyze the linking.
Practice skills to analyze grammar in an academic
paragraph.
Practice skills to determine linking words in an
academic paragraph.
Practice skills to write an academic paragraph.
...
...
...
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Practice skills to create ideas.
Practice skills to narrow down academic topics.
Practice skills to decide a key idea.
Practice skills to choose proof of support.
Practice skills to modify an academic paragraph.
Practice skills to use the Internet to develop an
academic paragraph.
Write narrative paragraphs, essays
- Enhance the ability to
write descriptive paragraphs, essays (for example: a memorable event), in
which learners have ability to write topic sentences supporting the thesis statement,
select an event that supports the main argument and have ability to organize
events and cases in the chronological order.
- Know how to use connection
words for the narrative genre by reading and analyzing other people's writing
to enhance grammar competency, ability to write topic sentences with key
ideas, using temporal clauses.
...
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Practice skills to focus on one main point.
Practice skills to support key idea with specific
events.
Practice skills to focus on a special incident.
Practice skills to provide basic information.
Practice skills to explain key ideas.
Practice organizational skills in chronological
order.
Practice linking skills by linking words in the
narrative genre.
Practice skills to use Internet to write narrative
essay.
Write comparison paragraphs or essays
...
...
...
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- Ability to find points to
compare.
- Ability to organize the
essay according to the thesis statement or topic.
- Linking capacity by using
comparative and collated words: (eg, then and now ...).- Writing
ability by analyzing points different with others.
- Ability to use comparative
forms using compound sentences and conjunctions in comparison (to develop
grammar).
Method of developing comparison writing
skills:
Practice skills to find comparative points and
entries.
Practice skills to choose comparative points and
entries.
Practice skills to focus on one main idea.
Practice the skills of organizing paragraphs or
essays based on comparative points.
...
...
...
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Practice skills to use comparative compound
sentences.
Practice skills to use the Internet to write a
comparison paragraph or essay.
Practice skills to organize the writing according
to the “then” and “now” topic.
Methods of developing correspondence writing
skills
Practice skills to write certification letters.
Practice skills to write letters to ask for
permission.
Practice skills to write complaint letters.
Practice skills to write invitation letters.
Practice skills to write order letters.
...
...
...
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Skill development method
Practice skills to capture the main ideas and
supporting details of the original text.
Practice skills to determine the goals of the
report.
Practice skills to use the writer's own language
in writing summaries.
Practice skills to use citation in appropriate
places.
Practice skills to omit minor or inappropriate
details.
Practice skills to make the essay’s length
appropriate.
STAGE
5
...
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Recognize and understand the implications of long
texts, with a wide range of content. Have ability to express fluently, respond
immediately, face no difficulty in finding words to express. Use language
flexibly and effectively for social relations, academic and professional
purposes. Write clearly, closely and in details about complex topics,
demonstrate the ability to organize documents, use linking words and linking
tools well in the text.
2. CONTENT
Achievement
Content
2.1. Language
a. General requirement
Have a wide range of vocabulary, enough to
express their problems clearly. Easily choose words to present in the most
appropriate way.
b. Phonetics:
- Have ability to change
intonation naturally to express shades of meaning subtly.
...
...
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- Divide and use punctuation
marks consistently and logically.
- Write correctly without
spelling mistakes
c. Vocabulary:
- Have a wide range of
vocabulary to use other expressions, to overcome wordy expressions as
explanation (due to lack of appropriate words), etc.
- Understand idioms and
proverbs.
- Control vocabulary well.
d. Grammar:
High degree of grammatical accuracy
2.1. Corpus
...
...
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a. Phonetics:
- The means of recognizing
phrases
- Stress of phrases
b. Vocabulary:
Vocabulary related to topics: Language; Ethnic
people; Science and Technology; Culture; Society; History; Diplomacy;
Religion; Trade.
c. Grammar: consists of M1 (4 contents),
M2 (4 contents), M3 (4 contents) and M4 (3 contents and review, test,
evaluation).
Content 61: Review structures and sentence
patterns: Predicate + “luôn (ngay)”… (“immediately”) (Chúng tôi vừa nhắc
đến anh ấy, anh ấy đã đến ngay); "...gì…nấy” (...something...that
thing); “…nào…ấy” (“like…like...”.); “…ai…người ấy” (one does thing for
himself, not for others); “…đâu…đấy…” (emphasize the same place); “bao
nhiêu…bấy nhiêu” (“as much/many…as…”) (Việc ai người nấy lo); “đến/tới/những”
(“as much/many as”+ numerals (Anh đi du lịch những 2 tuần cơ à?); “tận”
(“as far as”) + numerals (Tận 2 ngày nữa anh mới đi Hà Nội nhỉ?); “ngay
cả, thậm chí” (“even”) + noun + “cũng” (“also”) + verb (Thậm chí tôi đã đến
tận nhà gọi anh ấy rồi); “hàng” (emphasize great quantity) (Cậu ấy bị
lỗ vốn hàng mấy chục triệu); some elements combined with “ăn” (“eat”) (ăn
bám, ăn cắp, ăn chay, ăn chơi, ăn hại, ăn học, ăn hối lộ,…).
Content 62: Review structures: Adjective
+ “gì” (“what”) (Không thấy chị ấy tốt đẹp ở điểm gì); “làm sao mà (có
thể)” + verb/adjective + “được” (something impossible to do) (Làm sao mà
trong hôm nay có thể làm hoàn thành hết công việc được); “chỉ/mới” + verb,
verb + “có/mỗi” (used to say that sb can do no more what is mentioned,
although this is probably not enough) (Đi làm có mỗi mấy ngày đã xin nghỉ
rồi); “chẳng mấy” + noun, “chẳng” + adjective (verb) “mấy” (not good, etc
at all) (Cô gái đó chẳng ngoan hiền mấy đâu); “vừa" +
verb/adjective + “đã” + verb/adjective (immediately after something happens,
without delay) (Vừa đi học về đã đi làm luôn); some elements used
with “bàn”: “bàn bạc, bàn luận, bàn cãi, bàn định , bàn giao, bàn
lén, bàn luận, bàn soạn, bàn suông, bàn tán, bàn tính...”
Content 63: Review structures: “thôi,…vậy”
(“it can’t be helped”) (Thôi đành nghỉ ngơi chút vậy); verb + “mất/được”
(“lose/gain”) (Chăm chỉ làm nhiều vào anh sẽ có được nhiều thứ); verb
+ “bằng + xong/được/hết” (“at any cost”) (Làm việc bằng xong thì mới nghỉ
nhé); adverb “lại” (“again”) (Hôm nay lại phải tăng ca rồi); some
elements used with “bán”: “bán buôn , bán chác, bán chạy, bán danh, bán đấu
giá, bán đổ bán tháo, bán lẻ, bán mình, bán non, bán nước, bán phá giá.”
...
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Content 65: Review: indefinite noun
phrases; reduplicatives and reduplicative form of noun; A + “khỏi phải” (not
necessary) + verb/adjective (Mua xe máy rồi khỏi phải đi xe buýt nữa); transform
noun into verb (Công nghiệp hóa, cơ khí hóa…); how to use “nhân…” (on
the occasion of something) (Nhân cơ hội này anh mau chuyển hướng làm việc
đi); “kẻ...kẻ/người…người…” (opposing relationship between two groups of
people) (Người ra kẻ vào tấp nập); some elements used with “hạ”: “hạ bệ,
hạ bộ, hạ buồm, hạ bút, hạ cánh, hạ cấp, hạ chỉ, hạ cố, hạ cờ, hạ đẳng, hạ lời,
hạ lưu, hạ màn, hạ mình...”
