VIETNAM NATIONAL UNIVERSITY HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF ENGLISH LANGUAGE TEACHERS EDUCATION School

of English II
----------------------------

COURSE GUIDE
Program: Prerequisites Course code: Course status: Semester: Class hour: Double majors (721) Written and Oral Communication III ENG2025 Core 4 Mon – Fri

2012 – 2013

GENERAL COURSE POLICY
(Applied for all the language skills courses offered by the School of English 2, Faculty of ELT Education, ULIS, VNU, Hanoi. Specific policies for each course are to be viewed in the individual course guidelines ) 1. Students are required to fully and actively participate in the lessons, prepare and finish home assignment and continuous assessment tasks as required in the course guide and by the teachers. 2. Students are supposed to have course books, cassettes, CDs and supplementary materials for all of the subjects in Written and Oral communication 3 (semester 1) and 4 (semester 2) courses within the first week of each semester. Teachers reserve the right to cancel the lessons in case (i) more than 50% of the students in class do not have the right course books in week 1 and (ii) more than 10% of the students in class do not have them from week 2 onwards. These cancelled lessons would not be made up. 3. Students and teachers are to attend the class on time. Any students who is 15 minutes late is considered to be absent from the lesson. 4. Any students who is absent from 20% of all the lessons (which is equal to 2 lessons) of any subjects would not be allowed to take the final exams. This rule is applied to both the cases of absence with permission and absence without permission. 5. Any students who lack any of the component grades of the skill subjects (including the grades of progress tests, midterm tests and other assignments in the syllabus) would get mark zero and would not be allowed to take the final exam. 6. Any students who fail to submit the assignments on the required dates have to ask for extension from the teachers in charge and their scores would be deducted by 5% per extended day. 7. When doing the written tests (applied to all of the tests during the school year: final tests, midterm tests, mini-tests, etc.), students are required to follow these rules: a. The papers or parts of the papers would not be marked if: i. The papers are written with pencils or in more than one color or with more than one kind of pens. ii. The students’ names are written under any circumstances (for example: signatures in a letter; self-introduction, etc.) iii. Students do not follow the instructions (For example: writing Yes/No instead of True/False, writing the full answers instead of A, B, C, composing an essay instead of a paragraph) iv. The answers are not written clearly; the answers are ambiguous; the answers are written in both capital letters and normal letters ( For example: students write A for one item and C for another item in the same exercise; the answers are not clearly C or O; T or F) b. Any students who discuss or copy the answers of others during the exams would have their marks deducted by 10% for the first time warning and 50% for the second time. They would be marked zero for the third time. Any students who bring printed materials, audio and visual devices, laptops or cell phones (in online mode) into the examination room would be rejected and get mark zero for the paper.
2

c. Any students who do not respect the exam time limit would have his mark deducted by 10% of the total mark. 8. Students are required to follow the oral test procedure: Before the exam:  Students are informed about the time and places of the exam on the notice board.  Students gather at the right time and in the right place as informed.  Students gather in the waiting room until informed about the examining pairs (Students need to be sure of who are their partners before leaving the gathering place)  When called, students need to move to the secretary desk to randomly pick the exam tables (One of the two examinees is required to pick)  Students check the places of their exam tables on the exam maps stuck on the walls.  When the bell rings, students need to move to their exam tables. During the exam:  Students show their student cards or identity cards to the examiners.  Students sign in the examinee name list.  Each pair of examinees has 10 minutes to prepare for and do their oral tests.  Students are not allowed to write or draw on the exam papers. After the exam:  Students promptly leave the exam rooms for another pair.  Students keep silent in the exam area.  Students submit the test questions together with their test papers  The marks are to be announced by the Department Officer –in-charge within weeks after the exam. * The secretary board and the teachers in charge have the right to refuse the students who do not follow one of the rules above and these students would get mark zero. Teachers and second year students need to strictly follow the rules above in order to ensure the fairness to all students and the discipline in teaching and learning in the third and fourth semesters.

Prepared by

Approved by

Dương Thu Mai Head School of English II

Trần Hoài Phương Dean Faculty of ELT Education

3

COURSE INSTRUCTORS’ DETAILS
Emailing is lecturers’ preferable mode of communication. Contacting via mobile or land-based lines or text message or YMS is at lecturers’ courtesy. No 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 Hoàng Anh e Thi h ng nh nh Phan Ngọc Quỳnh Vũ Bảo Châu Nguyễn Thị Chi Vũ Thị Kim Chi Trần Vân Dung Nguyễn Thị Dung Nguyễn Chí Đức Nguyễn Ho{ng Giang Trần Ho{i Giang (abroad) Hoàng Thị Thanh Huyền hạm Thị Thu Huyền (abroad) Nguyễn Thị Thanh H Vũ Thị Việt H ng Nguyễn Thị Bích Ngọc Đỗ Thị Minh Ngọc Nguyễn Diệu inh D ng Thu Mai Head Ngô Xuân Minh (abroad) Mai Nh Quỳnh D ng Thị Thanh Tâm Đ{o Thị an Trang Nguyễn Thanh Thủy Student Support Thái Hà Lam Thủy (Deputy Head) Đ{o Thu Trang Đặng Thu Trang
4

Full name

Email hoanganh05_09@yahoo.com pa_bowmf@yahoo.com quynhanhphanngoc@gmail.com comet_ad85@yahoo.com vubaochauvbc@gmail.com chibi.cfl@gmail.com vu.kimchi2910@gmail.com tvd_179@yahoo.com ntdung91217@yahoo.com icyheart.duc@gmail.com giangulis@gmail.com tranhoaigiangaf@gmail.com hth_12etp@yahoo.com huyenpham.hulis.vnu@gmail.com thanhhuong.nguyent@gmail.com vtvhuong@yahoo.com ngocntb_85@yahoo.com.vn ngoc.dominh14988@gmail.com mislinh@gmail.com duongthumai@yahoo.com 01669686968 ngoxuanminhulisvnu@gmail.com queenbee_cfl@yahoo.com tamdung1971@yahoo.com yuna251188@yahoo.com thuy.nguyenthanhcnn@gmail.com 0986411996 lamthuy202@yahoo.com

Nguyễn Thị Bích Diệp B

ng

VIETNAM NATIONAL UNIVERSITY HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF ENGLISH LANGUAGE TEACHERS EDUCATION School of English II
----------------------------

ORAL COMMUNICATION IV
Program: Prerequisites Course code: Course status: Semester: Class hour: Double majors (721) Oral Communication III ENG2025 Core 4 Mon – Fri

5

elision. COURSE DESCRIPTION FOR THE LISTENING IV 1. 1. COURSE OBJECTIVES Based on the international criteria in students’ ability to listen in English. flexibly. and use them selectively and effectively for the purpose of listening extensively  demonstrate the ability to co-operate with peers and to self-study effectively 1. first-year students’ listening criteria and second-year program requirements.COURSE DESCRIPTION This course consists of two components: Listening IV and Speaking IV. Business Listening Practice File – Semester 4 Do Thi Minh Ngoc (2012). and BEC Vantage respectively. and B2 level of CFF (Common European Framework of Reference). and to understand the key points of the business speech  identify a variety of phonetic and phonological aspects of the spoken language (i.e. etc. and effectively a wide range of listening skills to deal with the listening tasks: o take notes effectively while listening o use the notes to retrieve information about the recording as well as to do exercises o predict the listening content based on the stems in questions o predict the listening content and organization based on the introduction o outline the notes effectively  evaluate different reference sources. linking sounds.) for the avoidance of confusion while listening In terms of sociolinguistic and pragmatic objectives:  identify different language styles and registers  evaluate the appropriateness of the formality level of the language use in particular circumstances  draw conclusions about communicative functions.1. 2. reduced pronunciation. COURSE MATERIALS Prescribed Material 1. the objectives for teaching listening to second-year students in the second semester will be equivalent to level 3 (independent users) of ALTE (Assessment in Language Teaching in Europe). Upon the completion of the course. using contextual clues. to comfortably follow the extended speech. students are expected to: In terms of linguistic objectives:  acquire a sufficient range of vocabulary for a variety of matters normally encountered in the real world of international business  acquire a high degree of grammatical control and knowledge of discourse structures to understand the standard spoken language. Do Thi Minh Ngoc (2013). prior knowledge. and knowledge of familiar cultures In terms of strategic objectives:  apply appropriately. assimilation. Business Listening – Supplementary Materials Use Main course book (In-class listening) Individual Self-practice (Home listening) 6 .2.

