HANOI UNIVERSITY

Foundation Studies Department ROOM 207 - BUILDING C TEL: 04 5535728 BEL WRITING SYLLABUS 2010

HANOI UNIVERSITY

Km 9 Nguyen Trai Road, Thanh Xuan Bac, Thanh Xuan District, Hanoi – Vietnam Telephone:(84 4) 8544338, Facsimile:(84 4) 8544550; http://www.hanu.edu.vn

SYLLABUS FOR BELd Writing

1. Course Overview BEL Writing Skill is the writing course book which is specifically compiled for the official students of English with a low intermediate ability in English of the Foundation Studies Department, Hanoi University. BEL Writing Skill focuses on recognizing, writing kinds of sentences. Students then learn and write the types of paragraphs that commonly occur in academic context. They practice writing topic sentences, supporting ideas and concluding sentences, organizing paragraph coherently, and using appropriate vocabulary, grammar, and transition devices in the paragraph body. Next, they apply what they learn about paragraphs to essay writing. They work on developing and supporting a central thesis, organizing an outline from which to write, effective essay. They will study 3 patterns of essay organization, namely, Cause- Effect, Discursive and Comparison- Contrast.

2. Course Objectives and Outcome The curriculum materials of this course are selected to accomplish the following:

Understand different kinds of Sentences: Simple, complex, compound sentences Build accurate sentences Create the various paragraph types Understand how to organize a good essay Understand patterns of essay organization Write a cause and effect, discursive and comparison and contrast essay

We seek the following outcome: The students will be able to write good sentences, various paragraphs, and good essays

3. Books and Materials

Textbooks for classroom activities and homework (student use): BEL Writing Team (2008) BEL Writing Skill. Foundation Studies Department, Hanoi

University, Hanoi. Suggested Reference Materials (to be purchased separately, if needed): Alice Oshima & Ann Hogue, Writing Academic English, the second edition

Materials for lesson planning and handouts (teacher use):. . Evans, V. (2000) Successful writing, Express Publishing. K C Lee & Happy Goh (2007), Effective College Writing, The Mc Graw Hill company0)

4. Proposed Class Time Schedule BEL Writing has been scheduled to meet twice a week, for a total of 5.0 academic hours.

5. Assessment

Homework: Homework will be assigned and checked for every class meeting. Completion of the homework is compulsory. Students who have not completed all homework will be marked absent. Students who are absent for more than 20% of class time are not permitted to receive marks for the term.

Examinations: ONE examination will be administered to students at the end of the term as integrated in TP Writing Exam. When finishing the BEL Writing course, students will be more confident in writing an academic essay which is part of the TP Writing exam as shown below:

End-of-Term Writing Examination

(1) Making 10 sentences and Writing a paragraph of about 100 words with a given topic (2) IELTS Writing

6. Methodological Principles There are many ways to teach writing to English language learners. But most of them are based on a recursive system of writing; that is, the learners prewrite, analyze, write, revise, and rewrite. Whatever the approach is, students should be active participants in their leaning process. Practicing seems to be the key factor to succeed in learning Writing skill. Therefore, students need to practice by different ways. In class, for example, there is a peer editing, group discussions, in which students can exchange their work with their friends. For homework, students complete and edit their brainstorming and write a rough first draft, all of which they bring to class. They then hand in the second draft, together with their notes, first draft, and peer review, in the next class period. Sometimes, the hardest part of writing is deciding what to say. Thus, students are advised read a lot of models.

Foundation Studies Department ROOM 207 - BUILDING C TEL: 04 5535728

BELd IELTS WRITING SYLLABUS

HANOI UNIVERSITY

Km 9 Nguyen Trai Road, Thanh Xuan Bac, Thanh Xuan District, Hanoi – Vietnam Telephone:(84 4) 8544338, Facsimile:(84 4) 8544550;

http://www.hanu.edu.vn

1. Objectives

At the end of the course, students will be able to Understand, analyze and interpret the information given in a diagram Use appropriate languages to describe different types of charts in IELTS Writing Task 1 Produce an accurate and informative description of a diagram,, chart or table in an academic style

which closely follow the IELTS Writing Task 1 format

2. Sources of materials The IELTS Writing Task 1 for BEL students material is compiled from many sources as follows: Focus on IELTS Foundation Focus on Skills for IELTS Foundation IELTS Foundation IELTS Graduation Focus on IELTS Focus on Academic skills for IELTS Academic Writing for IELTS Step up to IELTS ……..

3. Lesson Procedure Lead-in: skill-based or topic based Presentation of language and skills, followed by corresponding practices Writing practice (either in class or at home) Feedback on students’ writings: self-correction, peer check or teacher’s correction Note: Teacher should be careful in giving feedback, focusing on student’s weaknesses and common errors.

Framework for BELd Writing Syllabus ◘ 1 lesson // 2.5 academic hours per week

Week Class Topic / Theme Skill Focus Activities

Orientation Introduction

Introduction of Writing Task (requirements, form, assessment criteria)

Introduction of different types of charts

Writing the Introductory sentence

WK 1

Homework for Next Class Session:

Economy (Line graph)

Language of changes Analyzing the graph, identifying

trends WK 2


Leisure Activities (Line graph)

Using prepositions Selecting important figures Making an outline

WK 3


Social issues (Pie chart)

Language of comparison Expression of approximation and

fraction Describing single pie chart

WK 4


Sources of energy (Pie chart)

Compare and contrast connectors Incorporating data Describing two pie charts

WK 5


WK 0 At-Home Review // No Class Meetings

Jobs (bar chart)

Grouping the information Describing single bar chart

WK 6


Education Selecting important features Describing bar chart with time

line

WK 7

Homework for Next Class Session: Transport (Table)

Language of changes Grouping information

WK 8



Entertainment (Table)

Language of comparison and contrast

Selecting and grouping significant features

Discussion: Travel experience WK 9


Technology (Diagram/Process)

Passive form and use of sequencers

Describing a process WK 10

Homework: Review for Examination

WK 0

At-Home Review // No Class Meetings END-OF-TERM EXAM

Foundation Studies Department ROOM 207 - BUILDING C TEL: 04 5535728 BEL TEST PREPARATION SPEAKING SYLLABUS

HANOI UNIVERSITY

Km 9 Nguyen Trai Road, Thanh Xuan Bac, Thanh Xuan District, Hanoi – Vietnam Telephone:(84 4) 8544338, Facsimile:(84 4) 8544550;


1. Course Overview The BEL Test Preparation-Speaking course is for first-year students of the Foundation Studies Department at Hanoi University. We assume that the students are good at English grammar and that their speaking skills are at pre-intermediate level. Still, they are not familiar with IELTS test format and test taking strategies. This will be likely the first IELTS course which will introduce the basic requirements of part 1 of the test to students. BEL TEST PREPARATION - SPEAKING will be used as the main material during the course. Teachers will help students be confident of the format and different types of questions of the test at pre-intermediate level. The main focus of the whole course is equipping students with the techniques and tips of doing the test fluently and accurately.

