course guide

VIETNAM NATIONAL UNIVERSITY HANOI

UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES

FACULTY OF ENGLISH LANGUAGE TEACHERS EDUCATION

School of English II

----------------------------

2012 – 2013

COURSE GUIDE

COURSE GUIDE

Program: Double majors (721)

Prerequisites Written and Oral Communication III

Course code: ENG2025

Course status: Core

Semester: 4

Class hour: Mon – Fri

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GENERAL COURSE POLICY

(Applied for all the language skills courses offered by the School of English 2, Faculty of ELT Education, ULIS, VNU, Hanoi. Specific policies for each course are to be viewed in the individual course guidelines )

1. Students are required to fully and actively participate in the lessons, prepare and finish home assignment and continuous assessment tasks as required in the course guide and by the teachers.

2. Students are supposed to have course books, cassettes, CDs and supplementary materials for all of the subjects in Written and Oral communication 3 (semester 1) and 4 (semester 2) courses within the first week of each semester. Teachers reserve the right to cancel the lessons in case (i) more than 50% of the students in class do not have the right course books in week 1 and (ii) more than 10% of the students in class do not have them from week 2 onwards. These cancelled lessons would not be made up.

3. Students and teachers are to attend the class on time. Any students who is 15 minutes late is considered to be absent from the lesson.

4. Any students who is absent from 20% of all the lessons (which is equal to 2 lessons) of any subjects would not be allowed to take the final exams. This rule is applied to both the cases of absence with permission and absence without permission.

5. Any students who lack any of the component grades of the skill subjects (including the grades of progress tests, midterm tests and other assignments in the syllabus) would get mark zero and would not be allowed to take the final exam.

6. Any students who fail to submit the assignments on the required dates have to ask for extension from the teachers in charge and their scores would be deducted by 5% per extended day.

7. When doing the written tests (applied to all of the tests during the school year: final tests, midterm tests, mini-tests, etc.), students are required to follow these rules:

a. The papers or parts of the papers would not be marked if: i. The papers are written with pencils or in more than one color or with more than

one kind of pens. ii. The students’ names are written under any circumstances (for example:

signatures in a letter; self-introduction, etc.) iii. Students do not follow the instructions (For example: writing Yes/No instead of

True/False, writing the full answers instead of A, B, C, composing an essay instead of a paragraph)

iv. The answers are not written clearly; the answers are ambiguous; the answers are written in both capital letters and normal letters ( For example: students write A for one item and C for another item in the same exercise; the answers are not clearly C or O; T or F)

b. Any students who discuss or copy the answers of others during the exams would have their marks deducted by 10% for the first time warning and 50% for the second time. They would be marked zero for the third time. Any students who bring printed materials, audio and visual devices, laptops or cell phones (in online mode) into the examination room would be rejected and get mark zero for the paper.

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c. Any students who do not respect the exam time limit would have his mark deducted by 10% of the total mark.

8. Students are required to follow the oral test procedure: Before the exam:

Students are informed about the time and places of the exam on the notice board. Students gather at the right time and in the right place as informed. Students gather in the waiting room until informed about the examining pairs

(Students need to be sure of who are their partners before leaving the gathering place)

When called, students need to move to the secretary desk to randomly pick the exam tables (One of the two examinees is required to pick)

Students check the places of their exam tables on the exam maps stuck on the walls. When the bell rings, students need to move to their exam tables.

During the exam: Students show their student cards or identity cards to the examiners. Students sign in the examinee name list. Each pair of examinees has 10 minutes to prepare for and do their oral tests. Students are not allowed to write or draw on the exam papers.

After the exam: Students promptly leave the exam rooms for another pair. Students keep silent in the exam area. Students submit the test questions together with their test papers The marks are to be announced by the Department Officer –in-charge within weeks

after the exam.

* The secretary board and the teachers in charge have the right to refuse the students who do not follow one of the rules above and these students would get mark zero.

Teachers and second year students need to strictly follow the rules above in order to ensure the fairness to all students and the discipline in teaching and learning in the third and fourth semesters.

Prepared by

Dương Thu Mai

Head


Approved by

Trần Hoài Phương

Dean

Faculty of ELT Education

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COURSE INSTRUCTORS’ DETAILS

Emailing is lecturers’ preferable mode of communication. Contacting via mobile or

land-based lines or text message or YMS is at lecturers’ courtesy.

No Full name Email

1 Hoàng Anh [email protected]

2 e Thi h ng nh [email protected]

3 Phan Ngọc Quỳnh nh [email protected]

4 Nguyễn Thị Bích Diệp B [email protected]

5 Vũ Bảo Châu [email protected]

6 Nguyễn Thị Chi [email protected]

7 Vũ Thị Kim Chi [email protected]

8 Trần Vân Dung [email protected]

9 Nguyễn Thị Dung [email protected]

10 Nguyễn Chí Đức [email protected]

11 Nguyễn Ho{ng Giang [email protected]

12 Trần Ho{i Giang (abroad) [email protected]

13 Hoàng Thị Thanh Huyền [email protected]

14 hạm Thị Thu Huyền (abroad) [email protected]

15 Nguyễn Thị Thanh H ng [email protected]

16 Vũ Thị Việt H ng [email protected]

17 Nguyễn Thị Bích Ngọc [email protected]

18 Đỗ Thị Minh Ngọc [email protected]

19 Nguyễn Diệu inh [email protected]

20 D ng Thu Mai

Head

[email protected]

01669686968

21 Ngô Xuân Minh (abroad) [email protected]

22 Mai Nh Quỳnh [email protected]

23 D ng Thị Thanh Tâm [email protected]

24 Đ{o Thị an Trang [email protected]

25 Nguyễn Thanh Thủy

Student Support

[email protected]

0986411996

26 Thái Hà Lam Thủy (Deputy Head) [email protected]

27 Đ{o Thu Trang

28 Đặng Thu Trang

mailto:[email protected]






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----------------------------

ORAL COMMUNICATION IV


Prerequisites Oral Communication III


Course status: Core

Semester: 4


6

COURSE DESCRIPTION

This course consists of two components: Listening IV and Speaking IV.

1. COURSE DESCRIPTION FOR THE LISTENING IV

1.1. COURSE OBJECTIVES

Based on the international criteria in students’ ability to listen in English, first-year students’ listening criteria and second-year program requirements, the objectives for teaching listening to second-year students in the second semester will be equivalent to level 3 (independent users) of ALTE (Assessment in Language Teaching in Europe), and B2 level of CFF (Common European Framework of Reference), and BEC Vantage respectively.

Upon the completion of the course, students are expected to: In terms of linguistic objectives:

acquire a sufficient range of vocabulary for a variety of matters normally encountered in the real world of international business

acquire a high degree of grammatical control and knowledge of discourse structures to understand the standard spoken language, to comfortably follow the extended speech, and to understand the key points of the business speech

identify a variety of phonetic and phonological aspects of the spoken language (i.e. reduced pronunciation, linking sounds, assimilation, elision, etc.) for the avoidance of confusion while listening

In terms of sociolinguistic and pragmatic objectives: identify different language styles and registers evaluate the appropriateness of the formality level of the language use in particular

circumstances draw conclusions about communicative functions, using contextual clues, prior

knowledge, and knowledge of familiar cultures In terms of strategic objectives:

apply appropriately, flexibly, and effectively a wide range of listening skills to deal with

the listening tasks: o take notes effectively while listening o use the notes to retrieve information about the recording as well as to do exercises o predict the listening content based on the stems in questions o predict the listening content and organization based on the introduction o outline the notes effectively

evaluate different reference sources, and use them selectively and effectively for the purpose of listening extensively

demonstrate the ability to co-operate with peers and to self-study effectively

1.2. COURSE MATERIALS

Prescribed Material Use

1. Do Thi Minh Ngoc (2013). Business Listening Practice File – Semester 4

Main course book (In-class listening)

2. Do Thi Minh Ngoc (2012). Business Listening – Supplementary Materials

Individual Self-practice (Home listening)

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1.3. COURSE SYLLABUS & TEACHING METHOD

The course is designed with learner-centeredness being the key teaching approach. This

means that students and teachers share responsibility for diagnosing students’ difficulties and

solving them. This approach also views learning to listen as a largely autonomous activity in which

students should be able to identify and address their weaknesses as listeners. In other words,

students, with the support of the teacher, are expected to be active and critically reflective in their

study.