In other words. the course is intended to equip students with a repertoire of listening skills.  Complete the final test (exact date and time to be advised later). 1. Hopefully. it is not typical for students to be subjected to a systematic sequence of exercises aimed at helping them to master one isolated skill at a time.1. Learning Activities a. 7. This means that students and teachers share responsibility for diagnosing students’ difficulties and solving them. Instead.  Complete all the assignments by the due date. COURSE POLICY Students are expected to:  Actively participate in the class activities. and 12 b. are expected to be active and critically reflective in their study.  Work cooperatively and collaboratively with other peers. This approach also views learning to listen as a largely autonomous activity in which students should be able to identify and address their weaknesses as listeners.3.4. students will make the best use of this opportunity to practice different skills from lesson to lesson through their engagement in scaffolding and content-based activities.  Complete all the listening homework before the class contacts. Due to the complex and subtle nature of listening comprehension in a second/foreign language. In-class activities Activities in each lesson can include (but not restricted to) the following:  In-class Listening activities: every class contact  Home listening checking: every class contact if time permits  Exam Focus: in week 4. with the support of the teacher. COURSE SYLLABUS & TEACHING METHOD The course is designed with learner-centeredness being the key teaching approach. students. Home activities Students are required to:  Complete the exercises in the Home Listening Package  Work in groups to complete the Listening Portolio by the due date 7 . These activities are designed with a view to engaging students in collaborating and negotiating processes. Finally. which present opportunities for real world contact and real world use of language. the course aims at promoting student autonomy as well as students’ interaction in pair work and group work. That is why most of the listening activities will involve a combination of skills.

 To help teachers find out strengths  Allowed time is about 30 and weaknesses of students in minutes. 10 % of the total assessment. ASSESSMENT AND GRADING FORM WEIGHTING TASKS PURPOSES 0%  Each student is allowed to be absent from TWO class meetings without having to ask for  To give students enough freedom.  To familiarize students with taking notes and use their notes to summarize the key ideas  To help students know the current magnitude of their listening skills. still permission.  to provide students with opportunities to search for.5. are course – content oriented. critically analyze. make sure that they will not be away from class too often. and select their own listening materials in suitability with their level and interests Participation Listening Portfolio 10% See Appendices 2 & 3  to provide students with opportunities to broaden their vocabulary of different common topics.1. 10%  Students take one mid-term test  To reflect students’ self-practicing in week 9 which will account for process in the first seven weeks. Mid-term Test 8 .  To help teachers assess students’  The tasks and themes of the test performance. different listening skills so that solutions can be timely applied.  Those who miss more than 2 class meetings will not be allowed to take the final test.  to encourage students’ sharing and collaborative learning  to familiarize students with different language styles and registers.

 To help teachers check how the skills are mastered. To assess students’ overall listening proficiency. 9 .  To train students to listen under time constraint and pressure Final Test  Students do a 40-minute test 30%  To provide students with opportunities to self-reflect their  See Appendix 1 for the Final Test listening competence after the Format semester.

 To test students’ linguistic knowledge  Listening for gist Short monologues 2 about a businessrelated topic 5 Multiple matching  Making inferences  Identifying topic. etc.  To develop their autonomy in improving their listening competence in English.To assess students’ ability to make inferences about the topic. and to remember long or complex pieces of information  To assess students’ understanding of the main ideas of the extended speech  To give students more motivation to practice listening at home.To assess students’ ability to understand the main ideas .  To test students’ understanding of vocabulary used in business situations. of Qs TASK TYPES FOCUSED SKILLS PURPOSES  To assess students’ ability to to understand clues in standard spoken language in business context.APPENDIX 1: LISTENING FINAL TEST FORMAT PART INPUT No. and function  To test students’ global listening skills: . context. from clues One extended 3 monologue about a businessrelated topic  True/ False 5  Summary completion 10  Gap filling  MCQs  Following the main points information  Taking notes  Following the main points  Retrieving specific information  To assess students’ ability to follow an extended speech. 1 Business short conversations   MCQs  Listening for details  Listening for clues and making inferences  Short answer  Retrieving specific 4 Home listening redesigned task 10 | P a g e . and speech function. context.

COURSE SCHEDULE WEEK THEME CONTENT AND ACTIVITIES SKILLS FOCUSED HOMEWORK 1  Getting to know each other  Introduction on the listening course and the syllabus  Instruction on the assignment (Listening Portfolio) Face to Face In-class listening  Dialogue: Making a self-introduction at a meeting  Lecture: Addressing people in business situations Optional: Supplementary listening – Unit 1 In-class listening  Dialogue: Telephone language  Lecture: The fine art of talking to strangers on the phone Optional: Supplementary listening – Unit 2 In-class listening  Short monologues: The Internet uses  Lecture: Using email effectively Optional: Supplementary listening – Unit 3 In-class listening  Introduction on Part 1 of the Listening Test  Practice : Part 1 – five short dialogues Optional: Supplementary listening – Exam Focus 1  Listening for details  Listening for stressed words  Listening for main ideas  Listening for factual information  Listening for main ideas Listening Supplementary Materials – Unit 1 2 On the phone Listening Supplementary Materials – Unit 2 3 The Internet  Identifying specific sound  Listening for gist  Making inferences  Taking notes  Listening for details Listening Supplementary Materials – Unit 3 4 Exam Focus 1  Listening for context clues Listening Supplementary and making inferences Materials – Exam Focus 1  Listening for intonation clues 11 | P a g e .

context.5 Daily Business Dealings In-class listening  Conversation: Welcoming visitors  Lecture: Business appointments: Being on time Optional: Supplementary listening – Unit 4 Portfolio Part 1 Hand-in In-class listening  Conversation: Getting things done  Talk: Managing people  Lecture: Entrepreneur Optional: Supplementary listening – Unit 5 In-class listening  Introduction on Part 2 of the Listening Test  Practice : Part 2 – five short monologues Optional: Supplementary listening – Exam Focus 2 Return of Portfolio Part 1 Supplementary Materials Checking Revision for the Midterm Test and Further Practice  Listening for specific information  Listening for main ideas  Listening for transition  Taking notes     Listening for details Listening for main ideas Making inferences Taking notes Listening Supplementary Materials – Unit 4 6 Leadership Listening Supplementary Materials – Unit 5 7 Exam Focus 2  Listening for gist Listening Supplementary  Making inferences  Identifying topic. Materials – Exam Focus 2 and function 8 9 MIDTERM BREAK FOR REVISION MIDTERM TEST In-class listening  Conversation: Establishing a business relationship  Talk: Barbie versus Bratz – How to compete with a global brand Optional: Supplementary listening – Unit 6  Sequencing the topics  Listening for details  Listening for main ideas 10 Surviving in Business Listening Supplementary Materials – Unit 6 12 | P a g e .

job market Optional: Supplementary listening – Unit 7 Portfolio Part 2 Hand-in In-class listening  Introduction on Part 3 of the Listening Test  Practice : Part 3 – an extended speech Optional: Supplementary listening – Exam Focus 3 In-class listening  Short monologues: Business Ethical Issues  Talk: The Music Industry Optional: Supplementary listening – Unit 8 Return of Portfolio Part 2 In-class listening  Discussion: Psychological tests  Conversation: Merging companies  Presentation: Teamwork Optional: Supplementary listening – Unit 9 Hand in the complete Listening Portfolio  Listening for factual information  Listening for details  Listening for main ideas  Taking notes on causes and effects  Following the main points  Retrieving specific information  Taking notes  Listening for specific information  Listening for main ideas  Interpreting the speakers’ statements  Making inferences  Listening for main ideas  Listening for specific information  Listening for gist  Making inferences Listening Supplementary Materials – Unit 7 12 Exam Focus 3 Listening Supplementary Materials – Exam Focus 3 13 Working together Listening Supplementary Materials – Unit 8 14 Ethics Listening Supplementary Materials – Unit 9 15 BREAK FOR END-OF-TERM EXAMINATION PREPARATION 13 | P a g e .S.11 Recruitment and Employment In-class listening  Interview Questions: The Curriculum Vitae (CV)  Lecture: Changes in the U.