2. Books and Materials In-class book: BEL TEST PREPARATION – SPEAKING COURSEBOOK Homework book: BEL TEST PREPARATION – SPEAKING WORKBOOK

3. Time allocation

1 lesson // 5 academic hours per week

4. Methodological Principles

Methodological principles upon which class activities are based - Teaching is NOT testing.

- There is no time pressure in class

- Lesson procedure must follow Engage, Study, Activate sequence.

- Speaking skills must be the main focus. Other skills are just integrated to a less extend.

- English must be used up to 90% during lessons.

- Activities should be task-based and skill-based rather than topic-based.

- Learner-centered activities are targeted.

- Teacher should be careful not to correct students’ errors too frequently.

- Checking homework is a must.

- Teacher’s role is showing students’ weaknesses and involving them in lessons.

5. Course Team Members The following instructors will contribute to the development of this BEL Test Preparation - Speaking course. Roles as noted:

Name Role Class E-mail Phone

Nguyen Thi Phuong Mai Team Leader [email protected] 0912906064 Do Le Hai Ha Co-author [email protected] Bui Thuy Linh B Co-author [email protected]

6. Framework for BELD Test preparation syllabus – Speaking: 1 lesson / 2.5 academic hours

Week Topic/ Theme Test skills

Language Focus

All about you Question recognition (I) Ways to response to Yes/No questions and Optional questions correctly.

1

HW: Unit 1 in workbook.

Your career Question recognition (II) Ways to response to Wh-

questions accurately. 2

HW: Unit 2 in workbook.

Family relationship Extending answers (I) Fluency markers for giving more information, reasons and unexpected information.

3

HW: Unit 3 in workbook

Sports and games Extending answers (II) Structures for giving examples, expressing feeling (like/dislike)and future intention.

4


Consolidation Review Review 5 HW:

Unit 5 in workbook

0 Mid-term break - Off

Food Pronunciation: ending sounds (s/es/ed)

Adjectives for describing the taste of food

6


Animal Be aware of using collocations in speaking

An useful structure of expressing your feeling about animal

7


Happiness Intonation and body language Structures of expressing your interest

8


9 Consolidation Review Review 10 End-of-term test

Foundation Studies Department ROOM 207 - BUILDING C TEL: 04 5535728 BEL TEST PREPARATION READING & LISTENING SYLLABUS

HANOI UNIVERSITY Km 9 Nguyen Trai Road, Thanh Xuan Bac, Thanh Xuan District,

Hanoi – Vietnam Telephone:(84 4) 8544338, Facsimile:(84 4) 8544550;


1. Course Overview The BEL Test Preparation course is for first-year students of the Foundation Studies Department at Hanoi University. We assume that the students are good at English grammar and that their listening, speaking, reading and writing skills are at pre-intermediate level. Still, they are not familiar with IELTS test format and test taking strategies. This will be likely the first IELTS course which will introduce the basic requirements of the test to students.

Focus on IELTS Foundation and Focus on Academic Skills for IELTS will be used as the main material during the course. Teachers will help students be confident of the format and different types of questions of the test at pre-intermediate level. Time for each task will not be limited as in the real test. The main focus of the whole course is equipping students with the techniques and tips of doing the test.


At the end of this course, students will able to: - understand fully all components and requirements of a IELTS test - develop their overall ability to communicate in English - speak and write accurately - comprehend information accurately in different types of reading and listening texts. - Use correct grammar and vocabulary.

3. Books and Materials Textbooks for classroom activities and homework :

In-class book: O'Connell, S (2006), Focus on IELTS Foundation, Longman

Roberts., R & Gakonga., J & Preshous., A (2006), IELTS Foundation, Macmillan HW book: Salisburi, M (2007), Focus on skills for IELTS Foundation, Longman Roberts., R & Gakonga., J & Preshous., A (2006), IELTS Foundation, Macmillan

4. Proposed Class Time Schedule 2.5 academic hours per week for IELTS Listening 2.5 academic hours per week for IELTS Speaking

2.5 academic hours per week for IELTS Reading 2.5 academic hours per week for IELTS Writing

5. Assessment Homework Assignments: Homework will be assigned and checked for every class session.

Completion of the homework is compulsory. Students who have not completed all homework will be marked absent. Students who are absent for more than 20% of class time are not permitted to receive marks for the term.

Examinations: ONE examination will be administered to student at the end of the term. IELTS test will be integrated in end-of-term test .

The examination will match the course materials in focus and style. A specific outline is below:

End-of-Term Examination 1. Listening: part 1

2. Speaking: part 1 3. Reading: 1 section

4. Writing: task 1

6. Methodological Principles Methodological principles upon which class activities are based

- Teaching is NOT testing.

- No time pressure in class

- If it is a Test Preparation speaking lesson, then speaking skills must be the main focus. Other

skills are just integrated to a less extend.

- English must be used up to 90%.

- Activities should be task-based and skill-based rather than topic-based.

- Learner-centered activities are targeted.

- Teacher should be careful not to correct students’ errors too frequently.

- Checking homework is a must.

- Teacher’s role is showing students’ weaknesses and involving them in lessons.