Content 66: Review how to use: quantifer
not refering a specific number (Một vài, vài ba, dăm ba, dăm bảy, mươi…);
“Nhờ A mà B và do A mà B” (explain a cause that led to the result) (Nhờ
anh ấy mà tôi lấy được vợ); “không hề" ("never") (Kể từ
hôm đó, anh ấy không hề trở lại đây); some elements used with “có”: “có bầu,
có bụi, có ăn, có chuyện, có của, có dáng, có duyên, có tiếng...”
Content 67: Review: coordinated
compounds; fixed phrases (adjective phrases, verb phrases): “đẹp nết, mát
tay”, structure “mãi A (thì) mới B” (until, till) (Mãi đến chiều trời mới
có nắng cơ); “mới”(within a short time)+ noun phrase of quantifier (Mới
2 ngày cô ấy đã đan xong 2 chiếc khăn rồi); adverbs: “tất cả - tất thảy -
toàn bộ - toàn thể” (the whole of something) (Tất thảy mọi người trong
công ty đã đồng ý bầu ông ấy làm giám đốc).
Content 68: Review subordinated compounds;
“Mới A mà đã B” (B happens after A ealier than expected) (Mới sang Việt
Nam mà anh đã nói được tiếng Việt rồi); “Có A thì mới có B” (A can only be
done with condition B) (Có làm thì mới có ăn); “Không, chẳng + …lắm,
tí nào, tẹo nào" (“not…much, not…at all”) (Đi xa mà tôi chẳng nhớ chồng
tí nào); how to use: “rất đỗi, quá ư, quá đỗi, quá thể, quá chừng, quá trời”
(“extremely, excessively”) (Vùng đất này đã trở nên quá đỗi quen thuộc với
tôi); some elements used with “là”: “âu là, chả là, dù là, dẫu là,
hay là, hoặc là, miễn là, nghĩa là, như là, rất là, số là, thật là, thực là,
tuy là....”
Content 69: Review compound words with
fuzzy elements (“chó má, tre pheo, đất đai, chùa chiền…"); patterns:
“chưa A mà đã B” (B happens when A has not happened, not in a given
order); “đang (còn) A mà đã B" (B happens when A is happening) (Đang
dùng bữa sáng mà anh đã tính bữa trưa ăn gì rồi); “vừa (mới) A mà đã B” (B
happens as soon as A has just happened) (Vừa mới ăn xong mà anh đã muốn
ăn tiếp rồi); how to use “đã”: how to use “ngoài - ngoài ra - ngoại trừ”
(“apart from - in addition - except for”) (Ngoài viết sách ra, anh ấy còn đi
chụp ảnh nữa phải không?); some elements used with “ra”: “nhận ra,
nhìn ra, nhớ ra, tìm ra, kiểm ra, ra trận, ra phết... etc.”
Content 70: Review how to use: “lẽ ra,
đáng ra, đáng lẽ” (should have + past participle) (Lẽ ra tôi nên đến sớm);
“-iếc hóa” (Đã mệt chết người còn đọc điếc gì!); “Đã A lại (còn) B”
(contrary to common sense, both A and B) (Đã học lại còn chơi điện tử); “Đã
không A lại còn B” (contrary to common sense, not A and still B) (Đã
không học còn chơi điện tử); “Đã không A thì thôi, sao lại B”(not A
and still B) (Đã không học thì thôi sao lại chơi điện tử?); how to use: “nhưng,
mà, lại, nhưng mà, nhưng lại” (Anh ấy đi học nhưng lại không làm bài tập).
Content 71: Review structures: “tất cả,
mọi; tất cả mọi... đều...” (the whole of something) (Tất cả mọi người đều
có mặt đầy đủ); "Hãy A, đừng, chớ B” (A instead of B); “A rồi hãy B”
(Finish A first, then B) (Học những điều đơn giản rồi hãy học đến những
thứ phức tạp); how to use: “hãy, đừng, chớ, hãy còn, rồi hãy…” (Đừng
bơi ra quá xa); some elements used with “lên”: “lên ngôi, lên cân, lên
mây, cười lên, hét lên, kêu lên, cất lên, la lên, chất lên, phồng lên, ngẩng
lên, etc."
Content 72: Review how to use "hơn
ai hết” (none better than one), “hơn bao giờ hết” (more than ever), “hơn (ở)
đâu hết” (more than anywhere) (Hơn ai hết, người Việt Nam hiểu cái giá của
chiến tranh); reduce predicate, (Cô ấy bên trường); “A còn X nữa là
B” (A is X, let alone B) (Bài tập còn chưa xong, let alone B); "Ngay
cả đến A còn X nữa là; huống hồ, huống chi” (A can even X, let alone B) (Đến
anh ấy còn chưa làm xong nữa là người kém như tôi); how to use “huống chi,
huống hồ” (Lúc trước anh còn không thể làm tốt huống chi bây giờ anh đã bị
thương).
Content 73: Review how to use “Thì ra
(là), hóa ra (là), tỏ ra (là), thì ra thế, hóa ra thế” (“It turns out that”) (Thì
ra là anh đã nói dối tôi); “A (đã) rồi B” (A first, B later) (Học đã rồi
chơi); “A mà B thì C” (conditional (if)) (Anh mà không đi thì ai là
người chụp ảnh); “A chứ không phải B” (A but not B)”, “Không phải B mà là
A” (Not B, it’s A) (Không phải đi chơi mà là đi làm); how to use “chứ
ai, chứ đâu, chứ mấy, chứ gì, chứ bao nhiêu, chứ sao, chứ nào...” (Mày
làm vỡ bình hoa chứ ai); some elements used with “còn”: “còn duyên, chuyện
sống còn, một mất một còn, kẻ còn người mất, thà chết còn hơn, chậm còn hơn
không, còn nước còn tát, thế thì còn gì bằng...”
...
...
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Content 75: Review structures “A + với
chả + B” (criticize or disregard thing which is described) (Nấu với chả
nướng); “Ngay/chính/ngay cả A cũng không/cũng còn B nữa là C" (A even
do/do not B, let alone C) (Ngay cả lớp trưởng còn chưa đến nữa là lớp
viên); "A + khỏi phải + verb/adjective” (A + needn’t +
verb/adjective) (Nắng rồi khỏi phải lo mưa nhiều chết cây nữa); how to
use “chứ lị, chứ lại, chứ còn gì (nữa)” (certainly, surely) (Đêm nay
trời nhiều sao thế này cóh ki mai lại nắng to chứ lại); “Chỉ, có, độc, mỗi,
một…” (only, solely) (Mình chỉ mỗi một cái bút thôi); some elements used
with “kính” (showing respect): “kính biếu, kính chúc, kính dâng, kính mến,
kính nhường, kính phục, kính mời, kính thăm, kính tặng, kính trình”
2.2. Communication skills
2.2.2. Listening skills
a. General skills:
- Keep track and understand
long talks on complex and abstract topics, even when the structure of the speech
is unclear and the relationship between ideas is not explicit.
- Keep track and understand
natural and flexible conversations.
- Keep track and understand
abstract discussions or debates.
- Understand necessary
information when listening to announcements through mass media.
b. Specific skills:
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Easily follow complex discussions on difficult,
abstract, unfamiliar topics.
