Syllabus. Bồi dưỡng giáo viên giảng dạy theo CTGDPT THPT

Online Teacher Development Program
TRAINING UPPER-SECONDARY TEACHERS TO TEACH WITHIN THE NEW ENGLISH LANGUAGE

CURRICULUM FOR GRADE 3-12 IN VIETNAM
(Bồi dưỡng giáo viên giảng dạy theo chương trình giáo dục phổ thông mới môn tiếng Anh cho giáo
viên bậc THPT)
Syllabus template
In-service upper-secondary teachers will be able to:
- Understand the structure, contents, approach and methods employed in the new
English language curriculum for Grade 3-10 in Vietnam;
- Deliver their English language classes effectively within the new English language
curriculum;
Major Objectives - Conduct proper testing and assessment the new English language curriculum;
- Adapt their teaching within the new English language curriculum to different con-
texts, learners, needs and for their own professional development; and
- Apply different methods and techniques in English language teaching, especially at
the level of ELT techniques.
@2017 TRAINING UPPER-SECONDARY TEACHERS TO TEACH WITHIN THE NEW ENGLISH LANGUAGE CURRICULUM FOR GRADE 3-12 IN VIETNAM
University of Languages and International Studies, VNU Hanoi
We Unit/T Outcomes Evidence of Online materi- Activities

ek opic learning (as- als, content
sessment)
1 1. Teachers can Teachers can: - PPT slides - Watch videos about teacher
Course - understand - List the ad- - Videos: training courses around the
over- the approach vantages and English lan- world
view taken by this disadvantages guage teach- - Explore the characteristics of
training of online train- er training online training
course; ing and include courses - Watch training videos and
- know the them in the around the take notes to explore the
course con- planning of world course contents, syllabus,
tents, sylla- their own https://www.yout learning materials, learning
bus, learning learning ube.com/watch?v resources, course require-
materials, - State the ap- =xrJejrr3vGY ments etc.
learning re- proach taken https://www.yout - Try some quizzes and writ-
sources, by this training ube.com/watch?v ing and presentation tasks to
course re- course; =3a9PHtTKznE check their understanding
quirements - Identify the https://www.yout - Complete a needs analysis
etc. during course contents ube.com/watch?v survey
their train- and syllabus, =3pnxmhMF7e8
ing; - Know and lo- - Course

- understand cate the learn- guide mate-
the assessing materials, rials
ment they learning re- - Quiz
are expected sources on the - Writing and
to undertake; online learning presentation
- Know the site. tasks
course rules - Understand
- Identify main the course re-
steps to be quirements
successful in during their
this course training and
- Introduce use them to
themselves plan their
and voice learning;
their needs - Remember
on the learn- and understand
ing website. the assessment
they are ex-
pected to un-
dertake;
- Set up cer-
tain activities
for the follow-
ing weeks of
the course
1B. Teachers Teachers can: - PPT slides - Study the new curriculum and
Overvi can under- - Identify the - The new the official guide via
ew of stand the general princi- English instructional videos and
the new curricu- ples applied in language materials
new lum (in developing the curriculum - Take notes of the key features
Englis terms of new curricu- for Grade 3- of the new curriculum
h principle lum; 12 in - Reflect on this training
langua develop- Vietnam course to see the relevance
- Restate the
ge ment, aims - The offical and plan their training
curriculum
curricu and teacher’s accorindgly
lum objectives, aims and ob- guide for the
for contents, jectives; new English
Grade methods of - Name the language
3-12 in teaching and competences curriculum
Vietna assessment) and attributes for Grade 3-