- Lesson procedures: pre, while (main activity), post

7. Course Team Members The following instructors will contribute to the development of this BEL Reading Course. Roles as noted:

Họ Tên Role Lop: TKB E-mail Phone Nguyen Thi Phuong Mai

Team Leader

[email protected] 0912906064

8. Framework for BEL Test Preparation Syllabus ◘ 4 lessons // 10 academic hours per week

LISTENING 1 lesson / 2.5 academic hours

Week Theme Skill Focus

Orientation: Introduce IELTS Listening test and its requirements Letters and sounds

1 ORIENTATION

Take note Homework

Letters and sounds, prediction

2

Family values Homework Recognizing numbers and abbreviations

3 Animal rights and wrongs

Homework Prediction

4

Communications Homework

Table and note completion

5

Health check Homework

0

Mid-term break Off Labeling a diagram 6

Buildings and structures Homework

Letters and numbers 7 Review 1

Homework

Multiple choice Table completion

8

Review 2

Homework

Multiple choice Chart completion

9 Review 3

Homework

10 Review 4

Multiple choice Note completion

READING 1 lesson / 2.5 academic hours

Week Theme Skill Focus

Orientation: Introduce IELTS Reading test and its requirements Summary completion

1 ORIENTATION

Read all about it

Homework

Short answer questions, sentence completion

2 It goes with the job

Homework

classification, matching

3 A sporting chance Homework

Matching, labeling a diagram, multiple choice

4 Appropriate technology Homework

True/False/Not given

5

Earth matters Homework

0

Mid-term break Off

Summary completion

6

Science of happiness Homework

Multiple choice Short answers

7 Review 1

Homework

True/ False/ Not given Short answers

8

Review 2

Homework

True/ False/ Not given Matching headings

9 Review 3

Homework

10 Review 4

True/ False/ Not given Sentence completion

9. Websites:

www.ielts.org

www.ieltsthailand.com/index.htm

http://abcasiapacific.com/studyennglish/

10. Suggestion for teaching ideas.

- Listening: let students listen to the tape without handouts/ let students listen and identify

different voices in section 3.

- Speaking: pair students up/ sometimes work as an example/ encourage students think about

questions for part 1 and ask one another/ sometimes let students write down their answer for

part 2

- Reading: help students guess the meaning of new words using context and word stem/ let

students do the exercises then show them the strategies.

- Writing: design scrambled sentences using writing models/ let students read a good model

report then draw an appropriate graph/ design incomplete sentences and let students complete

them .

11. Frequently asked questions

a. Do I teach students how to do the test? – No. Just help students improve 4 main skills.

Focus on teaching and learning NOT testing

b. How to motivate students? – Teacher must be an activity designer at home and a motivator

in class. Useful and interesting activities will motivate students. Once the teachers earn their

respect, they will follow the teacher’s instructions and advice.

c. How should teachers avoid talking for the majority of the lesson? - Be patient. If students

are quiet, it does not necessarily mean that they don’t understand. Let them have time to

absorb and digest the information then consider teacher’s questions and answer. Remember

that they are JUST STUDENTS.

d. What should I do if my students are reluctant to listening? – Assign feasible and

achievable tasks. Tasks above their ability might not motivate them.

e. How to cope with students who dominate or students who are shy? – Let dominating

students show off in one or two first lessons. Later, ask them personally to help other students

in class. Work one2one with shy students whenever possible to find out their weaknesses.

Then encourage them to overcome their weaknesses. Again, do this personally so that

students don’t feel embarrassed and are motivated to improve.


BEL SPEAKING SYLLABUS

HANOI UNIVERSITY

Km 9 Nguyen Trai Road, Thanh Xuan Bac, Thanh Xuan District, Hanoi – Vietnam

Telephone:(84 4) 8544338, Facsimile:(84 4) 8544550; http://www.hanu.edu.vn

1. Course Overview The BEL Speaking – Poster Presentation course is for first-year students of the Foundation Studies Department at Hanoi University. They are likely to be unaware of the importance and power of public speaking skills to their academic, professional and personal development. We anticipate that their experience in speaking in front of an audience is limited and that their confidence is low. This will likely be the first speaking course in which they have to speak non-stop about a specific topic to a group of classmates in a required way. The course will use selected speaking materials from three guide books for oral presentation to train students in overcoming stage fright, organizing the introduction, body and conclusion of a presentation, and delivering it in a well-trained way. Students will be asked to read the material for each lesson before going to class and take every opportunity in class to present ideas. Class time will be spent practicing the targeted skills, getting feedback from peers and teachers and learning how to improve students’ performance themselves.


Build up confidence in making presentations in English

Use the right kind of language in presentations

Employ a strategy in preparing a speech, organizing ideas & delivering the speech

Use the right tone of voice, emphasis, pauses

Develop proper posters for their presentations

Follow fundamental rules of non-verbal communication in public speaking We seek the following outcome:

Students, in pairs, can make a 15 minute presentation using a poster as visual aid and answer related questions from audience.

3. Books and Materials Textbooks for classroom activities and homework (student use): BEL Speaking team (2010) BEL Presentation.

Materials for lesson planning and handouts (teacher use): Lucas (1999) The Art of Public Speaking. McGraw Hill, USA Comfort (1997) Effective Presentations. Oxford University Press, England.

4. Proposed Class Time Schedule BEL Speaking will meet once a week, for a total of 2.5 Academic Hours.

5. Assessment Examinations: ONE examination will be administered to student at the end of the term.

The examination will match the course materials in focus and style. A specific outline is below: End-of-Term Examination – in pairs

a two part exam:

(1) delivering a 12 minute presentation about a topic; (2) answering questions related to the topic

6. Methodological Principles Since most students might have never taken an oral presentation course before, and the principle of one skill focus for each lesson is still employed for eight 2.5-hour lessons during the term, only the most important and basic skills are selected for students to learn. They include overcoming stage fright, making an introduction, organizing ideas for the body, making a conclusion, using body language and visual aids and answering questions from audience. Given that this is an English language speaking course, the chosen materials should also consist of language structures, expressions used in a presentation and facilitate students’ learning through a variety of exercise and the use of videos. Some essential notes for teachers include:

a. Theory can be taught quickly in about 15 minutes, the rest of the time should be spent on practice and feedback

b. Teacher should be a role model in making a presentation c. Learning venue can be the classroom or anywhere else around campus d. Teacher talking time is about 40% including giving instruction and feedback e. Emphasis is placed on the students’ independent learning and practicing f. Great efforts are put to help improve the students’ pronunciation, fluency and content. g. Students are instructed on how to correct their own speaking and their peers’ effectively. h. Students are trained to set their own goals in enhancing their speaking and cognitive ability. i. Motivation plays an essential role in increasing the students’ interest in learning speaking

7. Course Team Members – To be updated after final draft of timetable issued The following instructors will contribute to the development of this BEL Speaking Course. Roles as noted:

Họ Tên Role Lop: TKB E-mail Phone Đỗ Lê Hải Hà Team

Leader 1D, 2D - S4(P)/S6 1C, 2C – S2/C4(P)

