Thông tư 28/2021/TT-BGDĐT Chương trình Giáo dục thường xuyên về tiếng Anh thực hành

• Số hiệu: 28/2021/TT-BGDĐT
• Loại văn bản: Thông tư
• Nơi ban hành: Bộ Giáo dục và Đào tạo
• Người ký: Nguyễn Hữu Độ
• Ngày ban hành: 20/10/2021

MINISTRY OF EDUCATION AND TRAINING --------	SOCIALIST REPUBLIC OF VIETNAM Independence – Freedom - Happiness ---------------
No. 28/2021/TT-BGDDT	Hanoi, October 20, 2021

CIRCULAR

ON PROMULGATION OF THE PRACTICAL ENGLISH PROGRAM FOR CONTINUING EDUCATION

Pursuant to Law on Education dated June 6, 2019;

Pursuant to Decree No. 69/2017/ND-CP dated May 25, 2017 of the Government defining the function, tasks, powers and organizational structure of the Ministry of Education and Training;

According to the Minutes of the Appraisal Council of the Practical English Program for Continuing Education;

At the proposal of the Director of Continuing Education Department;

The Minister of Education and Training promulgates a Circular on promulgation of the Practical English Program for Continuing Education.

Article 1. Promulgation of the Practical English Program for Continuing Education.

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The Practical English Program for Continuing Education promulgated together with the Decision No. 66/2008/QD-BGDĐT dated December 2, 2008 of the Minister of Education and Training applies until the provisions in Article 2 of this Circular is implemented.

Article 3. The Chief of Office, Director of Continuing Education Department, Heads of relevant affiliates of the Ministry of Education and Training, Directors of Education and Training Departments, Heads of education and training institutions, Heads of continuing education centers, vocational education and continuing education centers, foreign language and informatics centers are shall implement this Circular./.

PP. MINISTER
DEPUTY MINISTER




Nguyen Huu Do

PRACTICAL ENGLISH PROGRAM FOR CONTINUING EDUCATION

 (promulgated together with Circular 28/2021/TT-BGDDT dated October 20, 2021 of Minister of Education and Training)

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I. FEATURES

II. VIEWPOINTS OF PROGRAM DEVELOPMENT

III. PROGRAM OBJECTIVES

3.1. General objectives

3.2. Detailed objectives

IV. ELIGIBILITY REQUIREMENTS

4.1. Eligibility requirements for capacity and quality

4.2. Eligibility requirements for proficiency

V. PROGRAM CONTENTS

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5.2. Specific content

VI. EDUCATION METHOD

6.1. The guiding principles of communicative language teaching

6.2. Certain specific educational methods for learners

6.3. The role of teachers

6.4. The role of learners

VII. EVALUATION OF EDUCATIONAL OUTCOME

7.1. Evaluation purpose

7.2. Evaluation principles

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7.4. Evaluation content

7.5. Evaluation form

VIII. EXPLANATION AND GUIDE FOR PROGRAM IMPLEMENTATION

8.1. Allocation of teaching time

8.2. Teaching conditions

8.3. Management and implementation of the Program

I. FEATURES

The Practical English Program for Continuing Education (hereinafter referred to as the Program) is designed for those studying at continuing education institutions, including: continuing education centers, centers for vocational education and continuing education, foreign language and informatics centers, community learning centers and educational and training institutions that implement continuing education programs. Learners of this Program are diverse in terms of age, occupation, purpose, habits and learning conditions.

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The Program consists of 6 levels, developed on the basis of the Vietnam's language proficiency framework (issued together with the Circular No. 01/2014/TT-BGDDT dated January 24, 2014 of the Minister of Education and Training), in the direction of developing communicative competence for learners through a system of communication functions and tasks in the form of skills of listening, speaking, reading and writing appropriate to the context and situation and specific communication situations, in which language knowledge is a means to form communication competence. Communication skills and language knowledge are acquired based on themes and topics suitable to learners' needs, interests and abilities in order to meet the achievements specified in the Program.

The Program is designed in an open and flexible way to meet the diverse needs and learning abilities of learners and designed in a practical and suitable manner to meet the English teaching and learning conditions in varied localities. The Program can be implemented in many forms such as classroom learning, guided self-study, and learning outside the classroom in a variety of ways (face-to-face learning, online learning, blended learning).

II. VIEWPOINTS OF PROGRAM DEVELOPMENT

The Program is developed theoretical and practical foundations, updating research achievements in education, psychology, English teaching methods for continuing education of Vietnam and the world; focusing on the socio-economic characteristics and cultural traditions of Vietnam.

The Program is developed the basis of the 6-level Foreign Language Competency Framework for Vietnam to develop learners' capacity, taking communication ability as a specific ability of the teaching process; Language knowledge is a means to form and develop communicative competence through listening, speaking, reading and writing.

The Program ensures the development of teaching content in the direction of a multi-component approach, including (i) communicative competence units; (ii) the linguistic knowledge system (iii) the system of themes and topics that is selected, meaningful, suitable to the learners' learning environment, activities and work, with the development of communicative competence to meet the requirements for each learning stage.

The Program ensures that learners' learning activities are centered in the teaching process. Learners' English communication ability is developed through active, proactive and creative learning activities. The teacher is the one who organizes and guides the teaching process, encourages learners to participate in communication practice activities to the maximum extent and gradually improves their self-study ability.

