FPT UNIVERSITY

UNDERGRADUATE PROGRAM
SYLLABUS
(Under Decision No. 1043/QĐ-ĐHFPT dated 10/8/2018)
1 Course Name ENGLISH 5
2 Course Code TRS501
3 No of credits 3
4 Degree Level Advanced 1

Hours Per Course: 70 sessions

5 Time Allocation 1 session = 90 minutes

6 Pre-requisite Passed ENT303 or Level 4 LUK

To help students attain competence in all skills of the English language
7 Main objectives
especially reading skill
This course is designed to further develop the learner's confidence and fluency in using
the English language and to enrich their learning experience through interactive
lessons and communicative exercises.
Upon completion of the course, students should be able to:
LO1. preview and predict a text from the title and charts
LO2. annotate texts while reading Reading Actively: Annotating
LO3. identify Main Ideas and Supporting Details: Outlining a text
8 Description LO4. take notes with graphic organizers and flow charts
LO5. interpret key points of graphs and charts
LO6. identify Facts an Opinion
LO7. understand Implication & Inference
LO8. paraphrase
-LO9. Attend more than
understand 80% of contact
Effect,hours in order to be accepted to the final
Main book and itsCause and
resource: and Correlation
examination
LO10. Organize and structure at the sentencePearson
level, paragraph level and the essay
University Success - Advanced - Reading,
-level Actively
Package, including:
participate in class activities
-For
1)Fulfil tasksand
On-going
Student given by intructor after
assessment
Teacher: 60% class
9 Student's task -- Use
References:
1) ST: their own
Student’s laptop
Book
Progress tests: 02*20% in class
(hardcopy) only for learning purpose
Teaching & •-- Use
2) Student
English Newsp
MyEnglishLab: Access
Assignments: 02*10% Code provided with
www.MyEnglishLab.com/Register
apers the textbook
10 Learning - Advertisements
•3) Access the course website (http://cms.fpt.edu.vn) for up-to-date information and
http://cms.fpt.edu.vn
Materials Tools:
•material
For Foxit pdfcourse,
of the
Teacher:
Magazines editor for online supports from teachers and other students and for
2) Final
Internet Examination
access (FE) 40%
Assessment 4) Student’s
•practicing
English Book
and (hardcopy) Websites
assessment.
Teaching/Learning
11 3) Final Result
5) MyEnglishLab:
100%
scheme
12 Scoring scale 4)
10 Completion Criteria:
13 Schedule See a)Appendix
On-going1 assessment >0, Final Exam Score >=4/10 & Final Result >=5/10
b) Each part of final exam must be >0.
- If FE < 4/10, student must take resit exam (all parts);
- If have a) but not b), student must take resit exam for the failed parts only
14 Exam structure See Appendix 2
15 Approval Date
16 Approval Level
 Back to Syllabus

Week slot Content

MON 1 Course Learning Outcome Intro & Learning Strategy Intro

Part 1: Linguistics - Active Reading

- Introduction to reading actively
- Skill: reading actively
2
+ Speaking: discussion (part A page 4)
+ Reading: Language and Linguistics
+ Speaking/ Writing: reflection

Part 1: Linguistics - Active Reading

- Introduction to supporting skill 1: previewing a text
3 - Skill: previewing a text
+ Speaking: discussing dialects in Vietnamese
+ Reading: What Is a Dialect?

Part 1: Linguistics - Active Reading

- Instructions on assignment 1: presentation/ drama performance (topics
given by the teacher)
4
- Introduction to supporting skill 2: scanning
- Scanning skill practice:
http://www.uefap.com/reading/exercise/scan/spoon.htm

Part 1: Linguistics - Active Reading

- Skill: scanning
+ Pre-reading: predicting
5
+ Reading: Code-switching
+ Post-reading: part D (page 14) + vocabulary check
- Introduction to integrated skills: annotating
Part 1: Linguistics - Active Reading
- Skill: annotating
+ Make annotations to "What is a Dialect" (pages 8-9) and "Code-
6 switching" (pages 13-14)
- Language skill: Understanding pro-forms
Homework: listening to the lecture "The benefits of a bilingual brain"
https://www.youtube.com/watch?v=MMmOLN5zBLY