and it is desirable for the recordings to be up-to-date. summary. half of the pairs will be chosen to get feedback. III.  Submit to the teacher the portfolio (including: the 2 audio files – optional if the sources are well-documented. Besides. and then select their own listening materials in accordance with their level and interests.  Document the source of the recordings in as much detail as possible. and the reflection in week 5 (the 1st topic) and week 11 (the remaining topic)  Depending on the teacher’s random selection. reliable sources without the provision of the transcript. discussion.  The teacher will give in-class feedback on the portfolios two weeks after the submission date and return them to the pairs/groups for further revision.  Transcribe the listening files as fully as precisely as possible. all pairs/ groups submit the revised portfolios. The groups/pairs cast lots to decide which two topics in the course schedule each is assigned (1 topic in the first 5 Units and 1 in the last 5)  It is compulsory for those groups/ pairs to contact each other to avoid choosing the same recordings for the same topic that they share.  In week 14.  Summarize the key ideas in 50 words.  Revise the portfolio in accordance with the teacher’s feedback.). ASSESSMENT Each pair/group will be evaluated based on:  Clarity of the listening files  The diversity of the listening genres  The authenticity. OBJECTIVES: This activity aims at:  giving students a further opportunity to practice listening skills and to enrich their vocabulary and background knowledge related to business issues. II.APPENDIX 2: LISTENING PORTFOLIO I. etc. critically analyze.) and dialogue (interview. etc. transcripts. presentation. Each pair/group needs to:  Search for and select two listening recordings for each topic.  It is compulsory that the recordings are in the form of both monologue (lectures.  encouraging students’ sharing and collaborative learning. INSTRUCTIONS  The whole class is divided into PAIRS or GROUPS of THREE. they have to be retrieved from authentic. reliability and the newness of the sources  The completion and precision of the transcript  Pair cooperation  Quality of the reflection 14 | P a g e . The listening content must be relevant to the assigned topics. all of which are no more than 2 minutes long.  promoting learners’ autonomy and responsibility for their own learning process by providing them with opportunities to search for.

Each should not be more than 250 words. the reflection should cover the following points:  How have your pair/group collaborated in selecting the audio files and completing other portfolio tasks?  What skills of listening have you applied in making the portfolio?  What are your difficulties and how have you solved them?  What knowledge and skills can you acquire from doing the portfolio? Notes: It is possible for you to mention your contribution to the completion of the portfolio with regard to other aspects if you find them applicable to you. The reflection should be:  Clear and concise  Reliable  Detailed 15 | P a g e . Therefore. The purpose of the reflection is to assess your listening skills and your collaboration.IV. REFLECTION Accompanied with the listening portfolios are the individual reflections of all students.

..............5 _____/ 0.. Criteria   Listening file(s)   Listening sources       Detailed comments Relevance to the topic Appropriateness (in terms of length and difficulty) Variety of speeches (monologues and dialogues) Newness Authenticity Good reference (Are the sources welldocumented) Submission date: …………………………………………… Sc ale 1 Suggested score 2 3 4 _____/ 0...APPENDIX 3: LISTENING PORTFOLIO ASSESSMENT FORM Group performance (8/10 points) Pair/ Group: ……………………………………………………………………………....5 _____/ 0...........5 _____/ 0.0 _____/ 1...5 ____/ 8.....0 Completion (Is everything transcribed?) Range of vocabulary Inferences and clues Portfolio Note taking skills: tasks o Accuracy of main ideas and key supporting details o Relationship between the ideas and details o Organization of the notes Total Group Score: Notes: Level 1: do not meet the criteria Level 2: attempt to meet the criteria (know...0 _____/ 0...5 _____/ 1...0 _____/ 1....... but not successful for some reasons) Level 3: apply the B2 competence level on the criteria Level 4: demonstrate a deep knowledge and understanding when performing the criteria (corresponding to synthesize/ analyze/ evaluate in Bloom’s taxonomy) 16 | P a g e ......5 _____/ 0........ Topic: ………………………………………………….5 _____/ 0.0 _____/ 0....5 _____/ 1......

2 _____/ 0.2 _____/ 0. 1 2 3 4 5 6 7 Criteria Collaboration with other members Application of listening skills Solving difficulties Acquired knowledge and skills Reliability of the information Clear and concise expression Sufficient content Score _____/ 0.5 _____/ 0.5 _____/ 0. Description Score 17 | P a g e .Individual performance (2/10 points) Students are scored on the following criteria based on the reflection: No.2 _____/ 0.2 Final Score: Student 1 2 3 Please write in details what you think the students can do to be given each level in the two tables above: ……………………………………………………………………………………… …………………………………………………………………………………………………………….2 _____/ 0.

therefore.2. In terms of speaking contents. students will be able to   describe and express their ideas. and answer predictable or factual questions. Students are supposed to have worked through the target vocabulary. by the end of the course. Thus students are expected to be active in self-studying. take an effective part in simple business negotiations handle the main structures of the language with confidence demonstrate knowledge of a wide range of vocabulary in business fields use appropriate communicative strategies in a variety of business situations deal with the unexpected and rely less on fixed patterns of language and short utterances develop their awareness of register and the conventions of politeness and degrees of formality as expressed through language especially in cross-cultural communication In terms of language. opinions. COURSE DESCRIPTION FOR THE SPEAKING IV 2. have good expressions. COURSE STRUCTURE This course is designed to maximize learners’ autonomy and group work. and B2 level of CEF (Common European Framework). structures in their certain business topics. they can improve their ability to express and support their points of view as well as give suitable examples. and BEC (Business English Certificate) Vantage respectively. take and pass on most messages that are likely to require attention in everyday business situations. students will be able to 2.1. first-year students’ speaking criteria and second-year program requirements. peer and group discussing. and points of view systematically. The teacher in charge of each class will keep a record of students’ 18 | P a g e . follow or give a talk or keep up a conversation on a fairly wide range of business topics.           pick out items of factual information as well as to distinguish between main and subsidiary points and between the general topic of a text and specific detail. COURSE OBJECTIVES Based on the international criteria in students’ ability to speak English. by the end of the course.2. the objectives for teaching speaking to second-year students in the second semester will be equivalent to Level 3 (independent users) of ALTE (Assessment in Language Teaching in Europe). give a clear presentation on a business-related topic. grammar and pronunciation of each lesson before class time.

2. COURSE SCHEDULE Week Unit Introduction                            Content & Activities Get to know each other Introduction to the course Instruction on delivering a news report Role-play 1 Vocabulary: Recruitment process Reading-based discussion: retaining good staff Listening-based discussion: headhunting Skills: Managing meetings Case study: Slim Gyms Sound work 1 Business news report Role play 2 Vocabulary: Free Trade Reading-based discussion: fair trade Listening-based discussion: negotiating techniques Skills: Negotiating Case study: Ashbury guitars Sound work 2 Business news report Role play 3 Vocabulary : Quality control and customer service Reading-based discussion: old-fashioned quality Listening-based discussion: quality management Skills: Telephone complaints Case study: Brookefield Airport Sound work 3 Business news report Midterm break Midterm revision: Exam practice Business news report Role play 4 Vocabulary : honesty and dishonesty Discussion: A question of ethics Reading-based discussion: responsible businesses Listening-based discussion: the co-operative bank Skills: problem solving Case study: profit or principle? Sound work 4 Business news report 1 2+3 Employment 4+5 Trade 6+7 Quality 8 9          10 + 11 Ethics 19 | P a g e .homework (self-studying the textbook) and assign them bonus scores based on this record and his/her observation of their participation in class activities.3.