Listen to presentation and conversation
Relatively easily keep track of most lectures and
discussions.
Listen to notices, instructions
- Understand complex and
specific information from public announcements with noise sounds (such as at
stations, airports, etc.).
- Understand complex
technical information such as experience of operating device and equipment,
understand technical specifications of familiar products and services.
Listen to the radio and watch television
Understand the audio recordings, identify well
details, attitudes and relationships between speakers.
2.2. Teaching and developing skills
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a. Teaching orientation:
- Focus on listening to
strong syllables and stressed syllables as units of intonation (high-pitched
syllable is called stressed syllable. The syllables are pronounced
relatively high on the way to the stressed syllable, is referred to as a strong
syllable by convention).
- Teach phrasal stress
Divide the utterance into phrases, on the basis
of those phrases to construct the utterance. For example, before teaching a conversation,
the teacher can divide the sentence/utterance in the conversation to
practice.
b. Requirements:
- Recognize patterns of
intonation, stressed syllables, unstressed syllables, rhythm to express the
structure of information that needs attention.
- Recognize shortened forms
of words and phrases (“phỏng, hổm, ổng, bả, trỏng, etc.”) recognize and
distinguish words with enough meaning.
- Deal with pauses, errors,
error correction and other types of expression,
- Understand and distinguish
main and auxiliary parts of sentences.
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- Practice listening -
taking notes of lectures
Use lectures (can be recorded and played later)
as stimulating materials that the response part of the student is their own.
- Listening - editing
Learners are provided with content in both
written and spoken texts; and were asked to listen to find the differences
between the two texts.
- Practice listening -
analyzing, explaining
It is possible to use a long text (for example, a
short story, a conversation, a song, a poem, a piece of news on the radio, or
television, a paragraph about personal experience) as stimulating materials.
Learners may listen and have to explain by
answering some (open-ended) questions such as: Why do listeners feel
sad/happy when they listen to this song? What makes people fond of and know
by heart this poem? Do you think that what political action can be taken
after this event and why? Do you think that what the storyteller feels after
the X event happens? ...).
It is up to each stimulating text to have a
suitable question, even if there are questions that require students to
reason.
- Listening - retelling a
story.
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d. Verification of results
Verify through tasks and exercises that assess students'
listening ability through their practice and how well they achieve the skills
required.
e. Materials: use orginal discourses.
2.2.2. Reading skills
a. General skills
Understand the details of long and complex
documents.
b. Specific skills:
Read to get information and reasoning
Understand many types of long, complex documents
that are common in social life, work or academic environment, identify subtle
details such as attitudes or implications.
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Have good ability to read and find information.
3. Read letters,
transaction documents
- Understand the types of
correspondence written in Vietnamese.
- Understand long and
complex instructions about a new type of machinery or workflow.
Read and process texts
Summarize long and difficult paragraphs.
2.2.2. Reading skills
a. Teaching orientation
Reading practice is mainly aimed at the ability
to read and process texts, get information and reasoning (arguments) in the
selected text with difficulty appropriate to level 5.
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- Practice reading from
whole to part or from part to whole (from text to paragraph or from paragraph
to full text).
- Practice in a spiral
sequence.
- Practice common sub-skills
of reading:
+ Capture main ideas of texts/paragraphs.
+ Discover and note specific and particular
details.
+ Detect and mark places need to be or can be
deduced.
+ Know how to compare what is similar, different
in terms of language, content in reading text with known language.
+ Know how to predict the content of paragraphs,
sentences or unfamiliar words based on the main idea of texts and context.
b. Requirements
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c. Skill development method
- Practice reading,
identifying and obtaining information in documents that are articles, reports
of industry or science, literature, education, occupation, people ... from
publications which are newspapers , science magazines, stories, novels.
- Practice discovering the
main idea of the text through questions for learners after reading (Ask
learners to answer why their answers are correct, which part of the text
supports for their answers). It is possible to ask groups to discuss text
content and text structure.
- Train the ability to
recognize text structure in more detail than the stage 4:
+ Introduce the text generally, emphasize the
text structure indicator.
+ Emphasize (for students to recognize) the
important passage and function of that passage in the text.
+ Mark information needed to be taken from tables
of data and charts.
+ Determine the core relationship in the
organization of the text, for example: cause - result, comparative comparison
or problem - solution. Through these relations, interpret the main content of
the text.
+ Connect arguments, arguments and information
discovered with the main ideas of the text.
...
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- Practice inferring the
meaning of words, phrases in sentences, discovering information and events
expressed, interpreted in other ways (with implications), determining the
purpose of a piece of information or argument, and evidence in text ... to
understand the content of the paragraph in the text, of the text and
understand the attitude, opinion of the text author or the character in the
text, discover the order and logic of the event , of arguments, reasoning ...
- Practice reading
comprehension, process texts, summary and re-presenting long and difficult
texts of many genres.
d. Verification of results
Obtain information, content, answer questions
raised by lecturers and rewrite the main idea of the lesson, summarize the
information in the lesson.
e. Materials
Documents and information in materials available
on the topics of the curriculum, such as texts printed in newspapers,
scientific journals, novels, short stories, social and political comments,
scientific arguments, together with supplementary authentic texts (live
language) to diversify sources of reading texts. Supplementary documents
should be appropriate for the purpose and requirements of the lesson and
attractive, diversified and fit. (Learners can choose appropriate texts on
topics related to their specialties and areas of interest).
2.2.3. Speaking skills
a. General skills:
- Speak fluently and
naturally, almost without difficulty.
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b. Specific skills:
Describe experiences
- Describe complex topics
clearly and in details.
- Describe and report in
details, integrate small topics, specific ideas into appropriate content.
Arguments in discussion
Have ability to explain and protect their
opinions in the discussion by giving persuasive explanations, arguments and
opinions.
Presentation before listeners
- Clearly present the presentation
with a scientific organization on complex topics; expand and reinforce their
own opinions with relevant arguments and evidence.
- Good control of emotions
when speaking, expressing naturally.
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+ General description of interactive speaking
skills
- Communicate fluently,
naturally.
- Master a wide range of
vocabulary, easily handling complex language situations.
Conversations
Use flexible, effective language for social
purposes, including emotional expression, jokes.
Trading and services
Participate in transactions as well as Vietnamese
people with upper secondary education or higher.
Give and answer interview questions:
Participate fully in an interview, as a
questioner or interviewee, expand and develop arguments and discuss smoothly
without support. Handling well the state of expression of Vietnamese
language.
...
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+ Pronunciation and fluency:
- Have ability to change
intonation naturally to express subtle shades of meaning.
- Express their ideas
fluently and naturally without any difficulty.
Social language compatibility
- Pronounce accurately,
confidently and effectively; have a wide range of vocabulary, complex
grammatical structure.
- Identify many expressions
of idiomatic or colloquial expression, feel the changes in communication.
2.2.3. Speaking skills
a. Teaching orientation
Focus on skills of monologue, presentation,
interpretation, demonstration…and conversation, discussion and interview
skills ...
...
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Focus on the role-play practice. In a common
scenario with defined content, role-play to practice speaking allows a
learner to be free at a certain level when speaking. In some cases, role-play
can enable learners to repeat their roles so they can rearrange what they
said/will say. This has the effect of alleviating the suspense when learners
play certain characters.
Role play creates opportunities for learners to
use text. Language elements, communication methods, included in the
conversation will clarify the ability of the learner to communicate. Role
plays can open up creativity, allowing learners to access the real world of
communication. The teacher must determine the purpose of development in the
role.
