BẢN ĐÁNH GIÁ TRÌNH ĐỘ

VÀ LỘ TRÌNH HỌC TẬP

Trình độ hiện tại Starters

Trình độ kỳ vọng Movers

Giáo trình học Oxford Discover 1

Speak up—Chương trình học tiếng Anh trực tuyến một thầy— một trò
I. Thang trình độ
Cambridge English Scale là một khung thang điểm dùng để báo cáo kết quả các kỳ thi Tiếng Anh của
đại học Cambridge. Thang điểm được xây dựng dựa trên phương thức báo cáo kết quả hiện tại kết
hợp với nhiều năm dày công nghiên cứu để bổ sung cho Khung đánh giá trình độ ngôn ngữ của
Cộng đồng chung Châu Âu (CEFR).

Pre A1 A1 A2 B1 B2 C1 C2
A2
Starters Movers Flyers Preliminary First for School Advanced Proficiency
Key for (KET) School (FCE) (CAE) (CPE)
Schools
(PET)
(KET)

Y OUNG LE ARNERS

Trình độ hiện tại của bạn

Trình độ Starters

{Nguồn: https://www.cambridgeenglish.org/vn/exams-and-tests/cambridge-english-scale/}

BẢNG MÔ TẢ TRÌNH ĐỘ
Khung Cambridge CEFR Mô tả

Có khả năng hiểu câu đơn giản về sự vật xung quanh mình
Có thể trả lời các câu hỏi liên quan đến tuổi, gia đình, có thể phản hồi lại đơn giản như: Yes/no; sorry; I don't know
Có thể đọc các từ đơn giản và tên của các vật xung quanh
Có thể viết các câu đơn giản về bản thân và gia đình
Có thể hiểu đơn giản các hướng dẫn của giáo viên như "open your book", "listen to me" và nhắc lại lời cô giáo với những cụm
Starters Pre A1 đơn giản

Có khả năng hiểu và sử dụng các cấu trúc câu đơn giản và cơ bản nhằm đáp ứng những yêu cầu cụ thể.
Có khả năng giới thiệu bản thân và những người khác, có thể hỏi và trả lời các câu hỏi về bản thân như nơi sinh sống, những
người quen biết hay những vật dụng sở hữu.
Movers A1 Có thể giao tiếp một cách đơn giản, nói chậm rãi, rõ ràng và sẵn lòng nhận trợ giúp

Có thể hiểu câu và các cụm từ thông thường trong những hầu hết các chủ đề quen thuộc (ví dụ: thông tin cơ bản về bản thân
và gia đình, mua sắm, địa lý địa phương, vấn đề việc làm).
Có thể giao tiếp đơn giản, thực hiện các yêu cầu cơ bản và nắm bắt được thông tin khi giao tiếp trong các bối cảnh quen
Flyers/Key for Schools thuộc.
(KET) A2 Có thể dùng từ vựng đơn giản để miêu tả lý lịch cá nhân, bối cảnh trực tiếp hay những chủ đề về các nhu cầu cấp bách.

Có khả năng hiểu những ý chính trong ngôn ngữ thông qua các chủ đề quen thuộc thường gặp trong công việc, ở trường học
hay khu vui chơi…
Có thể xử lý hầu hết các tình huống có thể xảy ra trong giao tiếp.
Preliminary for Có khả năng sử dụng các câu liên kết đơn giản trong các chủ đề quen thuộc trong cuộc sống hoặc liên quan đến sở thích cá
Schools (PET) B1 nhân.

Có khả năng hiểu các ý chính trong văn bản phức tạp về các chủ đề cụ thể cũng như trừu tượng, bao gồm những thảo luận về
các vấn đề kỹ thuật về chuyên ngành của người học.
Giao tiếp một cách tự nhiên và lưu loát với người bản địa, không gây sự hiểu lầm giữa đôi bên.
Có khả năng sử dụng các câu chi tiết, rõ ràng trong nhiều chủ đề khác nhau, bày tỏ quan điểm về một vấn đề cũng như so
First for Schools (FCE) B2 sánh những ưu, nhược điểm của từng đề tài trong các bối cảnh khác nhau.