4.D.D. contribution to class activities and home and talkative in self-study speaking English. ASSESSMENT AND GRADING Form Weightin g Bonus points (up to 2p) to word game & business brief Task Purpose Participation Students should be To motivate and assess students’ very active. contributing ideas. and practicing speaking activities in class.. See Appendix 2 & 3 To motivate and assess students’ acquisition of business language Role play 10% See Appendix 4 & 5 Business news report 10% To motivate and assess students’ grasp of business knowledge 20 | P a g e . Teacher’s handouts 2.5.12+ 13 Leadership         14 15 Role play 5 Vocabulary : adjectives of character Listening-based discussion: leadership qualities Reading-based discussion: founder of Ikea Skills: decision-making Case study: Orbit Records Sound work 5 Business news report End-term revision: Exam practice Business news report End-term break 2. Falvey. Longman. (2005).S. Market Leader Intermediate New EditionStudent’s Book. & Kent. creative. COURSE MATERIAL Cotton.

6. and facilitators to help students acquire the required knowledge and skills in each lesson. COURSE POLICY Students are expected to:      Actively prepare for the class (read all materials related to the in-class contents. look up for new vocabulary before class) Actively participate in the class activities and self-study at home Work cooperatively and collaboratively with other peers Complete all the assignments by the due date Complete the final test (exact date and time to be advised later) Learning Activities 1. equal to 150 minutes per week. monitors. Home activities Students are required to work in groups to:   Work through the textbook to obtain the target language input Complete the teacher’s assignments 21 | P a g e . Activities in each lesson can include (but not restricted to) the following: Role play (See appendix 2&3) News report (See appendix 4&5) Market Leader-based speaking activities Exam practice 2.2. In-class activities are those which focus on speaking skills. In-class activities Students have 3 periods of speaking skills a week. Teachers play the roles of instructors.

each group needs to: III. Submit the teacher the plan at least 7 days before delivering the session in class. analyze the situation and select related key language items. an excess of up to 5 minutes can be allowed) . During the session. Receive feedback from your peers and the teacher. INSTRUCTIONS In group of 4 or 5. and write a report/ reflection. ASSESSMENT The role-play group will be evaluated based on: Manner of delivery 22 | P a g e . The group needs to: Role play according to the timeline. Answer the audience’s questions (if there is any) Be attentive Ask the group any question regarding the play at the end of the session. assigned roles of group members. prepare and role play one situation stated in the course book to practice the target expressions and vocabulary of each module. The other students : After the session.APPENDIX 4: ROLE PLAY I. Consult the teacher for required plan of each specific module. expected results). Design a role-play plan (including a summary of the case study.) There are in total FIVE role play sessions conducted at the end of each module. Rehearse in group so that you can make it between 10 and 15 minutes in class. Give feedback to the role-play group’s performance according to the assessment form. OBJECTIVES: This activity aims at helping students . each group needs to: Read through the assigned module (both the course book and practice file). (There should be FIVE groups in a class. Each session should last between 15 to 20 minutes (Depending on the situation of each lesson and with the teacher’s consent. Make adjustments based on the teacher’s feedback.improve their business language . Your group would be marked down in the excess of time limit. Get the visual aids and other necessary equipment ready for the delivery. Before the session.sharpen their professional speaking skills II.

- Use of language Group cooperation Bonus points (up to 2 points) will be awarded to the whole group for their creativity as well as to each individual for his/her contribution throughout the course. The teacher’s assessment will be the final. 23 | P a g e . peer evaluation is for reference only.

By the end of this short presentation. News: .APPENDIX 5: BUSINESS NEWS REPORT I. The sources’ full UR must be cited.The reported news must be significant enough. two of which must be in English. the audience must be able to grasp an overview and important details (facts. Objectives: This activity aims at helping students .The reporting task is 10 minutes long in total and comprised of two smaller tasks as follows:   When the technology is available. If not. his/ her predictions about upcoming events related. the presenter is expected to make clear to the audience his/ her opinion about the impacts of the reported event. These ideas are strongly encouraged to be made objective and justified with evidences through critical analysis of related sources. Requirements: 1.build up vocabulary related various business topics through news II. handouts and other visual aids are compulsory. . 24 | P a g e . Presenting the news  3-4 minutes   Also. Note 1: A too detailed/ lengthy report could be impossible within 3-4 minutes.get accustomed to thinking critically about various business issues . .improve their business knowledge by forming the habit of updating news . opinions of related people) of the presented event. figures. The presenter is expected to be selective about the information included in the report and be serious about time management.practise presentation skills .The reported news must be related to business issues and be updated (no more than one month old) .  Note 2: New vocabulary that may prevent the audience from understanding the news must be introduced before the report. Reporting task: .The news must be taken from at least 3 reliable sources.The news in written/ printed form that could be available for the teacher to check is preferred.At the beginning of the semester. the news report MUST be presented with Power Point. the list of news reporters for each week should be agreed on by the teacher and the students. 2. .

Assessment criteria: (See the assessment form in the next page) 25 | P a g e . The presenter’s answers are NOT encouraged to repeat the information that has already been reported. .The news report task makes up 10% of the total assessment of the Speaking skills. The presenter is free to choose which questions to answer so that his/ her understanding of the news could be best demonstrated. New information/ opinion related to the news revealed through the Q& session would be a BIG ‘plus’. Answering questions from the audience   The presenter is expected to answer 1-2 questions related to the reported news from the audience. Assessment: 10 minutes . 6-7 minutes TOTAL 3.

APPENDIX 6: BUSINESS NEWS REPORT ASSESSMENT FORM News Content of the news report       Updated? Newsworthy? Reliable? (at least 3 reliable sources) Brief and clear? Well organized? Original and critical?  personal opinions  predictions and explanation for the predictions Convincing?  Logical argument  Facts and figures        ● /1 pt Report  /1 pt Q&A Pronunciation Grammar Linguistic competence Vocabulary Fluency Manner     Good selection of questions to answer New information in the Q&A Accurate? Accurate? Varied? Appropriate? Varied? /0.5 pt / 1 pt / 1.5 pt /1.5 pt /1 pts Speed of speaking and responding? Eye contact? Interaction with the audience? Gesture? Posture? Facial expression? Visual aids Time General comments: Illustrative? Attractive? Within time limit? Total 26 | P a g e .

APPENDIX 7: END-TERM SPEAKING EXAMINATION FOR SECOND-YEAR DOUBLE MAJORS STUDEN CODE 1 – for practice and pilot only PART 1: Interview (1 minute for each candidate) Questions for Candidate A What are you studying at the moment? What made you decide to study (name of subject)? What do you find interesting about it? What do you find challenging about it? (Candidate A is given Section 2’s task card) Questions for Candidate B What job would you like to do in the future? Why do you choose it? What qualifications are required for the job? How useful will your studies be to your career? (Candidate B is given Section 2’s task card) PART 2: Mini-presentation (2 minutes for each candidate) In this part of the test. memorable brand name .? launching a product . You have been assigned to establish the brand of this product. WHAT IS IMPORTANT WHEN .. A. Discuss the situation together and decide:  What kind of brand image the product should take  What group of customers the product should target 27 | P a g e . WHAT IS IMPORTANT WHEN . To address the problem.. You have 1 minute for preparing your ideas and 1 minute for delivering your presentation.choose a unique. Your company. the owner of the famous coffee brand Caferoma.? managing a brand . you are asked to give a short talk on a business topic. the company has decided to bring out a new instant coffee product..promote brand awareness B. has recently experienced a loss of market share..choose the right time PART 3: Discussion (4 minutes for both candidates) You have 60 seconds to look at this prompt card and then about 3 minutes to discuss the topic with your partner.be financially prepared .