m targeted in the 12 in
Vietnam
new curricu- -
lum;
- Remember the
key curriculum
contents;
- Name certain
teaching meth-
ods that the
new curricu-
lum embraces;
and
- Understand
main assess-
ment methods
of learning in
the new curric-
ulum.
2 2. An Teachers can: Teachers can: - Survey re- - Study the survey results and
over- - Under- - Remember sults on the analyze the main points. Re-
view stand the the key teachers’ late to their own situation.
of the context in points about opinions on - Watch training videos, PPTs
new which the the context the new and take notes of the overall
Tieng textbooks in which the textbooks. context, objectives, struc-
Anh are intro- textbooks - Training ture, content and methodol-
text- duced. are intro- videos ogy, components etc. of the
books - Familiarize duced. - PPTs new textbook
themselves - Name at - Extracts tak- - Study extracts of the new
with the least 03 key en from the textbooks and relate them to
overall ob- differences new text- the overall objectives, struc-
jectives, between the books ture, content and methodol-
structure, “new” text- - Quiz ogy, components etc.
content and books and - Writing and - Try some quizzes and writ-
methodolo- the “old” presentation ing and presentation tasks to

gy, compo- ones. tasks check their understanding
nents etc. of - Remember
the new the key ob-
textbook; jectives of
- Under- the text-
stand the books.
ways the - List and lo-
book is im- cate 03 les-
plemented sons in each
in class- unit in the
rooms new text-
- become books.
aware of - Remember
possible dif- the time al-
ficulties in location for
using the different
textbooks in parts of the
the future textbooks
and ways to - Identify the
overcome different
them. components
of a text-
book set.
- List possible
difficulties
they may
encounter
and antici-
pate the
ways they
could over-
come them
in the future
3 3. Ap- Teachers can: - Teachers can: - Slides - Discuss and list the differences
proach - Identify the + list the differ- - Videos: between the old series of English
es and differences be- ences between + accuracy and textbooks and the new one
meth- tween the old the old series of fluency activities
ods in series of Eng- English textbooks + types of com- - Explore CLT:
the lish textbooks and the new one municative ac- + Identify the features of CLT
new and the new + match types of tivities + Watch a video clip about fluen-
text- one activity/practice + Integrated-skill cy and accuracy activities and de-
books - Understand with activities approach cide if each activity taken from
the approaches from Tieng Anh - Readings Tieng Anh textbooks aims at ac-
in designing textbooks + CLT curacy or fluency
the new Tieng + identify the dif- + integrated-skill + Differentiate between mechani-
Anh textbooks ferences between approach cal practice, meaningful practice
- Use this un- different types of - Quizzes and communicative practice;
derstanding to activities - Performance match the activities from Tieng
analyse how + develop their tasks Anh textbooks with types of prac-
these ap- own definition, tice
proaches are reasons... + Watch a video clip about types
used in differ- of communicative activities and
ent parts of the decide the type of communicative
textbooks practice each activity taken from
- Use the Tieng Anh textbooks belongs to
knowledge - Explore integrated- skill ap-
from this mod- proach:
ule to design a + Watch a video clip about inte-
plan to teach a grated-skill approach and develop
group of stu- own definition and list of reasons

dents + Read and share opinions about
ways to integrate, and match the
lesson extracts with ways to inte-
grate
- Mini project: Plan a lesson to
meet the need of a student group
and present the lesson plan.
4 4. Teachers will Teachers can Readings about - Read the passages about mean-
“Get- be able to - use different ac- meaningful input ingful input
ting - understand tivities to in- - Sample videos - Reflect on the contents of the
start- the role of crease about teaching reading passages
ed”: module “Get- students’ interest “Getting started” - Watch the video about teachers
Open- ting started” in in the lessons teaching Getting started and re-
ing a one unit - introduce the flect
new - understand new topic - design lesson plans for some
unit in the principles through new vo- Getting Started modules
the in teaching cabulary and
new Getting started structures in at
text- - apply the least three ways
book principles to - understand three

using and aspects of know-
adapting the ing a word.
activities in the - link the contents
module to suit of this module to
students’ level the other modules
and match the in the unit
unit objectives - Participants can
select suitable
components of
the module to
teach.
5 5. Teachers will Teachers can help Slides, Teachers have a chance to revise
“Lan- be able to learners to correct Collected videos, the knowledge of pronunciation
guage” - be aware of students’ pronun- Readings,
: the objectives ciation in terms Quizzes
Teach- of teaching vo- of sounds, stress, Teachers can choose a list of ac-
ing cabulary and rhythm, linking tivities to teach pronunciation
vocab- pronunciation and intonation
ulary in the new Teachers can demonstrate differ-
and textbook Teachers can use ent stages in teaching pronuncia-