Due to the complex and subtle nature of listening comprehension in a second/foreign

language, it is not typical for students to be subjected to a systematic sequence of exercises aimed

at helping them to master one isolated skill at a time. Instead, the course is intended to equip

students with a repertoire of listening skills. That is why most of the listening activities will

involve a combination of skills. Hopefully, students will make the best use of this opportunity to

practice different skills from lesson to lesson through their engagement in scaffolding and

content-based activities.

Finally, the course aims at promoting student autonomy as well as students’ interaction in

pair work and group work. These activities are designed with a view to engaging students in

collaborating and negotiating processes, which present opportunities for real world contact and real

world use of language.

1.4. COURSE POLICY

Students are expected to:

Actively participate in the class activities;

Work cooperatively and collaboratively with other peers;

Complete all the listening homework before the class contacts;

Complete all the assignments by the due date;

Complete the final test (exact date and time to be advised later).

Learning Activities

a. In-class activities

Activities in each lesson can include (but not restricted to) the following:

In-class Listening activities: every class contact

Home listening checking: every class contact if time permits

Exam Focus: in week 4, 7, and 12

b. Home activities

Students are required to:

Complete the exercises in the Home Listening Package

Work in groups to complete the Listening Portolio by the due date

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1.5. ASSESSMENT AND GRADING F

OR

M

WEIGHTING TASKS PURPOSES

Pa

rtic

ipa

tio

n

0%

Each student is allowed to be

absent from TWO class meetings

without having to ask for

permission.

Those who miss more than 2 class

meetings will not be allowed to

take the final test.

To give students enough freedom, still

make sure that they will not be away

from class too often.

Lis

ten

ing

Po

rtfo

lio

10% See Appendices 2 & 3

to provide students with opportunities

to search for, critically analyze, and

select their own listening materials in

suitability with their level and interests

to provide students with opportunities

to broaden their vocabulary of

different common topics.

to encourage students’ sharing and

collaborative learning

to familiarize students with different

language styles and registers.

To familiarize students with taking

notes and use their notes to

summarize the key ideas

Mid

-te

rm T

est

10%

Students take one mid-term test

in week 9 which will account for

10 % of the total assessment.

The tasks and themes of the test

are course – content oriented.

Allowed time is about 30

minutes.

To help students know the current

magnitude of their listening skills.

To reflect students’ self-practicing

process in the first seven weeks.

To help teachers assess students’

performance.

To help teachers find out strengths

and weaknesses of students in

different listening skills so that

solutions can be timely applied.

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Fin

al

Te

st

30%

Students do a 40-minute test

See Appendix 1 for the Final Test

Format

To assess students’ overall listening

proficiency.

To train students to listen under time

constraint and pressure

To provide students with

opportunities to self-reflect their

listening competence after the

semester.

To help teachers check how the skills

are mastered.

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APPENDIX 1: LISTENING FINAL TEST FORMAT

PART INPUT No. of Qs TASK TYPES FOCUSED SKILLS PURPOSES

1 Business short

conversations

MCQs

Listening for details

Listening for clues and

making inferences

To assess students’ ability to to understand

clues in standard spoken language in business

context.

To test students’ understanding of

vocabulary used in business situations.

To test students’ linguistic knowledge

2

Short monologues

about a business-

related topic

5 Multiple

matching

Listening for gist

Making inferences

Identifying topic, context,

and function

To test students’ global listening skills:

- To assess students’ ability to understand

the main ideas

- To assess students’ ability to make

inferences about the topic, context, and

speech function, etc. from clues

3

One extended

monologue

about a business-

related topic

10

Gap filling

Short answer

MCQs

Following the main points

Retrieving specific

information

Taking notes

To assess students’ ability to follow an

extended speech, and to remember long or

complex pieces of information

To assess students’ understanding of the

main ideas of the extended speech

4 Home listening

redesigned task 5

True/ False

Summary

completion


Retrieving specific

information

To give students more motivation to practice

listening at home.

To develop their autonomy in improving their

listening competence in English.

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COURSE SCHEDULE

WE

EK

THEME CONTENT AND ACTIVITIES SKILLS FOCUSED HOMEWORK

1

Face to Face

Getting to know each other

Introduction on the listening course and the syllabus

Instruction on the assignment (Listening Portfolio)

Listening Supplementary

Materials – Unit 1

In-class listening

Dialogue: Making a self-introduction at a meeting

Lecture: Addressing people in business situations

Optional: Supplementary listening – Unit 1


Listening for stressed

words

Listening for main ideas

2 On the phone

In-class listening

Dialogue: Telephone language

Lecture: The fine art of talking to strangers on the

phone


Listening for factual

information

Listening for main ideas Listening Supplementary


3 The Internet

In-class listening

Short monologues: The Internet uses

Lecture: Using email effectively


Identifying specific

sound

Listening for gist

Making inferences

Taking notes



4 Exam Focus 1

In-class listening

Introduction on Part 1 of the Listening Test

Practice : Part 1 – five short dialogues

Optional: Supplementary listening – Exam Focus 1


Listening for context clues

and making inferences

Listening for intonation

clues


Materials – Exam Focus 1

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5 Daily Business

Dealings

In-class listening

Conversation: Welcoming visitors

Lecture: Business appointments: Being on time


Portfolio Part 1 Hand-in

Listening for specific

information


Listening for transition

Taking notes



6 Leadership

In-class listening

Conversation: Getting things done

Talk: Managing people

Lecture: Entrepreneur




Making inferences

Taking notes



7 Exam Focus 2

In-class listening


Practice : Part 2 – five short monologues


Return of Portfolio Part 1

Supplementary Materials Checking

Revision for the Midterm Test and Further Practice

Listening for gist

Making inferences

Identifying topic, context,

and function



8

MIDTERM BREAK FOR REVISION

9

MIDTERM TEST

10 Surviving in

Business

In-class listening

Conversation: Establishing a business

relationship

Talk: Barbie versus Bratz – How to compete with a

global brand


Sequencing the topics


Listening for main ideas Listening Supplementary


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11 Recruitment and

Employment

In-class listening

Interview Questions: The Curriculum Vitae (CV)

Lecture: Changes in the U.S. job market


Portfolio Part 2 Hand-in

Listening for factual

information



Taking notes on causes

and effects



12 Exam Focus 3

In-class listening


Practice : Part 3 – an extended speech



Retrieving specific

information

Taking notes



13 Working together

In-class listening

Short monologues: Business Ethical Issues

Talk: The Music Industry

Optional: Supplementary listening – Unit 8 Return of Portfolio Part 2

Listening for specific information

Listening for main ideas Interpreting the speakers’

statements Making inferences

Listening Supplementary Materials – Unit 8

14 Ethics

In-class listening

Discussion: Psychological tests

Conversation: Merging companies

Presentation: Teamwork


Hand in the complete Listening Portfolio

Listening for main ideas Listening for specific

information Listening for gist Making inferences



15 BREAK FOR END-OF-TERM EXAMINATION PREPARATION

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APPENDIX 2: LISTENING PORTFOLIO

I. OBJECTIVES: This activity aims at:

giving students a further opportunity to practice listening skills and to enrich their

vocabulary and background knowledge related to business issues.

encouraging students’ sharing and collaborative learning.

promoting learners’ autonomy and responsibility for their own learning process by providing

them with opportunities to search for, critically analyze, and then select their own listening

materials in accordance with their level and interests.