VIETNAM NATIONAL UNIVERSITY HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF ENGLISH LANGUAGE TEACHERS EDUCATION School of English II ---------------------------- WRITTEN COMMUNICATION IV Program: Prerequisites Course code: Course status: Semester: Class hour: Double majors (721) Written Communication IV ENG2025 Core 4 Mon – Fri 28 | P a g e .

leadership and innovation. S. D. S. 1.  acquire and apply the language fluently. Reading Supplementary Materials compile by English Division 2 for in-house use Use Main course book (In-class studying) Individual self-practice (Home studying) Main course book (In-class studying & home studying) Abbreviation ML 2 PF 3 SM 1. Kent. COURSE OBJECTIVES On the completion of the course. understanding examples and key details while reading texts that consist mainly of high frequency every day or professional language related to the business world. COURSE SYLLABUS AND TEACHING METHOD 29 | P a g e . quality control and customer service. trade. D.1. Market Leader Intermediate Practice File. COURSE MATERIALS No 1 Prescribed Material Cotton. Cotton. systematically instruction and explanation fluently and accurately of specialized knowledge.  communicate and interact spontaneously with appropriate level of formality to the circumstances.  give a clear. Harlow: Pearson Longman. COURSE DESCRIPTION FOR THE READING IV 1. Harlow: Pearson Longman.. 1. with highlighting of significant points.2. Market Leader Intermediate Course Book. D. In terms of sociolinguistic and pragmatic objectives:  reflect the content and language use of an article with appropriate highlighting of significant points and relevant supporting detail.. students should have gained adequate knowledge related to certain business issues and situations at intermediate level.. accurately and effectively on a wide range of general and specialized topics to understand the real world of international business through a great amount of authentic materials. In addition. and relevant supporting details.COURSE DESCRIPTION This course consists of two components: Reading IV and Writing IV.  tackle with confidence several reading comprehension types. Specifically. business ethics. Falvey. second year students are expected to meet partially B2 level by the Common European Framework for Reference Levels of Languages. especially those in the BEC Vantage Reading Test. D. students will be able to: In terms of linguistic objectives:  gain a sufficient range of vocabulary for a variety of matters normally encountered in business such as employment.3. Falvey.  identify the structure of reading texts. (2005). In terms of strategic objectives:  demonstrate fairly good use of reading skills such as skimming and scanning. Kent. (2005)..

strategies for critical thinking are taught explicitly. small group work. Finally. Students learn tools that promote critical thinking skills. discuss business topics.Materials and tasks are of business-based contents. activities which promote student interaction in pair work. 30 | P a g e . and whole class activities present opportunities for real world contact and real world use of language. Students have the opportunities to explore business issues. In addition. and study content-based and thematic materials.

3) Parts 1 and 2 Teacher’s handouts Unit 9 Trade BEC test taking skill Parts 3 and 4 Warm-up group 3: ML Unit 9 – Vocabulary: Free trade(p.Unit 10 (p.11) Group 4 prepares for their warm-up activity in week 5 SM Unit 9 – Text bank + Practice test ML Unit 10 – Vocabulary: Quality control and customer service (p.Vocabulary: The recruitment process Unit 8 (p.85) PF .77) PF .85) Quality ML Reading: Old-fashioned quality (p.Unit 9 (p.Unit 8 (p.70) Teacher’s handouts BEC test Warm-up group 2: SM Unit 8 – Vocabulary: Skills and taking skill qualification(p.69) Practice file (PF) .40-43) Group 5 prepares for their warm-up activity in week 6 SM Unit 10 – Vocabulary: Dealing with customers (p.44-47) 31 | P a g e .Vocabulary: The recruitment process (p.86) Teacher’s handouts BEC test Warm-up group 6: SM Unit 10 – Vocabulary: Dealing with customers taking skill (p.11) Teacher’s handouts Homework Market leader (ML) Unit 8 .36-39) Group 3 prepares for their warm-up activity in week 4 SM Unit 9 – Vocabulary: Trading (p.32-35) Group 1 prepares for their warm-up activity in week 2 Supplementary material (SM) Unit 8 – Vocabulary: Skills and qualification(p.1) / Pay and benefits (p.COURSE SCHEDULE Week 1 Theme In-class activities  Getting to know the teacher  Introduction to the course  Instruction on 2 assignments (Warm-up activity and Reading Portfolio)  General instruction on writing REFLECTION (in Reading Portfolio) Warm-up group 1: ML Unit 8 .3) Group 2 prepares for their warm-up activity in week 3 SM Unit 8 – Text bank + Practice test ML Unit 9 – Vocabulary: Free trade(p.69) Employment ML Reading: Retaining good staff (p.19) Group 6 prepares for their warm-up activity in week 7 2 3 4 5 6 7 Warm-up group 5: ML Unit 10 – Vocabulary: Quality control and Unit 10 customer service (p.Unit 11 (p.1) & Pay and benefits (p.19) Parts 1 and 2 Teacher’s handouts SM Unit 10 – Text bank + Practice test ML Unit 11 – Vocabulary: Honesty and dishonest (p.77) ML Reading: Fair trade (p.78) Teacher’s handouts Warm-up group 4: SM Unit 9 – Vocabulary: Trading (p.93) PF .

28) SM Unit 11 – Text bank + Practice test taking skill Teacher’s handouts ML Unit 12 – Vocabulary: Adjectives of character (p.43) Revision Teacher’s handouts Submission of Reading Portfolio BREAK FOR END-OF-TERM EXAMINATION PREPARATION 32 | P a g e .110) Teacher’s handouts Warm-up group 12: SM Unit 13 – Vocabulary: Innovation and SM Unit 13 – Vocabulary: Innovation and invention (p.28) Unit 11 (p.35) ML Unit 13 – Vocabulary: Describing innovations (p.8 9 10 11 12 13 14 15 Group 7 prepares for their warm-up activity in week 9 MID-TERM BREAK FOR REVISION MID-TERM TEST Warm-up group 7: ML Unit 11 – Vocabulary: Honesty and dishonest SM Unit 11 – Vocabulary: Ethics (p.101) (p.101) Parts 3 and 4 PF .109) Unit 13 Warm-up group 11: ML Unit 13 – Vocabulary: Describing innovations PF .93) Group 8 prepares for their warm-up activity in week 11 Ethics ML Reading: Responsible business (p.Unit 12 (p.43) invention (p.94) Teacher’s handouts BEC test Warm-up group 8: SM Unit 11 – Vocabulary: Ethics (p.102) Group 10 and Group 11 prepare for their warm-up Teacher’s handouts activities in week 13 Warm-up group 10: SM Unit 12 – Vocabulary: Leadership and SM Unit 12 – Text bank + Practice test manager styles (p.52-55) Innovation (p.109) Group 12 prepares for their warm-up activity in week 14 ML Reading: Innovation at Procter and Gamble (p.Unit 13 (p.35) Leadership ML Reading: The founder of Ikea (p.48-51) Group 9 prepares for their warm-up activity in week 12 Warm-up group 9: ML Unit 12 – Vocabulary: Adjectives of character SM Unit 12 – Vocabulary: Leadership and manager styles Unit 12 (p.

reflect on what and how they have read and share their thoughts and opinions concerning the content of the materials To test students’ ability to deal with texts of different length.4.50 minutes. Themes and tasks are course-oriented The test will be designed by the reading team and administered by the teacher-in-charge. ASSESSMENT AND GRADING Form Weighting Warm-up Activity  Task Students are expected to work in pairs  or groups of 3 to design a warm-up activity in each lesson. See appendix 6 for the guidelines on warm-up activity  Purpose to encourage students rapidly memorize and gain thorough understanding of the related terms to motivate students actively prepare and participate in the lesson To encourage students to read extensively and critically To give students opportunities to choose their own reading materials.  Reading Portfolio     Midterm test 10%    33 | P a g e . The time allowed for the test is approximately 45 . scanning. themes and level of difficulty.  See appendix 7 for the guidelines on reading portfolio See appendix 8 for the format of each reading text in the reading portfolio See appendix 9 for the marking scheme of reading reflection as the most important part in the reading portfolio Students will do a mid-term test in Week 9. matching and understanding text structure) To assess students’ level of lexical accuracy and grammar control 5%    5%   Students are expected to choose 3  articles of six topics covered in the semester and complete the reading portfolio.1. To train students to read under time constraint and pressure To assess students’ application of reading strategies learnt in the course up to then (skimming.