Có khả năng hiểu các loại văn bản dài và phức tạp, nhận biết được các hàm ý.
Biểu hiện khả năng ngôn ngữ một cách tự nhiên, thuần thục mà không gặp phải nhiều khó khăn.
Sử dụng ngôn ngữ linh hoạt và hiệu quả phục vụ trong các mục đích xã hội, học tập hay công việc.
Có khả năng dùng các câu có cấu trúc chặt chẽ, rõ ý về những đề tài phức tạp, sử dụng linh hoạt các thành phần câu, từ nối
Advanced (CAE) C1 câu và các cụm từ chức năng.

Có khả năng hiểu một cách dễ dàng những thông tin đọc và nghe được.
Tóm tắt thông tin từ các nguồn nói và viết khác nhau, tái cấu trúc các lập luận và miêu tả thành một trình tự gắn kết.
Biểu hiện khả năng ngôn ngữ một cách tự nhiên, trôi chảy và chính xác, phân lập các tầng nghĩa khác nhau kể cả trong những
Proficiency (CPE) C2 tình huống phức tạp.
 ​ XFORD DISCOVER 1
II. Giáo trình học: O Số buổi học: 80

Sách giáo Sách bài

Buổi Bài Chủ đề Tóm tắt nội dung
khoa tập
Vocabulary: mother, father, brother, sister, grandmother,
1 Get ready pages 8-9 page 2-3 grandfather, family, friend
Reading strategy: Predicting from pictures
Reading: Families and friends
Read + Text type: Informational text (nonfiction)
pages
2 Understand pages 4–5 Reading strategy: Predicting from pictures
10-11
Unit 1: (comprehension) Big Question learning point: Families can be big or small. Families can
Who be grandmothers, grandfathers, uncles, aunts, and cousins.
are your Reading: Comprehension
family Understand
pages Grammar input: Verb Be
3 and (Grammar in pages 5-7
12-13 Grammar practice: Workbook exercises
friends use)
Grammar production: Writing personal information
Vocabulary: uncle, aunt, cousin, parents, daughter, son
Listening strategy: Listening for details about people
pages Speaking: Introducing people
4 Communicate pages 8–9
10–11 Word Study: Opposites
Writing task: Writing about families
Big Question learning point: Families can be big or small.
pages pages Vocabulary: elephant, tortoise, lonely, sad, scared, eat, play, sleep
5 Get ready
16-17 10-11 Reading strategy: Predicting from pictures
Reading: Elliot's New friend
Read + Text type: Story (fiction)
pages pages
6 Understand Reading strategy: Predicting from pictures
18-20 12-13
(comprehension) Big Question learning point: Friends spend time with you and play
Unit 2: with you.
Who Reading: Comprehension
are your Understand
pages Grammar input: Demonstratives: this, that, these, those
7 family (Grammar in page 21
14-15 Grammar practice: Workbook exercises
and use)
Grammar production: Writing about friends
friends?
Vocabulary: hamster, goldfish, bird, rabbit, lizard, kitten
Listening strategy: Listening for details about people and their pets
Speaking: Describing friends
pages pages
8 Communicate Writing Study: Capital letters for names
22-23 16-17
Writing task: Writing about friends
Big Question learning point: Some families and friends have animals
as pets.
pages pages Vocabulary: yellow, red, blue, green, purple, black, brown, white
9 Get ready
28-29 21-22 Reading strategy: Predicting from titles
Reading: Who's in the Tree? Colors of the sky
Read + Text type: Poem (fiction)
pages pages
10 Understand Reading strategy: Predicting from titles
30-32 23-24
(comprehension) Big Question learning point: We can see colors in nature.
Unit 3: We can see colors in the sky.
Where
can we Reading: Comprehension
Understand
see pages Grammar input: There is … / There are …