The Program ensures the continuity and progression of English teaching between learning stages. The continuity and progression is shown specifically that after each stage, learners reach one level of the Vietnam's language proficiency framework as prescribed in the Program.

III. PROGRAM OBJECTIVES

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The Program is designed to contribute to the development of necessary competencies, values ​​and qualities so that learners can improve their general education as well as their professional qualifications; form a sense of self-study and lifelong learning; become global citizens in the era of international integration.

The Program forms and develops learners' ability to communicate in English by equipping them with necessary knowledge and skills in practical English based on the Vietnam's language proficiency framework, thereby helping learners use English to meet the needs of work and life, pursue higher academic goals or can work immediately after finishing each stage or the entire Program.

3.2. Detailed objectives

After completing the Program, learners are expected to:

- Obtain knowledge of English phonetics, vocabulary and grammar to use according to their needs;

- Communicate fluently in English through four skills of listening, speaking, reading and writing to meet personal needs in life and work;

- Have a good attitude and feelings towards the country, people, culture and language of English-speaking countries; understand and respect the diversity of cultures; be proud, love and respect the culture and language of Vietnam; and also reflect Vietnamese cultural values ​​while using English.

IV. ELIGIBILITY REQUIREMENTS

4.1. Eligibility requirements for capacity and quality

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4.2. Eligibility requirements for proficiency

The specific proficiency to be achieved for learners is described by each level and by the four communication skills: Listening, Speaking, Reading and Writing based on the 6Vietnam's language proficiency framework.

Listening

Speaking

Reading

Writing

Level 1

- Follow and understand speech (commands, instructions, utterances, simple conversations) when they are articulated slowly, clearly, with pauses to acquire and process information.

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- Describe someone, where they live and what they do;

- Ask and answer simple questions, initiate and respond to simple commands in areas of interest and on familiar topics;

- Perform transactions on goods and services in a simple way, deal with numbers, volumes, costs and time;

- Can use the most simple polite words and expressions on a daily basis, including: greetings, introductions, saying please, thank you, sorry,...

- Understand very short and simple texts about learned topics such as yourself, family, work, friends;

- Recognize proper names, familiar words, and the most basic phrases on simple notes, often encountered in everyday communication situations;

- Follow short, simple directions (e.g. go from X to Y).

- Write short phrases and sentences about yourself, your family, and your workplace;

- Request or provide personal information in writing;

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Level 2

- Understand phrases and expressions related to daily necessities (about family, yourself, shopping, place to live and work...) when they are articulated slowly and clearly;

- Understand the main ideas in familiar daily conversations and transactions when they are articulated slowly and clearly;

- Understand the topic others are discussing when they speak clearly and slowly;

- Understand and recognize some simple information presented on radio/TV when it relates to topics that are close to everyday life.

- Communicate (including asking, answering and exchanging ideas) simply and directly in short conversations on close topics and with the help of others when needed;

- Carry out simple communication such as describing, telling stories, making announcements...;

- Understand and participate in discussions, work in groups on simple topics: meeting, planning the weekend, giving suggestions...;

- Communicate their views and opinions in simple and concise social situations but cannot maintain conversations. For example: describing feelings and attitudes in a simple way and expressing agreement or disagreement with another person's opinion;

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- Understand short, simple texts on familiar, specific topics expressed in familiar everyday language or words that appear with high frequency;

- Find specific and recognizable information from simple everyday documents such as advertisements, menus, schedules, lists...;

- Read and understand signs and daily notices in public places.

- Write simple clauses and sentences connected by conjunctions, e.g. “and”, “but”, “because” in simple, familiar topics;

- Write simple messages;

- Write and respond to simple personal messages;

- Write simple phrases and sentences using linking words like “and”, “but” and “because”;

- Write descriptions in familiar topics such as describing people, places, jobs or learning experiences.

Level 3

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- Identify the main ideas in clearly presented speeches on common topics in life, work or school, including stories when they are articulated clearly in the common standard dialect;

- Listen and understand clearly spoken sets of instructions, notices or short messages;

- Grasp the main ideas of long discussions when the text is clearly spoken.

- Communicate with relative confidence on familiar issues related to their interests, studies and employment;

- Exchange, check and confirm information, explain and handle arising problems;

- Present opinions on cultural topics such as movies, books, music, ...;

- Participate in conversations on familiar topics without preparation, express personal views and exchange information on familiar topics related to personal interests, study, work or life daily.

- Read and understand texts containing clear information on topics related to their majors and fields of interest and interest;

- Read for gist, understand key words and important details from multiple parts of a simple text on common topics or informational passages in a variety of contexts;

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- Collect and synthesize information from many parts of a document or from many different documents in order to accomplish a specific task;

- Can recognize the main points of a passage, even if it is not understood in detail.

- Write simple, cohesive texts on topics of familiarity or personal interest by connecting isolated groups into structured writing;

- Show good control over simple structures but still struggle with some complex ones; some expressions are not natural;

- Can write simple texts such as letters and short essays in a logical, coherent way, on familiar topics describing personal experiences, feelings, and reactions.

