Faculty of English Language Teacher Education | ULIS-VNU, Hanoi

__________________________________________________English for Interdisciplinary themes

VIETNAM NATIONAL UNIVERSITY, HANOI

UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES
FACULTY OF ENGLISH TEACHER EDUCATION

COURSE INFORMATION
ENGLISH FOR INTERDISCIPLINARY THEMES

1. Course code: ENG2076***

2. Course credit value: 03
3. Prerequisites: ENG2068 & ENG2069
4. Instructional language: English
5. Lecturer:
Hoang Linh Chi, M.A
Hoanglinhchi128@gmail.com

6. Course objectives:
The English language proficiency goal of this course is for students to achieve specific competences
described in level C1 or C1+ in the Common European Framework of Reference or (above) level 5 in
the Vietnamese Standardized Test of English Proficiency. To be specific, this course aims to:
- Developing learners’ language proficiency used for social and professional purposes under six
contemporary themes, including Education (i.e., Education issues in the 21st century), Economy & the
environment (i.e., Economy vs. Environment), Culture & globalisation (i.e., Cultural adaptations vs.
cultural assimilation in globalisation), Social issues (i.e., Social issues among young people), Science and
technology (i.e., Science and technology: For better or worse?), and Employment (i.e., Employability
issues in the 21st century)..
- Equipping learners with chances to expose with extended speech on both familiar and unfamiliar
topics, and lengthy, complex texts that they may relate to their area of speciality.
- Developing learners’ skills to summarise and express themselves in clear- well structured texts in
reviews of professional or literary works of various themes and genres.
- Facilitating students to sharpen their learning strategies, collaborative skills and learning autonomy.
 Faculty of English Language Teacher Education | ULIS-VNU, Hanoi
__________________________________________________English for Interdisciplinary themes

7. Course Learning Outcomes

7.1. Course Learning Outcomes (Knowledge, Skills, Attitudes)
By the end of the course, students will be able to:

No Course Learning Outcomes Cod Cognitive In alignment

e level in the with the
Bloom’s Program
Taxonomy Learning
Outcomes
Language knowledge and skills 1
acquire a broad range of language to express 1.1 3 4
him/herself clearly, without having to restrict
what he/she wants to say.
demonstrate a high degree of grammatical and 1.2 3 4
lexical accuracy; errors only happen occasionally
without hindering communication
summarise extended speech in standard spoken 1.3 3 4
language, live or broadcast, on both familiar and
unfamiliar topics normally encountered in
personal, social, academic or vocational life
1 summarise lengthy, complex texts, whether or 1.4 3 4
not they relate to his/her own area of speciality,
provided he/she can reread difficult sections
construct a clear, well-structured presentation of 1.5 6 3, 4
a variety of subjects, expanding and supporting
points of view at some length with subsidiary
points, reasons and relevant examples
explain themselves fluently without much 1.6 6 3, 4
obvious searching for expressions for social,
academic and professional purposes;
develop clear, well-structured presentation on 1.7 6 3. 4
complex subjects
Other skills 2
apply digital literacy and computer literacy 2.1 4 3
work cooperatively to accomplish assigned tasks 2.2 4 10

2 apply critical thinking skills including 2.3 4,5,6 3, 10

questioning, analysing, evaluating, synthesising,
creating and argumentation skills
apply leadership and management skills in 2.4 4 3, 10
learning projects
3 Attitudes
 Faculty of English Language Teacher Education | ULIS-VNU, Hanoi
__________________________________________________English for Interdisciplinary themes

demonstrate autonomy, accountability, 3.1 3 10, 11

initiative, and cooperation in group work
activities
evaluate their own learning process with self- 3.2 5 15
assessment, self-reflection, and self-correction
evaluate and support their peers’ learning with 3.3 5 6, 8, 15
peer-assessment, mutual reflection, and peer-
correction
demonstrate their commitment and 3.4 3 13
responsibility to contribute to their discipline or
profession as an effective leader and as a
member of collaborative, cooperative and
successful teams