11 (Grammar in page 33
colors? 25-26 Grammar practice: Workbook exercises
use)
Grammar production: Writing sentences using There is / There are
Vocabulary: fireworks, dark, light, gray, orange, pink
Listening strategy: Listening for color details
pages pages
12 Communicate Speaking: Making suggestions
34-35 27-28
Word Study: Nouns
Writing task: Writing a rhyming poem
 Big Question learning point: We can see colors in animals and in the
ocean.
Vocabulary: mix, mural, ocean, sand, seaweed, seashell, jellyfish,
pages pages
13 Get ready starfish
36-37 29-30
Reading strategy: Predicting from titles
Reading: Let's make colors!
Read +
pages pages Text type: Informational text (nonfiction)
14 Understand
38-40 31-32 Reading strategy: Predicting from titles
(comprehension)
Big Question learning point: We can make and mix colors with paint
Unit 4:
Where Reading: Comprehension
Understand
can we pages Grammar input: Prepositions of place: in, on, under, next to
15 (Grammar in page 41
see 33-34 Grammar practice: Workbook exercises
use)
colors? Grammar production: Using prepositions
Vocabulary: jacket, shorts, sneakers, T-shirt, hat, pants
Listening strategy: Listening for details about clothing
Speaking: Describing using colors
pages pages
16 Communicate Writing Study: Capitals and periods in sentences
42-43 35-36
Writing task: Writing about favorite clothes
Big Question learning point: We can see colors in the clothes we
wear.
17 Review unit 1-4
Vocabulary: eagle, chick, nest, opossum, tree hollow,
pages
18 Get ready pages 8-9 honeybee, hive, crab
40-41
Reading strategy: Predicting from titles and pictures
Reading: Animal homes
Text type: Informational text (nonfiction)
Read +
pages pages Reading strategy: Predicting from titles and pictures
19 Understand
10-12 42-43 Big Question learning point: Different animals live in different homes.
(comprehension)
Animals live in homes that are safe and are
Unit 5: near food.
Where Reading: Comprehension
do Understand Grammar input: Where questions with verb Be
animals pages
20 (Grammar in page 13 Grammar practice: Workbook exercises
live? 44-45
use) Grammar production: Asking and answering Where questions with
verb Be
Vocabulary: woods, field, pond, squirrel, mouse, frog
Listening strategy: Listening for details
Speaking: Warning people
pages pages
21 Communicate Word Study: Irregular plurals
14-15 46-47
Writing task: Writing about an animal home
Big Question learning point: Different animals live in different homes.
Animals live in homes that are safe and are near food.
Vocabulary: orangutan, rainforest, reserve, teach, take care of, miss,
pages pages
22 Get ready take a nap, put out
16-17 48-49
Reading strategy: Identifying characters
Reading: My friend, Anak
Read + Text type: Realistic fiction
pages pages
23 Understand Reading strategy: Identifying characters
18-20 50-51
Unit 6: (comprehension) Big Question learning point: Some animals live in reserves and people
Where help them.
do
Reading: Comprehension
animals Understand
pages Grammar input: What and Who questions with verb Be
24 live? (Grammar in page 21
52-53 Grammar practice: Workbook exercises
use)
Grammar production: What and Who questions with verb Be
 Vocabulary: day, night, morning, midday, afternoon, evening
Listening strategy: Listening for details about times of day
Speaking: Describing animals