II. INSTRUCTIONS

The whole class is divided into PAIRS or GROUPS of THREE. The groups/pairs cast lots to

decide which two topics in the course schedule each is assigned (1 topic in the first 5 Units and

1 in the last 5)

It is compulsory for those groups/ pairs to contact each other to avoid choosing the same

recordings for the same topic that they share.

Each pair/group needs to:

Search for and select two listening recordings for each topic, all of which are no more

than 2 minutes long. The listening content must be relevant to the assigned topics, and

it is desirable for the recordings to be up-to-date.

It is compulsory that the recordings are in the form of both monologue (lectures,

presentation, etc.) and dialogue (interview, discussion, etc.). Besides, they have to be

retrieved from authentic, reliable sources without the provision of the transcript.

Document the source of the recordings in as much detail as possible.

Transcribe the listening files as fully as precisely as possible.

Summarize the key ideas in 50 words.

Submit to the teacher the portfolio (including: the 2 audio files – optional if the sources

are well-documented, transcripts, summary, and the reflection in week 5 (the 1st topic)

and week 11 (the remaining topic)

Depending on the teacher’s random selection, half of the pairs will be chosen to get

feedback.

The teacher will give in-class feedback on the portfolios two weeks after the submission

date and return them to the pairs/groups for further revision.

Revise the portfolio in accordance with the teacher’s feedback.

In week 14, all pairs/ groups submit the revised portfolios.

III. ASSESSMENT

Each pair/group will be evaluated based on:

Clarity of the listening files

The diversity of the listening genres

The authenticity, reliability and the newness of the sources

The completion and precision of the transcript

Pair cooperation

Quality of the reflection

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IV. REFLECTION

Accompanied with the listening portfolios are the individual reflections of all students. Each

should not be more than 250 words. The purpose of the reflection is to assess your listening skills

and your collaboration. Therefore, the reflection should cover the following points:

How have your pair/group collaborated in selecting the audio files and completing other

portfolio tasks?

What skills of listening have you applied in making the portfolio?

What are your difficulties and how have you solved them?

What knowledge and skills can you acquire from doing the portfolio?

Notes: It is possible for you to mention your contribution to the completion of the portfolio with

regard to other aspects if you find them applicable to you.

The reflection should be:

Clear and concise

Reliable

Detailed

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APPENDIX 3: LISTENING PORTFOLIO ASSESSMENT FORM

Group performance (8/10 points)

Pair/ Group: ……………………………………………………………………………....................................................................

Topic: ………………………………………………….. Submission date: ……………………………………………

Criteria Detailed comments Sc

ale

Suggested

score

1 2 3 4

Listening

file(s)

Relevance to the topic

Appropriateness (in terms of length and

difficulty)

Variety of speeches (monologues and

dialogues)

Newness

_____/ 0.5

_____/ 0.5

_____/ 0.5

_____/ 0.5

Listening

sources

Authenticity

Good reference (Are the sources well-

documented)

_____/ 0.5

_____/ 0.5

Portfolio

tasks

Completion (Is everything transcribed?)

Range of vocabulary

Inferences and clues

Note taking skills:

o Accuracy of main ideas and key supporting

details

o Relationship between the ideas and details

o Organization of the notes

_____/ 1.0

_____/ 1.0

_____/ 0.5

_____/ 1.0

_____/ 1.0

_____/ 0.5

Total Group Score:

____/ 8.0

Notes: Level 1: do not meet the criteria Level 2: attempt to meet the criteria (know, but not successful for some reasons) Level 3: apply the B2 competence level on the criteria Level 4: demonstrate a deep knowledge and understanding when performing the criteria

(corresponding to synthesize/ analyze/ evaluate in Bloom’s taxonomy)

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Individual performance (2/10 points)

Students are scored on the following criteria based on the reflection:

No. Criteria Score

1 Collaboration with other members _____/ 0.5

2 Application of listening skills _____/ 0.5

3 Solving difficulties _____/ 0.2

4 Acquired knowledge and skills _____/ 0.2

5 Reliability of the information _____/ 0.2

6 Clear and concise expression _____/ 0.2

7 Sufficient content _____/ 0.2

Final Score:

Student Description Score

1

2

3

Please write in details what you think the students can do to be given each level in the two tables above: ………………………………………………………………………………………

…………………………………………………………………………………………………………….

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2. COURSE DESCRIPTION FOR THE SPEAKING IV


Based on the international criteria in students’ ability to speak English, first-year students’

speaking criteria and second-year program requirements, the objectives for teaching speaking to

second-year students in the second semester will be equivalent to Level 3 (independent users) of

ALTE (Assessment in Language Teaching in Europe), and B2 level of CEF (Common European

Framework), and BEC (Business English Certificate) Vantage respectively.

In terms of speaking contents, by the end of the course, students will be able to

describe and express their ideas, opinions, and points of view systematically.

have good expressions, structures in their certain business topics; therefore, they can

improve their ability to express and support their points of view as well as give suitable

examples.

pick out items of factual information as well as to distinguish between main and subsidiary

points and between the general topic of a text and specific detail.

follow or give a talk or keep up a conversation on a fairly wide range of business topics.

take and pass on most messages that are likely to require attention in everyday business

situations.

give a clear presentation on a business-related topic, and answer predictable or factual

questions.

take an effective part in simple business negotiations

In terms of language, by the end of the course, students will be able to

handle the main structures of the language with confidence

demonstrate knowledge of a wide range of vocabulary in business fields

use appropriate communicative strategies in a variety of business situations

deal with the unexpected and rely less on fixed patterns of language and short utterances

develop their awareness of register and the conventions of politeness and degrees of

formality as expressed through language especially in cross-cultural communication

2.2. COURSE STRUCTURE

This course is designed to maximize learners’ autonomy and group work. Thus students are

expected to be active in self-studying, peer and group discussing. Students are supposed to

have worked through the target vocabulary, grammar and pronunciation of each lesson

before class time. The teacher in charge of each class will keep a record of students’

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homework (self-studying the textbook) and assign them bonus scores based on this

record and his/her observation of their participation in class activities.

2.3. COURSE SCHEDULE

Week Unit Content & Activities

1 Introduction

Get to know each other Introduction to the course Instruction on delivering a news report

2 + 3 Employment

Role-play 1 Vocabulary: Recruitment process Reading-based discussion: retaining good staff Listening-based discussion: headhunting Skills: Managing meetings Case study: Slim Gyms Sound work 1 Business news report

4+5 Trade

Role play 2 Vocabulary: Free Trade Reading-based discussion: fair trade Listening-based discussion: negotiating techniques Skills: Negotiating Case study: Ashbury guitars Sound work 2 Business news report

6+7 Quality

Role play 3 Vocabulary : Quality control and customer service Reading-based discussion: old-fashioned quality Listening-based discussion: quality management Skills: Telephone complaints Case study: Brookefield Airport Sound work 3 Business news report

8 Midterm break

9 Midterm revision: Exam practice

Business news report

10 + 11 Ethics

Role play 4 Vocabulary : honesty and dishonesty Discussion: A question of ethics Reading-based discussion: responsible businesses Listening-based discussion: the co-operative bank Skills: problem solving Case study: profit or principle? Sound work 4 Business news report

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2.4. COURSE MATERIAL

Cotton,D., Falvey,D. & Kent,S. (2005). Market Leader Intermediate New Edition-

Student’s Book. Longman.