Level 4

- Listen to and understand live or replayed talks on familiar and unfamiliar topics in personal, social, academic or professional life when they are articulated clearly and in a standard voice;

- Understand the main ideas of complex speeches both in content and in language, articulate in standard language on concrete or abstract issues (including technical discussions, presentations) in their area of ​​expertise;

- Identify the main ideas of long discussions when listening directly, provided the text is clearly spoken;

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- Communicate independently on many topics, have coherent arguments and structures, connect ideas in presentation, use words fluently and accurately;

- State the meaning of an event or personal experience, explaining and defending one's point of view clearly with coherent and appropriate reasoning;

- Exchange, check and authenticate information, handle rare situations in life and explain the causes;

- Give brief explanations for ideas, plans and actions;

- Make short, well-prepared announcements on a familiar topic in an easy-to-understand way, despite errors in accent or intonation.

- Reads relatively independently, with the ability to adjust reading style and reading speed according to each type of text (description, brochure, article, essay) and reading purpose and use of selectively appropriate relevant references;

- Read long texts to determine what to look for, gather information from many parts of a text, or from many different texts to accomplish a particular task;

- Identify the main conclusions in the essays;

- Identify the main points in the passage even though they do not understand in detail;

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- Write detailed, clear articles on a variety of topics of interest, providing information and arguments from a number of sources;

- Can write simple, understandable, and coherent descriptive or narrative texts on familiar and preferred topics by linking specific events in chronological order;

- Communicate information and ideas on concrete or abstract topics, examine information, request information or explain problems with appropriate precision;

- Write letters or personal notes to request or quickly convey simple information, convey the point that you consider important.

Level 5

- Follow and understand long speeches on complex and abstract topics even when the structure of the talk is unclear and the relationships between ideas are not clear;

- Follow and understand lively conversations between native speakers;

- Follow and understand abstract arguments or debate;

- Understand the necessary information when listening to announcements through the mass media.

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- Perform well the role of interviewer and interviewee, expand and develop the topic discussed fluently without any support and handle off-topic parts well;

- Change intonation and correct sentence stress to express subtle nuances of meaning;

- Use correctly, confidently and effectively pronunciation, vocabulary and grammatical structures in communication, but sometimes you still have to stop sentences, change ideas and find other ways of expressing yourself;

- Recognize many idiomatic or colloquial expressions, perceive changes in communication, but sometimes still have to ask for details, especially when hearing unfamiliar voices.

- Understand in detail long, complex texts, including those not in one's area of ​​expertise, provided that difficult passages are re-read;

- Understand thoroughly a variety of long, complex texts commonly encountered in social life, work or academic settings, and identify subtle details such as implicit or explicit attitudes or opinions;

- Understand the types of letters, but sometimes have to use a dictionary;

- Thoroughly understand long, complex instructions on a new machine or process, even unrelated to your area of ​​expertise, but still need to re-read difficult passages;

- Summarize long, difficult passages of text.

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- Write detailed, clear, well-structured articles on complex topics, highlighting important ideas, expanding arguments and supporting points of view with evidence, specific examples and summary leads to appropriate conclusions;

- Write clear and detailed descriptive and creative writings with a tight structure, with a confident, personal, natural style that is suitable for readers;

- Write clear, well-structured commentary on complex topics, emphasizing relevant important points;

- Write, develop ideas and defend your point of view with a certain length, with specific opinions, arguments and proofs;

- Express yourself clearly and precisely in your personal letters, use language flexibly and effectively, including expressing emotions, insinuations and jokes;

- Write long and difficult text summaries.

Level 6

- Follow and understand lectures or specialized presentations that use multiple dialects, contain cultural elements or unfamiliar terms;

- Understand delicate, complex or controversial issues such as law, finance, even reaching the level of expert knowledge;

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- Follow and easily understand complex dialogues and conversations between native speakers in debates and group discussions, even when the content is on abstract, complex, unfamiliar topics and use a lot of idioms;

- Understand all announcements and instructions whether heard directly or through the media without any difficulty even in noisy environments/situations,...;

- Enjoy all radio or TV programs effortlessly.

- Accurately convey subtle nuances of meaning using a variety of modifiers with great precision;

- Fluently use idiomatic expressions with a clear awareness of layers of meaning. Change the wording to avoid communication difficulties and express it so fluently that the interlocutor hardly notices it;

- Accurately convey subtle nuances of meaning using a variety of modifiers with great precision;

- Present a complex topic confidently and clearly to an unfamiliar audience using structure and flexibly adapting the conversation to the needs of the listener;

-Converse freely about personal and social life without any language restrictions;

- Maintain your point of view while participating in the interview, rearranging and reorganizing the exchange content in accordance with the native speaker's expression style;

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- Use correct, appropriate and effective pronunciation, vocabulary and grammatical structures in communication;

- Feel the full socio-linguistic and socio-cultural effects of the language used by native speakers and respond appropriately;

- Act as an effective bridge between foreign language users and native language users, being aware of socio-cultural and linguistic-cultural differences.