Part 1: Linguistics - Active Reading

7 - Skill: listening and speaking: discussion on the benefits of a bilingual brain
based on the homework
Part 1: Linguistics - Active Reading
- Unit skills summary
8 + Pre-reading: discussion
+ Reading: The Ocracoke Brogue

Part 1: Linguistics - Active Reading

- Unit skills summary
9
+ Post-reading: Thinking visually + thinking about language
10 Writing: opinion paragraph and practice

Part 1: Business Ethics -Main ideas and Supporting details

- Introduction to identifying main ideas and supporting details
- Exercise 1 (pages 34-37):
11
+ Speaking: discussion on business and ethics
+ Reading: Introduction to Ethics

Part 1: Business Ethics -Main ideas and Supporting details

- Introduction to identifying main ideas
- Skill: Identifying main ideas
12 + Lead-in: introduction to some business concepts through examples
(corporate, shareholder, stakeholder, profit)
+ Reading: Theories of Corporate Governance
+ Speaking: discussion/ debate

Part 1: Business Ethics -Main ideas and Supporting details

- Introduction to identifying supporting details

- Skill: Identifying main ideas
13
+ Lead-in: discussion/ mini-debate
+ Reading: The Benefits of Corporate Social Responsibility (CSR)
Homework: listening to the lecture "Business Ethics: Corporate Social
Responsibility" https://www.youtube.com/watch?v=xoE8XlcDUI8

Part 1: Business Ethics -Main ideas and Supporting details

- Introduction to identifying supporting details
14 - Practice indentifying supporting details using the passage The Benefits of
Corporate Social Responsibility
- Speaking: discussing corporate social responsibility

Part 1: Business Ethics -Main ideas and Supporting details

15 + Reviewing skills and speaking

Part 1: Business Ethics -Main ideas and Supporting details

- Skill: Integrated skills - Outlining a text
16
+ Practicing outlining a text: passages either in the book or provided by
the teacher
 Part 1: Business Ethics -Main ideas and Supporting details
- Language skill: Simplifying complex sentences
17

Part 1: Business Ethics -Main ideas and Supporting details

- Skill: Applying your skills
2 18 + Speaking: Introduction to and Discussion on investment banks
+ Reading: The Role of Investment Banks in the Great Recession

Part 1: Business Ethics -Main ideas and Supporting details

+ Developing an outline from annotation
19
- Skill: Applying your skills
+ Speaking + Writing: Summarizing the article from the outline
Part 1: Business Ethics -Main ideas and Supporting details
- Skill: Thinking visually
+ Interpreting basic information from a simple line graph
+ Speaking + writing: Interpreting Vietnam GDP growth rate
20
Reference: https://www.wikihow.com/Calculate-Annualized-GDP-Growth-
Ratesam GDP growth rate, 2000-2018
https://data.worldbank.org/indicator/NY.GDP.MKTP.KD.ZG?
end=2018&locations=VN&start=2000
Writing:
1. opinion paragraph correction
21
2. from paragraphs to essays + practice

Part 1: Earth Science - Organizational Structures

- Introduction to recognizing organizational structures
- Exercise 1 (pages 34-37):
+ Speaking: reading the general change of temperatures in the US (figure
22
1 and 2 pages 63, 64)
+ Reading: Distinguishing Climate from Weather
+ Post-reading: drawing a graph (average temparatures in Vietnam)
https://www.climatestotravel.com/climate/vietnam