[email protected]

01234 687788

Trần Minh Hoàng

Instructor 1TN, 2TN – C2/S5(P) 1KT, 3Q – C3/C5(P)

[email protected]

0983 007 205

Hoàng Phương Linh

Instructor 1Q, 2Q – S3(P)/C4

[email protected]

0904 290 043

Chu Thu Quỳnh Instructor 1K, 2K – C2/C3(P)

[email protected]

01663 142019

Framework for Academic Speaking Syllabus ◘ 1 lessons // 2.5 academic hours per week


Orientation

Getting to know the subject

Assessing skills Overcoming stage fright Choosing a topic

Confirm comprehension of: Importance of presentation skills

to academic, professional and personal growth

Requirements of the course

WK 1 20th Sep/10

Homework for Next Class Session

Organisation Beginning a speech Ending a speech

Matching exercise Practice making introduction and conclusion by speaking or writing.

WK 2 27th Sep – 3rd

Oct/10 Homework for Next Class Session

Organisation Organising the body of a speech

Read and present information Brainstorm and develop outline Speak from outline

WK 3 4th Oct/10


Presentation: Using language

Linking the parts Presentation tips

Practice using linking devices

WK 4 11th Oct/10


Presentation: Visual aids

Developing visual aids – poster

Commenting on visuals

Design poster, practice speaking with a poster

WK 5 18th Oct/10


WK 6 25th Oct/10 At-Home Review // No Class Meetings

Presentation: Handling questions

Asking and answering

questions

Brainstorm questions for a topic Deliver a complete presentation Encourage Q&A

WK 7 1st Nov/10


Delivery: Emphasis

Using sentence and word stress to emphasize focused

Practice stress with a text based and text free exercise

WK 8 8th Nov/10


Review and practice Finalize topic and poster

Review and practice Finalize topic and poster

Q&A about end of term test Feedback on poster and ideas WK 9

15th Nov/10 Homework for Next Class Session: prepare for the test

WK 10 22nd Nov/10

WK 11 29th Nov/10

In class end-of-term Test – in pairs


WK 12 6th Dec/10

At-Home Review // No Class Meetings END-OF-TERM EXAM – Saturday, 06-DEC-08

Foundation Studies Department ROOM 207 - BUILDING C TEL: 04 5535728 BEL SPEAKING SYLLABUS

HANOI UNIVERSITY



APPENDIX: Presentation Assessment Criteria

Student’s name: Class: Topic:

Mark Organization Communicative quality

Pronunciation Body language Visual aids Answering questions

5 Generally well-structured and individual contributions well-integrated. Good use of signposting

Appropriate word choice and pace of delivery; good voice projection. Easy to follow. Audience able to engage with speaker and content easily.

Clear intonation and sentence stress. Generally appropriate word stress. Articulation of phonemes: clear enough for easy comprehension.

Eye contact and positioning inclusive of whole audience and fully appropriate. Open and relaxed stance. Speaker animated.

Relevant and well designed visual aids. Well-integrated into the presentation. Aids support presentation without dominating.

Good grasp of subject matter.

4 Well-structured but integration of individual contributions can be improved. Sometimes inappropriate use of signposting

Reasonable choice of lexis. Occasionally unnatural pace of delivery Overall, presentation easy to follow Audience able to engage with audience with speaker and content with only occasional difficulty.

Intonation and sentence stress generally clear. Word stress errors and errors in the articulation of phonemes rarely interfere with communication.

Eye contact and positioning generally appropriate and inclusive of whole audience. Speaker generally animated. Stance generally open and relaxed.

Overall design and content of visual aids appropriate. Integration of visual aids occasionally in need of improvement. Speaker may rely on aids too much at times.

Overall rather good, but answers occasionally evasive.

3 Not very well-structured and individual contributions lack integration Evidence of sign posting, but often inappropriately applied

Choice of lexis and pace of delivery often inappropriate which occasionally causes strain for the audience. Audience unable to engage with speaker and content in some parts.

Sentence stress sometimes unnatural. Word stress errors and errors in the articulation of phonemes sometimes interfere with communication

Inconsistent eye contact. Positioning not always inclusive of whole audience. Stance may be closed and rigid at times. Speaker animated at times.

Design of visual aids not always clear and relevance of content questionable. Visual aids may not be well integrated Speaker relies on aids too much.

Frequent difficulties in dealing with question, e.g. evading the issues raised.

2 Not well structure, difficult to follow

Lack of fluency and inappropriate choice of lexis severely affect communicative quality. Audience generally unable to engage with speaker and content.

Sentence stress often causes strain to audience. Word stress errors and errors in the articulation of phonemes often interfere with communication.

Failure to make eye contact through most of the presentation. Stance closed and rigid. Positioning distracting and not inclusive of audience. Speaker not animated.

Design of visual aids may be poor and content irrelevant. Visual aids may not be well integrated. Speaker relies heavily on aids.

Unable to understand and/ or answer questions. Or, teacher unable to assess - no questions answered.

Instruction – for teacher only

Score = (5*No of ticks in row 5 + 4*No of ticks in row 4 + 3*No of ticks in row 3 + 2*No of ticks in row 2)/ 3; Maximum = 10 = A Teacher determines the score below 4 (whether it is 2, 3 or 1) based on his/her own evaluation Total score = A+/- ‘learning attitude score’

Learning attitude: Attend every class, especially tutorials? Actively participate in all activities? Do all homework? Focus on learning rather than criticizing teachers/materials? Be supportive to teachers and peers? Listen to peers’ presentations actively and give feedback? Make progress?

Foundation Studies Department ROOM 207 - BUILDING C TEL: 04 3553-5728 BASIC READING SYLLABUS

HANOI UNIVERSITY


Telephone:(84 4) 3854-4338, Facsimile:(84 4) 3854-4550; http://www.hanu.edu.vn

1. Basic Reading Overview The Basic Reading course is for first-year students of the Foundation Studies Department at Hanoi University. The students presumably have had a broad exposure to English grammar, but a relatively narrow exposure to vocabulary and authentic reading texts. They are also likely to be unaware of the valuable and available English reading resources about Vietnam on the internet. We anticipate that their experience in extended reading is limited and that their motivation is low. This will likely be the first reading course in which they have been expected to read extensively (800-1000 word articles) in a limited time.