pages pages
25 Communicate Writing Study: Question marks at the end of questions
22-23 54-55
Writing task: Writing about animals in reserves
Big Question learning point: Animals sleep in their homes at different
times of day.
pages pages Vocabulary: warm, hot, cool, cold, rain, snow, long, short
26 Get ready
28-29 59-60 Reading strategy: Captions
Reading: The four seasons
Read + Text type: Informational text (nonfiction)
pages pages
27 Understand Reading strategy: Captions
30-32 61-62
(comprehension) Big Question learning point: Plants and animals do different things in
different seasons. The weather is different in different seasons.
Unit 7:
How are Reading: Comprehension
Understand
seasons pages Grammar input: Simple Present with It
28 (Grammar in page 33
differen 63-64 Grammar practice: Workbook exercises
use)
t? Grammar production: Writing Simple Present with It statements
Vocabulary: weather, cloudy, sunny, windy, snowy, rainy
Listening strategy: Listening for details
Speaking: Inviting people
pages pages
29 Communicate Word Study: Compound nouns
34-35 65-66
Writing task: Writing about a favorite season
Big Question learning point: Plants and animals do different things in
different seasons. The weather is different in different seasons.
Vocabulary: watch, build a snowman, build a treehouse, make a
pages pages
30 Get ready swing, make apple pie, grow, fall, bring
36-37 67-68
Reading strategy: Captions
Reading: The seasons of Arnold's Apple tree
Read +
pages pages Text type: Realistic fiction
31 Understand
38-40 69-70 Reading strategy: Captions
(comprehension)
Big Question learning point: Trees change according to the seasons.
Unit 8: Reading: Comprehension
How are Understand
pages Grammar input: Simple Present with I and You
32 seasons (Grammar in page 41
71-72 Grammar practice: Workbook exercises
differen use)
Grammar production: Simple Present questions with with I and You
t?
Vocabulary: ride a bicycle, go to the beach, eat ice cream, drink hot
chocolate, fly a kite, plant flowers
Listening strategy: Listening for details
pages pages Speaking: Asking and telling about activities
33 Communicate
42-43 73-74 Writing Study: Commas between words in a list
Writing task: Writing about what you do in your favorite season
Big Question learning point: People do different activities in different
seasons.
Vocabulary: numbers, plus sign, equals sign, problem, addition,
pages pages
34 Get ready answer, odd numbers, even numbers
88-99 78-79
Reading strategy: Predicting from headings
Reading: Working with numbers
Read +
pages pages Text type: Informational text (nonfiction)
35 Understand
90-92 80-81 Reading strategy: Predicting from headings
Unit 9: (comprehension) Big Question learning point: Numbers help us to count things.
How do
number Reading: Comprehension
Understand
s help pages Grammar input: Verb Have (I / you / we / they)
36 (Grammar in page 93
us? 82-83 Grammar practice: Workbook exercises
use)
Grammar production: Writing personal information
 Vocabulary: pen, pencil, eraser, ruler, backpack, notebook
Listening strategy: Listening for number details
Speaking: Asking about age
pages pages
37 Communicate Writing Study: Numbers
94-95 84-85
Writing task: Writing about how many things you have
Big Question learning point: Numbers help us count things.
Numbers help us know how old we are.
38 Review from unit 1-9