*The Bloom’s Taxonomy

Level Cognitive skills

1 Remember

2 Understand

3 Apply

4 Analyse

5 Evaluate

6 Create

7.2. The learning activities in correlation with the outcome-based standards

Learning activities include lectures, group work projects and individual study, which are all to
address the outcome-based standards.
The focused assessment projects to be implemented in the course are Model Sharing, Writing
Portfolio and Reading Challenge which focus on Reading and Writing skills in both focused and
integrated manners. The Model Sharing aims at developing learners’ skills to collect, summarize,
analyze different genres of written texts so that they understand the requirements they need to
fulfill when practice writing these targeted genres themselves. The Writing Portfolio aims to
assist learners in developing clear, well-structured written texts which demonstrate a high
degree of grammatical and lexical accuracy and complexity through constant peer feedback,
teacher’s feedback and learner’s self – assessment and correction. The Reading Challenge aims
to foster learner’s reading habit, encourages them to read extensively beyond their fields of
 Faculty of English Language Teacher Education | ULIS-VNU, Hanoi
__________________________________________________English for Interdisciplinary themes

interests. Leaners are expected to apply their critical thinking skills in analyzing what they have
read to produce reading notes and book reviews that demonstrate a high level of complexity in
language use as well as insightful analysis of fundamental elements of the book they have
chosen.
Throughout the course, students are expected to demonstrate their collaborative skills and
learning autonomy with a view to monitor, evaluate and improve their working procedure.
Communication skills, problem-solving skills and computer literacy should also be utilized.

8. Assessment and grading

Assignment task Assessed Summary Grade Correlated

and learning skills allotment learning
activities outcomes

Participation ● Work in groups (Reading challenge 10% 1.1, 1.2, 1.3,

& model sharing). 1.6, 2.2., 2.3,
● Participate in classroom activities 3.1, 3.2, 3.3,
(Book reviews and teacher-led 3.4
activities)
● Give peer feedback (Writing
portfolio)

Writing portfolio Writing ● Work individually 30% 1.2,1.4, 1.5,

● Write four entries of targeted 1.6, 2.1, 2.2,
genres 2.3, 2.4, 3.1,
● Submit for peer feedback and 3.2, 3.3, 3.4
teacher’s feedback
● Revise and rewrite their entries
after receiving feedback.
● Compile all the different versions of
four entries into 01 portfolio.

Model Sharing Reading, ● Work in groups 10% 1.1, 1.2,1.4,

writing and ● Choose sample written texts of 1.6, 1.7, 2.2,
speaking targeted genre of the week 2.3, 2.4, 3.1,
● Summarize and analyze the content 3.3, 3.4
and structure of the chosen texts
and make a list of useful vocabulary
and grammar structures from their
chosen text.
● Share their texts and analysis in
 Faculty of English Language Teacher Education | ULIS-VNU, Hanoi
__________________________________________________English for Interdisciplinary themes

groups
● Compile their sample texts and
analysis into one packet.

Reading challenge Reading ● Work individually 50% 1.1, 1.2,1.4,

(focused) ● Choose two books to read 1.5, 1.6, 1.7,
● Make notes of the reading progress 2.1, 2.2, 2.3,
● Share their notes in class 3.1, 3.2, 3.3,
● Make a book review in form of a 3.4
presentation/ infographic or a
video