Teacher’s handouts

2.5. ASSESSMENT AND GRADING

Form Weightin

g Task Purpose

Participation

Bonus points (up to 2p) to word game & business brief

Students should be very active, creative, and talkative in speaking English, contributing ideas, and practicing speaking activities in class.

To motivate and assess students’ contribution to class activities and home self-study

Role play 10%

See Appendix 2 & 3 To motivate and assess students’ acquisition of business language

Business news report

10%

See Appendix 4 & 5 To motivate and assess students’ grasp of business knowledge

12+ 13 Leadership

Role play 5 Vocabulary : adjectives of character Listening-based discussion: leadership qualities Reading-based discussion: founder of Ikea Skills: decision-making Case study: Orbit Records Sound work 5 Business news report

14 End-term revision: Exam practice

Business news report 15 End-term break

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2.6. COURSE POLICY


Actively prepare for the class (read all materials related to the in-class contents, look up for

new vocabulary before class)

Actively participate in the class activities and self-study at home

Work cooperatively and collaboratively with other peers

Complete all the assignments by the due date

Complete the final test (exact date and time to be advised later)

Learning Activities

1. In-class activities

Students have 3 periods of speaking skills a week, equal to 150 minutes per week. In-class

activities are those which focus on speaking skills. Teachers play the roles of instructors, monitors,

and facilitators to help students acquire the required knowledge and skills in each lesson.

Activities in each lesson can include (but not restricted to) the following:

- Role play (See appendix 2&3)

- News report (See appendix 4&5)

- Market Leader-based speaking activities

- Exam practice

2. Home activities

Students are required to work in groups to:

Work through the textbook to obtain the target language input

Complete the teacher’s assignments

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APPENDIX 4: ROLE PLAY

I. OBJECTIVES: This activity aims at helping students

- improve their business language

- sharpen their professional speaking skills

II. INSTRUCTIONS

- In group of 4 or 5, prepare and role play one situation stated in the course book to practice

the target expressions and vocabulary of each module. (There should be FIVE groups in a

class.)

- There are in total FIVE role play sessions conducted at the end of each module.

- Each session should last between 15 to 20 minutes (Depending on the situation of each

lesson and with the teacher’s consent, an excess of up to 5 minutes can be allowed) .

Before the session, each group needs to:

- Read through the assigned module (both the course book and practice file), analyze the

situation and select related key language items.

- Design a role-play plan (including a summary of the case study, assigned roles of group

members, expected results). Consult the teacher for required plan of each specific module.

- Submit the teacher the plan at least 7 days before delivering the session in class. Make

adjustments based on the teacher’s feedback.

- Rehearse in group so that you can make it between 10 and 15 minutes in class. Your group

would be marked down in the excess of time limit.

- Get the visual aids and other necessary equipment ready for the delivery.

During the session,

The group needs to:

- Role play according to the timeline.

- Answer the audience’s questions (if there is any)

The other students :

- Be attentive

- Ask the group any question regarding the play at the end of the session.

- Give feedback to the role-play group’s performance according to the assessment form.

After the session, each group needs to:

- Receive feedback from your peers and the teacher, and write a report/ reflection.

III. ASSESSMENT

The role-play group will be evaluated based on:

- Manner of delivery

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- Use of language

- Group cooperation

Bonus points (up to 2 points) will be awarded to the whole group for their creativity as well as to

each individual for his/her contribution throughout the course. The teacher’s assessment will be

the final; peer evaluation is for reference only.

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APPENDIX 5: BUSINESS NEWS REPORT

I. Objectives: This activity aims at helping students

- improve their business knowledge by forming the habit of updating news

- practise presentation skills

- get accustomed to thinking critically about various business issues

- build up vocabulary related various business topics through news

II. Requirements:

1. News:

- The reported news must be related to business issues and be updated (no more than one month old)

- The reported news must be significant enough.

- The news must be taken from at least 3 reliable sources, two of which must be in English. The

sources’ full UR must be cited.

- The news in written/ printed form that could be available for the teacher to check is preferred.

2. Reporting task:

- At the beginning of the semester, the list of news reporters for each week should be agreed on by the

teacher and the students.

- The reporting task is 10 minutes long in total and comprised of two smaller tasks as follows:

Pre

sen

tin

g t

he

ne

ws

3-4

minutes

When the technology is available, the news report MUST be presented with

Power Point. If not, handouts and other visual aids are compulsory.

By the end of this short presentation, the audience must be able to grasp an

overview and important details (facts, figures, opinions of related people)

of the presented event.

Also, the presenter is expected to make clear to the audience his/ her

opinion about the impacts of the reported event, his/ her predictions

about upcoming events related.

These ideas are strongly encouraged to be made objective and justified with

evidences through critical analysis of related sources.

Note 1: A too detailed/ lengthy report could be impossible within 3-4

minutes. The presenter is expected to be selective about the information

included in the report and be serious about time management.

Note 2: New vocabulary that may prevent the audience from

understanding the news must be introduced before the report.

25 | P a g e

An

swe

rin

g q

ue

stio

ns

fro

m t

he

au

die

nce

6-7

minutes

The presenter is expected to answer 1-2 questions related to the reported

news from the audience.

The presenter is free to choose which questions to answer so that his/ her

understanding of the news could be best demonstrated.

The presenter’s answers are NOT encouraged to repeat the information

that has already been reported. New information/ opinion related to the

news revealed through the Q& session would be a BIG ‘plus’.

TOTAL 10 minutes

3. Assessment:

- The news report task makes up 10% of the total assessment of the Speaking skills.

- Assessment criteria: (See the assessment form in the next page)

26 | P a g e

APPENDIX 6: BUSINESS NEWS REPORT ASSESSMENT FORM

Co

nte

nt

of

the

ne

ws

rep

ort

News

Updated?

Newsworthy?

Reliable? (at least 3 reliable sources)

/1 pt

Report

Brief and clear?

Well organized?

Original and critical?

personal opinions

predictions and explanation for the predictions

Convincing?

Logical argument

Facts and figures

/1 pt

Q&A

Good selection of questions to answer

New information in the Q&A /0.5 pt

Lin

gu

isti

c co

mp

ete

nce

Pronunciation Accurate?

/1.5 pt

Grammar Accurate?

Varied? / 1 pt

Vocabulary Appropriate?

Varied? / 1.5 pt

Fluency ● Speed of speaking and responding? /1 pts

Manner

Eye contact? Interaction with the audience?

Gesture?

Posture?

Facial expression?

Visual aids Illustrative?

Attractive?

Time Within time limit?

General comments:

Total

27 | P a g e

APPENDIX 7: END-TERM SPEAKING EXAMINATION

FOR SECOND-YEAR DOUBLE MAJORS STUDEN

PART 1: Interview (1 minute for each candidate)

Questions for Candidate A

What are you studying at the moment?

What made you decide to study (name of subject)?

What do you find interesting about it?

What do you find challenging about it?

(Candidate A is given Section 2’s task card)

Questions for Candidate B

What job would you like to do in the future?

Why do you choose it?

What qualifications are required for the job?

How useful will your studies be to your career?

(Candidate B is given Section 2’s task card)

PART 2: Mini-presentation (2 minutes for each candidate)

In this part of the test, you are asked to give a short talk on a business topic. You have 1 minute for

preparing your ideas and 1 minute for delivering your presentation.

PART 3: Discussion (4 minutes for both candidates)

You have 60 seconds to look at this prompt card and then about 3 minutes to discuss the topic with your

partner.