- Understand, select, and critically use most types of text, including abstract, structurally complex texts, and literary and non-literary works; understand a variety of long and complex texts, appreciate the slight differences between styles, between literal and figurative meanings;

- Quickly skim long and complex texts to locate useful information;

- Quickly determine the content and usefulness of articles and reports on a variety of professional topics to decide whether to read more carefully;

- Understand the types of letters, but sometimes have to use a dictionary;

- Thoroughly understand long, complex instructions on a new machine or process, even unrelated to your area of ​​expertise, but still need to re-read difficult passages;

- Summarize information from different sources, make arguments and evidence to restate the problem in a coherent way;

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- Write clear, fluent, tight and detailed articles with appropriate style and logical structure, helping readers see the key points in the article;

- Write detailed, clear, well-structured articles on complex topics, highlighting important ideas, expanding arguments and supporting points of view with evidence, specific examples and summary leads to appropriate conclusions;

- Write essays that describe experiences and stories in a clear and concise manner, rich in meaning and attractive, in a style appropriate to the chosen genre;

- Write clear, concise, complex reports, articles or essays on an issue, or provide sharp judgments on proposals, or comment on works literature;

- Express yourself clearly and precisely in your personal letters, use language flexibly and effectively, including expressing emotions, insinuations and jokes;

- Summarize information from a variety of sources, thereby demonstrating the ability to structure arguments and writing coherently about the overall outcome.

V. PROGRAM CONTENTS

5.1. General content

The teaching content in the Program is designed according to a multi-component structure, including: (5.1.1) units of communication competence articulated through communication tasks and functions in the form of listening, speaking, reading, writing; (5.1.2) list of linguistic knowledge articulated through phonetics, vocabulary, grammar; (5.1.3) system of themes and topics; (5.1.4) other competencies.

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Communicative competence is the ability to apply linguistic knowledge (phonics, vocabulary, grammar), socio-linguistic knowledge, language skills (listening, speaking, reading, writing) and appropriate communication strategies to perform communication activities in meaningful situations or contexts with different subjects of communication in order to meet their own communication needs or the communication requirements of society. In the Program, communicative competence is demonstrated through communication functions and tasks in the form of listening, speaking, reading and writing. The list of communicative competencies to be selected shall be open, highly practical, closely related to topics and topics and only suggestive. Developers of teaching materials and teachers can adjust and supplement the list of communication competencies on the basis of suitability with themes and topics, meeting the needs, interests and learning abilities of learners to achieve the goals set out in the Program.

5.1.2. Language knowledge

Language knowledge in the Program includes phonetics, vocabulary, and grammar. Language knowledge acts as a means to help learners form and develop communicative competence through the four skills of listening, speaking, reading and writing. In the Practical English Program for Continuing Education, depending on the specific goals of the learners, attention should be paid to equip them with language knowledge related to specialized English in addition to the knowledge that meets the needs of English communication needs in daily life.

5.1.3. System of themes and topics

The teaching content of the Program is built on the basis of themes and topics suitable for each learning stage and target learners. Themes and topics to be selected shall be open, in line with Vietnam's cultural and social values, ensuring international integration, and in line with the requirements for developing communicative competence prescribed for each learning stage as well as the learner's career-oriented goals. The Program is developed based on four main themes: Personal, Education, Career and Society. Each theme has a collection of topics related to that theme. Developers of teaching materials and teachers can adjust and supplement the list themes and topics to meet the needs, interests and learning abilities of learners to achieve the goals set out in the Program.

5.1.4. Other abilities

Other competencies such as intercultural communicative competence, self-study capacity, lifelong learning that are taught and integrated in communicative competence, language knowledge and a system of themes and topics, suitable to the needs of students. Objectives and requirements to be achieved are specified in each competency level according to the Vietnam's language proficiency framework.

5. 2. Specific content

The specific teaching content of the Program is designed according to the proficiency levels of the Vietnam’s language proficiency framework, in specific:

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Phonetics

Vocabulary

Grammar

Vowels, consonants, consonant combinations, word stress, intonation,...

About 500 words

Nouns (singular, plural), personal pronouns, demonstrative pronouns, possessive adjectives, stative verbs, adverbs of frequency, prepositions of place, time, numbers, ordinal numbers, conjunctions, articles, relative and absolute comparisons, imperative sentences, questions (What , How, Who,...), Yes/No questions, simple present tense, simple past tense, present continuous tense, simple future tense,...

Details

Theme/Topic

Communicative competence

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Themes: Personal, Education, Career and Society

Topics: country, nationality, language, time, seasons and weather, places, hobbies, leisure activities, sports, favorite occupations, family, school and classroom, home , room, furniture, color, size, mass, body parts and appearance, food, drink, direction, health, mood and emotion, dress, shopping , price, daily activity, individual personality, animals, plants,...

Listening

- Listen and understand familiar words, very simple phrases about yourself, your family, your profession, where you live, shopping, ...

- Listen and understand simple sentences, short conversations about learned topics.

Speaking

- Speak simple words and phrases on familiar topics.

- Ask and answer simple questions on familiar topics.

- Speak simple sentences about family, acquaintances, place of residence, education level, occupation,... (with help).

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- Read and understand familiar words, simple sentences about learned topics.

- Read and understand short, simple texts on learned topics.

- Read and understand simple notices, posters, personal letters, etc

Writing

- Read and understand familiar words, simple sentences about learned topics.

- Write simple postcards, fill in personal information such as name, occupation, nationality, address, ...

- Write a simple personal letter (with hints).