2.2.4. Writing skills
a. General skills:
Write detailed, clear, well-organized piece of
writing on complex topics, highligh important ideas, expand and reinforce
their views in some sections with specific evidence and example and give a
suitable conclusion at the end of the paper.
b. Specific writing skills:
Essay writing
Write descriptive essays that are creative, clear
and detailed with a tight structure, natural style and personality.
Writing reports and thesis:
...
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- Have ability to expand and
reinforce their views in certain sections of a certain length by specific
opinions, reasons and evidence.
Write with interaction
+ General description of interactive writing
skills
Express themselves clearly and accurately and
flexibly in front of recipients of information.
Write letters
Express themselves clearly and accurately in
personal letters, use language flexibly and effectively (expressing levels of
emotion, indirect, insinuating expressions and joking).
Take notes, text, fill out forms
Communicate as well as Vietnamese people with
upper secondary education or higher.
Process texts
...
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Accuracy of spelling
- Outline, divide and use punctuation
marks consistently and logically.
- Write correctly without
spelling mistakes.
2.2.4. Writing skills
a. Teaching orientation
Focus on practicing writing reason analysis,
writing scientific reports, analyzing workflows, assessments of effectiveness
(of something, certain technology ...) and writing correspondence.
b. Skill development method
Develop skills for writing reason-analytical
esays
Develop skills for writing reason analysis
essays/paragraphs.
...
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Skills to distinguish between generalization and
concretization by demonstration.
Skills to organize thesis statement.
Skills to improve cohesion by using connection
words to analyze reasons.
Skills to explain subpoints.
Skills to outline an essay/ paragraph.
Writing skills by reading reason analysis essays
of other authors.
Skill to use an adjunct clause.
- Specific methods:
Practice analytical skills through writing
essays.
...
...
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Practice skills to analyze reasons.
Practice skills to use supporting details.
Skills to organize the essay according to thesis
statements.
Practice skills to use connection words that show
reasons and causes.
Practice skills to explain arguments.
Practice skills to outline arguments.
Developing report and essay writing skills
Skills to follow conventions of reports (for
specific cases and areas).
Skills to write purposes, objectives and main
ideas.
...
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Skills to write conclusions or results which have
been found.
Skills to use words and terms suitable for
special cases.
- Specific method:
Practice skills to follow conventions for each
specific case and area.
Practice skills to write purposes, objectives and
main ideas in a scientific report.
Practice skills to organize supporting details in
a logical and orderly manner in a scientific report.
Practice skills to write conclusions or results
which have been found.
Practice skills to use words and terms suitable
for special cases.
Develop skills for writing process analysis
...
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Skills to present and clarify all necessary steps
in a process.
Skills to organize work steps in chronological order.
Skills to use connection words for a certain
workflow analysis.
Skills to use passive forms and adverbial
clauses.
- Specific method:
Practice skills to write process introduction.
Practice skills to analyze process.
Practice skills to focus on one main idea.
Practice organizational skills in chronological
order.
...
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Practice skills to use the Internet to enhance
process analysis capability.
Develop skills to write effectiveness analysis
essays
Skills to write an essay to assess the impact of
an invention.
Skills to extend paragraphs in an essay.
Skills to understand the tasks of parts of an
essay.
Skills to outline an essay.
Skills to connect paragraphs using connection
words.
Skills to use subordinate clause of result and
passive sentences.
- Specific method:
...
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Practice skills to extend a paragraph in an
essay.
Practice skills to develop parts of an essay.
Practice writing introduction skills (opening).
Practice writing skills for expansion.
Practice skills to write conclusions.
Practice the skill of linking text by connection
words.
Practice skills to outline a thesis/dissertation.
Develop correspondence writing skills
Build a personal profile, highlight skills and
experiences directly related to the desired job position.
...
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Demonstrate personality and passion (study /
research ...).
- Specific method:
Practice skills to write the introduction
- Determine the position
which the writer applies for.
- Point out why the write
knew the vacancy.
- Provide information about
the qualifications of the write in accordance with the vacancy.
Practice skills to write the body
- The reason why the write
claims that he/she is qualified.
- Outline the previous
experience that helped writers match this position.
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Practice skills to write the closing
- Re-confirm that the writer
wishes to be recruited to prove his/her suitability to the job.
- Provide full contact
details of the writer.
- Thank you for reviewing
the writers' profile.
- End with "Yours
sincerely", or "Sincerely".
STAGE
6
1. OBJECTIVES
Understand most spoken and written documents
easily. Summarize the sources of spoken or written information, arrange and
present logically, express very fluently and accurately, differentiate subtle
differences in meaning and pragmatism in complex situations.
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Achievement
Content
2.1. Language
a. General requirement
- Have ability to use a wide
range of languages, master words, express thoughts correctly, emphasize,
distinguish and eliminate obscure elements.
- Have ability to give
diversified and rich expressions
b. Phonetics:
- Have ability to change
intonation, express shades of meaning subtly while speaking or pronouncing.
- Express their ideas
naturally, continuously, without hesitation, unless they want to choose
words, examples or choose the most appropriate explanation.
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c. Vocabulary:
- Master a very wide range
of vocabulary, including idioms and proverbs.
- Identify expressive and
hidden meanings.
- Use vocabulary correctly
and appropriately.
d.Grammar:
Always control and master grammar of complex
language structures in every situation.
2.1. Corpus
include four groups of topics: a group of themes
within the scope of individuals, a group of themes within the scope of
society and a group of themes belonging to the scope of education, academics.
Main themes: 81. Customs in Tet holiday; 82.
Vietnamese women in the past and present; 83. Attracting foreign investment;
84. Oc Eo culture; 85. Vietnam sports; 86. Vietnamese language and culture;
87. World natural heritage of Vietnam; 88. Vietnamese education and training;
89. Marine economic development; 90. Labor and employment; 91. Vietnamese
agricultural science; 92. Highlight socio-economic events; 93. Rural and
urban areas; 94. Environment and people; 95. Gender equality in Vietnam; 96.
Challenges for Vietnam in the Industrial Revolution 4.0
a. Phonetics:
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- Determine the rhythm
boundary.
- Stress of rhythm.
- Expression of speech
rhythms (speed, stop, break, emphasis ...).
b. Vocabulary:
Vocabulary related to topics: Language; Ethnic
people; Science and Technology; Culture; Society; History; Diplomacy;
Religion; Trade; Literature and Arts.
c. Grammar: consists of M1 (4 contents),
M2 (4 contents), M3 (4 contents) and M4 (3 contents and review, test,
evaluation).
Content 76: Review how to use: “định, dự
định, kế hoạch, dám…” (to intend, to mean, to plan, perhaps) (Tôi dự định
đi Nha Trang vào cuối tuần tới); “đặc biệt là, hầu hết, phần lớn, nói tóm
lại…” (“especially, almost all, in short”) (Nói tóm lại, tôi cần thấy một
bản kế hoạch hoàn hảo hơn vào ngày mai); structures: “Tiếc là…”
(“Unfortunately/sadly”) (Tiếc là, chúng ta vẫn chưa hoàn thành dự án đúng
thời hạn); “một cách” + noun/adjective (in a …manner/way) (Hoàn thành
công việc một cách tuyệt vời nhất); some elements used with “vào”: “vào đề,
vào hùa, vào tròng, bay vào, bò vào, bơi vào, bước vào, chạy vào, đi (bộ)
vào, ăn vào, bám vào, can thiệp vào, dựa vào ...”
