04/08/2022

YOUNG LEADERS (YL) PROGRAM

Level: Pre-Young (PYL)
&
Young Connecting (YLC)
(Time Zones Series)

YL Program Curriculum

Cambridge
Levels Code Time length Textbook
Exam

Pre-Young 1-3 PYL1-3 48hrs x 3 Time Zones Starter, 1

KET
Young Connecting 1-9 YLC1-9 48hrs x 9 Time Zones 2,3,4
after YLC6
Oxford Discover Futures PET
Young Shining 1-6 YLS1-6 48hrs x 6
2,3 after YLS6

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YL Program Curriculum
PET / IELTS 5.0

IELTS 4.0

KET

Young Connecting Young Shining

PLY-YLC Learners

Aged 10-12

Varied from Beginner to Pre-Intermediate

levels

‘Over’ energetic

Tired after a long school day

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PLY-YLC – Course Objectives

1. To learn and review grammatical forms of English and

the use of these forms in familiar communicative
contexts, reinforcing grammar learning at state schools

2. To develop and integrate the use of the four language

skills i.e. Reading, Listening, Speaking and Writing

3. To develop key competencies, specifically focusing on

creativity and critical thinking skills (of the 21st Century
4Cs skills)
* Students are expected to take the KET test after YLC6 course.

PYL-YLC – Time Zones Series

Young Connecting 1-9

Pre-Young 1-
3

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PYL-YLC – CONTENT & SKILL FOCUS

• Prepare for • Explore the world

students’ through various topics
Cambridge Exam • Use authentic materials
(KET, PET) with Cambridge Content (texts/videos/stories…)
practice tests test prep rich to encourage
engagement and
communication in class.

Language
integrated
with skills
• Integrate skills & • Tutor students with
key competencies grammar lessons taught
(global awareness, / practiced at state
visual literacy, 4Cs) schools (to prepare for
exams)

PYL-YLC – CONTENT & SKILL FOCUS

Language integrated with skills

Integrated projects
Collaboration
and life skills
Critical
Thinking lessons to help
students develop
the 21st Century
Communication Skills - 4Cs

Creativity

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PYL-YLC – CONTENT & SKILL FOCUS

Language integrated with skills

Critical
Collaboration Communication Creativity
Thinking
Analyze and interpret
Work with others Share information Brainstorm ideas
information
Evaluate texts and Express thoughts and Look at issues from
Share responsibilities
information opinions other perspectives
Make decisions Assign different roles Listen to others Solve problems
Use verbal, written,
Think about
Solve problems Be flexible and multimedia
alternative solutions
messages

PYL-YLC – NEW FEATURES OF LEARNING

AND TEACHING MATERIALS
Current program New program
Textbooks (Teen2teen, Motivate, Textbooks (Time Zones)
Solutions)
Handouts
Handouts
Classroom Presentation Tool (CPT)
Classroom Presentation Tool (CPT)
Authentic photography, videos
Authentic photography, videos
Vocab. + Pronunciation practice (AI) (for
students)
Portfolio (Projects, Free writing) (for students)
Online Practice (mobile devices, web and app)
Lesson plans + PPTs (for teachers)

delivered on
LMS

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PYL-YLC – NEW FEATURES OF LEARNING

AND TEACHING MATERIALS
Lesson plans & PPTs

• Teaching steps
• In-class activities - Compulsory steps
• Handouts, worksheets
• Visualized grammar lessons - Flexible activities if needed

PYL-YLC – NEW FEATURES OF LEARNING

AND TEACHING MATERIALS
Projects
Projects are developed based on
textbook lessons, enabling
students to …
• use the target language +
content
• practice 4 language skills
• develop 4Cs skills, life skills,
global skills, etc.

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PYL-YLC – NEW FEATURES OF LEARNING

AND TEACHING MATERIALS
My Portfolio

Students can …
• make notes
for speaking
activities
• practice
writing skills
• create / design
/ draw /
present their
projects

PYL-YLC – NEW FEATURES OF LEARNING

AND TEACHING MATERIALS

Online practice

Online practice provides students’

self-study and self-corrected tasks.

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PYL-YLC – LMS
1. For teachers:
• Support efficient lesson distribution
with suggested lesson plans and
supplementary materials
• Enable easy and effective tracking of
student progress

2. For students:
• Encourage learning with easy-to access
materials and fancy, interactive
platform.
• Enhance self study by offering more
practice opportunities out of
classroom (Vocab practice with AI
before class and online practice after
class)

PYL-YLC – Material checklist

1. Student Book (SB)
• 12 units (3-5 sessions/unit)*
• A review after each unit

2. Workbook (WB)
• Served as controlled, semi-controlled, or freer practice to improve
students’ language skills
• Done in class or at home (see the course outline)
• Homework correction in the next class meeting
• Language notes for all units at the back of WB

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PYL-YLC – Material checklist

3. Classroom Presentation Tool (CPT)

• Web-based CPT, linked with LMS

• Book pages on-screen with audio/video and annotation tools.
• Answers

4. My Portfolio (for Students)

• Distributed to students by Student Care Staff

• Project and free writing for building writing and creativity
skills (instructed by teachers in class)

PYL-YLC – Material checklist

5. Lesson plans & PPTs (for Teachers)

• Detailed lesson plans for each lesson

• PPTs to help implement the lesson

6. LMS

• connect.vus.edu.vn
• All-in-one resource hub for teachers

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PYL-YLC – Supplement checklist

In campus
Materials LMS Note
(hard copy)
✔ compulsory steps/ flexible
Detailed lesson plans
activities
Induction PPT for 1st class meeting by
✔
Students Vietnamese teacher
PPT available in most
lessons ✔ compulsory when available
+ handouts (if any)
Oral Practice ✔ With PPT
KET/PET Practice Tests ✔ ✔ With PPT
Project ✔ Found in My portfolio

PYL-YLC – Learning Cycle

Before class Vocabulary preparation (with AI)

• Integrated skills
In class • 4Cs (using textbooks, LMS and supplementary
materials)

After class • Online workbook (on LMS)

• Online practice (on LMS)

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PYL-YLC – Learning Cycle

PYL-YLC – Methodology
ASK

REFLECT INVESTIGATE • Student-centered

methodology
• Active learning through
Inquiry- asking questions,
based experimenting and
learning problem solving.