Phonetics

- Single vowel

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- Consonant

- Consonant combination

- Word stress

- Intonation

Vocabulary

Words related to theme/topic level 1

Grammar

- Nouns (singular, plural)

- Personal pronouns

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- Possessive adjectives

- Stative verbs (can / can't / could / couldn’t)

- Adverbs of frequency

- Prepositions of time and place

- Cardinal number

- Ordinal numbers

- Conjunctions (and, but, or)

- Articles

- Relative comparison and absolute comparison

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- Going to

- How much/how many

- I'd like

- There is/are

- Verb + ing: like/hate/love

- Imperative sentences (+/-)

- What, How, Who,...questions

- Yes/No questions

- Past simple tense

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- Present continuous tense

- Simple future tense

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5.2.2. Level 2

Phonetics

Vocabulary

Grammar

Simple vowels, diphthongs, consonants, consonant combinations, word stress, sentence stress intonation,...

About 1000 words (excluding vocabulary learned in the previous level)

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Details

Theme/Topic

Communicative competence

Key language knowledge

Themes: Personal, Education, Career and Society

Topics: field of study, work and career opportunities, travel, hotels, childhood, inventions, weather and climate, personal biographies, places, public works, clothing and accessories, personal interests and hobbies, sports, life changes, characters and events, health care, music, household appliances,...

Listening

- Listen to understand detailed information of conversations, monologues about work, study, entertainment activities, ...

- Listen and understand key information from radio or television programs on familiar topics that are spoken slowly and clearly.

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- Speak simple sentences about your family, hobbies, occupation, daily activities, dreams, ambitions,...

- Talk about reasons and explain personal opinions.

- Retell the content of the story, movie, book,... read/watched with personal expression.

Reading

- Read and understand words, phrases and sentences related to specific occupations.

- Read and understand personal letters describing events, feelings, wishes,...

Writing

- Write simple, seamless sentences on familiar topics.

- rite a personal letter describing your experiences and feelings.

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- Single vowel

- Diphthongs

- Consonant

- Consonant combination

- Word stress

- Sentence stress

- Intonation

Vocabulary

Words related to theme/topic level 2

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- Articles

- Reflexive pronouns

- Nouns (countable/uncountable)

- Adverbs of frequency, manner, degree

- Adjectives and modifiers for adjectives

- Word order of adjectives

- Adjectives -ing and -ed

- Regular and irregular verbs

- Gerund used as subject and object

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- Verbs with/without to after some verbs and adjectives

- Infinitive verbs with to indicating the purpose

- Prepositions

- Relative comparison and absolute comparison

- Possessive case

- A few / a little

- Too / not enough

- Can / could (used in requests)

- Should (used in advice)

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- Be like (used in description)

- Going to / will (to predict, refers to future activities)

- So /such

- When / while

- Must /might (for inference)

- As soon as

- Be able to / good at

- Although / however

- Used to

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- What, Who, When, How, Why questions

- Imperative sentences

- Conditional sentences (type 1)

- Past simple tense

- Past continuous tense

- Present simple tense (refers to a future action)

- Present continuous refers to actions in progress and actions in the near future

- Present perfect

- Passive voice in present simple

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5.2.3. Level 3

Phonetics

Vocabulary

Grammar

Diphthongs, consonants, consonant combinations, word stress, sentence stress, sentence stress and rhythm, intonation, unstressed words, written/pronounced abbreviations, consonant connections and vowels, homonyms, etc.

About 1500 words (excluding vocabulary learned in the previous level)

Reflexive pronouns, adverbs of manner and modifiers, modal verbs (inference about present and past actions and past events), linking words, gerunds and infinitives, passive voice, relative clauses (definite / indefinite), adverbial clauses (clauses -ing), time clauses, question tags, declarative sentences, conditional sentences of type 0, 1, 2, past simple and present perfect, present perfect continuous, past perfect tenses,...

Details

Theme/Topic

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Key language knowledge

Themes: Personal, Education, Career and Society

Topics: interviewing, hiring, pursuing science and art ambitions, appearance, clothes, personality, housework, vacations and travel, food, household furniture and appliances, weather, seasons and climates, books, movies, television, folk art, crime, adjudication, political systems, the modern world, family relationships, flora and fauna, consumer services, charity work,...

Listening

- Listen and understand speeches and lectures with relatively complex content on familiar topics.

- Listen, understand and guess the meaning (through the expression of the speaker's attitude and feelings) in familiar monologues and conversations of daily life.

Speaking

- Make relatively detailed discussions on familiar topics.

- Give your own opinion and explain the advantages/disadvantages when discussing the learned topics.

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- Read and understand simple articles and reports on familiar topics.

- Read and understand short stories with simple content.

Writing

- Write coherent, detailed, linked sentences on the learned topics.

- Write essays, reports,... on familiar issues.

- Write a letter describing the event that happened.