9. Course materials:
Compiled by teachers of the Fast-track program.
10. Course summary
English for Interdisciplinary themes is designed for students whose proficiency level is around C1-
or C1 according to the Common European Framework of Reference (CEFR). The course aims at
helping students to develop their communication proficiency in reading and writing skills in
accordance with the specified objectives of C1 to C1+ CEFR in both focused and integrated manners.
This theme-based course covers a range of text genres and social topics, which allow students to
read and write, and present the information they have collected, summarised and synthesied as
well as structurally present their opinions in written form about different aspects of
contemporarily debated issues, including six themes: Education (i.e., Education issues in the 21st
century), Economy and the environment (i.e., Economy vs. Environment), Culture & globalisation
(i.e., Cultural adaptations vs. cultural assimilation in globalisation), Social issues (i.e., Social issues
among young people), Science and technology (i.e., Science and technology: For better or worse?), and
Employment (i.e., Employability issues in the 21st century).
Students attending this course will have the opportunities to improve their accuracy and fluency of
comprehension and production of written English through two major assignments: Reading
challenge, in which students are required to read two books of their choice and make a
comprehensive review of one, & Writing portfolio, in which students will familiarize themselves
with texts written for four different purposes: Book/ Film Review, Newspaper Article, Report,
Synthesis Essay.
This course adopts the learning theories of Social Constructivism and Social Cognitivism. Students
attending this course will also have the chance to develop essential study skills such as evaluating
 Faculty of English Language Teacher Education | ULIS-VNU, Hanoi
__________________________________________________English for Interdisciplinary themes

sources and peer-commenting as well as skills in using technology to support their learning
through exploratory and engaging in-and out-of-class activities.
 Faculty of English Language Teacher Education | ULIS-VNU, Hanoi
__________________________________________________English for Interdisciplinary themes

11. Detailed syllabus

Lesson Theme Content Assignment Expected

learning
outcomes

1 Course introduction
Sample Book Review
Video:https://drive.google.com/file/d/
1jC17_eVGxyHPKwIK4x_RzU_SZvHrCPSw/view?
usp=sharing
PowerPoint:
https://docs.google.com/presentation/d/1oya7b
Grouping for assignments
tBpmwAVw3wrevypwRMknhrtQROO/edit?
Preparing for Model
usp=drive_link&ouid=10238963926193573391
Sharing 1
8&rtpof=true&sd=true
Free writing: What was the
Sample reading challenge note: 1.1, 1.2, 1.6,
last piece of media you
https://drive.google.com/file/d/
read, heard, or saw that
1Ddf3CY0MQYW01vPVe47B7LKvd2eTscyD/
inspired/ provoked some
view?usp=drive_link
thoughts in you?
Sample Model Sharing note:

https://drive.google.com/file/d/
151GrWpvlSyt9tYopO0WlAGMlldYN0-tH/view?
usp=drive_link

2 1.1,1.2, 1.3,
▪ Writing a BOOK/FILM REVIEW: Homework:
1.5, 1.6, 2.2,
 theory Write a book/film review
2.3, 2.4, 3.1,
(version 1)
 controlled practice 3.2, 3.4
250-300 words
 Model sharing 1
Education
3 issues in the 1.1, 1.2, 1.3,1.4
▪ Reading challenge 1: Book 1 – part 1
21st century 1.5, 1.6, 1.7,
▪ Writing a BOOK/FILM REVIEW: Preparing for Model 2.2, 2.3, 3.1,
Sharing 2 3.2, 3.3, 3.4
 peer comment on version 1
 a book/film review (version 2)
 Submission of version 2

4 Economy vs.  Writing a NEWSPAPER ARTICLE: Homework: 1.1,1.2, 1.3,

Environmen  theory Work in groups of 4 -5 and 1.5, 1.6, 2.2,
 Faculty of English Language Teacher Education | ULIS-VNU, Hanoi
__________________________________________________English for Interdisciplinary themes

design a class magazine. 2.3, 2.4, 3.1,

Each member of the team 3.2, 3.4
needs to contribute at least
one article of 250-300
words. Suggested topics for
the article: ULIS
 controlled practice life(compulsory), World
 Model sharing 2 issues, Latest trends,
 Writing a BOOK/FILM REVIEW: Travel, Health & Fitness,
 Teacher’s feedback Entertainment
Sample:
t https://drive.google.com/f
ile/d/1m353PynRklXLxAx
EpFqcsFHGdIzPNzgS/
view?usp=sharing