CODE 1 – for practice and pilot only

A. WHAT IS IMPORTANT WHEN ...?

managing a brand

- choose a unique, memorable brand name

- promote brand awareness

B. WHAT IS IMPORTANT WHEN ...?

launching a product

- be financially prepared

- choose the right time

Your company, the owner of the famous coffee brand Caferoma, has recently

experienced a loss of market share. To address the problem, the company has decided

to bring out a new instant coffee product.

You have been assigned to establish the brand of this product.

Discuss the situation together and decide:

What kind of brand image the product should take

What group of customers the product should target

28 | P a g e





----------------------------

WRITTEN COMMUNICATION IV


Prerequisites Written Communication IV


Course status: Core

Semester: 4


29 | P a g e

COURSE DESCRIPTION

This course consists of two components: Reading IV and Writing IV.

1. COURSE DESCRIPTION FOR THE READING IV


On the completion of the course, second year students are expected to meet partially B2

level by the Common European Framework for Reference Levels of Languages. In addition,

students should have gained adequate knowledge related to certain business issues and situations

at intermediate level. Specifically, students will be able to:

In terms of linguistic objectives:

gain a sufficient range of vocabulary for a variety of matters normally encountered in

business such as employment, trade, quality control and customer service, business ethics,

leadership and innovation.

acquire and apply the language fluently, accurately and effectively on a wide range of

general and specialized topics to understand the real world of international business

through a great amount of authentic materials.

tackle with confidence several reading comprehension types, especially those in the BEC

Vantage Reading Test.

In terms of sociolinguistic and pragmatic objectives:

reflect the content and language use of an article with appropriate highlighting of significant

points and relevant supporting detail.

communicate and interact spontaneously with appropriate level of formality to the

circumstances.

In terms of strategic objectives:

demonstrate fairly good use of reading skills such as skimming and scanning, understanding

examples and key details while reading texts that consist mainly of high frequency every day

or professional language related to the business world.

give a clear, systematically instruction and explanation fluently and accurately of specialized

knowledge, with highlighting of significant points, and relevant supporting details.

identify the structure of reading texts.


No Prescribed Material Use Abbreviation

1 Cotton, D., Falvey, D., Kent, S. (2005). Market

Leader Intermediate Course Book. Harlow:

Pearson Longman.

Main course book

(In-class studying) ML

2 Cotton, D., Falvey, D., Kent, S. (2005). Market

Leader Intermediate Practice File. Harlow:

Pearson Longman.

Individual self-practice

(Home studying) PF

3 Reading Supplementary Materials compile by

English Division 2 for in-house use

Main course book

(In-class studying & home

studying)

SM

1.3. COURSE SYLLABUS AND TEACHING METHOD

30 | P a g e

Materials and tasks are of business-based contents. Students have the opportunities to

explore business issues, discuss business topics, and study content-based and thematic materials.

In addition, activities which promote student interaction in pair work, small group work,

and whole class activities present opportunities for real world contact and real world use of

language. Finally, strategies for critical thinking are taught explicitly. Students learn tools that

promote critical thinking skills.

31 | P a g e

COURSE SCHEDULE

Week Theme In-class activities Homework

1

Getting to know the teacher

Introduction to the course

Instruction on 2 assignments (Warm-up activity and Reading Portfolio)

General instruction on writing REFLECTION (in Reading Portfolio)

Market leader (ML) Unit 8 - Vocabulary: The

recruitment process (p.69)

Practice file (PF) - Unit 8 (p.32-35)

Group 1 prepares for their warm-up activity in week 2

2 Unit 8

Employment

Warm-up group 1: ML Unit 8 - Vocabulary: The recruitment process

(p.69)

ML Reading: Retaining good staff (p.70)


Supplementary material (SM) Unit 8 – Vocabulary: Skills

and qualification(p.1) / Pay and benefits (p.3)


3

BEC test

taking skill

Parts 1 and 2

Warm-up group 2: SM Unit 8 – Vocabulary: Skills and

qualification(p.1) & Pay and benefits (p.3)


SM Unit 8 – Text bank + Practice test

ML Unit 9 – Vocabulary: Free trade(p.77)

PF - Unit 9 (p.36-39)


4 Unit 9

Trade

Warm-up group 3: ML Unit 9 – Vocabulary: Free trade(p.77)

ML Reading: Fair trade (p.78)


SM Unit 9 – Vocabulary: Trading (p.11)


5

BEC test

taking skill

Parts 3 and 4

Warm-up group 4: SM Unit 9 – Vocabulary: Trading (p.11)



ML Unit 10 – Vocabulary: Quality control and customer

service (p.85)

PF - Unit 10 (p.40-43)


6 Unit 10

Quality

Warm-up group 5: ML Unit 10 – Vocabulary: Quality control and

customer service (p.85)

ML Reading: Old-fashioned quality (p.86)


SM Unit 10 – Vocabulary: Dealing with customers (p.19)


7

BEC test

taking skill

Parts 1 and 2

Warm-up group 6: SM Unit 10 – Vocabulary: Dealing with customers

(p.19)



ML Unit 11 – Vocabulary: Honesty and dishonest (p.93)

PF - Unit 11 (p.44-47)

32 | P a g e


8 MID-TERM BREAK FOR REVISION

9 MID-TERM TEST

10 Unit 11

Ethics

Warm-up group 7: ML Unit 11 – Vocabulary: Honesty and dishonest

(p.93)

ML Reading: Responsible business (p.94)


SM Unit 11 – Vocabulary: Ethics (p.28)


11

BEC test

taking skill

Parts 3 and 4

Warm-up group 8: SM Unit 11 – Vocabulary: Ethics (p.28)



ML Unit 12 – Vocabulary: Adjectives of character (p.101)

PF - Unit 12 (p.48-51)


12 Unit 12

Leadership

Warm-up group 9: ML Unit 12 – Vocabulary: Adjectives of character

(p.101)

ML Reading: The founder of Ikea (p.102)


SM Unit 12 – Vocabulary: Leadership and manager styles

(p.35)

Group 10 and Group 11 prepare for their warm-up

activities in week 13

13 Unit 13

Innovation

Warm-up group 10: SM Unit 12 – Vocabulary: Leadership and

manager styles (p.35)

Warm-up group 11: ML Unit 13 – Vocabulary: Describing innovations

(p.109)

ML Reading: Innovation at Procter and Gamble (p.110)



ML Unit 13 – Vocabulary: Describing innovations (p.109)

PF - Unit 13 (p.52-55)


14 Revision

Warm-up group 12: SM Unit 13 – Vocabulary: Innovation and

invention (p.43)


Submission of Reading Portfolio

SM Unit 13 – Vocabulary: Innovation and invention (p.43)

15 BREAK FOR END-OF-TERM EXAMINATION PREPARATION

33 | P a g e


Form Weighting Task Purpose

Wa

rm-u

p A

ctiv

ity

5%

Students are expected to work in pairs

or groups of 3 to design a warm-up

activity in each lesson.

See appendix 6 for the guidelines on

warm-up activity

to encourage students

rapidly memorize and gain

thorough understanding of

the related terms

to motivate students

actively prepare and

participate in the lesson

Re

ad

ing

Po

rtfo

lio

5%

Students are expected to choose 3

articles of six topics covered in the

semester and complete the reading

portfolio.

See appendix 7 for the guidelines on

reading portfolio

See appendix 8 for the format of each

reading text in the reading portfolio

See appendix 9 for the marking

scheme of reading reflection as the

most important part in the reading

portfolio

To encourage students to

read extensively and

critically

To give students

opportunities to choose

their own reading

materials, reflect on what

and how they have read

and share their thoughts

and opinions concerning

the content of the

materials

Mid

term

te

st

10%

Students will do a mid-term test in Week 9.