Phonetics

- Diphthongs

- Consonants, consonant combinations

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- Sentence stress and rhythm

- Rising and falling intonation

- Question intonation (consolidation and expansion)

- Interrogative questions (Yes/No questions) and questions with question words

- Tag questions

- Words without stress

- Sentence stress

- Abbreviated forms of writing/pronunciation

- Linking sounds between consonants and vowels

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Vocabulary

Words related to theme/topic level 3

Grammar

- Reflexive pronouns

- Adverbs of manner and modifiers

- Modal verbs (infer about actions and events happening in the present and past)

- Adjectives -ing and -ed

- Connecting words: although, even though, however, in case, despite, in spite of,

- Gerund and infinitive verbs

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- Neither / so do I

- Look + adjective, look like + noun

- Be able to / can / manage to

- Have and have got

- Be allowed to / be supposed to

- A /few and a / little

- Always is used with the present continuous tense

- Wish + simple past tense

- Know, wonder is used in indirect questions

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- Tell and say

- Make, do, let

- Such as / like / as

- Have/get something done

- Passive voice

- Relative clauses (defining / non-defining)

- Adverb clause (-ing clause)

- Time clauses (after, as soon as, before, by the time, once,...) . .

- Tag questions

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- Conditional sentences of type 0, 1, 2

- Past simple and present perfect tenses

- Present perfect tense

- Past perfect tense

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5.2.4. Level 4

Phonetics

Vocabulary

Grammar

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About 3000 words (excluding vocabulary learned in the previous level)

Dynamic idioms, participle adjectives, adverbs of manner and modifiers, compound words, euphemisms, idiomatic expressions, colloquial and slang, modal verbs (present and perfect tenses), passive voice, relative clause, purpose clause, declarative sentence, question tag, present and past tense that refers to habits, present perfect simple and present perfect continuous, simple past tense, past continuous tense, past perfect tense, future perfect tense, future continuous tense, present simple tense, present continuous refers to the future, conditional sentences type 0, 1, 2, 3,...

Details

Theme/Topic

Communicative competence

Key language knowledge

Themes: Personal, Education, Career and Society

Topics: occupations and working conditions, technology and tools of work, education systems, transport, tourism and exploration, crime and law, social relations, festivals, customs customs, sport and recreation, geography and climate, banking, currency, economy, unemployment, markets, marketing, commodities, prices, production, business, commerce,. ..

Listening

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- Listen and understand TV shows and movies.

Speaking

- Speaks relatively fluently in social and work situations.

- Express your personal opinion in relation to the opinions of other participants in the debate.

- Refers to more complex topics and make arguments.

Reading

- Read and understand longer, more complex literary and narrative texts written in different styles.

- Read and understand technical articles and complex tutorials in the field of technology.

Writing

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- Write letters, essays, reports,... on more complex topics.

- Write different types of texts with appropriate style.

Phonetics

- Short/long vowels

- Consonant combination

- Word stress, sentence stress, rhythm

- Intonation (consolidation and expansion)

- Alternative questions

- Tag questions

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- Sentences that explicit suggestion

- Words with stress (special case)

- Words without stress

- Assimilation, connecting vowels with vowels

- Linking sounds between consonants and vowels

- Elision

- Homophones

- Strong and weak pronunciation of the word

- Abbreviated forms of writing/pronunciation

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Words related to theme/topic level 4

Grammar

- Verbs

- Participle adjectives

- Adverbs of manner and modifiers

- Will / going to

- Wish / if only

- Compound words with some, any, no, every

- Although, despite, in spite of, otherwise, unless

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- Euphemism

- Expression in idiomatic, colloquial and slang styles

- Modal verbs (present and perfect tenses)

- Always refers to frequency and is used in continuous tense

- Passive voice

- Relative clause

- Purpose clause

- Reported speech

- Tag questions

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- Present tense and past tense refer to habits

- Present perfect tense and present perfect continuous

- Present simple, present continuous refers to the future

- Future perfect tense

- Future continuous tense

- Conditional sentences of type 0, 1, 2, 3

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5.2.5. Level 5

Phonetics

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Grammar

Vowels, consonants, word stress, sentence stress, rhythm, intonation, stressed words / unstressed words, assimilation, strong and weak pronunciation of words, written forms/ pronunciation abbreviations, consonants, swallowing sounds, homonyms,...

About 4000 words (excluding vocabulary learned in the previous level)

Word order for adverbs, word order for adjectives , inversions and negative adverbs, particle, modal verbs, phrasal verbs and syllables, means of text connection, emphatic structure, continuous tense, past perfect tense, future continuous acting, tag questions, relative clauses, mixed conditionals, passive voice, declarative sentences,...

Details

Theme/Topic

Communicative competence

Key language knowledge

Themes: Personal, Education, Career and Society

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Listening

- Listen and understand different types of texts transmitted live or broadcasted on the media at the same speed and voice as a native speaker.

- Listen, understand and distinguish the differences in the styles of idioms, colloquial expressions in movies, radio and television programs...

Speaking

- Participate in conversations confidently, fluently, using jargon and colloquial expressions.

- Present a description or argument in a coherent and fluent manner with a context-appropriate style and appropriate logical structure.

Reading

- Read and understand texts with complex languages ​​and structures such as manuscripts, specialized articles, literary works, etc.

Writing

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- Write complex letters, articles, reports with logical arguments and relatively coherent structure.

- Write summaries and summaries of literary and specialized works.