Content 77: Review how to use “già” (a
little more than),
“ngót, non” (a little less than), “trên” (above), “dưới” (below), “ngoài…”
(over, beyond) (Mỗi bữa, tôi ăn già nửa bát cơm); how to use: verb +
“ra/vào” (go out/come in) (đi ra phố, đi vào nhà); “A hay sao mà B”
(isn’t it?) (Chị ấy gặp chuyện gì hay sao mà trông gầy thế); “A + còn
+ verb/adjective + nữa là + B” (A even + verb/adjective + let alone + B) (Chị
ấy còn muốn lấy chồng nữa là tôi); “ai, gì + cũng; không ai…không”
(Everyone do something) (Ai cũng biết chuyện ấy; Không ai không biết chuyện
ấy).
Content 78: Review structures: “để…cho”
(let someone do something) (Để tôi xách cho); “mới/vừa/vừa mới +
verb/adjective+ (mà) đã + verb/adjective) (had hardly done something when
something else happened) (Vừa mới đi xong mà đã lại về rồi); Verb + “bằng
+ xong, được, hết…” (at any cost) (Tôi sẽ học bằng được cách làm bún chả);
“nghi, ngờ, tưởng”(believe, think) + clause (Tôi tưởng mọi việc đã
xong rồi); distinguish “sự, việc, cuộc, nỗi, niềm…” (Sự học luôn đi
theo ta suốt cuộc đời);
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Content 80: Review structures: “Hễ (cứ)
A là B” (whenever…) (Hễ có điều kiện là họ đi du lịch); “Nhỡ A thì B”
(if...) (Nhỡ anh ta không đến thì lỡ hẹn); verb + “phải” (Bà ấy phải
gió); “tưởng A + hóa ra + B” (someone thought it was A, but it is B) (Hôm
qua tôi tưởng chị nói hóa ra là em gái chị); summarize the methods of
expressing the meaning of the condition; structures with “chứ” (particle used
in tag questions with emphatic affirmative implication) (Anh chị vẫn ở với
nhau chứ!); “không chỉ…mà còn…” (“not only…but also…”) (Họ không những
thông minh mà còn năng động nữa)
Content 81: Review structures: “Chẳng +
là gì”(cannot be untrue) (Tối qua anh chẳng ở nhà chị ấy là gì);
distinguish structures: “Nếu A thì B/Giá A thì B/Nhỡ A thì B" (If/If
only) (Giá có anh ấy ở đây thì vui nhỉ?); "Ai (mà)..” (who
knows…). (Ai mà biết được chuyện lại xảy ra như thế!); “Đâu có + …”
(not at all) (Đâu có chuyện gì!); how to use “nhìn chung là…”
(“basically”) (Việc học tập của các em trong năm qua, nhìn chung là tốt);
Content 82: Review structures: “cũng
(chưa/không) + verb + nữa” (also not + verb…); “A + subject + còn +
verb/adjective + nữa là + B (A=bổ ngữ)” (A even + verb/adjective, let alone
B); “A (chỉ) có điều (là) B” (A only that B) (Tôi hoàn toàn đồng ý, chỉ
có điều anh hỏi qua chị ấy xem); some elements used with “xuống”: “xuống
âm phủ, xuống cân, xuống dốc, xuống giá, xuống giọng, xuống mã, xuống nước,
xuống tinh thần, xuống lỗ, xuống chiếu, xuống lệnh, xuống dòng, xuống đường,
xuống gối, xuống ngựa, xuống tàu, xuống thang, xuống thuyền ...”
Content 83: Distinguish verbs: “mời,
nhờ, ask, khuyên, bắt, bảo, sai, yêu cầu, đề nghị” ("invite, advise,
force, tell, order, require, propose”) (Anh ấy khuyên tôi cố gắng học tập);
adjective + “quá thể/quá đáng” (“excessively, extremely”) (Cô ta thật
quá đáng!); Verb + “luôn, ngay” (“immediately”) (Có gì không phải, ông
ta nói ngay!); distinguish “tất nhiên là, thành thử, thành ra”;
distinguish “trở thành, trở nên, hóa thành, hóa ra…, distinguish how to use:
“sao” to make question and “sao” in “không sao".
Content 84: Review structures: “verb/adjective
+ thì (không) + verb/adjective (thật) + nhưng (mà)…” (Cô ta hiền thì hiền
thật nhưng mà cũng chưa biết thế nào); verb + “có mỗi, có những…”
(emphasize only that much (usually one), no more) (Một tuần, ông ấy chỉ đến
cơ quan có mỗi 2 buổi sáng); Subject (clause) + “là” + adjective (Con
người có sức khỏe tốt là hạnh phúc nhất); how to use: “nhỉ” as a
particle marking a question; how to use: “chứ” to express certainty.
Content 85: Review structures: ...“Lẽ ra/ đáng ra/ đáng lẽ (ra)” (it would have been
necessary that) + clause (Lẽ ra, chị không nên nói chuyện này với anh ấy);
verbs: “Giục, nài nỉ, nhắc, nhắn, dặn” (“urge, ask insistently, remind,
inform, advise”) (Mẹ thường dặn con gái không nên đi chơi khuya);
distinguish “Bằng, như, bằng nhau, như nhau, giống, nhau, khác, khác
nhau"; structure “thà..còn hơn” (would rather do something than do
something) (Thà ở nhà còn hơn đi chơi thế này); how to use: “tuy
nhiên” (“however”) (in the opposite meaning); how to use: “chừng nào” in
question and “chừng nào” in the structure “chừng nào A thì B” (As
long as A happens, B happens)
Content 86: Review structures: “Cứ +
verb + đi” (keep doing something) (Anh cứ làm tới đi!); “Verb +
gì/ai/đâu/bao nhiêu + verb + nấy/người nấy/đấy/bấy nhiêu” (Anh ăn bao
nhiêu thì lấy bây nhiêu); distinguish “mới A mà đã B” (B happens after A
ealier than expected) and “chưa A mà đã B" (B happens when A has not
happened, not in a given order); (Mới 5 giờ sáng mà đường phố đã đông người
rồi); “lấy…làm…” (to get married to somebody) (Ông ta lấy bà ấy làm vợ);
noun + “nào + cũng…” (any, whatever) (Ở đây, món ăn nào cũng ngon); “đã
vậy còn …nữa” (despite this, all the same) (Hoàn cảnh của chị đã vậy mà còn
cố làm gì nữa); absolute adjectives “trong veo (vắt, leo lẻo), trắng (nõn,
toát, muốt) nặng (trịch, trĩu).”
Content 87: Review structures: “dù sao,
dù thế nào… + cũng…” (no matter what) (Dù thế nào, anh ấy cũng hoàn thành
nhiệm vụ); “Làm sao mà + verb + được” (how can) (Chúng tôi làm sao mà
hiểu hết chị ấy được); how to use: “chứ” as an opposition conjunction;
verbs: “e, ngại, lo, sợ (là, rằng)…” (afraid, worry) (Tôi e rằng, chị ấy
đã lấy chồng); structure “coi cử, bầu + ai + làm…” (appoint/vote somebody)
(Chúng tôi đã bầu anh ấy làm trưởng nhóm); distinguish “A + làm (cho)/khiến
(cho) + B…; A + gây (ra) + B (+ cho + C)...; A + dẫn đến + B” (Cô ta đã
làm cho chồng mình hạnh phúc).