To train students to read under time constraint and pressure To assess students’ application of reading strategies learnt in the course up to then (skimming. newspapers.  actively participate in the class activities and self-study at home  work cooperatively and collaboratively with other class members  complete all the assignments by the due date 34 | P a g e .5. themes and level of difficulty. scanning.  Students take a final written test. etc. matching and understanding text structure) To assess students’ level of lexical accuracy and grammar control 1. The time allowed for the test is approximately 55 minutes. COURSE POLICY Students are expected to:  actively prepare for the lesson: find information on the topics from various sources: online. magazines.   Final test  30%  To test students’ ability to deal with texts of different length.

be motivated to actively participate in the lesson Pairs or groups of 3 Before each lesson.accuracy: 1 point .interaction among group members: 1 point .have chance to facilitate and review the assigned vocabulary related to the theme for their classmates . handout: 2 points  in-class performance:  cooperation among group members: .be able to rapidly memorize and gain thorough understanding of the related terms through activity conducted by their classmates .instruction of the activity (clear and effective or not): 1 point Objectives Type of work What to do? Marking criteria 35 | P a g e .equal work division: 1 point  length (10-15 minutes): 1 point  use of language: .conduct the planned activities . the facilitating group is required to:  prepare and gain thorough understanding of the assigned vocabulary  design warm.up activities to review the terms for class members in 10-15 minutes  submit the plan for activities and handout(s) (if any) to the teacher at least 3 days before conducting in class Within 10-15 minutes in class.APPENDIX 8: GUIDELINES ON WARM-UP ACTIVITY Students will: .give further explanation/ discussion on the confusing/ difficult terms if necessary .fluency: 1 point .give satisfactory responses to any questions raised by class members and teacher Warm-up activity (5%)  preparation:  number of revised words: 2 points  visual aids. the assigned group is required to: .

What can you learn from the text (in terms of knowledge.What is the general style and noteworthy linguistic features of the article? . and written communication skills)?  Length of the reading article: 500-800 words Requirements  Level of difficulty: Intermediate – Upper-intermediate  Length of the reflection: 350-500 words ● Submission to the teacher must include:  Table of content (Week.APPENDIX 9: GUIDELINE ON READING PORTFOLIO Objectives Students will: ● be able to enrich their background knowledge of business ● practice reading extensively and critically ● broaden their vocabulary of business fields Number of reading 3 passages Deadline of  All-class submission of Reading Portfolio : Week 14 submission Type of work Individual  Find 3 reading texts with the topics taken from Market LeaderIntermediate  NOTE: The reading texts should be taken from RELIABLE SOURCES and should be AUTHENTIC.  Students MUST:  list all useful phrases or vocabulary they can learn from each of the 3 reading texts  identify and outline the main ideas and supporting details of each of the 3 reading texts  choose ONE of the 3 reading texts to write a reflection on its content and language use based on the following questions: What to do? . Theme. Title of the reading passage.What arguments does the author use to support his/ her opinions? Are these arguments fair? Or are the ideas presented in the article persuasive? Which ideas do you agree/ disagree with? Why? . year of publication.What is the article about? . language.What is the author’s purpose(s) when he/she writes the article/ For whom it is written? .)  Reflection 36 | P a g e . etc. page number)  Copy of Reading Text(s) Submission  Source(s) of Reading Text(s) (name of author.

Marking criteria Reading Portfolio (5%) ● Portfolio format: 1. examples): 1.5 points ● Outline of the article (All main ideas and supporting details are clearly organized in the outline): 2 points ● Reflection: 3 points (See appendix 9 for the marking scheme of reflection) 37 | P a g e .5 points ● Selection of the article (Reliable source? Related to the theme? Appropriate length? Level of difficulty?): 2 points ● List of useful vocabulary (including words. meaning in context. transcription.

. 38 | P a g e . II. Original Text ……………………………………………………………………………………………………………………………………….Useful vocabulary and structures (topic-related language) 1. ……………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………. Organization of the text ………………………………………………………………………………………………………………………………………. [Word]/transcription/[all meanings. [Word]/transcription/[all meanings.. ………………………………………………………………. Reflection (for the CHOSEN text only) ………………………………………………………………………………………………………………………………………. ………………………………………………………………………………………………………………………………………. [Direct source/ link to access the material] …………. ………………………………………………………………………………………………………………………………………. Information of the text Source Word count Name of the author Year of publication etc. III. Theme: ………………………………. the meaning in context is bold][example(s)] 2. ………………………………………………………………. ……………………………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………………………….APPENDIX 10: FORMAT FOR EACH READING TEXT IN THE READING PORTFOLIO Student’s name: …………………………………………………………. Words ………………………………………………………………. Reading portfolio number: ………… Class: …………………………………. TITLE OF THE READING TEXT I.. V. the meaning in context is bold][example(s)] IV..

…………………………………………………………………………………………………………………………………………….APPENDIX 11: READING REFLECTION MARKING SCHEME Student’s name: …………………………………………………………... the purposes. ……………………………………………………………………………………………………………………………………………. language and written communication skills) TOTAL 2 ………/0. ……………………………………………………………………………………………………………………………………………. and the organization pattern) of the text Provide comments on the general style and important linguistic features of the text Evaluate and justify the fairness or/and the persuasiveness of the presented arguments Present and illustrate the knowledge and skills gained from the text (in terms of knowledge.6p 5 ………/0.6p ………/3pts Other comments (if any): …………………………………………………………………………………………………………………………………………….6p 4 ………/0. Class: ………………………………….6p 3 ………/0. 39 | P a g e . Grade Allotment ………/0. ……………………………………………………………………………………………………………………………………………. the target audience.6p No 1 Assessment Criteria Identify the main idea of the article Evaluate of the global features (the source. …………………………………………………………………………………………………………………………………………….

the objectives for teaching writing to second-year double-majored students will be equivalent to level C1 of CEFR (Common European Framework of Reference) of language proficiency. COURSE DESCRIPTION FOR THE WRITING IV 2. self-evaluating as well as peer teaching understand the difference between a paragraph and an essay brainstorm ideas and plan an outline for an essay get accustomed to the format of different types of essays structure essays of different types use many resources for writing In terms of strategic competence. first-year students’ writing criteria and second-year program requirements.1. students are expected to: In terms of essay writing skills. vocabulary and style accuracy when writing essays continue to master new writing learning strategies together with general study skills be active in self-studying. students should be able to: The following writing strategies will be embedded in lessons: Cognitive strategies     Repeating: rewriting until satisfied Recognizing and using formulas and patterns Taking notes Using available resources for writing Compensation strategies:    Selecting the topic Adjusting or approximating the written message Using a circumlocution or a synonym Metacognitive strategies:  Overviewing and linking with already known materials   Planning for a language task Seeking practice opportunities 40 | P a g e . peer and group cooperating participate almost autonomously in self-teaching. double-majored students are able to:             use standard language structures and a large range of vocabulary in writing standard academic essays apply appropriate styles and characteristics of the written language as well as various levels of formality to match the writing situation utilize a range of linguistic devices to create good essays review grammar. In terms of linguistic competence. COURSE OBJECTIVES Basing on the international criteria in students’ ability to write. when finishing the second year.2.