pro- - understand a variety of pro- tion according to the communica-
nun- the approach to nunciation activi- tive framework using the text-
ciation teaching vo- ties like back book Tieng Anh 10,11,12.
cabulary and chaining, chants,
pronunciation rhymes, poems,
in the new etc.
textbooks.
- explore dif- Teachers can use
ferent tech- the communica-
niques for pre- tive framework in
senting new teaching pronun-
vocabulary and ciation.
pronunciation
- apply differ-
ent ways of
helping stu-
dents practice
pronunication
and recycle
new vocabu-
lary
6 6. Teachers will Teachers can - Video about - Discussion: Students’ attitude
Teach- be able to - understand how section ‘Closer towards grammar lessons.
ing - understand grammar section look 2’ in the - Watch a video about grammar
gram- the principles in the new text- new textbooks. section in the new textbooks.
mar and suggested books is de- - Readings about - Read and do exercises to distin-
approaches in signed. approaches to- guish 2 approaches towards
teaching - distinguish be- wards teaching teaching grammar.
Grammar in tween deductive grammar. - Watch a video and do exercises
the section and inductive ap- - Video about to understand about controlled
‘Language’ ; proach towards controlled activi- practice activities.
- apply some teaching gram- ties in teaching - Read and watch demo about dif-
techniques to mar grammar ferent less-controlled activities.
presenting - apply three - Readings about
grammar; techniques in pre- less-controlled
- apply some senting grammar. activities.
techniques to - understand the
practicing differences be-
grammar. tween controlled
and less con-

trolled practice.
- employ 4 types
of controlled
practice in teach-
ing grammar
- use 5 communi-
cative activities
in teaching
grammar.
7 7. De- Teachers will Teachers can - Readings about - Teachers discuss to reflect their
velop- be able to - use 12 princi- teaching reading, belief and read about teaching
ing - understand ples of teaching some alternative principles
read- the principles reading in their activities for - Teachers read about 3 stages in
ing of teaching own teaching sit- teaching pre- teaching reading and see which
skills reading uations, reading, while- ones can be applied in their teach-
- acquire tech- - understand the reading and post- ing context
niques to teach reading section in reading - Teachers read some lesson plans
3 stages of a the new English - Videos about and give their comments on the
reading lesson textbooks: its top- teaching reading plan
- apply appro- ic and structure (pre, while, post) - Teachers watch a video of a
priate tech- - use different demo lesson
niques to teach techniques to
each stage of a teach three stages
reading lesson in a reading les-
effectively son
8 8. Teachers will Teachers can -Video about -Watch a video and discuss the
“Skill” be able to - understand the stages of a listen- purposes of the 3 stages of a lis-
: De- - identify nec- purposes and the ing lesson tening lesson
velop- essary stages sequence of a lis- - Video about the - Do exercises to recall types of
ing lis- in a listening tening lesson in use of different pre-listening activities
tening lesson; the new textbook; activities to guide - Present several activities in pre-
skills - apply several - implement 4 ac- students in listen- listening stage
teaching tech- tivities to activate ing for gist and - Do exercises to reflect on the
niques to teach students’ prior details pre-listening stage in the new
Listening les- knowledge and 2 - Reading texts textbook
sons effective- activities to ac- about Teens and - Do exercises (reflection, watch
ly; and quire new listening skills video) to understand the purposes
- keep a collec- knowledge in the which various ac- and techniques in the while-
tion of feasible pre-listening tivities to use listening stage in the new text-
ideas to better stage - Video about book
their teaching - classify 5 types How to teach lis- - Do reflection tasks to under-
of Listening of listening and tening skills in stand the post-listening stage
skills. the corresponding the ESL class-
task types in the room
book
- apply 6 tech-
niques to facili-
tate students’ lis-
tening compre-
hension in the
while-listening
stage
- use 7 techniques
to check student’s
understanding of
the listening texts
- understand and
identify 2 forms
of post-listening
tasks
- carry out the
post-listening
stage with differ-
ent task types
provided in the
book
9 9. Teachers will Teachers remem- - Reading 1: - Get to know speaking lessons in
“Skill” be able to ber the order of Principles in the new textbooks,
: De- - understand the three stages teaching speak- - Read to understand principles in
velop- the stages in a and apply them in ing, teaching speaking,
ing speaking les- a speaking les- - Reading 2: - Read to know practical notes in
speak- son, son, Stages in a speak- teaching speaking,
ing - apply a varie- - Teachers can ing lesson, - Watch videos to know how to
skills ty of practical anticipate and - Reading 3: conduct 3 main stages in a speak-
notes to teach deal with some Practical notes in ing lesson,
speaking, common situa- teaching speaking - Discuss common problems and
- understand tions in a speak- - Video 1: Pre- solutions in a speaking lesson,
and apply ing lesson, paring for the - Comment on a micro speaking
ways of giving - Teachers get to speaking task, lesson.