23
Assignment 1 performance
24
Assignment 1 performance + feedback

Part 1: Earth Science - Organizational Structures

- Introduction to recognizing definitions
- Skill: recognizing definitions:
25
+ Lead-in: greenhouse effects
+ Reading: Climate Change and the Role of Greenhouse Gases
+ Speaking: discussing practical actions to global warming
 Part 1: Earth Science - Organizational Structures
- Introduction to identifying comparison-and-contrast organization
- Skill: identifying comparison-and-contrast organization
+ Lead-in: reading the world climate map (page 74)
26 + Reading: Climates Around the World
+ Writing: make an outline of the comparison-and-contrast article
Homework: listening: "Graphic Organizers"
https://www.youtube.com/watch?v=mNFk9AQhKAA

Part 1: Earth Science - Organizational Structures

- Introduction to graphic organizers: a T chart, a K-W-L chart and a Venn
27
diagram
- Applying graphic organizers in generating ideas
Part 1: Earth Science - Organizational Structures
- Skill: graphic organizers:
+ Reading: Carbon Dioxide versus Methane
28
+ Speaking: summarizing a comparison-contrast article from the graphic
organizer

Part 1: Earth Science - Organizational Structures

29
- Skill: Language skill and vocabulary strategy

Part 1: Earth Science - Organizational Structures

- Apply your skills
30 + Lead-in: comparing and contrasting Mars and Earth based on prior
knowledge
+ Reading: Climate Change on Mars and Earth

Part 1: Earth Science - Organizational Structures

31 - Apply your skills
+ Thinking critically and thinking visually

Introduction to and preparation for assignment 2: debate (poster

32
preparation and oral debate, topic given by teachers)

33 Progress Test 1: Reading & Writing (L

34 writing: 3-paragraph opinion essay + practice

 Part 2: Linguistics - Facts and Opinions
- Introduction to identifying and understanding facts and opinions
- Exercise 1:
35
+ Speaking: discussion (part A page 160)
+ Reading: Researching the Emotional Power of Speech

Part 2: Linguistics - Facts and Opinions

- Introduction to supporting skill 1: statements of fact
- Skill: identifying and understanding statements of fact
36
+ Lead-in: part A and B page 166
+ Reading: The Relationship of Sound and Meaning

Part 2: Linguistics - Facts and Opinions

- Skill: identifying and understanding statements of fact
37
+ Reading (continued): The Relationship of Sound and Meaning
+ Writing: writing statements of fact

Part 2: Linguistics - Facts and Opinions

- Introduction to statements of opinion
38 - Skill: identifying and understanding statements of opinion
+ Lead-in: brainstorming ideas for constraints of linguistics
+ Reading: Doing Linguistics despite constraints

Part 2: Linguistics - Facts and Opinions

- Skill: identifying and understanding statements of opinion
39
+ Reading (continued): Doing Linguistics despite constraints
+ Writing: Writing statements of opinion

Part 2: Linguistics - Facts and Opinions

- Language skill: Understanding and Applying structures used for hedging
40
+ Understanding: MyEnglishLab
+ Applying

Part 2: Linguistics - Facts and Opinions

41
- Vocabulary strategy: Using a dictionary to strengthen vocabulary

Part 2: Linguistics - Facts and Opinions

- Applying your skills
42
+ Reading: Grammar Goes to Hollywood: Linguists as Science
Consultants
Part 2: Linguistics - Facts and Opinions
- Applying your skills (continued)
43 + Reading: Grammar Goes to Hollywood: Linguists as Science
Consultants
+ Thinking critically + thinking visually
4 44 Writing: opinion essay 1 feedback + further practice

Submission of assignment 2 posters

45 Part 2: Linguistics - Facts and Opinions
Unit revision
 Part 2: Business Ethics - Implication and Inference
- Introduction to understanding implication and inference
46 - Exercise 1:
+ Speaking: discussion (part A page 196)
+ Reading: Introduction to Cultural Ethos
Part 2: Business Ethics - Implication and Inference
- Introduction to making predictive inferences
47 - Skill: making predictive inferences
+ Reading: Global Business Culture: Getting in Touch with your Feminine
Side
Part 2: Business Ethics - Implication and Inference
- Skill: making predictive inferences (continued)
48 + Reading: Global Business Culture: Getting in Touch with your Feminine
Side
+ Post-reading: speaking
Part 2: Business Ethics - Implication and Inference
- Introduction to identifying strong and weak inferences
49
- Skill: identifying strong and weak inferences