Phonetics

- Vowels and consonants

- Word stress, sentence stress, rhythm, intonation

- Stressed words / Unstressed words

- Assimilation

- Strong and weak pronunciation of the word

- Abbreviated forms of writing/pronunciation

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- Elision

- Homophones

Vocabulary

Words related to theme/topic level 5

Grammar

- Word order for adverbs

- Word order for adjectives

- Inversions and negative adverbs

- Particles

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- Ellipsis and elision

- Cohesion

- Emphatic structure (No sooner had I.../ Under no circumstances must you ... So thick was the fog that...)

- Whatever, Whoever, Whenever,... for emphasis

- Continuous tense

- Present perfect continuous tense

- Future continuous tense

- Tag questions

- Relative clause

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- Passive sentence

- Reported speech

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5.2.6. Level 6

Phonetics

Vocabulary

Grammar

Review, consolidate and expand phonological knowledge learned at proficiency levels from Level 1 to Level 5

About 6000 words (excluding vocabulary learned in the previous level)

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Details

Theme/Topic

Communicative competence

Key language knowledge

Themes: Personal, Education, Career and Society

Topics: labor market, career orientation in the era of globalization, future education, religion, science, technology, environment and ecology, politics, tourism, entertainment, modern society, culture, art,...

Listening

- Listen and understand lectures and presentations in professional and professional fields that use a lot of expressions in dialects or specialized terms.

Speaking

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Reading

- Read and understand different types of texts, including those that use abstract language, complex structure, literary or scientific fields that use many specialized terms or jargon.

Writing

- Write texts of high complexity, using a variety of styles and a tight logical structure.

Phonetics

Review, consolidate and expand phonological knowledge learned at proficiency levels from Level 1 to Level 5

Vocabulary

Words related to theme/topic level 6

Grammar

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- Pronouns used in the passive voice: one, you, they

- Adverbs expressing certainty in short answers

- As if + indefinite clause (comparison)

- Were it not for + noun phrase; Whether or not (refers to a condition in a formal situation)

- Should, would (refers to possible future results in polite, formal situations)

- Nor (used with negative structure combined with inversion for emphasis)

- It + be + noun + that clause (for emphasis)

- Don't you... to emphasize requests, suggestions

- How can (rhetorical question)

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- Simple past tense of be + due to (about a schedule of events in the future (with a speaking time in the past)

- Future perfect continuous refers to presumption in the present tense

- Present simple with only when + inversion structure with will refers to the future

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VI. EDUCATION METHOD

The Program adheres to the direction of teaching communicative languages, which uses many different educational methods to promote the active role of learners, take learning as the center, and help learners form and develop their skills. communicative language competence, self-control, and other qualities identified in the Program through meaningful communicative situations with general principles towards communicative language teaching, several main groups of methods. The role of the learner and the teacher allows the application of educational methods suitable to the learners' objects and purposes as follows:

6.1. The guiding principles of communicative language teaching

The approach to teaching communicative languages ​​develops communicative competence for learners through the use of language for meaningful communication purposes with learners. Therefore, this teaching approach ensures the following general principles:

- Focus on real communication activities during language learning

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- Integrate Listening, Speaking, Reading and Writing skills just like in real communication

- Learners are exposed to many communication situations to discover knowledge of grammar

- Combine many teaching techniques

- Promote initiative, creativity and self-learning ability in learners

6.2. Certain specific educational methods for learners

6.2.1. Personalized teaching

Personalizing learning activities allows learners to participate in choosing content and learning methods, enabling learners to learn at their own pace and in a learning style that best suits their interests, abilities, and learning goals.

Personalizing teaching requires teachers to use differentiated teaching methods, diversify learning activities, flexibly use group and pair activities in accordance with learners' actual experiences, with psycho physiological and cognitive characteristics at different ages.

Personalized teaching also focuses on special learners who have learning difficulties, requiring teachers to design their own lesson plans according to a special learning path, suitable for their cognitive development and physical characteristics of learners.

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Integrated teaching is a group of educational methods that help learners mobilize many groups of competencies, skills and knowledge in many different fields to effectively solve problems in learning and in life, thereby develop the necessary communication skills.

Integrated teaching requires the simultaneous development and combination of interdisciplinary and intra-disciplinary content. At the interdisciplinary level, English language teaching is integrated with specialized content such as science, society, culture, etc. At the intra-subject level, it is the integration of competencies constituting communicative language competence (including linguistic competence, social competence, pragmatic competence, and competence to use communication strategies), integrating communication skills including listening, speaking, reading, writing skills, and integrates linguistic, socio-cultural and intercultural communication knowledge.

6.2.3. Developing self-study ability

Promoting self-study capacity, self-study is a prominent feature in teaching methods for adult learners and learners of continuing education programs. Fostering and developing learning methods, self-study capacity, and autonomy of learners will help learners manage their learning in an actively independent way, help learners set learning goals, make self-appropriate decisions, control learning, cognitive processes and learning content.

6.2.4. Using technology in teaching

Technology in the context of international integration plays an important role in the process of language teaching and learning. The development of technology creates a variety of media and learning materials to support teaching and online and blended learning models. It is necessary to exploit multimedia learning materials and diverse classroom organization models to increase opportunities for language use and create convenient and effective learning conditions for different learners.

6.3. The role of teacher

The Program is implemented with diverse learners. Therefore, when implementing the Program, the teacher is the consultant who understands the needs of learners when using English to choose appropriate methods and materials.