The course will use selected reading materials from Viet Nam News to train students in reading and vocabulary study strategies. Students will be asked to study selected readings and to complete related assignments and exercises at home. Class time will be spent checking their reading comprehension, discussing the content of the assigned readings, and developing reading and vocabulary skills.


Build students’ vocabulary base and their ability to JUNipher and use new words

Develop multiple reading strategies and skills to comprehend authentic texts efficiently

Increase students’ comfort and confidence when reading unfamiliar texts

We seek the following outcome:

Students who enjoy (or at least feel comfortable with) reading in English, and who can read and understand unfamiliar texts by themselves, identifying key vocabulary terms for study from their readings.1

3. Books and Materials Textbooks for classroom activities and homework (student use): BEL Reading team (2009) Reading the Daily News from Vietnam. Excerpted from Việt Nam News

online. BEL Reading team (2009) Vocabulary Building Journal (VBJ). Tutorial Homework Book.

Materials for lesson planning and handouts (teacher use): Mikulecky (1990) A Short Course in Teaching Reading Skills. Addison-Wesley: Massachusetts, USA Nuttall (2005) Teaching Reading Skills in a Foreign Language. MacMillan Education: Oxford,

England.

4. Proposed Class Time Schedule

Basic reading course will meet twice a week, for a total of 5 academic hours.

Class sessions (the whole class meeting together) will provide students with the opportunity to demonstrate the development of their readings skills. Tutorial sessions (a small group or subset of the class meeting together) will provide guidance on reading skill development as well as vocabulary practice to help students study and learn new words more effectively.

The time will be allocated as follows:

Class Sessions

one class meeting each week will be spent: checking reading comprehension discussing content of assigned readings

Tutorial Sessions

one group meeting every other week will be spent: developing reading skills building vocabulary base

1 Adapted from Nuttall (2005) 31

5. Assessment Homework Assignments: Homework will be assigned and checked for every class session.

Completion of the homework is compulsory. Students who have not completed all homework will be marked absent.

Homework for class sessions will consist of both vocabulary skill training from the textbook and reading comprehension activities, such as the identification of a key words and main ideas of the assigned readings.

Homework for tutorial sessions will consist of both reading skill development exercises (found in the textbook) and vocabulary building exercise (found in the VBJ).

Examinations: ONE examination will be administered to student at the end of the term. The examination will match the course materials in focus and style. A specific outline is below:

End-of-Term Examination a three part exam:

(1) key vocabulary skills; (2) reading comprehension questions (3) IELTS Reading

6. Methodological Principles Recent academic research offers the following insights for the course design and instruction on reading:

First, VOCABULARY is a key, foundational issue for building strong reading skills. It is thought that unless students understand 98% of the words they encounter in a reading, it will be difficult for them to do "top-down" processing (identifying main ideas, answer comprehension questions, etc.) as well as to read fluently. As such, explicit, extended contact to new words is essential for the development of reading skills.

Second, BOTTOM-UP SKILLS (understanding the text piece-by-piece, word-by-word) precede the effective use of top-down skills (understanding the overall meaning of the text) Thus, the development of bottom up skills is really important for building overall comprehension.

Background knowledge continues to be considered one of the most important factors in helping students to understand reading materials. What students already know helps them to make sense of new information efficiently. This implies that a lack of background knowledge can greatly frustrate students’ effectiveness while reading. When reading at a basic level, this frustration can be easily confused with poor abilities and thus demotivate students from developing good reading habits and skills. Therefore, in selecting reading texts for students of the Basic Reading course, an effort has been made to identify English texts that address topics and issues they already have an understanding about in Vietnamese.

Maintaining students’ attention and interest in a reading course is always difficult. While students need rigorous training in some basic skills, many of these skills are boring in and of themselves. Communicative activities (speaking or writing assignments) about reading texts are always more engaging for students, but students quickly discover that it is easy to contribute without reading. This is one reason why homework is so essential for the success of this class; it requires students to do the essential but potentially boring work at home so that we can focus upon the more rewarding activities in class. Special care will be taken to ensure that classroom activities are communicative (encouraging interactions between students).

7. Course Team Members The following instructors will contribute to the implementation of the Basic Reading Course.

Họ Tên Role Lop: TKB E-mail Phone Cole-French, William Charles Coordinator [email protected] 0989537014 Phạm Thị Phương Dung Instructor [email protected] 0975696091 Trinh Thị Nha Trang Instructor [email protected] 0983510358 Vũ Thị Kim Thanh Instructor [email protected] 0904407703 Vũ Thị Tuyết Nhung Instructor [email protected] 0905150559 Tạ Thị Thanh Hiền Instructor [email protected] 0976776820 Trương Thị Mỹ Instructor [email protected] 0983285410

Framework for Basic Reading (EAP(a)) Syllabus ◘ 2 lessons // 5 academic hours per week

Week Class Topic / Theme Comprehension

Activities Vocabulary Focus Reading Skill Focus

- Orientation & Expectations - Reading Survey - Vocabulary Survey

Confirm comprehension of: - homework requirements - tutorial schedule

WK 1/CL A

20-Sep-10 Homework for Next Whole Class Meeting: DNV, Higher Education in Vietnam ; Identify 10 key words per article

WHOLE CLASS TUTORIAL SESSION #1

Introduce: - Vocabulary Journal - Key Word Identification

text recognition introduction: 100 most common words

WK 1/CL B

22-Sep-10 Homework for Whole Class Tutorials Session #1: none

Higher Education in Vietnam

Quiz/Comprehension Check Activity: Discussion

WK 2/CL A

27-Sep-10 Homework for Next Whole Class Meeting: DNV, Transportation; Identify 10 key words per article and write in the book

FIRST HALF TUTORIAL SESSION #2

Vocabulary Journals Follow-Up Activities

JUNoding size and shape bottom/up: pronouns WK 2/CL

B 29-Sep-10 Homework for Tutorials Session #2 (Week 2 / Week 3): All Reading Skill Exercises in Tutorial Two;

Vocabulary Journal

Transportation Quiz/Comprehension Check Activity: Letters to the Editor

WK 3/CL A

04-Oct-10 Homework for Next Whole Class Meeting: DNV, Employment; Identify 10 key words per article and write in the book

SECOND HALF TUTORIAL SESSION #2


JUNoding size and shape bottom/up: pronouns WK 3/CL

B 06-Oct-10 Homework for Tutorials Session #2 (Week 2 / Week 3): All Reading Skill Exercises in Tutorial Two;