Part 2: Business Ethics - Implication and Inference

- Skill: identifying strong and weak inferences (continued)
50 + Reading: Uncertainty Avoidance: The Dangers of Playing It Safe
+ Speaking: Entrepreneurship: Risk avoidance vs. Innovation (situations
given by teachers)

Part 2: Business Ethics - Implication and Inference

51
- Integrated skills: Paraphrasing

Part 2: Business Ethics - Implication and Inference

- Language skill: understanding and applying noun clauses:
52
+ Understanding: MyEnglishLab
+ Applying in speaking/ writing

Part 2: Business Ethics - Implication and Inference

53 - Apply your skills:
+ Reading: High- Versus Low-Context Cultures

Part 2: Business Ethics - Implication and Inference

- Apply your skills (continued)
54
+ Thinking critically and thinking visually
Writing: Opinion essay 2 feedback

Part 2: Business Ethics - Implication and Inference

55 - Vocabulary strategy: guessing word meaning from context

Part 2: Business Ethics - Implication and Inference

56 Unit revision
 Part 2: Earth science - Cause, Effect, Correlation
57 - Introduction to understanding cause, effect and correlation
- Exercise 1:
+ Speaking: discussion (part A page 226)
+ Reading: What Causes Climate Change?

Part 2: Earth Science - Cause, Effect, Correlation

- Introduction to cause-and-effect relationship
58
- Skill: understanding cause-and-effect relationship
+ Reading: Global Warming, Rising Sea Levels, and Climate Refugees

59+60 Assignment 2 performance: oral de

Part 2: Earth Science - Cause, Effect, Correlation

- Skill: understanding cause-and-effect relationship (continued)
61
+ Reading: Global Warming, Rising Sea Levels, and Climate Refugees
+ Speaking

Part 2: Earth Science - Cause, Effect, Correlation

- Introduction to causation and correlation
62
- Skill: understanding causation and correlation
+ Reading: Climate Change and Species Extinction

Part 2: Earth Science - Cause, Effect, Correlation

- Skill: understanding cause-and-effect relationship (continued)
63
+ Reading: Climate Change and Species Extinction
+ Speaking

Part 2: Earth Science - Cause, Effect, Correlation

64 - Integrated skills: using flowcharts to note causes and effects
+ Writing: flowcharts

Part 2: Earth Science - Cause, Effect, Correlation

65 - Apply your skills
+ Reading: Critical Thresholds and Climate Tipping Points

Part 2: Earth Science - Cause, Effect, Correlation

- Apply your skills (continued)
+ Further Practice: CAUSATION OR CORRELATION:
6 66
https://www.sciencedaily.com/releases/2009/05/090519172157.htm;
https://bit.ly/3710ZHe
+ Thinking critically and thinking visually

Part 2: Earth Science - Cause, Effect, Correlation

67
Unit revision
68 Progress Test 2: Reading & Writing (

69 Reading skill consolidation

70 Writing skill consolidation

FINAL EXAMINATION
 Learning
Outcomes
COURSE SCHEDULE
Đầu ra
Teacher's Material Student Homework's Material
(đảm bảo mỗi LO
tối thiểu 1 lần T
hoặc U)