39 Mid term exam

40 Revise midterm exam

Vocabulary: pot, stone, food, sausages, carrots, onions, potatoes,

pages pages
41 Get ready soup
96-97 86-87
Reading strategy: Beginning, Middle, and End
Reading: Stone soup
Read +
pages pages Text type: Folk tale (fiction)
42 Understand
98-100 88-89 Reading strategy: Beginning, Middle, and End
(comprehension)
Big Question learning point: We add food together when we cook.

Unit 10: Reading: Comprehension

How do Grammar input: Simple Present questions with verb Have (I / you /
Understand
number pages we / they)
43 (Grammar in page 101
s help 90-91 Grammar practice: Workbook exercises
use)
us? Grammar production: Simple Present questions with Have (I / you /
we / they)
Vocabulary: tomato, cucumber, avocado, orange, mango, peach
Listening strategy: Listening for number details
Speaking: Speaking about addition
pages pages
44 Communicate Writing Study: Use an exclamation point to show strong feelings
102-103 92-93
Writing task: Writing about what is in your favorite soup
Big Question learning point: We use numbers and addition when we
make food.
pages pages Vocabulary: farmer, cow, milk, market, sell, buy, plain, fancy
45 Get ready
108-109 97-98 Reading strategy: Sequence
Reading: The farmer and the Hat
Read + Text type: Fable (fiction)
pages pages
46 Understand Reading strategy: Sequence
110-112 99-100
(comprehension) Big Question learning point: Things we need are more important than
things we want. We don’t always need or want the things we have.
Reading: Comprehension
Unit 11: Understand Grammar input: Simple Present with regular verbs and
What pages
47 (Grammar in page 113 verb Have (he, she)
do we 101-102
use) Grammar practice: Workbook exercises
need? Grammar production: Writing Simple Present statements
Vocabulary: games, comic book, board game, doll, stickers, pins
Listening strategy: Listening for details
Speaking: Borrowing and lending
pages pages Word Study: Verbs
48 Communicate
114-115 103-104 Writing task: Writing about the things you have and the things you
want
Big Question learning point: Things we need are more important than
things we want. We don’t always need or want the things we have.
Unit 12: Vocabulary: job, doctor, police officer, teacher, help, money, clothes,
What pages pages water
49 Get ready
do we 116-117 105-106 Reading strategy: Predicting from headings and pictures
need?
 Reading: Wants and needs
Read + Text type: Informational text
pages pages
50 Understand Reading strategy: Predicting from headings and pictures
118-120 107-108
(comprehension) Big Question learning point: We need food, water, and clothes. We
need people to help us.
Reading: Comprehension
Grammar input: Simple Present questions with regular verbs and verb
Understand
pages Have (he, she)
51 (Grammar in page 121
109-110 Grammar practice: Workbook exercises
use)
Grammar production: Simple Present questions with regular verbs
and verb Have (he, she)
Vocabulary: sandwich, grapes, juice, cookie, chips, soda
Listening strategy: Listening for details
Speaking: Expressing wants and needs
pages pages
52 Communicate Writing Study: In a sentence, there is a noun and a verb
122-123 111-112
Writing task: Writing about things you need
Big Question learning point: Food we want is sometimes different
from food we need.
Vocabulary: street, neighborhood, town, city, the country, apartment,
pages pages
53 Get ready building, world
128-129 116-117
Reading strategy: Labels
Reading: Where's your home?
Read + Text type: Informational text (nonfiction)
pages pages
54 Understand Reading strategy: Labels
130-132 118-119
(comprehension) Big Question learning point: People live in different places: cities,
towns, the country. Cities, towns, and the country are different.
Unit 13:
Where Reading: Comprehension
Understand
do we pages Grammar input: Possessive ‘s
55 (Grammar in page 133
live? 120-121 Grammar practice: Workbook exercises
use)
Grammar production: Talking about addresses
Vocabulary: noisy, quiet, safe, dangerous, boring, interesting
Listening strategy: Listening for details
Speaking: Complementing
pages pages
56 Communicate Word Study: Words that are verbs and nouns
134-135 122-123
Writing task: Writing about where you live
Big Question learning point: People live in places that are best for
them.
57 Review unit 10-13