DISCUSS CREATE

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PYL-YLC – How to teach

Preview (Listening)

1. Pre-listening
• using pictures and lead-in activities to
introduce the unit theme and to
trigger students’ knowledge and/ or
curiosity about the topic.
• Pre-teaching vocabulary (when
needed)
2. While-listening
• Reading tasks: individual, pair, or
group work
• Skills teaching/ reviewing/ reinforcing
• 4Cs integrated activities
3. Post-listening
• Task feedback
• Speaking activities related to the topic
• 4Cs integrated activities

PYL-YLC – How to teach

Language Focus
(Inductive Grammar Teaching)
1. Context setting: Studying through the
conversation in which the target language
is used
2. Eliciting and helping students discover the
grammar points
3. Confirming the points, using notes in the
Language Notes (WB).
4. Concept checking
5. Practice:
• Controlled practice: Grammar
exercises done by students
• Free practice (Production): SB
exercises, Free speaking/ writing in
My portfolio or teacher’s own
activities
6. Giving feedback

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PYL-YLC – How to teach

The real world - Video

1. Pre-watching
• Context setting: engaging students
by using pictures and/ or lead-in
activities
• Pre-teaching vocabulary (when
needed)
2. While-watching:
• Developing students’ comprehension
via individual, pair, or group work
3. Post-watching:
• Task feedback
• Speaking activities: discussing related
questions to the topic and sharing
students’ opinions

PYL-YLC – How to teach

The real world - Pronunciation

1. Presenting sound/ stress

2. Modelling
3. Conducting choral repetition 🡪 individual
check
4. Practice (in context, games)
5. Giving task feedback

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PYL-YLC – How to teach

The real world – Communication (Speaking)

1. Context setting: using pictures and

authentic conversations (SB)
2. Eliciting or presenting ‘functional
language’
3. Pronunciation drill (chorally and
individually)
4. Controlled practice: exercises done by
students
5. Freer practice:
• Giving instructions with
instruction-checking questions
(ICQs)
• Modeling
• Monitoring
6. Open pair check
7. Giving feedback

PYL-YLC – How to teach

Reading

1. Pre-reading
• Context setting: using pictures and/ or
lead-in activities to trigger students’
knowledge and/ or curiosity about the
topic.
• Pre-teaching vocabulary (when
needed)
2. While-reading
• Reading tasks: individual, pair, or
group work
• Skills teaching/ reviewing/ reinforcing
• 4Cs integrated activities
3. Post-reading
• Task feedback
• Speaking activities related to the topic
• 4Cs integrated activities

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PYL-YLC – How to teach

Vocabulary

1. Context setting: referring the vocabulary

items from the preceding reading text
2. Eliciting/ Presenting the meaning: using
pictures, real objects, gestures,
definitions, etc.
3. Asking concept-checking questions
(CCQs)
4. Pronunciation drill: choral repetition 🡪
individual check
5. Memory check: stimulating games/
activities
6. Practice: Vocabulary exercises (SB & LMS)
done by students
7. Production (Speaking/writing activities):
SB exercises or teacher’s own activities.

PYL-YLC – How to teach

Writing

1. Context setting: using pictures and lead-in

activities
2. Examining the sample: focusing on
• format
• content
• language
3. Planning: helping students
• brainstorm ideas
• plan ideas
• draft (peer check -> revise)
4. Writing:
• using Writing session in My portfolio
• done in class or at home
5. Giving feedback

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PYL-YLC – Course Assessment

Assignments &
Type Notes
Tests
Vocabulary preparation
Before-class exercises
Assignments on (encouraged)
LMS Online workbook (required) After-class exercises
Online practice (encouraged) After-class exercises
Midterm test (written) 1 per course
Tests Final test (written + oral) 1 per course

ACADEMIC RULES
Online workbook 10%
Midterm test 30%
Final test (written) 40%
Final test (oral) 20%

PYL-YLC – HIGHLIGHTS

Content Rich

Learning Cycle on LMS

ASK

Collaboration REFLECT INVESTIGAT

Critical E
Thinking Inquiry-
based
Communication learning
Creativity

DISCUSS CREATE

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PYL-YLC – EXTRA TIPS
To limit the use of Vietnamese
• Set class rules, i.e. use English box
• Constantly encourage students to use
English through various activities
To help students do a task
• Have good task preparation: go over
the question items, highlight key
words, pre-teach / review vocabulary
when needed
• Set clear instructions followed by
modeling and ICQs
• Monitor students
04/08/2022
To help students with difficult
vocabulary
• Write new words on board, elicit the
meaning, ask CCQs, and practice
pronunciation (chorally and
individually)
To get students’ attention
• Change partners frequently during the
class
• Provide a variety of activities
• Use peer check before class check, ask
individual student to answer and
justify their answer choices
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