Teachers have the role of developing greater autonomy in learners, equipping learners with learning methods, knowing how to evaluate and exploit learning materials from different sources, helping them find and promote their own learning styles. The sessions focus on self-assessment and goal setting, and learning management techniques help learners make the most of their learning efforts. Teachers need to help learners develop study skills and effective study strategies so that they can continue learning outside of classroom hours through remote online channels or using English as a medium of communication to serve diverse goals. Besides English learning strategies, learners also need to be guided to build learning habits such as perseverance and reflection, drawing from experience,...

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6.4. The role of learner

Learners of the Practical English Program for Continuing Education vary in age, level and learning goals. To ensure that each teaching and learner assessment program is aligned with the long-term goals, learners play a number of basic roles as follows:

- Actively identify learning needs and set specific learning goals.

- Promote autonomy and participate actively in learning as partners in the learning and assessment process.

- Take advantage of learning opportunities in and out of the classroom, plan class activities or perform practical self-study tasks (watching television, listening to the radio, or reading magazines and newspapers, ...).

- Actively build relationships with teachers and classmates, create a friendly, collaborative learning environment, and use dialogue to promote democratic and academic interaction.

VII. EVALUATION OF EDUCATIONAL OUTCOME

7.1. Evaluation purpose

Based on the objectives, content of the course and the needs of learners, this Program combines regular assessment activities in the teaching process and periodic assessment tests according to expected output standards (according to level of language competence corresponding to the course) with the orientation of developing learners' communicative language competence through English listening, speaking, reading and writing skills.

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Periodic assessment aims to determine the degree of completion of the course by learners. Periodic assessment can be organized through standardized tests according to language proficiency levels corresponding to the Vietnam’s language proficiency framework.

7.2. Evaluation principles

The assessment needs to ensure comprehensiveness, objectivity, accuracy, follow the requirements to be achieved according to each level of competence of the Program at the time of evaluation and must be suitable for the type of course being implemented (for example: If it is a listening and speaking course, the assessment should focus on demonstrating the learners' listening and speaking ability). Types of testing and assessment must be familiar to learners and often used in the teaching and learning process.

7.3. Evaluation methods

Evaluation methods should be diverse, combining quantitative and qualitative. Combination of communicative language assessment and assessment of individual competencies as well as language knowledge, language skills and socio-linguistic knowledge.

The regular assessment method exploits familiar patterns of activities inside and outside the classroom to monitor student progress and tailor specific learning content in the course.

The periodic assessment method focuses on written, oral tests and other types of assessment to determine the degree of completion of the course according to the requirements to be achieved at each proficiency level in the Program.

7.4. Evaluation content

The content of regular assessment should be closely related to the content of specific requirements and objectives of each unit of study, contributing to the formation of the level of competence that the course is aiming for.

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7.5. Evaluation form

Form of regular assessment is done through tests, self-assessment table of learners' ability in teaching situations, through analysis of learners' learning records, through English language experience activities in and out of the classroom (project activities, presentations,...). The form of regular assessment must be suitable for learners, associated with experiences and activities using English in the context of learners.

Periodic assessment is done through tests and/or standardized tests and/or a compilation of the results of regular assessments. Assessment of learning results is carried out based on the results of periodic assessment or a combination of the results of regular assessment and periodical assessment.

VIII. EXPLANATION AND GUIDE FOR PROGRAM IMPLEMENTATION

8.1. Allocation of teaching time

8.1.1. The Practical English Program for Continuing Education is developed according to the Vietnam’s language proficiency framework. The recommended teaching time to complete the goal of each proficiency level is as follows:

Proficiency level

Recommended duration

Level 1

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Level 2

200-250 hours

Level 3

300-350 hours

Level 4

350-450 hours

Level 5

450-600 hours

Level 6

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8.1.2. The recommended duration for each proficiency level is the number of hours of study that learners do in a formal learning context (in the classroom). Teaching time for each proficiency level may not be the same for different learners and depends on factors such as: age, learning motivation, education level, self-study time of each individual, and entry level.

8.1.3 Based on the above proposal on teaching time, educational institutions need to allocate teaching time flexibly to maximize the learning ability of learners and in accordance with actual teaching conditions.

8.2. Teaching conditions

In order for the Program to be effective, the following basic conditions must be met:

8.2.1. Teacher

- Teachers must meet the standards of English proficiency and pedagogical capacity as prescribed by the Ministry of Education and Training.

- Teachers must meet the standards of teachers' training according to the provisions of the Law on Education.

- Teachers must be fully guided about the content and how to implement this Program. Capacity building for teachers must be organized regularly to properly implement the objectives, content and methods of teaching, testing and evaluation specified in the Program.

8.2.2. Facilities

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- For classrooms: Classrooms need to be cool and airy, well lighted, suitable for each specific group of learners, and meet safety and technical regulations.

- For teaching equipment: Ensure the minimum equipment in a foreign language class according to regulations of the Ministry of Education and Training; increase the use of technology-applied devices to support teachers' teaching, learning and self-study of learners.

8.3. Management and implementation of the Program

The Practical English Program for Continuing Education is implemented depending on the needs of learners and the ability of educational institutions to meet the requirements of the Program according to the Vietnam's language proficiency framework.