5 1.1, 1.2, 1.3,1.4

▪ Reading challenge 2: Book 1 – Part 2
1.5, 1.6, 1.7,
▪ Writing a NEWSPAPER ARTICLE: Preparing for Model 2.2, 2.3, 3.1,
Sharing 3 3.2, 3.3, 3.4
 peer comment on version 1
 a book/film review (version 2)
 Submission of version 2

6  Writing a REPORT ON AN EVENT/ 1.1,1.2, 1.3,

ACTIVITY: 1.5, 1.6, 2.2,
Homework:
 theory 2.3, 2.4, 3.1,
Write a report on an
 controlled practice 3.2, 3.4
event/ activity (version 1)
 Model sharing 3(REPORT ON AN EVENT)
Cultural 250-300 words
 Writing a NEWSPAPER ARTICLE:
adaptations
Teacher’s feedback
vs. cultural
7 assimilation 1.1, 1.2, 1.3,1.4
▪ Reading challenge 3: Book 2 – Part 1
in 1.5, 1.6, 1.7,
globalisatio 2.2, 2.3, 3.1,
▪ Writing a REPORT ON AN EVENT/
n 3.2, 3.3, 3.4
ACTIVITY: Preparing for Model
 peer comment on version 1 Sharing 4
 a report on an event/ activity
(version 2)
 Submission of version 2

8 Social issues  Writing a SYNTHESIS ESSAY: Homework: 1.1,1.2, 1.3,

 Faculty of English Language Teacher Education | ULIS-VNU, Hanoi
__________________________________________________English for Interdisciplinary themes

among  theory 1.5, 1.6, 2.2,

young  controlled practice Write a report on an 2.3, 2.4, 3.1,
people event/ activity (version 1) 3.2, 3.4
 Model sharing 3
250-300 words
 Writing a REPORT ON AN EVENT/
Preparing for Reading
ACTIVITY: challenge 4
Teacher’s feedback

9 Prepare for Book Review 1.1, 1.2, 1.3,1.4

▪ Reading challenge 4: Book 2 – Part 2
Showcases 1.5, 1.6, 1.7,
▪ Writing a SYNTHESIS ESSAY: 2.2, 2.3, 3.1,
3.2, 3.3, 3.4
 peer comment on version 1
 a report on an event/ activity
(version 2)
 Submission of version 2

10 MID-SEMESTER BREAK & Consultation

11 Online learning: 1.1, 1.2,1.3,1.4,

Reading challenge: Book Review Showcase 1 1.5, 1.6, 1.7,
▪ Writing a SYNTHESIS ESSAY: Teacher’s 2.1, 2.2, 2.3,
2.4, 3.1, 3.2,
Science and feedback
3.3, 3.4
technology: Zoom ID: 3120081990 (no password is required)
For better
12 or worse? 1.1, 1.2,1.3,1.4,
Online learning:
1.5, 1.6, 1.7,
Reading challenge: Book Review Showcase 2
2.1, 2.2, 2.3,
Zoom ID: 3120081990 (no password is required)
2.4, 3.1, 3.2,
3.3, 3.4

13 Employabili 1.1, 1.2,1.3,1.4,

ty issues in Online learning: 1.5, 1.6, 1.7,
the 21st Reading challenge: Book Review Showcase 3 2.1, 2.2, 2.3,
century Zoom ID: 3120081990 (no password is required)
2.4, 3.1, 3.2,
3.3, 3.4

14 Online learning: 1.1, 1.2,1.3,1.4,

Reading challenge: Book Review Showcase 4 1.5, 1.6, 1.7,
Zoom ID: 3120081990 (no password is required) 2.1, 2.2, 2.3,
 Faculty of English Language Teacher Education | ULIS-VNU, Hanoi
__________________________________________________English for Interdisciplinary themes