LO1 Teacher's book, MyEnglishLab Student's book and MyEnglishLab

LO1 Teacher's book, MyEnglishLab Student's book and MyEnglishLab

LO3 Teacher's book, MyEnglishLab Student's book and MyEnglishLab

LO2, LO3 Teacher's book, MyEnglishLab Student's book and MyEnglishLab

LO2 Teacher's book, MyEnglishLab Student's book and MyEnglishLab

LO3 Teacher's book, MyEnglishLab

LO1, 2, 3 Teacher's book, MyEnglishLab Student's book and MyEnglishLab

LO1, 2, 3 Teacher's book, MyEnglishLab Student's book and MyEnglishLab

LO10 Effective academic Writing 1 Student's book and MyEnglishLab

LO1, 3 Teacher's book, MyEnglishLab Student's book and MyEnglishLab

LO1, 3 Teacher's book, MyEnglishLab Student's book and MyEnglishLab

LO1, 3 Teacher's book, MyEnglishLab Student's book and MyEnglishLab

LO3 Teacher's book, MyEnglishLab Student's book and MyEnglishLab

LO3 Teacher's book, MyEnglishLab Student's book and MyEnglishLab

LO3 Teacher's book, MyEnglishLab Student's book and MyEnglishLab

LO3, 10 Teacher's book, MyEnglishLab Student's book and MyEnglishLab

LO1, 2, 3 Teacher's book, MyEnglishLab Student's book and MyEnglishLab

LO3 Teacher's book, MyEnglishLab Student's book and MyEnglishLab

LO5 Teacher's book, MyEnglishLab Student's book and MyEnglishLab

LO10 Effective Academic Writing 2, unit 1 Student's book and MyEnglishLab

LO4 Teacher's book, MyEnglishLab Student's book and MyEnglishLab

Teacher's book, MyEnglishLab Student's book and MyEnglishLab

Teacher's book, MyEnglishLab Student's book and MyEnglishLab

LO4 Teacher's book, MyEnglishLab Student's book and MyEnglishLab

 LO4 Teacher's book, MyEnglishLab Student's book and MyEnglishLab

LO4 Teacher's book, MyEnglishLab Student's book and MyEnglishLab

LO4 Teacher's book, MyEnglishLab Student's book and MyEnglishLab

LO4 Teacher's book, MyEnglishLab Student's book and MyEnglishLab

LO1, 2, 4 Teacher's book, MyEnglishLab Student's book and MyEnglishLab

LO4, 5 Teacher's book, MyEnglishLab Student's book and MyEnglishLab

LO4 Teacher's book, MyEnglishLab Student's book and MyEnglishLab

Progress Test 1: Reading & Writing (LO1-LO5)

LO10 Student's book and MyEnglishLab

https://www.banyeresdelpenedes.com/a-few-words-about-an-outline-for-a-three-paragraph-essay.asphttps
LO6 Teacher's book, MyEnglishLab Student's book and MyEnglishLab

LO6 Teacher's book, MyEnglishLab Student's book and MyEnglishLab

LO6 Teacher's book, MyEnglishLab Student's book and MyEnglishLab

LO6 Teacher's book, MyEnglishLab Student's book and MyEnglishLab

LO6 Teacher's book, MyEnglishLab Student's book and MyEnglishLab

LO6 Teacher's book, MyEnglishLab

LO6 Teacher's book, MyEnglishLab

LO6 Teacher's book, MyEnglishLab Student's book and MyEnglishLab

LO6 Teacher's book, MyEnglishLab Student's book and MyEnglishLab

LO4 Student's book and MyEnglishLab

https://www.banyeresdelpenedes.com/a-few-words-about-an-outline-for-a-three-paragraph-essay.asphttps

LO6 Teacher's book, MyEnglishLab Student's book and MyEnglishLab

LO7 Teacher's book, MyEnglishLab

LO7 Teacher's book, MyEnglishLab Student's book and MyEnglishLab

LO7 Teacher's book, MyEnglishLab Student's book and MyEnglishLab

LO7 Teacher's book, MyEnglishLab Student's book and MyEnglishLab

LO7 Teacher's book, MyEnglishLab Student's book and MyEnglishLab

LO8 Teacher's book, MyEnglishLab Student's book and MyEnglishLab

LO8 Teacher's book, MyEnglishLab Student's book and MyEnglishLab

LO7, 8 Teacher's book, MyEnglishLab Student's book and MyEnglishLab

LO7, 8 Teacher's book, MyEnglishLab Student's book and MyEnglishLab

LO7 Teacher's book, MyEnglishLab Student's book and MyEnglishLab

LO8 Student's book and MyEnglishLab

https://www.banyeresdelpenedes.com/a-few-words-about-an-outline-for-a-three-paragraph-essay.asphttps
 LO9 Teacher's book, MyEnglishLab Student's book and MyEnglishLab

