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MINISTRY OF
EDUCATION AND TRAINING
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SOCIALIST
REPUBLIC OF VIETNAM
Independence – Freedom - Happiness
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No.
28/2021/TT-BGDDT
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Hanoi, October
20, 2021
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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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ĐT: (028) 3930 3279 DĐ: 0906 22 99 66
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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ĐT: (028) 3930 3279 DĐ: 0906 22 99 66
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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ĐT: (028) 3930 3279 DĐ: 0906 22 99 66
- 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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ĐT: (028) 3930 3279 DĐ: 0906 22 99 66
- Consonant
- Consonant combination
- Word stress
- Intonation
Vocabulary
Words related to theme/topic level 1
Grammar
- Nouns (singular, plural)
- Personal pronouns
...
...
...
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ĐT: (028) 3930 3279 DĐ: 0906 22 99 66
- 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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ĐT: (028) 3930 3279 DĐ: 0906 22 99 66
- 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
…
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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ĐT: (028) 3930 3279 DĐ: 0906 22 99 66
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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ĐT: (028) 3930 3279 DĐ: 0906 22 99 66
- 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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ĐT: (028) 3930 3279 DĐ: 0906 22 99 66
- Single vowel
- Diphthongs
- Consonant
- Consonant combination
- Word stress
- Sentence stress
- Intonation
Vocabulary
Words related to theme/topic level 2
...
...
...
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ĐT: (028) 3930 3279 DĐ: 0906 22 99 66
- 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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ĐT: (028) 3930 3279 DĐ: 0906 22 99 66
- 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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ĐT: (028) 3930 3279 DĐ: 0906 22 99 66
- 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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ĐT: (028) 3930 3279 DĐ: 0906 22 99 66
- 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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ĐT: (028) 3930 3279 DĐ: 0906 22 99 66
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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ĐT: (028) 3930 3279 DĐ: 0906 22 99 66
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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ĐT: (028) 3930 3279 DĐ: 0906 22 99 66
- 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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ĐT: (028) 3930 3279 DĐ: 0906 22 99 66
- 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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ĐT: (028) 3930 3279 DĐ: 0906 22 99 66
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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ĐT: (028) 3930 3279 DĐ: 0906 22 99 66
- 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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ĐT: (028) 3930 3279 DĐ: 0906 22 99 66
- Conditional sentences of type 0, 1, 2
- Past simple and present perfect tenses
- Present perfect tense
- Past perfect tense
...
5.2.4. Level 4
Phonetics
Vocabulary
Grammar
...
...
...
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ĐT: (028) 3930 3279 DĐ: 0906 22 99 66
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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ĐT: (028) 3930 3279 DĐ: 0906 22 99 66
- 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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ĐT: (028) 3930 3279 DĐ: 0906 22 99 66
- 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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ĐT: (028) 3930 3279 DĐ: 0906 22 99 66
- 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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ĐT: (028) 3930 3279 DĐ: 0906 22 99 66
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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ĐT: (028) 3930 3279 DĐ: 0906 22 99 66
- 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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ĐT: (028) 3930 3279 DĐ: 0906 22 99 66
- 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
...
5.2.5. Level 5
Phonetics
...
...
...
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ĐT: (028) 3930 3279 DĐ: 0906 22 99 66
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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ĐT: (028) 3930 3279 DĐ: 0906 22 99 66
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
…
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
…
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.