2.4, 3.1, 3.2,

3.3, 3.4

15 Online learning: 2.1, 2.2, 3.1,

COURSE REVIEW 3.2
Submission of Reading challenge, Model
Sharing and Writing portfolio packets.
Zoom ID: 3120081990 (no password is required)
 Faculty of English Language Teacher Education | ULIS-VNU, Hanoi
__________________________________________________English for Interdisciplinary themes

12. Assessment guideline

12.1. WRITING: MODEL SHARING

12.1.1. Objectives

This assignment primarily aims to develop students' reading & writing competency to C1 level
(CEFR). Specifically, by completing this assignment, students should be able to:

● identify texts of different genres correctly;

● analyze the organizational patterns of different texts;

● identify key lexical items and grammatical structures of texts;

12.1.2. Guidelines

In this assignment, students work individually.

Students are supposed to:

o (at home) choose a text that matches focused writing genre of the week.
o (at home) provide proper referencing of the texts.
o (at home) summarize and analyze the structure of the text
o (at home) create a list of vocabulary and grammatical items they find
new/interesting and worth remembering from the text with meaning, examples,
and phonetic transcription.
o (at home) Compile the text, analysis and the list of vocabulary and grammatical
items into one packet and print it out for in-class sharing.
o (in class) After the lecture, students have 15 minutes to share their model and
analysis in groups. They need to compare their model with the theories they have
just learnt in the lecture about that particular genre. In each sharing session, groups
will be assigned randomly by the teacher. The teacher will put his/ her signature on
each student’s packet.
o In week 15, students need to scan all their packets, compile into one pdf file and
submit to the teacher. In total, there are three model sharing sessions for three
targeted genres namely film/ book review, newspaper article and report on an
event. Students do not need to find a model text for synthesis essay.

12.1.3. Marking scheme

Point Description
Criterion

2.5 ● The text matches the targeted genre of the week

The text ● The text is extracted from a reliable source with
proper citation.
● The text is of appropriate length (250- 300
words).
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__________________________________________________English for Interdisciplinary themes

● The text well serves the intended purposes of

the model sharing activity.

5.0 ● The students can provide precise in-depth

The analysis analysis of the organizational patterns of the text,
which is shown through:
- correct identification of the genre with
typical;
- creation of an outline of the main points
covered in the texts;

2.5 ● The students provide a detailed analysis of the

The lexical words and structures used in text in the packet
items and submitted to the teacher.

Grammatical
structures

10
Total

12.2. CLC READING CHALLENGE

12.2.1. Objectives:
The CLC Reading Challenge is a semester-based activity which aims to develop students’ reading
habits and encourage them to engage in reading for pleasure and learning and enhance their
knowledge of other fields apart from their major.

12.2.2. Guidelines:
12.2.2.1. Progress sharing
 Students are expected to read at least TWO books of two different fields. Both books
must satisfy the following criteria:
 Of more than 200 pages.
 Comply to the themes of the semester: Education, Economy, Environment,
Culture & globalization, Social issues, Science and technology, Employment.
 Students are required to read regularly and keep reading notes while reading. The reading
notes should include information regarding the book title, the author, the chapters/ parts
that have been covered and their main points, the students’ thoughts on what they have
read.
 Every TWO weeks, in a Reading Challenge Session, students are supposed to work together
in groups of 4-5 and share about what they have been reading.
 They need to bring their reading notes to class to share with their peers about their reading
progress. Each student needs to show their reading notes, which are hand-written on a
neat A4 paper, then summarize and reflect on what they have been reading in about 5-8
minutes.
 In class, the teacher will check the notes and put his/her signature on all the pieces of notes
students bring to class. At the end of the semester, students are supposed to scan all the
notes (6 pieces of A4 paper), compile them into 01 file and submit them to their teacher.
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 Students are encouraged to be creative with how they design their reading notes.
12.2.2.2. Full Book Review
 At the end of the semester (week 10-14), students have to review ONE of the books that
they have finished reading to introduce to their peers and teacher.
 Their review should be in the form of an individual 15-minute presentation with visual aids.
They can choose to design a poster, an infographic, a PPT presentation or a short video to
present their selected book.
 Creativity is highly recommended and students can have bonus point for that. Their review
of the book must cover the followings:
 The reason why they choose to read the book
 Introduction about the author of the book
 A brief summary of the book content
 What they find interesting about the book
 What they have gained from reading the book
 The reading notes (scanned) and PowerPoint presentation/ video should be compiled into
one Google Drive folder and submitted to teacher in week 15.