Vocabulary: department store, restaurant, movie theater, hotel,

pages pages
58 Get ready cornfield, orchard, new, old
136-177 124-125
Reading strategy: Contrasting things
Reading: City Mouse and country mouse
Read +
pages pages Text type: Fable (fiction)
59 Understand
138-140 126-127 Reading strategy: ContrastingBig Question learning point: Cities,
(comprehension)
towns, and the country are different.
Unit 14:
Where Reading: Comprehension
Understand
do we pages Grammar input: Possessive adjectives: his, her, your
60 (Grammar in page 141
live? 128-129 Grammar practice: Workbook exercises
use)
Grammar production: Possessive adjectives: his, her, your
Vocabulary: park, library, supermarket, drugstore, bakery, museum
Listening strategy: Listening for details
pages pages Speaking: Asking and telling about neighborhoods
61 Communicate
142-143 130-131 Writing Study: A complete sentence has a noun or nouns and a verb
in it.
Writing task: Writing about the places in your neighborhood
 Big Question learning point: People can like more than one kind of
place.
Vocabulary: instruments, cymbals, tambourine, xylophone, drum,
pages pages
62 Get ready triangle, shake, strike
148-149 135-136
Reading strategy: Main idea and details
Reading: Percussion Instruments
Read + Text type: Informational text
pages pages
63 Understand Reading strategy: Main idea and details
150-152 137-138
(comprehension) Big Question learning point: Percussion instruments can
make different sounds.
Unit 15:
How Reading: Comprehension
Understand
can we pages Grammar input: Present Continuous
64 (Grammar in page 153
make 139-140 Grammar practice: Workbook exercises
use)
music? Grammar production: Writing sentences using Present Continuous
Vocabulary: fast, slow, loud, soft, awful, lovely
Listening strategy: Listening for details
Speaking: Asking for help
pages pages Word Study: Alphabetical order
65 Communicate
154-155 141-142 Writing task: Writing about a percussion instrument
Big Question learning point: We can make music with percussion
instruments. They keep the beat. Percussion instruments can make
different sounds.
Vocabulary: dance, sing, get an idea, practice an instrument, buy
pages pages
66 Get ready tickets, give money, clap, take pictures
156-157 143-144
Reading strategy: Problems and solutions
Reading: Let's make music!
Read + Text type: Realistic fiction
pages pages
67 Understand Reading strategy: Understanding problems and solutions
158-160 145-146
(comprehension) Big Question learning point: We can make our own percussion
Unit 16: instruments. We can make music to entertain other people.
How Reading: Comprehension
can we Understand
pages Grammar input: Present Continuous questions
68 make (Grammar in page 161
147-148 Grammar practice: Workbook exercises
music? use)
Grammar production: Present Continuous questions
Vocabulary: parade, concert, ballet, play, puppet show, circus
Listening strategy: Listening for details
Speaking: Asking and guessing
pages pages
69 Communicate Writing Study: Making contractions
162-163 149-150
Writing task: Writing about a favorite kind of performance
Big Question learning point: We listen to music at different
entertainment events.
Vocabulary: living, nonliving, breathe, move, change, air, people,
pages pages
70 Get ready plant
168-169 154-155
Reading strategy: Contrasting
Reading: Living and non-living things
Text type: Informational text (nonfiction)
Read +
pages pages Reading strategy: Contrasting
71 Understand
170-172 156-157 Big Question learning point: Living things grow and change, and need
Unit 17: (comprehension)
air and water. People, animals, and plants are living things. People
What
and animals can move.
are
living Reading: Comprehension
Understand
things? pages Grammar input: Can and Can’t
72 (Grammar in page 173
158-159 Grammar practice: Workbook exercises
use)
Grammar production: What things you can and can’t do
 Vocabulary: bench, bush, statue, grass, rose, fountain
Listening strategy: Listening for details
Speaking: Apologizing
pages pages
73 Communicate Word Study: Adjectives
174-175 160-161
Writing task: Writing about living and nonliving things
Big Question learning point: Non Living things are different from living
things.
pages pages Vocabulary: run away, chase, catch, stop, cross, bake, smell, open
74 Get ready
176-177 162-163 Reading strategy: Sequence
Reading: The GingerBread Man
Read + Text type: Fairy tale
pages pages
75 Understand Reading strategy: Sequence
178-180 164-165
(comprehension) Big Question learning point: In stories, nonliving things can behave
like living things.
Unit 18: Reading: Comprehension
What Understand
pages Grammar input: Should and Shouldn’t
76 are (Grammar in page 181
166-167 Grammar practice: Workbook exercises
living use)
Grammar production: Should and Shouldn’t
things?
Vocabulary: go to bed, play outside, early, late, healthy food, junk
food
Listening strategy: Listening for details
pages pages Speaking: Giving advice
77 Communicate
182-183 168-169 Word Study: Review of punctuation and sentence structure
Writing task: Writing about taking care of living things
Big Question learning point: We need to take care of living things,
including ourselves.

78 Review from unit 10-18

79 End Term Exam

80 Revise Enterm exam