COURSE SYLLABUS & TEACHING METHOD From the objectives listed above.   Organizing Setting goals and objectives Identifying the purposes of a language task   Self-monitoring Self-evaluating Affective strategies:    Taking risks wisely Using a checklist Discussing your feelings with someone else Social strategies:     Asking for correction Cooperating with peers Cooperating with proficient users of the language Becoming aware of others’ thoughts and feelings 2.understand the procedure to write a process essay .understand the format of a process essay . COURSE MATERIALS   Core Textbook: Essay writing Additional handouts from teachers 2. course book design and course assessment. second-year students will learn a writing course which covers general knowledge as well as key features of the targeted types of essays.write a suitable outline for a process essay . Moreover. The process approach to teaching writing is embedded in activity organisation. The teaching and learning tasks will be scheduled as follows Week Mode Lesson contents Objectives in focus o Understand the format of an essay o Plan an outline o Write an effective introduction and conclusion o Distinguish between main ideas and supporting ones o Write a well-organized body Week 1 In class Unit 1: Structure of an essay At home Complete the practice of Unit 1 . students’ autonomy is promoted through all the class and home activities.review structural signals to develop a process Week 2 In class Unit 2: Process Essay 41 | P a g e .2. in the second semester.3.write a logical process essay .

sharpen the skills of writing under time pressure In class Unit 4: Comparison and contrast (continued) Write the first draft of the chosen topic 42 | P a g e .plan a suitable outline for a comparison and contrast essay .essay At home Complete the practice of Unit 2 Unit 2: Process Essay (continued) Write the first draft of the chosen topic Revise the first draft and write the second draft .sharpen the skills of writing under time pressure Week 3 In class At home Week 4 In class Unit 3: Classification Essay At home Complete the practice of Unit 3 Unit 3: Classification (continued) Write the first draft of the chosen topic Revise the first draft and write the second draft .ditto .get to know the format of a comparison and contrast essay .ditto .write a logical classification essay .plan a suitable outline for a classification essay .review structural signals to develop a comparison and contrast essay .understand the procedure to write a classification essay .be aware of a classification essay’s format .review structural signals to develop a classification essay .understand the procedure to write a comparison and contrast essay .write a coherent comparison and contrast essay .ditto .sharpen the skills of writing under time pressure Week 5 In class At home Week 6 In class Unit 4: Comparison and contrast At home Week 7 Complete the practice of Unit 4 .

ditto .At home Week 8 Revise the first draft and write the second draft MID TERM BREAK FOR REVISION (Students and teachers do not go to class) MID TERM EXAMINATION (Students and teachers do not go to class because there is no writing mid-term examination) .write a coherent argumentative essay .sharpen the skills of writing under time pressure Week 11 In class At home Week 12 In class Unit 6: Argumentative Essay At home Complete the practice of Unit 6 43 | P a g e .get to know the format of an argumentative essay .understand the procedure to write a cause and effect essay .review structural signals to develop an argumentative essay .plan a suitable outline for a cause and effect essay .get to know the format of a cause and effect essay .understand the procedure to write an argumentative essay .plan a suitable outline for an argumentative essay .write a coherent cause and effect essay .review structural signals to develop a cause and effect essay Week 9 Unit 5: Cause and effect Week 10 In class At home Complete the practice of Unit 5 Unit 5: Cause and effect (continued) Write the first draft of the chosen topic Revise the first draft and write the second draft .

Week 13 In class Unit 6: Argumentative Essay (continued) Write the first draft of the chosen topic .sharpen the skills of writing under time pressure At home Week 14 In class At home Revise the first draft and write the second drafts Revision Self-revise and complete the writing portfolio Week 15 FINAL EXAM PREPARATION (Submission of Writing Portfolio (Students and teachers do not go to class ) 44 | P a g e .ditto .

the writing portfolio for the second semester will require more of their dedication to make it a really individualized product. COURSE POLICY 2. As the students have had their first-hand experience of making a writing portfolio in the first semester. A note on Plagiarism a.2.5. writing assessment for the secondyear students is continued to be carried out regularly in a process with two forms: writing portfolio and writing progress tests. (See Appendix 1 for Guidelines of Writing Portfolio) WRITING PORTFOLIO .Students collect their writing tasks. second draft and the final version and reflect on what they have learned and how their writing skills have improved over the semester.5. unless students have arranged with their lecturer prior to the regular due date to turn in the assignment late.Students do a 45-60 minute test (See Appendix 6 for the test format) . 2.5.To assess students’ ability to write under time and exam pressure . ASSESSMENT AND GRADING With a view to teaching in the credit-based approach.2.To assess student’s progress in their writing skills over the term in the criteria specified in Appendix 2 & 3 30% . Students are expected to:      Actively prepare for the class (read and reflect on what they have acquired from each class meeting and type of writing) Actively participate in the class activities Work cooperatively and collaboratively with other peers Complete all the assignments by the due date Complete the final test (exact date and time to be advised later) 2.3.To assess students’ overall writing achievement as described in the course objectives 2. What is Plagiarism? The University has defined plagiarism as: 45 | P a g e FINAL TEST . Late Assignment Policy: Late assignments will receive a failing grade.1.4.5. including the first draft. FORM WEIGHTING TASKS PURPOSES 20% .

designs. words or creative works of another." b. These include published and unpublished documents. images. or theories in an assignment or essay make use of pieces of information. that are not common knowledge paraphrase another person's spoken or written words c. How can you avoid unintentional plagiarism?     Use quotation marks around everything that comes directly from a text or article Try to summarise ideas and arguments in your own words . for the second time. such as statistics. graphs. you must give credit whenever you     quote from someone's actual spoken or written words use another person's ideas. sounds. 46 | P a g e . interpretations. photographs. interpretations. How can you avoid plagiarism? To avoid plagiarism."Plagiarism is the act of misrepresenting as one's own original work the ideas. words or works may be found in print and/or electronic media. drawings.don't just rearrange a few words here and there Check that you have correctly paraphrased and acknowledged the original ideas Check your summary against the original text If found plagiarized for the first time. music. opinions. computer codes and ideas gained through working in a group. students will receive a ZERO for that assignment. students will FAIL the course. These ideas.

Make sure you pay more attention in the second semester in order to prove your self-understanding and selfevaluation ability. refer to Appendix 4. The collection must include student participation in selecting contents. growing collection of a student’s work . the students have to answer these questions for each of the entries:  What did you learn from it?  What did you do well?  Why did you choose this item?  What do you want to improve in the item?  How do you feel about your performance?*  What are the improvements you yourself have found from one writing to another. p. in building them. the criteria for judging merit and evidence of student self-reflection. strategies for reaching these goals and means of determining whether or not we have met those goals or other goals” (Yancey.” (Paulson. 1996. students become active participants in the learning process and its assessment. please provide evidence?* And these questions for the whole portfolio:  What part of the portfolio do you like best?  What was difficult for you?  Would you like to change any item in your portfolio? Why?*  How is the portfolio better than the usual tests?  Do you think the portfolio score is fair?  Do you have any suggestions to improve portfolio next year? The questions with * are those many first semester portfolios fail to answer. 3 entries 47 | P a g e . For the assessment of the cover letter. the criteria for selection. The overall purpose of the portfolio is to enable the student to demonstrate to others learning and progress.each entry is carefully selected by the student for a specific reason which s/he will explain. For example. 2.118) II. portfolio is not a portfolio without reflection. Cover letter (1-2 pages): The cover letter is written after choosing the portfolio components but placed right at the beginning. progress and achievements in one or more areas. What is a writing portfolio? “A purposeful collection of student writing that exhibits the students’ efforts. The greatest value of portfolios is that. which is “the dialogic process by which we develop and achieve specific goals for learning. introduce the portfolio contents and the reasons why they are there.APPENDIX 12: GUIDELINES ON WRITING PORTFOLIO I. Table of contents 3. Meyer 1991) In this way a portfolio is a living. What should be included in a writing portfolio? 1. Paulson. This letter explains in brief what you learn in the semester and your progress.

Use transitional devices to improve coherence 5. The entries are arranged in the order of time with the best one after the table of contents. Reflect on the use of resources in writing 6. Writing assignment assessment The first draft of in-class writings must be signed by the teacher. The scoring of essay writing assignments should base on whether the students demonstrate these indicators: a. Students might be asked to write the third draft if necessary. Supplement the supporting ideas with details/examples 9. Students are expected to use pencils and the correction symbols in Appendix 5 to check their peers’ work. Write an effective introduction7. Producing the essays (Use multiple resources for writing 3. c. The writing assignments and the assessment should be done in the form the teacher provided. Present problem solving skills 5. Justify for the selection of entries 2) b. Support the introduction with suitable ideas 8. Describe weaknesses (content and rhetorical ones) and how you manage to solve them) 10 48 | P a g e . Control sentence structures 6. Plan the writing (Make an outline 1. Portfolio assessment form III. Peer check and rewriting are homework and late submission is disadvantageous. Revise the essays (Identify problems in first drafts and take actions in second drafts 11) 2. Portfolio assessment Portfolio score = 3 entries’ average score (70%) + Cover letter score (30%) Note: Teachers reserve the right to mark down any portfolios that show sign of cheating and plagiarism and fail to organize their portfolio as guided The scoring of cover letter should base on whether the students demonstrate these capabilities: a. The second drafts are considered the products to be assessed. 4. a peer evaluation checklist and the second draft of the writing. Write drafts 2) b.Each entry should contain the first draft written in the class. Reflect on revising strategies 4. Reflect on writing process strategies (Reflect on writing strategies) 3. The whole entry score is the average of the three assignments’ scores. Reflect on peer collaboration (social strategies) 7. Reflect on portfolio structure (Reflect on goals of portfolios 1. Write an effective conclusion at the end of the essay 10) c. How is your portfolio assessed? 1. Writing assignment benchmark: Scoring of students’ writing assignments will base on the rubric in Appendix 2 and Appendix 3. Reflect on growth and development as a writer (Assess personal growth 8. Identify strengths 9. Arrange ideas in a logic order 4.