LO9 Teacher's book, MyEnglishLab Student's book and MyEnglishLab

Assignment 2 performance: oral debate

LO9 Teacher's book, MyEnglishLab Student's book and MyEnglishLab

LO9 Teacher's book, MyEnglishLab Student's book and MyEnglishLab

LO9 Teacher's book, MyEnglishLab Student's book and MyEnglishLab

LO9 Teacher's book, MyEnglishLab Student's book and MyEnglishLab

LO9 Teacher's book, MyEnglishLab Student's book and MyEnglishLab

LO9 Teacher's book, MyEnglishLab Student's book and MyEnglishLab

LO9 Teacher's book, MyEnglishLab Student's book and MyEnglishLab

Progress Test 2: Reading & Writing (LO6-10)

LO1-9 Teacher's book, MyEnglishLab Student's book and MyEnglishLab

LO 10 Teacher's book, MyEnglishLab Student's book and MyEnglishLab

FINAL EXAMINATION
Back to Syllabus Evaluation structure
Evaluation
Part Weight Duration Type of questions
Category

Reading: MC, 4 options Multi

response, Matching, Completion,
Critical thinking (questions must be
designed by teachers and not
1st slot : reading
searchable ones, also avoid
(40 mins)
vocabulary questions)
Progress Test 1 20% 2nd
slot : Writing
(40 mins)
Writing: common topics that
students can relate, preferably not
searchable ones,avoid sensitive
topics

On-going Reading: MC, Multi response,

assessmen Matching, Completion, Critical
t thinking (questions must be
designed by teachers and not
1st slot : reading
searchable ones, also avoid
(40 mins)
vocabulary questions)
Progress Test 2 20% 2nd
slot : Writing
(45 mins)
Writing: common topics that
students can relate, preferably not
searchable ones,avoid sensitive
topics
Assignment 1: 2
Assignment 1 (10%): presentation
slots
Assignments 20% Assignment 2 (10%): debate
Assignment 2: 2
slots

Final exam 40% 130'

4 options MC, Multi response,

1 Reading 20% 60' Matching, Completion
Critical Thinking & Visual Thinking

2 Vocabulary 10% 25'

MC, Multi response, Completion
(Guessing meaning from context)
 MC, Multi response, Completion
(Guessing meaning from context)

3 Writing 10% 45' a 3-paragraph opinion essay

 Scope of knowledge
Number of questions How? Note
and skill of questions

Reading (1 mid-B1 & B1 articles,

500-600 words each): 20-25
questions in classroom
Knowledge and skills in
Writing: using computer
studied unit(s)
+ an opinion paragraph of at + paper
least 150 words

Reading (2 B1 articles, 500-600

words each): 20-25 questions in classroom
Knowledge and skills in
Writing: using computer
studied unit(s)
+ a 3-paragraph opinion essay of + paper
at least 200 words

Knowledge and skills in

studied unit(s)
Do not
allow to
use any
documen
Knowledge and skills in
by Exam Board t/ìnormati
studied unit(s)
on in any
form in
exam
1 mid-B1 article (300-350 main ideas, supporting room
words, 6-7 questions) details, inference, Matching,
1 B1 article (400-500 words, 10 reference words, multiple choice,
questions) organization (cause- gap-filling,
1 B1+ article (500-600 words, effect, comparison- T/F/NG
13-14 questions) contrast…)
Knowledge and skills in
Part 1: 15 questions of studied unit(s)
in exam room,
guessing meaning from
using computer
contexts (Vocabulary
or papers
words from My English
Lab: University Success)
Part 2: 2 mid B1 texts (150 words (Vocabulary words
each): highlight 5 words from learned from University
each text; use 5 of them to Success reading
complete 5 sentences in different passages included in the
contexts. syllabus) in exam room,
at least 200 words common topics using computer
or papers