Content 88: Review structures: “A đến mức/đến
nỗi B” (so/such…that) (Chị ấy đẹp đến mức ai cũng phải khen); “Thì ra
(là)…/Hóa ra (là… Thì ra thế/hóa ra thế” (to appear, to turn out) (Chuyện
này tưởng phức tạp, hóa ra hết sức đơn giản); particle: ...“nói
chung…nói riêng” (“in general…in particular") (Ngôn ngữ nói chung,
tiếng Việt nói riêng); combination of words: “kể ra (thì)…” (in fact, to
be fair) (Chuyện gia đình, kể ra thì cũng khó nói); distinguish how to
use: “bao nhiêu” in question and “bao nhiêu” in “bao nhiêu
cũng được” (any amount, whatever amount).
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Content 90: Review and distinguish “mà”
in usages: “mới, của” in usages; group of adjectives including two
elements: adjective + noun (“nhanh trí, khéo tay, sáng dạ, trắng
tay, bạc tóc”); distinguish “hôm nọ, năm nọ, hôm nào); combination of
words: “có ích/hại/cho/ đối với…" (helpful for/harmful to); structure
Subject + “trót/lỡ/thản nhiên” (accidentally/calmly) + verb, “làm sao, làm
thế nào mà” + verb + “được” (how could…)
2.2. Communication skills
2.2.1. Listening skills:
a. General skills:
- Keep track and understand
specialized lectures or presentations that use a lot of informal language
with unfamiliar cultural elements or terms.
- Understand subtle, complex
or controversal issues (such as regulations and finance), even reach the
level of knowledge of a professional.
- Listen and comprehend
everything easily with normal speaking speed.
b. Specific skills:
Listen to conversation
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Listen to presentation and conversation
Keep track of specialized lectures, presentations
with many words in deep or unfamiliar areas of expertise.
Listen to announcements, instructions
Listen like Vietnamese people with upper
secondary education or higher.
Listen to the radio and watch television
Listen like Vietnamese people with upper
secondary education or higher.
2.2. Teaching and developing skills
2.2.1. Listening skills
a. Teaching orientation
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- Practice recognizing and
identifying old information, new information by phonetic means.
- Each information unit has
new information and old information, separated by interruptions (old
information and new information may overlap each other). Learners need to be
trained to recognize the compatibility of utterances with the purpose of
communication, recognize old information and new information.
- The types of listening
practice, exercises are based on a listening principle integrated with other
skills, first of all a combination of speaking and listening.
b. Requirements
Learners have ability to:
- Determine which part of
the utterance represents the main theme of the utterance, which part is the
most important of the announcement.
- Determine which
information is the presumed information for what is given in the text.
- Determine which element is
the element that the speaker chooses as the starting point of the
announcement.
c. Skill development method
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In principle of communication, the marked and
unmarked information starts from the known content and new content.
Information focus is at the end of the utterance. Thus, in neutral utterance,
the information focus is directed towards the end of the utterance.
Listening practice determines information
focus for emotional purposes
Marked information focus is used by speakers for
different purposes.
The focus indicates affection that the speaker
wants to express will be emphasized.
In order to identify information focus, teachers
can give learners certain sentences/utterances and ask them to draw
intonation patterns or stress models or both. For example:
- “Cậu rất thích ăn nem, phải
không?” (0010100) - question.
- “Tớ không ăn đâu!” (0100)
- negative sentence.
- “Nam cho Bắc làm với!”
(10010) - imperative sentence.
d. Verification of results
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e. Materials
use orginal discourses.
2.2.2. Reading skills
a. General skills
- Understand, select and
use, evaluate most types of documents, including abstract texts, complex
structures, or literary works and other genres.
- Understand many types of
long and complicated documents, perceiving the differences between literal
and figurative, types of writing.
b. Specific skills:
Read to get information and reasoning
Being able to read and interpret information and
reasoning like Vietnamese people with high school education or higher.
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Attain the level of reading and finding
information as well as Vietnamese people with upper secondary education or
higher.
Read letters, transaction documents
Read as well as Vietnamese people with upper
secondary education or higher.
Read and process texts
Summarize information from different sources,
along with reasoning and evidence to re-present the problem in a coherent
way.
2.2.2. Reading skills
a. Teaching orientation
- Practice reading and
processing, taking information and reasoning (arguments), summarizing
information from texts to be able to present the problem in a coherent way,
with comments and criticisms.
- Practice intensive and
extensive reading
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- Practicing fluently the
most important reading skills, comparing what is similar, different in terms
of language, the content in the reading text with the known language, and
know how to predict the content of paragraphs, sentences or unfamiliar words
based on the main idea of text and context.
b. Requirements
- Identify the structure of
the text, the main idea of the text, the meaning of the sentences, each
paragraph, link the meaning of the paragraphs, the scattered meanings in the
text to understand the whole text.
- Understand the arguments,
deductions and implications of phrases, sentences and paragraphs. Identify
the views, attitudes which are expressed implicitly. Critically evaluate
content or arguments of the text.
c. Skill development method
Practice reading comprehension, analyzing,
critizing, evaluating most types of texts which have complex structure and
content, understanding content, attitude, opinions which are expressed
delicately and indirectly.
Practice reading many types of long texts,
especially scientific or literary texts with complex structures, many types
of style, recognizing and understanding the differences between literal and
figurative meaning, deduction, and implication (affirmative, negative,
positive, negative, questioning, doubting, rejecting, etc.) of sentences,
paragraphs and whole texts, discovering and understanding information, facts
which are paraphrased in another way.
Practice reading to recognize the formal
structure and content structure of different types of text, belonging to many
different styles of stage 5, determine the purpose of the information or
argument in a sentence or paragraph of the text, determine the most valuable
arguments and arguments supporting the main idea of the text.
Practice reading, discovering the main idea of
the text through discovering the relationship between content and structure
of the text: causes - results, similarity - opposition comparison, problems -
solutions, events - solutions, ability - reality ... Summarzie to re-present
the content of the text along with comments and/or comparison, discussion,
criticism.
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Practice reading comprehension, recognizing the
main idea, the main organizational model of the text, recognizing how
information is organized in each part of the text, recognizing the explicit
signs, expanding relationships in text and other link marker in the text.
Thereby, synthesize and evaluate all information obtained from the document
to summarize the content of the document.
Practice intensive and extensive reading the
above issues through group discussion and writing summary, comments,
answering direct and indirect questions of lecturers.
Practice reading comprehension, processing text,
summarizing information from different sources, belonging to many different
styles and genres, having arguments to re-present the text content in a
coherent way.
d. Verification of results
Obtain information, content, answer questions
raised by lecturers and rewrite the main idea of the text, summarize the
information in the text.
e. Materials
In addition to the text and information provided
in the teaching materials of the curriculum, teachers need to choose the
authentic texts (live language) in newspapers, scientific journals, literary
publications, political and social commentary ... about life, education,
occupation, society, history, people ... (without limitation), diversifying
sources of reading text, providing that they are:
- Suitable for the learners’
purposes and needs.
- Attractive, diversified.
...
...
...
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a. General skills:
- Use language structures
well, understand the meaning of idioms and special proverbs.
- Communicate very easily
and change the way of speaking naturally like Vietnamese people who have
graduated from high school or higher.
b. Specific skills:
Describe experiences, have ability to describe clearly,
in details, naturally and smoothly, the listener feels easy to understand and
remember.