The time allowed for the test is approximately 45 - 50 minutes.

Themes and tasks are course-oriented

The test will be designed by the reading team and administered by the teacher-in-charge.

To test students’ ability to deal with texts of different length, themes and level of difficulty.

To train students to read under time constraint and pressure

To assess students’ application of reading strategies learnt in the course up to then (skimming, scanning, matching and understanding text structure)

To assess students’ level of lexical accuracy and grammar control

34 | P a g e

Fin

al

test

30%

Students take a final written test.

The time allowed for the test is approximately 55 minutes.

To test students’ ability to deal with texts of different length, themes and level of difficulty.

To train students to read under time constraint and pressure

To assess students’ application of reading strategies learnt in the course up to then (skimming, scanning, matching and understanding text structure)

To assess students’ level of

lexical accuracy and

grammar control

1.5. COURSE POLICY


actively prepare for the lesson: find information on the topics from various

sources: online, newspapers, magazines, etc.

actively participate in the class activities and self-study at home

work cooperatively and collaboratively with other class members

complete all the assignments by the due date

35 | P a g e

APPENDIX 8: GUIDELINES ON WARM-UP ACTIVITY

Objectives

Students will:

- have chance to facilitate and review the assigned vocabulary related to the

theme for their classmates

- be able to rapidly memorize and gain thorough understanding of the

related terms through activity conducted by their classmates

- be motivated to actively participate in the lesson

Type of work Pairs or groups of 3

What to do?

Before each lesson, the facilitating group is required to:

prepare and gain thorough understanding of the assigned vocabulary

design warm- up activities to review the terms for class members in 10-15

minutes

submit the plan for activities and handout(s) (if any) to the teacher at least

3 days before conducting in class

Within 10-15 minutes in class, the assigned group is required to:

- conduct the planned activities

- give further explanation/ discussion on the confusing/ difficult terms if

necessary

- give satisfactory responses to any questions raised by class members and

teacher

Marking

criteria

Warm-up activity (5%)

preparation:

number of revised words: 2 points

visual aids, handout: 2 points

in-class performance:

cooperation among group members:

- interaction among group members: 1 point

- equal work division: 1 point

length (10-15 minutes): 1 point

use of language:

- fluency: 1 point

- accuracy: 1 point

- instruction of the activity (clear and effective or not): 1 point

36 | P a g e

APPENDIX 9: GUIDELINE ON READING PORTFOLIO

Objectives

Students will:

● be able to enrich their background knowledge of business

● practice reading extensively and critically

● broaden their vocabulary of business fields

Number of

reading

passages

3

Deadline of

submission All-class submission of Reading Portfolio : Week 14

Type of work Individual

What to do?

Find 3 reading texts with the topics taken from Market Leader-

Intermediate

NOTE: The reading texts should be taken from RELIABLE SOURCES

and should be AUTHENTIC.

Students MUST:

list all useful phrases or vocabulary they can learn from each of the

3 reading texts

identify and outline the main ideas and supporting details of each

of the 3 reading texts

choose ONE of the 3 reading texts to write a reflection on its

content and language use based on the following questions:

- What is the article about?

- What is the author’s purpose(s) when he/she writes the

article/ For whom it is written?

- What is the general style and noteworthy linguistic features of

the article?

- What arguments does the author use to support his/ her

opinions? Are these arguments fair? Or are the ideas presented

in the article persuasive? Which ideas do you agree/ disagree

with? Why?

- What can you learn from the text (in terms of knowledge,

language, and written communication skills)?

Requirements

Length of the reading article: 500-800 words

Level of difficulty: Intermediate – Upper-intermediate

Length of the reflection: 350-500 words

Submission

● Submission to the teacher must include:

Table of content (Week, Theme, Title of the reading passage, page

number)

Copy of Reading Text(s)

Source(s) of Reading Text(s) (name of author, year of publication,

etc.)

Reflection

37 | P a g e

Marking

criteria

Reading Portfolio (5%)

● Portfolio format: 1.5 points

● Selection of the article (Reliable source? Related to the theme?

Appropriate length? Level of difficulty?): 2 points

● List of useful vocabulary (including words, transcription, meaning in

context, examples): 1.5 points

● Outline of the article (All main ideas and supporting details are clearly

organized in the outline): 2 points

● Reflection: 3 points (See appendix 9 for the marking scheme of

reflection)

38 | P a g e

APPENDIX 10: FORMAT FOR EACH READING TEXT

IN THE READING PORTFOLIO

Student’s name: …………………………………………………………. Class: …………………………………...

Reading portfolio number: ………… Theme: ………………………………...

TITLE OF THE READING TEXT

I. Original Text

……………………………………………………………………………………………………………………………………….

……………………………………………………………………………………………………………………………………….

II. Information of the text

Source [Direct source/ link to access the material]

Word count …………. Words

Name of the author ……………………………………………………………….

Year of publication ……………………………………………………………….

etc. ……………………………………………………………….

III. Useful vocabulary and structures (topic-related language)

1. [Word]/transcription/[all meanings, the meaning in context is bold][example(s)]

2. [Word]/transcription/[all meanings, the meaning in context is bold][example(s)]

IV. Organization of the text

……………………………………………………………………………………………………………………………………….

……………………………………………………………………………………………………………………………………….

V. Reflection (for the CHOSEN text only)

……………………………………………………………………………………………………………………………………….

………………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………….

………………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………….

39 | P a g e

APPENDIX 11: READING REFLECTION MARKING SCHEME

Student’s name: …………………………………………………………. Class: …………………………………...

Other comments (if any):

…………………………………………………………………………………………………………………………………………….

…………………………………………………………………………………………………………………………………………….

…………………………………………………………………………………………………………………………………………….

…………………………………………………………………………………………………………………………………………….

…………………………………………………………………………………………………………………………………………….

…………………………………………………………………………………………………………………………………………….

No Assessment Criteria Grade

Allotment

1 Identify the main idea of the article ………/0.6p

2 Evaluate of the global features (the source, the purposes, the target

audience, and the organization pattern) of the text ………/0.6p

3 Provide comments on the general style and important linguistic

features of the text ………/0.6p

4 Evaluate and justify the fairness or/and the persuasiveness of the

presented arguments ………/0.6p

5

Present and illustrate the knowledge and skills gained from the

text (in terms of knowledge, language and written communication

skills)

………/0.6p

TOTAL ………/3pts

40 | P a g e

2. COURSE DESCRIPTION FOR THE WRITING IV


Basing on the international criteria in students’ ability to write, first-year students’ writing

criteria and second-year program requirements, the objectives for teaching writing to second-year

double-majored students will be equivalent to level C1 of CEFR (Common European Framework of

Reference) of language proficiency.