Vocabulary Journal

Employment Quiz/Comprehension Check Activity: Discussion

WK 4/CL

A 11-Oct-10

Homework for Next Whole Class Meeting: DNV, Food; Identify 10 key words per article and write in the book



JUNoding half-lines bottom/up: synonyms

WK4/CL B

13-Oct-10 Homework for Tutorials Session #3 (Week 4 / Week 5): All Reading Skill Exercises in Tutorial Three; Vocabulary Journal

Food Quiz/Comprehension Check Activity: Restaurant Review

WK 5/CL

A 18-Oct-10

Homework for Next Whole Class Meeting: Vocabulary Review



JUNoding half-lines bottom/up: synonyms WK 5/CL B

20-Oct-10 Homework for Tutorials Session #3 (Week 4 / Week 5): All Reading Skill Exercises in Tutorial Three; Vocabulary Journal

WK -0- 25-Oct-10

WK -0- 27-Oct-10

At-Home Review // No Class Meetings

Week Class Topic / Theme Comprehension

Activities Vocabulary Focus Reading Skill Focus

Travel, part I Preview and Predict (PReP)

Activating Background Know. text talk: preview/predict

WK 6/CL A

01-Nov-10 Homework for Next Whole Class Meeting: DNV, Travel; Identify 3 main ideas per article and write in book



Building Background Know. top/down: word omissions

WK 6/CL B

03-Nov-10 Homework for Tutorials Session #4 (Week 7 / Week 8): All Reading Skill Exercises in Tutorial Four; Vocabulary Journal

Travel, part II Quiz/Comprehension Check Activity: Hanoi Tourbook

WK 7/CL A

08-Nov-10 Homework for Next Whole Class Meeting: DNV, Entertainment; Identify 3 main ideas per article and write in book



Building Background Know. top/down: word omissions

WK 7/CL B

10-Nov-10 Homework for Tutorials Session #4 (Week 7 / Week 8): All Reading Skill Exercises in Tutorial Four; Vocabulary Journal

Entertainment Quiz/Comprehension Check Activity: Discussion

WK 8/CL A

15-Nov-10 Homework for Next Whole Class Meeting: DNV, Family Life; Identify 3 main ideas per article and write in book



top/down: - identifying the topic - stating main idea

WK 8/CL B

17-Nov-10 Homework for Tutorials Session #5(Week 9 / Week 10): All Reading Skill Exercises in Tutorial Five; Vocabulary Journal

Family Life Quiz/Comprehension Check Activity: Case Studies

WK 9/CL A

22-Nov-10 Homework for Next Whole Class Meeting: DNV, Health Care; Identify 3 main ideas per article and write in book



top/down: - identifying the topic - stating main idea

WK 9/CL B

24-Nov-10 Homework for Tutorials Session #5 (Week 9 / Week 10): All Reading Skill Exercises in Tutorial Five; Vocabulary Journal

Health Care Quiz/Comprehension Check Activity: Project Proposals

WK 10/CL

A 29-Nov-10

Homework for Revision Week: Review

WHOLE CLASS TUTORIAL SESSION #6

REVIEW VOCABULARY Game: Chain Story

REVIEW PILOT EXAM

WK 10/CL B

01-Dec-10 Homework for Whole Class Tutorial Session #6: Finalize and Submit Vocabulary Journal

WK -0- 06-Dec-10 12-Dec-10

END-OF-TERM EXAM Saturday, 11-Dec-10


BEL PRONUNCIATION

HANOI UNIVERSITY



1. Course overview: BEL pronunciation course is designed for students in their first term in Foundation studies department. The course is aim at providing and helping students with basic pronunciation and skills on how to pronounce and speak English correctly. The course will provide the students chances to practice speaking English with a focus on accurate pronunciation. It fosters both their linguistic competence and communicative competence, for both their speaking and understanding English.

2. Course objectives and outcome: Students are introduced to English phonemic symbols and have the habit of using dictionary to check for the pronunciation. Students are aware of the importance of such pronunciation features as sounds, word stress, and sentence stress. They can pronounce correctly all vowels and consonants, especially those which do not appear in Vietnamese language. Ending sounds are also focused on to help students have natural and correct speaking in speaking English.

3. Books and materials:

For students use: Hancock, M. (2001) – English Pronunciation in Use – Cambridge University Press. For teachers use: Hancock, M. (1995) – Pronunciation Games – Cambridge University Press.

4. Proposed class time schedule: Pronunciation class will be taught in 2.5 hours/week (one day/one half blocks) in 10 weeks.

5. Assessment:

A lab-based pronunciation test to be conducted at week 10 (Final speaking mark = 50% Speaking presentation + 50% Pronunciation) Test content: Reading an oral passage

6. Methodology principle: Teachers must integrate the analytical approach and intuitive approach to help students

improve their pronunciation. The philosophy of the component is “practice makes perfect” (with feedback from peers and

pronunciation teachers). Lab-based activities should be made use of to create opportunities for students’ practice and self correction.

7. Course team members

Full name Role Class E-mail Phone Hoàng Phương Linh

Course conveners

[email protected] 0904 29 00 43

Trần Minh Hoàng

Instructor [email protected] 0983 007 205

Instructor Instructor

Framework for ESP Pronunciation Syllabus ◘ 1 lessons // 2.5 academic hours per week

Week Topic/ theme Focus Activities √ Introducing letters and

sounds √ Voiced and voiceless

sounds √ Introduction to phonemic

symbols (vowel and consonant sounds)