APPENDIX 13: WRITING BAND DESCRIPTORS 49 | P a g e .

50 | P a g e .

etc) 2. meaningful essays 2. word form and word choice 3. and punctuations. but errors in grammar can still obscure meanings 2. Support the thesis statement 0. Use familiar words with a few mistakes in spelling.) to improve cohesion 2. Write an introduction 0. Control sentence structures 0. Control cohesive devices 0.1.1.1. Use simple sentences 1.APPENDIX 14: WRITING ASSESSMENT RUBRICS ÉSSAY ASSESSMENT INSTRUMENT 1. Provide no statements to supplement the supporting ideas 1.4.1. etc.. Producing coherent. comparatives. Write outlines 1. Control mechanics to improve meanings. word form and word choice 2. Organise ideas in a suitable logical order for the goals of the essays 2.9. Do not write a conclusion or create a sense of closure 1. Arrange ideas in a logic order 0. articles. Offer relevant and distinct supporting ideas 3. Explain or illustrate for supporting ideas 2.5.2.1.2.6.0. Create parallel and equivalent supporting ideas and details 1.4. Develop supporting details for the supporting ideas 1. Arrange the supporting ideas clearly with transitional signals 2. Supplement the supporting ideas with exemplifications 0. spelling.3. Include lists of main ideas in an order 1. Write first drafts.2. Provide relevant but overlapping supporting ideas 2.1. Write an attention-getting introduction with a specified thesis statement 2.1. Revise from drafts 51 | P a g e .Control word usage 0. following the right format of an essay 1.1.1. synonyms. Signal a stop or repeat the thesis statement in the conclusion 2. Control primary and secondary logical orders 2. Write an introduction with an unclear thesis statement 1. mistakes in grammar do not obscure meanings 3. Apply unfamiliar words with mistakes in spelling. Do not support the thesis statement 1. pronouns) and word repetition 2.3. Consider basic features of essays (coherence and development) 2.Planning for essays 1. Do not write outlines 1.3. Control capitalization.2. Use vocabulary devices beyond repetition (such as collocations.2. Control mechanics (surface feature mistakes) 0. Attempt to organise ideas in an order.2. choice and forms of words 2. Brainstorm words or phrases 1.7. Do not complete first drafts or do not follow the format of an essay 1. Use grammatical cohesion (reference. Explain and illustrate for supporting ideas with various types of exemplifications 2.2.8. Use complex (subordination) or compound sentences with a limited number of patterns 2. well-developed. Paraphrase the thesis statement in the conclusion 3. word form and word choice 1. but a rearrangement of ideas is necessary 1.1. Apply unfamiliar words with a good control of the spelling.3. Paraphrase the thesis statement in the conclusion and leave impressions (give personal’s predictions or recommendations. Write a conclusion 0.2. Do not use cohesive devices 1.0. Write first drafts 1.1.3.3. Use familiar words with many mistakes in spelling.2. Write an introduction with a clear thesis statement 2. Use complex and compound sentences flexibly 2. Patterns of mistakes are visible 1.

etc. ideas expressions.3. Improve when necessary or maintain control over mechanics.) in the essays 52 | P a g e . ideas. Edit mechanics and vocabulary mistakes 2. Edit mechanics mistakes 1.1. Identify problems in first drafts and take actions in second drafts 0. vocabulary and higher order/global features (organisation.

Assess personal growth in written language production 3.2.2.APPENDIX 15: REFLECTION ASSESSMENT FORM 1.2. Do not explain for the selection of included essays 1.2.3.1.2.1.0.0.5.5. State strengths (generalising the good points) 3. a weakness not) 2. Justify for the selection of essays 1. Explain the influence of those strengths on the products 3.5. Reflect on peer collaboration (social strategies) 2.2.0.5. Assess the efficiency of the attempted actions and plan for future actions 53 | P a g e .2.2.4.1. Describe goals for the portfolios against both course objectives and individual learning goals 1.1. Make conclusions on effective peer collaboration strategies 3.2. Reflect on your language production strategies (how to create the language features of paragraphs) 2.2.2. Explain for the production strategies used to write essays 2.1.2. Explain for the selection of essays against the features of a good essay 1.1.1.4.2. Evaluate and defend the used strategies 2.3.1.1. Assessing the writing products and process 3. List the strategies taken to monitor the writing process 2. Identify weaknesses (content and language ones) and how you manage to solve them 3. Select the materials for writing after comparing different sources 2.2.2.3.2.1. State the content or language problems you meet in writing different types of essays 2.2. monitoring.3.0.2.0. Reflect on writing-process strategies(planning.Reflect on goals of each entries in the portfolios in the individual learning plan 1.1.0. Identify strengths 3. Describe actions toward improving the weaknesses 3.1.3.3. Explain for the selection of essays against both knowledge of essay writing and personal learning goals 2. Do not describe resources or describe without evidence 2. Understand/describe the advantages and disadvantages of peer collaboration 2.1. Do not describe strengths or describe without evidence 3. Describe what you acquire from the resources to write the essays 2. Reflect on portfolio structure 1.2. Explain for the differences/improvements 3.0.1.4.3.4. Reflect on writing strategies 2.1.4.1.3.2. revising) 2. List peer collaboration activities 2. Do not mention the writing process strategies or reflect without evidence 2. Analyse the production strategies in terms of importance and effectiveness 2.1.3.0.1.0. Evaluate the production strategies in terms of importance and effectiveness 2. State the solutions for the problems 2.3.2. Describe strengths 3. Understand the interaction between content and language problems in the writing process 2. Do not state problems or state without evidence 2.1. Reflect on the use of resources in writing 2. Reflect on problem solving skills (a problem is temporary. Describe goals for the portfolios basing on course objectives 1. Identify rules for future writing work for language production 3.4.0. Do not describe goals 1.3. Do not generalise problems into weaknesses or state the weaknesses without evidence 3. Do not describe writing production strategies or reflect without evidence 2. Describe the differences in essays across time 3.1.1.5.3.3. Describe the writing production strategies 2. Describe the process strategies 2.3.2.3. List the resources used in writing the essays 2.2.5. Evaluate the problem solving strategies 2.1.3.2. Generalise problems into weaknesses and provide full evidence 3.1.2.3.4. Do not describe growth or describe growth without evidence 3. Do not describe collaboration activities or describe without evidence 2.1.3.

APPENDIX 18: WRITING CORRECTION SYMBOLS 54 | P a g e .

APPENDIX 19: WRITTEN COMMUNICATION TEST FORMAT WRITING TEST FORMAT If portfolio provides a panorama of the students’ writing ability.To check students’ understanding of writing skills and knowledge . the progress tests helps to judge their ability of writing under pressure and teach them the exam strategies.To evaluate students’ essay writing skills as stated in the course objectives PART 2 PART 3 55 | P a g e .To check student’s usage of language devices as described in the course objectives .To assess students’ language usage (language structures and expressions) as stated in the course objectives . Portfolios are processoriented and longitudinal while the final tests (after week 15) are product-oriented and cross sectional  Time Allowed: 45-55 minutes  Format: TASK TYPES PART 1 Multiple Choice Questions True – False Cloze quiz Sentence Transformation Sentence Building Composition words) (250-300 PURPOSE .

Master your semester with Scribd & The New York Times

Special offer for students: Only $4.99/month.

Master your semester with Scribd & The New York Times

Cancel anytime.