In terms of linguistic competence, when finishing the second year, double-majored

students are able to:

use standard language structures and a large range of vocabulary in writing standard

academic essays

apply appropriate styles and characteristics of the written language as well as various

levels of formality to match the writing situation

utilize a range of linguistic devices to create good essays

review grammar, vocabulary and style accuracy when writing essays

In terms of strategic competence, students are expected to:

continue to master new writing learning strategies together with general study skills

be active in self-studying, peer and group cooperating

participate almost autonomously in self-teaching, self-evaluating as well as peer teaching

In terms of essay writing skills, students should be able to:

understand the difference between a paragraph and an essay

brainstorm ideas and plan an outline for an essay

get accustomed to the format of different types of essays

structure essays of different types

use many resources for writing

The following writing strategies will be embedded in lessons:

Cognitive strategies

Repeating: rewriting until satisfied

Recognizing and using formulas and patterns

Taking notes

Using available resources for writing

Compensation strategies:

Selecting the topic

Adjusting or approximating the written message

Using a circumlocution or a synonym

Metacognitive strategies:

Overviewing and linking with already known materials

Planning for a language task

Seeking practice opportunities

41 | P a g e

Organizing

Setting goals and objectives

Identifying the purposes of a language task

Self-monitoring

Self-evaluating

Affective strategies:

Taking risks wisely

Using a checklist

Discussing your feelings with someone else

Social strategies:

Asking for correction

Cooperating with peers

Cooperating with proficient users of the language

Becoming aware of others’ thoughts and feelings


Core Textbook: Essay writing

Additional handouts from teachers

2.3. COURSE SYLLABUS & TEACHING METHOD

From the objectives listed above, in the second semester, second-year students will learn a

writing course which covers general knowledge as well as key features of the targeted types of

essays. The process approach to teaching writing is embedded in activity organisation, course book

design and course assessment. Moreover, students’ autonomy is promoted through all the class and

home activities.

The teaching and learning tasks will be scheduled as follows

Week Mode Lesson contents Objectives in focus

We

ek

1

In class Unit 1: Structure of an essay

o Understand the format of an essay

o Plan an outline

o Write an effective introduction and conclusion

o Distinguish between main ideas and

supporting ones

o Write a well-organized body

At home Complete the practice of Unit 1

We

ek

2

In class

Unit 2: Process Essay

- understand the procedure to write a process

essay

- understand the format of a process essay

- write a suitable outline for a process essay

- write a logical process essay

- review structural signals to develop a process

42 | P a g e

essay


We

ek

3 In class

Unit 2: Process Essay (continued) Write the first draft of the chosen topic

- ditto - sharpen the skills of writing under time pressure

At home Revise the first draft and write the second draft

We

ek

4

In class Unit 3: Classification Essay

- understand the procedure to write a

classification essay

- be aware of a classification essay’s format

- plan a suitable outline for a classification essay

- write a logical classification essay

- review structural signals to develop a

classification essay


We

ek

5

In class

Unit 3: Classification (continued) Write the first draft of the chosen topic

- ditto - sharpen the skills of writing under time

pressure


We

ek

6

In class

Unit 4: Comparison and contrast

- understand the procedure to write a comparison and contrast essay - get to know the format of a comparison and

contrast essay

- plan a suitable outline for a comparison and

contrast essay

- write a coherent comparison and contrast essay

- review structural signals to develop a

comparison and contrast essay


W

ee

k 7

In class

Unit 4: Comparison and contrast (continued) Write the first draft of the chosen topic


pressure

43 | P a g e

At home

Revise the first draft and write the second draft

We

ek

8

MID TERM BREAK FOR REVISION (Students and teachers do not go to class)

We

ek

9 MID TERM EXAMINATION

(Students and teachers do not go to class because there is no writing mid-term

examination)

We

ek

10

In class

Unit 5: Cause and effect

- understand the procedure to write a cause and effect essay - get to know the format of a cause and effect

essay

- plan a suitable outline for a cause and effect

essay

- write a coherent cause and effect essay

- review structural signals to develop a cause and

effect essay


We

ek

11

In class

Unit 5: Cause and effect (continued) Write the first draft of the chosen topic


pressure


We

ek

12

In class Unit 6: Argumentative Essay

- understand the procedure to write an argumentative essay - get to know the format of an argumentative

essay

- plan a suitable outline for an argumentative

essay

- write a coherent argumentative essay

- review structural signals to develop an

argumentative essay


44 | P a g e

We

ek

13

In class

Unit 6: Argumentative Essay

(continued) Write the first draft of the chosen topic


pressure

At home Revise the first draft and write the second drafts

We

ek

1

4 In class Revision

At home Self-revise and complete the

writing portfolio

We

ek

15

FINAL EXAM PREPARATION (Submission of Writing Portfolio (Students

and teachers do not go to class )

45 | P a g e


With a view to teaching in the credit-based approach, writing assessment for the second-

year students is continued to be carried out regularly in a process with two forms: writing portfolio

and writing progress tests. As the students have had their first-hand experience of making a writing

portfolio in the first semester, the writing portfolio for the second semester will require more of

their dedication to make it a really individualized product.

2.5. COURSE POLICY

2.5.1. Students are expected to:

Actively prepare for the class (read and reflect on what they have acquired from each class

meeting and type of writing)

Actively participate in the class activities

Work cooperatively and collaboratively with other peers

Complete all the assignments by the due date

Complete the final test (exact date and time to be advised later)

2.5.2. Late Assignment Policy:

Late assignments will receive a failing grade, unless students have arranged with their lecturer

prior to the regular due date to turn in the assignment late.

2.5.3. A note on Plagiarism

a. What is Plagiarism?

The University has defined plagiarism as:

FO

RM

WEIGHTING TASKS PURPOSES

WR

ITIN

G P

OR

TF

OL

IO

20%

- Students collect their writing

tasks, including the first draft,

second draft and the final version

and reflect on what they have

learned and how their writing

skills have improved over the

semester. (See Appendix 1 for

Guidelines of Writing Portfolio)

- To assess student’s

progress in their writing

skills over the term in the

criteria specified in

Appendix 2 & 3

FIN

AL

TE

ST

30%

- Students do a 45-60 minute test

(See Appendix 6 for the test format)

- To assess students’ ability

to write under time and

exam pressure

- To assess students’ overall

writing achievement as

described in the course

objectives

46 | P a g e

"Plagiarism is the act of misrepresenting as one's own original work the ideas,

interpretations, words or creative works of another. These include published and

unpublished documents, designs, music, sounds, images, photographs, computer codes and

ideas gained through working in a group. These ideas, interpretations, words or works

may be found in print and/or electronic media."

b. How can you avoid plagiarism?

To avoid plagiarism, you must give credit whenever you

quote from someone's actual spoken or written words

use another person's ideas, opinions, or theories in an assignment or essay

make use of pieces of information, such as statistics, graphs, drawings, that are not

common knowledge

paraphrase another person's spoken or written words

c. How can you avoid unintentional plagiarism?

Use quotation marks around everything that comes directly from a text or article

Try to summarise ideas and arguments in your own words - don't just rearrange a few

words here and there

Check that you have correctly paraphrased and acknowledged the original ideas

Check your summary against the original text

If found plagiarized for the first time, students will receive a ZERO for that assignment; for

the second time, students will FAIL the course.

47 | P a g e

APPENDIX 12: GUIDELINES ON WRITING PORTFOLIO

I. What is a writing portfolio?

“A purposeful collection of student writing that exhibits the students’ efforts, progress and

achievements in one or more areas. The collection must include student participation in

selecting contents, the criteria for selection, the criteria for judging merit and evidence of

student self-reflection.” (Paulson, Paulson, Meyer 1991)

In this way a portfolio is a living, growing collection of a student’s work - each entry is

carefully selected by the student for a specific reason which s/he will explain. The overall purpose

of the portfolio is to enable the student to demonstrate to others learning and progress. The

greatest value of portfolios is that, in building them, students become active participants in the

learning process and its assessment.

portfolio is not a portfolio without reflection, which is “the dialogic process by which we

develop and achieve specific goals for learning, strategies for reaching these goals and means of

determining whether or not we have met those goals or other goals” (Yancey, 1996, p.118)

II. What should be included in a writing portfolio?

1. Cover letter (1-2 pages):

The cover letter is written after choosing the portfolio components but placed right at the

beginning. This letter explains in brief what you learn in the semester and your progress, introduce

the portfolio contents and the reasons why they are there. For example, the students have to

answer these questions for each of the entries:

What did you learn from it?

What did you do well?

Why did you choose this item?