12.2.3. Marking scheme

Criterion Weight Description

Reading  The notes can demonstrate student’s understanding of and
50%
notes reflection on the content they have read.
 The presentation shows the student's understanding of the
Book book.
50%
review  Their presentation method has a good effect on the target
audience (see appendix B for the detailed marking rubrics).
Total 100%

12.2.4. Marking rubric

CLC READING CHALLENGE – BOOK REVIEW MARKING RUBRICS

Criteria Mark
The presentation shows student’s thorough understanding of the book, including:
✔ Reasons why the student choose to read the book;
✔ Introduction about the author of the book;
3
✔ A brief summary of the book content;
✔ What the student finds interesting about the book; and
✔ What the student has gained from reading the book.
The presentation is clear, well-organized and well-timed. 2
The student speaks English fluently and accurately. 2
The student handles questions well. 1
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The student demonstrates his/her creativity in the presentation. 2

Total 10 pts

12.3. WRITING PORTFOLIO

12.3. 1. Objectives:
Main objectives:
This assignment primarily aims to develop students' overall writing competency to C1 level
(CEFR). Specifically, by completing this assignment, students should be able to:
● compose clear, well-structured pieces of writing which develop an argument systematically
with appropriate highlighting of significant points and relevant supporting details and
satisfies the requirements of the targeted genre.
● expand and support points of view at some length

● evaluate different ideas or solutions to a problem and synthesize information and argument
from a number of sources
● communicate with a high degree of grammatical, vocabulary, and punctuation control and
range, to allow generally flexible expressions of oneself on a variety of topics

Secondary goals:
This assignment also contributes to the development of other knowledge areas and skills such as:
● knowledge of the language system, the target-language culture as well as their own culture,

● using technology, especially word processor, to serve their studies

● reflecting on their own language development, commenting on and editing their peers'
works, discussing with peers with appropriate attitudes

12.3. 2. Guidelines
● Students will be assessed individually. Basically, Writing Portfolio is a collection of a
student's writing pieces, demonstrating their progress in writing competency as well as
language over the whole semester.
● There will be 04 entries in each student's portfolio. For each entry, the suggested procedure
is as follows (this is just a tentative procedure and can be changed as suggested by the
teacher in charge of each class):

Step 1 (at home): After receiving guidance from the teacher on how to write the entry,
each student writes Draft 1 of the entry at home.
Step 2 (in class): Students bring their Draft 1 entry to class for peer feedback. Students
give feedback in pairs. Pairs are assigned by teachers.
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Step 3 (in class): Based on the comments, each student writes Draft 2 of the entry in class,
incorporating suggested changes, trying to show progress in terms of writing competency
and language.
Step 4: Students submit Draft 2 to their teacher for their comments and marking.
Step 5: (After about a week) Students received the marked Draft 2 and write Draft 3 at
home.
● In week 15, students hand in their complete Writing Portfolio, which includes all versions
of the 04 entries. Their Writing Portfolio needs to be in digital form.

12.3. 3. Marking Scheme

● Each writing entry is to be evaluated in terms of Task Fulfillment, Organization, Vocabulary
and Grammar.
● The whole portfolio is assessed based on the following criteria:
Criterion Weight Description
Components The Portfolio has all the required components and follows the
10%
and formatting formatting guidelines.
The teacher marks the third versions to assess the students’ writing and