oral feedback know how they - Video 2: Con-
in a speaking should give oral ducting the
class. feedback in a speaking task,
speaking class. - Video 3: Facili-
tating feedback
on learning
- Video 4: Micro
teaching
10 10: Teachers will Teachers can - A video about -Participants do exercises to iden-
“Skill” be able to - tell the differ- product approach tify approaches to teaching.
: De- - distinguish ences between to teaching writ- -Participants categorize writing
velop- different ap- the two main ap- ing practices in the new textbooks to
ing proaches to proaches to - A video about understand 3 main types of writ-
writing teaching writ- teaching writing process approach ing exercises.
skills ing skills, skills. and using pic- - Participants watch the videos
- recall prin- - select and/or tures to help stu- and answers related questions
ciples of teach- combine ap- dents brainstorm - Participants do reflection tasks
ing writing and proaches to teach ideas for their on their teaching writing
stages of a different genres. writing -Participants study sample feed-

writing lesson - identify three - A video about back to know how to give feed-
- review the stages of a writ- process approach back
techniques in ing lesson to teaching writ-
written feed- - fully under- ing and use of
back; stand three main group writing ac-
- adapt text- stages of the writ- tivity.
book activities ing process: Plan-
to teaching Draft-Check.
contexts, - understand three
learner needs main types of
and interests, writing exercises.
and - can give differ-
- keep a collec- ent types of feed-
tion of feasible back on students’
ideas to better writing.
their teaching
of Writing
skills.
11 11 Teachers will Teachers can - Readings about - Read about four models of inte-
“Com be able to - recall the con- Integrated learn- gration
muni- - understand cept of integrated ing - Study the sample Communica-
cation the four mod- learning; - Readings about tion & Culture lessons and identi-
& Cul- els of integrat- - know how to Project-based fy the possible kinds of integra-
ture” ed learning. teach Communi- learning (PBL) tion
and - understands cation & Culture - Videos about - Rearrange the given steps to
“Pro- the principles lessons following Project-based teach a Communication & Cul-
ject” of Communi- the Integrated ap- learning (PBL) ture lesson and reflect on their
cation & Cul- proach; own experience on teaching this
ture lessons - understand the section.
and Project concept of pro- - Watch videos about the defini-
lessons. ject-based learn- tion and stages of a project
- understand ing; - Read about the suggested pro-
how to teach - identify the cedure in teaching “Project” in
the Communi- basic steps of a the new textbook
cation & Cul- project work and - Relate and reflect on their expe-
ture lessons what teacher and rience of teaching “Project” in the
and Project students are sup- new textbook
lessons follow- posed to do in
ing the integra- each step; and