√ Vowel sounds

Sounds /æ/ and /eɪ/

Word practice Sentence practice Communicative Practice

1

Homework: Oral review Consonants sounds

Consonant sounds /b/ and /p/

Consonant sounds

/s/ and /z/


2

Homework: Oral review Consonants sounds

Consonant sounds

/d/ and /t/


3

Homework: Oral review Vowel sounds Introducing sentence stress

Vowel sounds /i:/

and /e/ Unstressed vowels

/ə/ and /ɪ/


4

Homework: Oral review Consonant sounds Consonant sounds /f/

and /v/ Consonant sounds

/g/ and /k/


5

Homework: Oral review 0

At home revision/ no class

Consonant sound Vowel sounds

Consonant sounds /m/ /n/ /η/ * Vowel sounds /


6

Homework: Oral review 7 Consonant sounds Consonant sounds

/h/, /w/ and /j/ Vowel sounds /aɪ/


and /ɪ/ Homework: Oral review

Consonant sounds consonant sounds /ʃ/, /dʒ/, /tʃ/


8

Homework: Teacher’s selected material Consonant sounds Vowel sounds

Consonant sounds

/θ/, /ð/ Vowel sounds /ɑː/,

/ɛə/


9

Homework: Oral review Part B 10

EXAMINATION


BELd LISTENING SYLLABUS

HANOI UNIVERSITY



1. Course Overview The BELd Listening course is for first-year students (in their first term) of the Foundation Studies Department at Hanoi University. The students have a chance to get exposed to and get familiar with numerous topic-based English dialogues and monologues. The Listening component consists of two sub-components namely Listening Conversation and Dictation. With regard to Listening Conversation, special focus has been put on the development of learners’ listening skills and strategies to be able to comprehend daily life conversations and talks made by native speakers with various accents. Meanwhile, Listening Dictation puts more emphasis on promoting students’ capacity of listening and perceiving the accurate written forms of oral sounds, words and simple sentences so that they can confidently dictate (write down exactly what they hear) from speakers.

Listening proves to be very essential and indispensable for students during their language study, it is not an easy task though. To be successful listeners at this level, students are expected to make full use of not only class hours but also their self-study sessions to constantly sharpen their listening skills by reviewing and applying the practical learnt listening techniques and skills into practice. It is crucially important to bear in mind that patience and regular daily practice will be key success factors for a good and effective listener.


Develop students’ comprehension of daily life conversations and talks of academic context made by native speakers with various accents

Enhance students’ capability of listening and dictating exactly what can be heard from the speakers.

Build up students’ both bottom-up and top-down listening skills in a systematic way

Increase students’ confidence when listening to different types of spoken English We seek the following outcome:

Students will be able to improve their English listening ability and develop key listening skills

through a great variety of listening activities at intermediate level

3. Books and Materials

Textbooks for classroom activities and homework (student use): BELd Listening team (2009) BELd Listening Conversation Book [LC]. Compiled from

- Naber, T. & Blackwell, A. (2004) Know-how 2. OUP - Richards, J.C. (2004) Developing Tactics for Listening. OUP [1].

BELd Listening team (2009) BELd Listening Dictation Book [LD]. Compiled from - DeFilippo, J. & Sadow, C. (2003). Dictations for Discussion. Pro Lingua Associates Publishers - VOA Special English (2009)

Suggested Reference Materials (to be purchased separately, if needed): Advanced Learners Dictionary, such as the Oxford Dictionary

Richards, J.C. (1996) Expanding Tactics for Listening. OUP

Materials for lesson planning and handouts (teacher use): Ur, P. (1984) Teaching Listening Comprehension. Cambridge University Press, UK. Brown, G. and Yule, G. (1983) Teaching the Spoken Language. Cambridge University

Press, UK.

4. Proposed Class Time Schedule BELd Listening will meet twice a week, for a total of 5.0 Academic Hours. The time will be equally allocated for both Listening Conversation (2.5 hours) and Listening Dictation (2.5 hours). Assessment

Homework Assignments: Homework will be assigned and checked for every class session. Completion of the homework is compulsory. Students who have not completed all homework will be marked absent. Students who are absent for more than 20% of class time are not permitted to receive marks for the term.

Examinations: ONE examination will be administered to student at the end of the term. The examination will match the course materials in focus and style. A specific outline is below:

End-of-Term Examination a two part exam:

(1) Listening comprehension questions (2) Dictation Listening tasks (3) TP Listening Tasks (IELTS)

5. Methodological Principles Listening plays an essential part in the communication process as obviously conversations will take place only when we can understand what speakers say. Hence, in-class listening activities of the selected materials are designed to get students involved in and get acquainted with necessary listening skills and strategies, which are useful to enhance their listening comprehension ability in general (daily life) and academic contexts. For example, students are able to learn how to gain good sense of concentration while listening, to make possible guess, to listen for key words and details and to identify proper spoken language uses for better understanding and comprehending the given oral messages. Research has shown that successful learners are autonomous, reflective, and are actively involved in their learning. These learners are aware of how learning takes place and the best learning strategies for themselves. With this understanding, students should try their best to make full use of given opportunities to practice listening through a wide range of activities namely fulfilling assigned homework, actively listening to their teachers and their peers speaking English, learning English through songs, stories and other useful resources so that they can fully improve and gradually master their listening skills.

6. Course Team Members The following instructors will contribute to the development of this EAPa Listening Course. Roles as noted:

Full Name Role E-mail Phone Trần Thu Hằng Team Leader [email protected] 0906.202.807 Nguyễn Thị Thu Hà Instructor [email protected] 0912.142.040 Nguyễn Thị Quỳnh Hoa Instructor [email protected] 0904.531.386 Doan Hoang Mai Instructor Trinh Hai An Instructor Pham Thi Phuong Dung Instructor

Framework for BELd Listening Conversation Syllabus ◘ 1 lesson // 2.5 academic hours per week


- Orientation & Expectations - Unit 1: All work and no play

- Listening for gist - Listening for key words - Listening for attitudes

Discussion: Childhood WK 1

Homework for Next Class Session: Unit 1– [1]

Unit 2: Making sense - Prediction - Listening for key words - Listening for information

Discussion: Synesthesia WK 2

Homework for Next Class Session: Unit 2 – [1]

Unit 3: Big screen, small screen

- Listening for details - Listening for opinions

Discussion: Movie-making process WK 3


Unit 4: In the mind’s eye - Listening for key words and making inferences - Listening for information

Discussion: Memory WK 4


Unit 5: Stuff of life - Listening for key words - Listening for information - Listening to instructions

Role play: Giving instructions WK 5



Unit 6: Interesting characters

- Listening for details - Listening for descriptions

Quiz on personality WK 6


Unit 7: Trade and treasure - Making guesses - Listening for details - Listening for comparisons

Role play: Transactions WK 7


Unit 8: A taste of it - Listening for specific information - Listening and making

Retelling stories: A fairy tale WK 8


Unit 9: By land and by sea - Listening for gist - Listening for details - Listening to descriptions

Discussion: Travel experience WK 9


Unit 10: Hard to believe? - Listening for information - Listening for key words - Listening for emphasis