Arguments in discussion
Have ability to explain and protect their
opinions in the discussion by giving persuasive explanations, arguments and
opinions.
Presentation before listeners
Present like Vietnamese people with upper
secondary education or higher.
...
...
...
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+ General description of interactive speaking
skills
- Using idioms, colloquial
expressions and understanding figurative sense.
- Use language facilities
(words, phrases) to express the state of mind to express shades of meaning
accurately and reasonably.
- Expressg fluently and
flexibly like Vietnamese people who have graduated from high school or
higher.
Conversations
Using flexible language, comfortably talking
about personal and social life, including expressing emotions, allusion,
periphrasis, making fun.
Trading and services
Participate in transactions like Vietnamese
people with upper secondary education or higher.
Give and answer interview questions:
...
...
...
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Accuracy of speaking skills
+ Pronunciation and fluency:
- Can change intonation,
expressing shades of subtle meaning while speaking or pronouncing.
- Express their ideas
naturally, continuously, without hesitation, unless they want to choose
words, examples or choose the most appropriate explanation.
+ Social language compatibility
- Pronounce accurately and
appropriatly; use a wide range of vocabulary and use many grammatical
structures that are difficult to communicate in the natural way of speaking
as Vietnamese people who have graduated high school or higher.
- Proficiently use
expressions in idiomatic or colloquial terms and clearly distinguish meaning
levels.
- Sensing the
social-cultural and social-cultural impacts of Vietnamese people.
- Understand and grasp the
cultural-social and linguistic-cultural differences of Vietnamese people.
...
...
...
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a. Teaching orientation
Focus on practicing open monologue skills so that
learners have enough ability to present, interpret, explain issues of
interest or have tasks or desires to present. Extensive speaking is
telling a story; the language used is carefully considered (prepared in
advance) and may have a clear etiquette. Extensive talks refer to complex,
long, and closely related language strings.
b. Skill development method
Practice speaking skills
Ask learners to present a report, an article, a
marketing plan, a business idea, a new product design or a method, how to
research something... Teachers need to pay attention to the rules for
developing speaking skills:
- Determine clearly the
criteria of the practice section.
- Create a practice that
fits those criteria.
- Suggest an optimal
presentation.
Develop basic speaking skills based on the
development of two main elements, content and way of speaking.
...
...
...
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Ask learners to look at the pictures, photos,
tables ... and repeat. Describe pictures, photos that need to be expressed
long and can be made into a story. Put any picture or set of pictures or
photos for learners and require them to speak in a certain period of time.
Learners can develop vocabulary through pictures, or link elements and
ability to speak fluently. When they want to develop grammar or other text
features, they can still do it this way.
Practice skills to tell a story, a current
event
Learners hear or read a story or a current event
and retell. Learners have the task of transforming from listening to an
original to create a written text with communicative characteristics and
relationships, with stress, fluency, and connected to listeners.
Train high-level speaking skills
Request to translate long texts. Learners read
the text written in the first language, then translate it into Vietnamese.
Texts can be a conversation, product development guidelines, a summary of a
movie, a play, a short story, a guide to find a place on the map ... The
advantage of translation practice is to control the content of text,
vocabulary, grammar and textual structure.
2.2.4. Writing skills
a. General skills:
Write a text with logical and close outline,
appropriate and smooth style about many complicated areas, help learners
recognize key points in the text easily.
b. Specific skills:
...
...
...
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Write essays that describe experiences and
stories in a clear, coherent, rich, textual style appropriate to the chosen
genre.
Writing reports and theses:
- Write reports or theses
with reasonable structure, clear thesis system, strong arguments.
- Write clearly, coherently complex
reports, articles or essays, with rich content or give sharp reviews,
suggestions, or comment on literary works.
Write with interaction
+ General description of interactive writing
skills
Write like Vietnamese people with upper secondary
education or higher.
+ Write correspondence
Write like Vietnamese people with upper secondary
education or higher.
...
...
...
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Write like Vietnamese people with upper secondary
education or higher.
Processing texts
Summarize information from different sources,
summarize it and write it into a presentation that has a strong, clear
argument.
Accuracy of spelling
Write correctly without spelling mistakes.
2.2.4. Writing skills
a. Teaching orientation
Practice skills to write essays, reports, to
express personal views, evaluate another writing, or discuss, criticize, or
write research papers.
b. Skill development method
...
...
...
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- The aim is to
strengthen learners with the following skills:
Skills to write a description of a place.
Skills to write topic sentence focusing on a
strong impression.
Skills to give impression with descriptive
details.
Skills to organize paragraphs with spatial
arrangement.
Linking skills by connecting the descriptions.
Skills to describe specific places in the
writings of other writers as they read.
Descriptive skills by using past tense.
Skills to use position-marking sentence
structures.
...
...
...
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Practice skills to write about a place that has
made a strong impression in the past.
Practicing writing skills focusing on a key
impression.
Practicing skills to highlight the key impression
by detailed description.
Practice organizational skills in space.
Practice linking skills by connecting words for
the description genre.
Practice skills to use spatial adverb clauses.
Practice skills to use the Internet to develop
descriptive abilities.
Practice skills to write about a place that
impresses in the present.
Methods of practicing writing reports and
theses
...
...
...
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Skills to express personal views when writing an
overview of the thesis.
Skills to comment on many texts they read about
the same topic.
Skills to write personal report after study time.
Skills to organize a scientific document.
Skills to write draft thesis.
Skills to evaluate a thesis.
Skills to search for scientific information.
- Specific methods:
Practice skills to review many texts read about
the same topic.
...
...
...
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Practice skills to organize written texts/draft
thesis.
Practice writing written texts, writing draft
thesis.
Practice assessment skills and self-assessment of
scientific texts.
Practice skills to adjust written texts, draft
thesis.
Practice skills to improve written texts, draft
thesis.
Review a text
- The aim is to
strengthen learners with the following skills:
Skills to write reviews of another person's text.
Skills to read and comment other people’s texts.
...
...
...
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Skills to write critiques.
Skills to identify potential readers of the
written texts.
Skills to learn and develop topics.
Skills to organize written texts.
Skills to write draft written texts.
Group discussion skills to evaluate and critique
texts.
Skills to modify draft written texts.
Skills to improve written texts.
Analyze a debate text
...
...
...
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Skills to comment on a debated text.
Skills to discuss and record about debating
documents.
Skills of writing debate.
Skills to identify potential readers.
Skills to search information and develop topics.
Skills to organize debated written texts.
Skills to write drafts, a discussion.
Skills to discuss in group on debated written
texts.
Skills to edit text after discussion.
...
...
...
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- Specific method:
Practice reading skills in debating text..
Practice debating and writing debating
skills.
Practice skills to comment on debated text.
Train skills to determine written text tasks.
Skills to identify potential readers.
Practice skills to find and develop topic.
Skills to organize written texts.
Practice the skill of writing a draft for
discussion.
...
...
...
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Practice editing skills after discussion.
Practice skills to perfect the argumentative
written texts.
Write a research paper from different sources
of information
- The aim is to
strengthen learners with the following skills:
Skills to determine the task of the research
paper.
Skills to find topics and collections of
documents.
Skills to identify favorite topics.
Skills to summarize an article, research paper.
Writing skills an expected study.
...
...
...
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Skills to identify potential readers.
Skills to focus on the writer's main ideas..
Skills to write outlines.
Skills to organize research papers.