tion approach. - know how to
carry out projects
in the new text-
books
12 12. Teachers will Teachers can - Official docu- - Complete a task as instructed by
Test- be able to - match the “can- ments about test- the course instructor and reflect
ing - remember the do” statements ing and assess- on how it links to ideas in testing
and as- English com- with the corre- ment with the and assessment;
sess- petency out- sponding grades new English - Skim and scan MOET official
ment: comes of each (10, 11, 12) textbooks from documents for “can-do” state-
An grade as stated - match the tools MOET; ments of the corresponding
over- in MOET offi- they are using for - Readings about grades (10, 11, 12) and require-
view cial docu- measuring stu- criteria of a good ments for testing and assessment;
ments; dents’ progress test - Read about types of tests and
- distinguish with the corre- - Readings about match the types with current as-
features of sponding types of Assessing lan- sessment tools they are using with
continuous as- assessment; guage skills their class;
sessment, - Videos about - Watch a video on alternatives to
achievement - reflect on their test criteria and test and reflect on how these al-
tests and profi- real use test al- alternatives to ternatives are used with the new
ciency tests of ternatives tests Tieng Anh textbooks;
English for - Slides - Watch a video explaining crite-
upper- - evaluate ex- ria of a good test and practise
secondary tracts from real with evaluating given test ex-
school students tests against giv- tracts;
as regulated in en criteria; - Rearrange the list of stages in
MOET official - schedule a test construction into their correct
documents; working proce- order and reflect on their own test
- be aware of dure for stages in construction practice;
alternatives to test construction; - Mini project: Design a simple
tests in as- - develop their test plan for a progress test.
sessing stu- reasoning for the
dents ‘academ- test plan that they
ic progress design
- understand
the criteria of a
good test and
procedure of
test
construction;
 
and 
- apply their
understandings
of testing and
MOET regula-
tions of testing
English subject
to design a
simple test
plan for a pro-
gress test.
13 13 Teachers will Teachers can Slides, Teachers use pronunciation di-
be able to - use pronuncia- Collected videos, agnostic feedback, and student
Test- - understand tion diagnostic Readings self-awareness
ing the aspects of feedback, and Quizzes
and as- vocabulary, student self- sample grammar, Teachers design pronunciation
sess- grammar and awareness vocabulary and tests on sounds, stress, rhythm,
ment: pronunciation pronunciation etc.

Vo- items. - design at least 5 tests
cabu- - know differ- pronunciation Teachers design vocabulary tests
lary, ent types of tests related to Teachers can design a grammar
Gram tests and their different pronun- test specifications
mar ad- ciation features
and van- Teachers can de- Teachers assess sample grammar
Pro- tages/disadvant sign vocabulary tests and adapt some test items
nun- ages tests based on
ciation - apply differ- given procedures
ent tools to as-
sess learners’ - assess a gram-
pronunciation, mar test based on
vocabulary and given criteria and
grammar adapt grammar
test items
- design their
own activities
to assess learn-
ers’ pronuncia-
tion, grammar
and vocabulary
14 14. Teachers will Teachers can: - PPT slides - Solve a crossword puzzle about
Test- be able to - understand key - Readings key terms in testing & assessing
ing - describe the concepts in test- - Videos: reading skills;
and as- features of the ing & assessing - Practical con- - Explore official regulations in
sess- reading com- reading skills; siderations in test test and assessing reading skills
ment: ponent in the design; (test specs, objectives, etc.)
Read- Standardized - reflect on their - Criteria of a - Watch training videos and take
ing Test of English school’s and their good test notes of practical considerations
Proficiency at own testing & as- - Quizzes in test design and criteria of a
their target sessment practice - Writ- good test;
level; (procedure, con- ing/presentation - Try some quizzes and writing
- apply their siderations, diffi- tasks tasks to check understanding.
understandings culties, etc.);
of the test to
design item - identify the
specification reading skills and
for progress task types target-
tests of Read- ed in each grade;
ing skill;
- understand - understand the
practical con- reading test specs
siderations in as regulated by
test design and the Ministry of
criteria of a Education and
good test; Training;
- apply the - understand cri-

knowledge to teria of a good
evaluate a test and adopt
reading test those to evalu-
item. ate/improve some
given reading test
items.
15 15 Teachers will Teachers can - Reading materi- - Discussion about teachers’ opin-
Test- be able to - understand the als: Công văn ion on testing listening
ing - review the three important 5333, thông tư - Present official documents on
and as- criteria and documents about 1220, quyết định testing listening
sess- components of testing and as- 1101 - Do activities to reflect on the