Discussion: Superstitions WK 10


WK 0


Framework for BELd Listening Dictation Syllabus ◘ 1 lesson // 2.5 academic hours per week


- Orientation & Expectations - Unit 1: The New World Language

- Predicting parts of speech - Listening for information - Pronunciation of homonym

Discussion: English as a global language WK 1

Homework for Next Class Session: Unit 1 – Immigration statistics

Unit 2: Couch potato - Prediction - Listening for key words - Listening for information

Discussion: Pros and Cons of watching TV WK 2

Homework for Next Class Session: Unit 2 – Three little words

Unit 3: Childhood - Listening for details - Listening comprehension - Discussion: Past memories WK 3

Homework for Next Class Session: Unit 3 – Election Day in the USA

Unit 4: Independence Day - Spelling: easily-confused words - Listening for specific

Describe ways the Vietnamese celebrated Independence Day

WK 4

Homework for Next Class Session: Unit 4 – The Olympic Games

Unit 5: Forest Service - Listening for key words and making inferences - Listening for information

- Group discussion: Quiz on Rainforest - Follow-up forum discussion

WK 5

Homework for Next Class Session: Unit 5 – Birthdays around the world


Unit 6: Staying in the nest - Listening for specific information - Listening to emphasis

Discussion: A question of being grown-up: go independently?

WK 6

Homework for Next Class Session: Unit 6 – Want to stay warm – Think Cold!

Unit 7: Vitamin D for “Does a lot”

- Listening for details - Listening comprehension

Discussion: Health and nutrition WK 7

Homework for Next Class Session: Unit 7 - Hold the pickles, hold the lettuce

Unit 8: Careers - Listening for specific information - Listening to emphasis

Discussion: A question of being grown-up: go independently?

WK 8

Homework for Next Class Session: Unit 8 – Words and stories: Number Two

Unit 9: Superstitions - Listening for information - Listening for key words - Note-taking

Discussion: Religious beliefs WK 9

Homework for Next Class Session: Unit 9 – Writing college paper

Unit 10: Online education - Identifying easily mispronounced words - Note-taking

Discussion: Distance learning WK 10


WK 0



BELd LEARNER TRAINING SYLLABUS

HANOI UNIVERSITY



1. Course Overview

The BEL d Learner Training Course is for Intermediate English level students who already have

basic

study skills in learning the English vocabulary and grammar.

The BEL d Learner Training Course is based on the notion that

If you give a man a fish, you feed him for a day

If you teach a man to fish, you feed him for a lifetime

and seeks the following outcome:

The students will become effective and responsible learners with a variety of strategies and good study habits to improve their English study skills, especially grammar, vocabulary.

2. Course Objectives and Outcome Learner Training aims to

Give learners more controlled freedom and independence over their English language learning

Help learners self-discover their learning strategies that suit them best

Provide students with practice activities using the language they know

Lead students towards helping them help themselves

Engage learners actively in learning how to learn

3. Books and Materials Textbooks for classroom activities and homework (student use): A How-to-study book on University success: learn to learn English effectively

4. Proposed Class Time Schedule BELd Learner Training meets twice a week, for a total of 7.5 academic hours. Class sessions (the whole class meeting together) will provide students with the opportunity to demonstrate the development of their study skills. Tutorial sessions (a small group or subset of the class meeting together) will provide guidance on study skill development, as well as vocabulary and grammar practice to help students study and learn new words and grammatical structures more effectively. The time will be allocated as follows:

Class Sessions one class meeting each week will be spent:

discussing content of weekly study skills

Tutorial Sessions one group meeting every other week will be

spent: developing study skills building vocabulary and grammar

5. Assessment

Time/ Due Key assignments Mark

allocation

End-of-term

Due: week 10

1. Class attendance/ Participation + Students’ attitude

2. Weekly Completions of “tutorial activities”(using the

format provided by Teachers)

5 marks

5 marks

BEL d LT Total 10 marks

5. Methodological Principles LT focuses on teaching students the HOW to learn, rather than the “what” to learn. LT focuses on the PROCESS of learning and APPLYING (using the language) in order to

provide learners with wider insights into their own learning, rather than a particular product. LT is STUDENT-CENTRED: Students do most of the “show” (Self study in classroom, in

the language library, in the language laboratory, computer room). Teacher’s role is to help them CONSOLIDATE what they learn.

Framework for BELd Learner Training Syllabus ◘ 1 lesson // 2.5 academic hours per week and 1 tutorial// 5 academic hours / (2.5 hours / week / group)

Week Class Topic / Theme Skill focus

Unit 1: ORIENTATION TO UNIVERISTY LIFE: Setting Goals and Planning Your Studies

- Set specific studies goals - Develop a learner contract WK 1

Homework for Next Class Session: Workbook (Unit 1) + Students’ self-selected exercises Tutorial Session: Unit 1 Unit 2: Learning to learn English Vocabulary

- Dictionary skills - Develop personal language banks WK 2

Homework for Next Class Session: Workbook (Unit 2) + Students’ self-selected exercises Tutorial Session: Unit 2

Unit 3: Learning to learn English Grammar

- Develop good regular study habits

WK 3 Homework for Next Class Session: Workbook (Unit 3) + Students’ self-selected exercises

Tutorial Session: Unit 3 Unit 4: Exploring learning styles

- Develop effective time management skills


Tutorial Session: Unit 4

Unit 5: Managing your time

- Develop Time management skills



WK 0

At-Home Review // No Class Meetings

Unit 6: Concentrating and Memorizing

- Develop mind mapping and mnemonics skills WK 6

Homework for Next Class Session: Workbook (Unit 6) + Students’ self-selected exercises Tutorial Session: Unit 6 Unit 7: Learning with and from others

- Develop active and effective teamwork skills



Unit 8: Thinking Critically

- Asking questions - Develop critical thinking skills in speaking, writing, reading and listening to English

WK 8

Homework for Next Class Session: Workbook (Unit 8) + Students’ self-selected exercises Tutorial Session: Unit 8

Unit 9: Studying with multiple resources

- Using various sources - Develop research skills

WK 9

Homework for Next Class Session: Workbook (Unit 9) + Students’ self-selected exercises Tutorial Session: Unit 9 Unit 10: REVISION: Preparing for examinations

- Prepare effectively for examinations WK 10

Tutorial Session: Unit 10 Submission of Completed Tutorial Book for week 10 (in tutorial session)

Documents

HANOI UNIVERSITY