Skills to write a draft for discussion in the
group.
Complete written texts.
- Specific method:
Practice skills to find topics and gather
documents.
Practice skills to summarize an article, research
paper.
...
...
...
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Practice writing skills for a planned study.
Skills to search for necessary information.
Practice skills in collecting materials and
interviewing.
Practice skills to determine what kind of readers
who will read their writing.
Practice skills to focus on key ideas.
Practice skills to outline writing.
Practice skills to organize research papers.
Practice skills to write a draft paper for group
discussion.
Practice skills to complete a research.
...
...
...
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The purpose of practice skill of writing
correspondence is to enhance the skills of writing recommendations, giving
opinions to support a candidate to apply for a program or to apply for
university or postgraduate. Learners write to present their assessment and
provide evidence, information, explain some weaknesses or unknowns in the
profile of the referred person, mention the advantages of the candidate ...
help the recruiter in decision making.
III. IMPLEMENTATION GUIDE
1. TEACHING
METHOD
1.1. Methods of teaching language skills
Listening, speaking, reading and writing skills are
taught separately or integrated depending on the needs and purpose of the study
in each case. Although they taught through sub-skills, specific methods, these
skills are integrated activities ... All forms of communication are a means to
learn language, to discover ideas about life and people.
a. Developing learners' listening and speaking
skills is very important. In terms of the effectiveness of verbal and nonverbal
communication in speech, response, teachers should pay attention to the proper and
effective use of language when organizing and developing ideas for listeners,
in communication context and at specific times. It is necessary to teach
listening - speaking from the beginning at low levels. Whether speaking simply,
or telling a story, presenting a speech, a presentation report ... they are all
good ways to develop listening and speaking skills.
b. Reading is the process that needs to be
connected with the experience of speaking and listening. Reading instructions
must take into account the general needs of the learner as well as their
individual abilities and will. It is necessary to focus on their ability to
understand, explain and context in the text; because those are inseparable
things. It is advisable to support reading text with introductions,
annotations, graphs, images, table of contents, appendices ....
Read aloud (verbally) to develop pronunciation, use
intonation, different from reading to understand a text. The silent reading
needs to be instructed by the instructor and there is a time limit. Teachers
must develop appropriate, clear and meaningful reading texts; there are
instructions for reading and regulating reading time. Activities and open
questions during the reading process will encourage learners to have
diversified feedback, critical thinking and creativity.
It is very important for teachers to intervene and
support learners to make them feel supported. The teacher's responsibility is
to encourage learners to experience joys, sorrows and satisfaction ... through
short stories, novels (literature), encourage and create ways to expand the
interest of learner. The natural language of a book will provide the use of
sentence patterns and vocabulary, help learners develop language skills.
...
...
...
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c. The writing ability is mainly due to regular
practice and writing. Writing is a complex process that mixes with thought,
allowing writers to explore ideas, visualize and concretize ideas. The ultimate
goal of teaching writing is to make learners able to write Vietnamese
independently. However, teaching writing is not only about writing, but also
the process that learners and teachers cooperate with each other to enhance
writing ability for learners.
Learners have the ability to write stories and
autobiographical texts according to the textual models they have learned about.
These models are not models available for them to mimic mechanically, but are
examples from which learners derive the nature, structure and content of the
story, provided and discussed in a certain time, to understand and use them.
Learners need to gradually read and practice
their own text editing.. Initially, this should be collaborated and helped by
teachers. Next, learners can help each other. In order to point out mistakes of
learners, teachers should introduce a set of conventions that everyone must
follow. The editor can provide a list of things to check, as an appendix, to
introduce recognized common conventions.
1.2. Methods of practice
a. Discussion practice: The group
interaction helps learners develop listening and speaking skills through a
variety of perspectives and consideration of different hypotheses according to
different points of view. Discussion is also helpful for developing reading and
writing skills: enhancing understanding of complex ideas while reading texts
and creating ideas for writing controversial articles.
b. Role play: With this method, students
will learn through observation and action. This method helps develop language
and social language skills through problem solving and communication. Role-play
can be used effectively after reading, it is time to build up the idea that has
just been gained from reading the text and practicing the conversation to
discuss and comment.
c. Question-and-answer practice: The process
of asking questions, collecting information about the structure and usage of
language, analyzing text and drawing conclusions about the author's purpose ...
has the effect of encouraging people; actively participate in the writing and
fulfill their academic tasks.
d. Cooperative learning practice: Learners
who gather in small groups to learn each other's language will gain more
results through interaction. This helps to use language naturally in the
environment. Training in reading and writing can also work together.
e. Practice by participating in projects: In
the work of a project, writing a thesis ..., learners also develop all four
language skills, even though they study independently with teachers. This
method also allows learners to create and develop research skills.
...
...
...
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2. INSPECTION,
EVALUATION
Prepare learners to enjoy and use language skills
rather than memorizing knowledge content. Therefore, in inspection and
evaluation, attention should be paid to the examination and evaluation of
language skills.
2.1. Assessment form
a. Regular assessment: This form is carried
out continuously throughout the learning process through homework, answering
questions, classroom tests and group discussions. Regular assessment encourages
learners to adjust their knowledge and skills to use Vietnamese language, help teachers
assess the learning outcomes of students, the objectives of the course, and
adjust their teaching accordingly. Teachers must provide assessment information
to learners on a regular basis.
Periodic assessment: This is a traditional
form of final examination, to comprehensively evaluate the entire course,
determine if the assessed learners are appropriate to study in a higher level
class, course or university taught in Vietnamese language.
2.2. Requirements of inspection and evaluation.
Guarantee of validity: the assessment must be
closely linked to the program's objectives to ensure the validity of the
content.
Guarantee of reliability: Reliability can be
achieved through clear scale points.
Guarantee of practicality: Checking and evaluating
must be easy for organization and management. Assessment tests are closely
related to the teaching and learning and towards the goals of the program.
...
...
...
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Ability and skills of learners can be tested
through a variety of assessment methods. In order to choose the most
appropriate assessment, it is advisable to consider the purpose of the specific
assessment, consider the time and available resources, consider the age and
level of development of the learner. Testing and evaluation can use both
objective and subjective assessment methods. Here are some commonly used
reviews and assessment tools:
a. Give objective tests:
With this type of test, the learner chooses the answer
to a question. Candidate's answer time for each question is short, marking is
considered objective and quick. Examination and evaluation of objective tests
can use some of the following techniques: multiple choice questions, two
options, matching test questions, explanatory test questions, fill in the
blank, writing short answers...
b. Give essay tests
The essay test asks the candidate to write an essay
with limitations about the length, content and nature of the answer, or it can be
expanded, allowing the candidate to be freer while writing the essay. Essay
test often requires deep understanding and high thinking skills while doing.
The writers' skills are reflected in essay tests such as research skills,
analytical skills, information synthesis skills, presentation skills...
c. Learners’ self-assessment and evaluation
Self-assessment: The learner examines and evaluates
his performance of tasks and abilities according to defined standards and
criteria. Learners may also be asked to answer questions to express their
attitudes and beliefs. This is also part of the students' self-reporting.
Peer assessment: This way of checking and
evaluating helps develop and promote learning cooperation among learners
through feedback on their products and tasks. Learners are required to use
grading standards to assess their peers. This is a very useful technique in
large classes where the teacher cannot grade all the work and products of every
student in the class. This way of checking and evaluating applies depending on
the local cultural characteristics to avoid infringing on the privacy of
learners.