ment: a listening test sessment for sec- - Video about documents
Listen- conforming to ondary school Assessing listen- - Do activities to evaluate the
ing the Standard- students ing suitability of listening test items
ized Proficien- - compare and - Reading materi- - Do exercises to design listening
cy test for B1 contrast the tasks als about ap- tests by making test matrix and
level types used in the proaches and choosing items from available re-
- review test Standardised pro- strategies to do sources
qualities in or- ficiency test and listening tests:
der to assess those used in the Preparing Stu-
the suitability new textbook dents for Listen-
of test items - evaluate the ap- ing Comprehen-
- select among propriateness of sion Test
available re- available materi-
sources to de- als to use in lis-
sign progress tening tests
tests of Listen- - design their
ing skill with own listening
regard to their tests based on
own classroom available listen-
contexts ing resources
16 16: Teachers will Teachers can - Readings (Công - Reading,

Test- be able to - be aware of fea- văn 5333, thông - Discussing,
ing - undertand the tures of a good tư 1220, quyết - Reflecting.
and as- criteria of a speaking test định 1101
sess- good speaking - select and adapt and other docu-
ment: test; items for a speak- ments about test-
Speak- - know how to ing test in their ing speaking and
ing & design a rubric own class; writing)
Writ- to evaluate the - evaluate the oral - Videos of stu-
ing students’ per- presentation of dents’ perfor-
formances bas- their students. mances
ing on the out- - used test papers
comes;
- know how to
give feedback
for improve-
ment of stu-
dents’ learn-
ing.
17 17: Teachers will Teachers can - Gabrielatos: - Group work: List out the ad-
Adapt- be able to - list the materials What to check in vantages of textbook
ing the - be aware of adaptation tech- a unit? - Discussion: Reasons not to de-
text- the strengths of niques in general. - Gabrielatos: pend totally on textbooks
books having a text- - list the materials Why may I want - Evaluate Unit 7- Tieng Anh 10 -
to dif- book and the adaptation tech- to adapt? Reading using Gabrielatos'
ferent limitations of niques applied in - Bloom's taxon- checklist and point out the aspects
learn- relying solely the activities pro- omy: for produc- that should/could be modified
ers and on one text- vides tive skills (speak- - Discussion: Reasons of adapta-
learn- book - use the 5 main ing and writing) tion
ing - evaluate a techniques to - Level of Bar- - Group work: What and how
envi- unit in the cur- adapt one les- rett's taxonomy teacher adapts parts of the text-
ron- rent textbook son/part of the - Further sugges- book to suit her students
ments - properly de- existing text- tions for materi- - Do activity 7 & 8 to understand
scribe and ap- books to suit their als adaptation for Blooms' and Barrett's taxonomies.
ply appropriate teaching contexts mixed-ability - Practice: Adapt one lesson using
adaptation - adapt questions classes adaptation techniques or the two
techniques to using Barrett’s taxonomies.
meet the lesson and Bloom tax-
objectives and onomy.

fit the teaching
situations
18 18. Us- Teachers will Teachers can: - Slides - Discuss and come up with a def-
ing be able to - give their own - Videos: inition of supplementary materi-
sup- - understand definition of sup- + Warm-up activ- als and activities
ple- the definition plementary mate- ities - Explore the reasons why sup-
men- and types of rials and activi- +How to improve plementary materials and activi-
tary supplementary ties speaking skills ties are used in English class-
mate- materials - come up with a (by yourself) rooms
rials - reason why list of reasons + Using authentic + Watch a video about warm-up
they should why supplemen- materials activities and fill the gaps
use supple- tary materials and - Readings + Watch a video about How to
mentary mate- activities are of- improve your speaking skills and
rials and ac- ten used in Eng- - Quizzes reflect on the effectiveness of us-
tivities in their lish language -Performance ing this in their classrooms.
classrooms classrooms. tasks + Watch a video about Using au-
- identify a list - make a list of thentic materials in English class-
of supplemen- reasons why they rooms and answer the questions
tary materials want to supple- about it.

and activities ment the new -Assignment: Choose a section
that teachers English books from the textbooks. Prepare the
can use to sup- they are using lesson plan for it. Do you plan to
plement the - identify the rel- use any supplementary materials
English books evant and practi- or activities in this lesson plan?
they are using cal supplemen- Make this clear in your lesson
- use the tary materials and plan and specify the reasons for
knowledge activities that your decision.
from this mod- they can use in
ule to practise their own context
working on a to supplement the
section of the current English
new textbooks text books
and work out - sketch out their
the relevant plan to supple-
materials or ment a section of
activities to the current Eng-
supplement it. lish textbooks
19 19. In- Teachers will Teachers can - PPT slides - see sample career pathways to
de- be able to - make their own - Readings devise one by themselves;

pen- - understand career pathways; - Video: What, - explore the What, Why and
dent the term ‘pro- - reflect on their Why and When When of professional develop-
learn- fessional de- professional de- of professional ment;
ing velopment’ velopment prac- development - explore the British Continuing
and and explain tice; - Quizzes Professional Development
profes- how it applies - give examples - Writ- Framework and ETCF to score
sional to their own to illustrate fea- ing/presentation and rank themselves;
devel- experience; tures of profes- tasks - explore some common profes-
op- - conduct self- sional develop- sional development activities;
ment reflection and ment; - Try some quizzes and writ-
assessment us- - list benefits of ing/presentation tasks to check
ing British professional de- understanding.
Continuing velopment;
Professional - reflect on their
Development own strengths,
Framework weaknesses in us-
and Vietnam’s ing the new text-
English books;
Teacher Com- - score and rank
petency themselves on the

Framework British Continu-
(ETCF); ing Professional
- do some pro- Development
fessional de- Framework and
velopment ac- ETCF;
tivities to im- - understand def-
prove their initions of com-
weaknesses as mon professional
shown in their development ac-
self-assessed tivities, reflect on
ETCF; their own practice
* self-study to and devise a plan
adapt them- to score higher in
selves to the ETCF.
new textbooks.
20 20. Teachers will Teachers can - PPTs - Watch training videos and
Re- be able to - Recall what - Training PPTs to recall what they
view - Review they have videos have learned in the previous
& what they learned in the - Videos on modules
Con- have learned previous mod- ELT class- - Do a quiz or reflection task
solida- in the previ- ules; rooms and to evaluate their progress
tion ous mod- - Name and de- techniques and understanding of the
ules; fine in their around the previous modules.
- Consoli- own words world - Watch videos on ELT class-
date the some main rooms and techniques
knowledge concepts from around the world and do re-
and skills the previous flection tasks to relate to
acquired so modules. their own contexts, or broad-
far, especial- - Relate what er contexts of English lan-
ly in using they learn to guage teaching.
the new their own con- - Complete a survey on the
textbooks in texts, or to a course evaluation
teaching broader con-
English; and text; and
- Evaluate - Evaluate and
and reflect Reflect on their
on their own own progress
progress so so far.
far. - Evaluate the
- Evaluate course and

the course voice their
opinions on the
course

Syllabus. Bồi dưỡng giáo viên giảng dạy theo CTGDPT THPT

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Syllabus. Bồi dưỡng giáo viên giảng dạy theo CTGDPT THPT

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Online Teacher Development Program

TRAINING UPPER-SECONDARY TEACHERS TO TEACH WITHIN THE NEW ENGLISH LANGUAGE

We Unit/T Outcomes Evidence of Online materi- Activities

ing; - Know and lo- - Course

Vietna assessment) and attributes for Grade 3-

methodolo- the “old” presentation ing and presentation tasks to

group of stu- own definition and list of reasons

book principles to - understand three

and textbook Teachers can use ent stages in teaching pronuncia-

and less con-

ways of giving - Teachers get to speaking task, lesson.

stages of a different genres. writing -Participants study sample feed-

ing the integra- each step; and

ment: pronunciation pronunciation etc.

- apply the - understand cri-

sess- components of testing and as- 1101 - Do activities to reflect on the

contexts ing resources

16 16: Teachers will Teachers can - Readings (Công - Reading,

objectives and onomy.

tary materials want to supple- about it.

de- be able to - make their own - Readings devise one by themselves;

petency themselves on the

- Evaluate course and

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