What do you want to improve in the item?

How do you feel about your performance?*

What are the improvements you yourself have found from one writing to another, please

provide evidence?*

And these questions for the whole portfolio:

What part of the portfolio do you like best?

What was difficult for you?

Would you like to change any item in your portfolio? Why?*

How is the portfolio better than the usual tests?

Do you think the portfolio score is fair?

Do you have any suggestions to improve portfolio next year?

The questions with * are those many first semester portfolios fail to answer. Make sure you pay

more attention in the second semester in order to prove your self-understanding and self-

evaluation ability.

For the assessment of the cover letter, refer to Appendix 4.

2. Table of contents

3. 3 entries

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Each entry should contain the first draft written in the class, a peer evaluation checklist and

the second draft of the writing. Students might be asked to write the third draft if necessary.

The entries are arranged in the order of time with the best one after the table of contents.

The writing assignments and the assessment should be done in the form the teacher provided.

4. Portfolio assessment form

III. How is your portfolio assessed?

1. Writing assignment assessment

The first draft of in-class writings must be signed by the teacher. Peer check and rewriting

are homework and late submission is disadvantageous. Students are expected to use pencils and

the correction symbols in Appendix 5 to check their peers’ work.

Writing assignment benchmark: Scoring of students’ writing assignments will base on the

rubric in Appendix 2 and Appendix 3. The second drafts are considered the products to be

assessed. The whole entry score is the average of the three assignments’ scores.

The scoring of essay writing assignments should base on whether the students

demonstrate these indicators:

a. Plan the writing (Make an outline 1, Write drafts 2)

b. Producing the essays (Use multiple resources for writing 3, Arrange ideas in a logic order 4,

Use transitional devices to improve coherence 5, Control sentence structures 6, Write an

effective introduction7, Support the introduction with suitable ideas 8, Supplement the

supporting ideas with details/examples 9, Write an effective conclusion at the end of the

essay 10)

c. Revise the essays (Identify problems in first drafts and take actions in second drafts 11)

2. Portfolio assessment

Portfolio score = 3 entries’ average score (70%) + Cover letter score (30%)

Note: Teachers reserve the right to mark down any portfolios that show sign of cheating and

plagiarism and fail to organize their portfolio as guided

The scoring of cover letter should base on whether the students demonstrate these capabilities:

a. Reflect on portfolio structure (Reflect on goals of portfolios 1, Justify for the selection

of entries 2)

b. Reflect on writing process strategies (Reflect on writing strategies) 3, Reflect on

revising strategies 4, Present problem solving skills 5, Reflect on the use of resources in

writing 6, Reflect on peer collaboration (social strategies) 7,

c. Reflect on growth and development as a writer (Assess personal growth 8, Identify

strengths 9, Describe weaknesses (content and rhetorical ones) and how you manage to

solve them) 10

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APPENDIX 13: WRITING BAND DESCRIPTORS

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APPENDIX 14: WRITING ASSESSMENT RUBRICS

ÉSSAY ASSESSMENT INSTRUMENT

1..Planning for essays

1.2. Write outlines

1.1.2.0. Do not write outlines

1.1.2.1. Brainstorm words or phrases

1.1.2.2. Include lists of main ideas in an order

1.1.2.3. Develop supporting details for the supporting ideas

1.1.2.4. Create parallel and equivalent supporting ideas and details

1.3. Write first drafts

1.1.3.0. Do not complete first drafts or do not follow the format of an essay

1.1.3.1. Write first drafts, following the right format of an essay

1.1.3.2. Consider basic features of essays (coherence and development)

2. Producing coherent, well-developed, meaningful essays

2.1. Write an introduction

0. Write an introduction with an unclear thesis statement

1. Write an introduction with a clear thesis statement

2. Write an attention-getting introduction with a specified thesis statement

2.2. Support the thesis statement

0. Do not support the thesis statement

1. Provide relevant but overlapping supporting ideas

2. Offer relevant and distinct supporting ideas

3. Arrange the supporting ideas clearly with transitional signals

2.3. Supplement the supporting ideas with exemplifications

0. Provide no statements to supplement the supporting ideas

1. Explain or illustrate for supporting ideas

2. Explain and illustrate for supporting ideas with various types of exemplifications

2.4. Write a conclusion

0. Do not write a conclusion or create a sense of closure

1. Signal a stop or repeat the thesis statement in the conclusion

2. Paraphrase the thesis statement in the conclusion

3. Paraphrase the thesis statement in the conclusion and leave impressions (give personal’s predictions

or recommendations, etc)

2.5. Arrange ideas in a logic order

0. Attempt to organise ideas in an order, but a rearrangement of ideas is necessary

1. Organise ideas in a suitable logical order for the goals of the essays

2. Control primary and secondary logical orders

2.6. Control cohesive devices

0. Do not use cohesive devices

1. Use grammatical cohesion (reference, articles, comparatives, pronouns) and word repetition

2. Use vocabulary devices beyond repetition (such as collocations, synonyms, etc.) to improve

cohesion

2.7. Control sentence structures

0. Use simple sentences

1. Use complex (subordination) or compound sentences with a limited number of patterns

2. Use complex and compound sentences flexibly

2.8.Control word usage

0. Use familiar words with many mistakes in spelling, word form and word choice

1. Use familiar words with a few mistakes in spelling, word form and word choice

2. Apply unfamiliar words with mistakes in spelling, word form and word choice

3. Apply unfamiliar words with a good control of the spelling, choice and forms of words

2.9. Control mechanics (surface feature mistakes)

0. Patterns of mistakes are visible

1. Control capitalization, spelling, and punctuations, but errors in grammar can still obscure meanings

2. Control mechanics to improve meanings, mistakes in grammar do not obscure meanings

3. Revise from drafts

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3.1. Identify problems in first drafts and take actions in second drafts

0. Edit mechanics mistakes

1. Edit mechanics and vocabulary mistakes

2. Improve when necessary or maintain control over mechanics, vocabulary and higher order/global

features (organisation, ideas, ideas expressions, etc.) in the essays

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APPENDIX 15: REFLECTION ASSESSMENT FORM 1. Reflect on portfolio structure

1.1.Reflect on goals of each entries in the portfolios in the individual learning plan

1.1.0. Do not describe goals

1.1.1. Describe goals for the portfolios basing on course objectives

1.1.2. Describe goals for the portfolios against both course objectives and individual learning goals

1.2. Justify for the selection of essays

1.2.0. Do not explain for the selection of included essays

1.2.1. Explain for the selection of essays against the features of a good essay

1.2.2. Explain for the selection of essays against both knowledge of essay writing and personal

learning goals

2. Reflect on writing strategies

2.1. Reflect on writing-process strategies(planning, monitoring, revising)

2.1.0. Do not mention the writing process strategies or reflect without evidence

2.1.1. List the strategies taken to monitor the writing process

2.1.2. Describe the process strategies

2.1.3. Evaluate and defend the used strategies

2.2. Reflect on your language production strategies (how to create the language features of paragraphs)

2.2.0. Do not describe writing production strategies or reflect without evidence

2.2.1. Describe the writing production strategies

2.2.2. Explain for the production strategies used to write essays

2.2.3. Analyse the production strategies in terms of importance and effectiveness

2.2.4. Evaluate the production strategies in terms of importance and effectiveness

2.3. Reflect on problem solving skills (a problem is temporary; a weakness not)

2.3.0. Do not state problems or state without evidence

2.3.1. State the content or language problems you meet in writing different types of essays

2.3.2. Understand the interaction between content and language problems in the writing process

2.3.4. State the solutions for the problems

2.3.5. Evaluate the problem solving strategies

2.4. Reflect on the use of resources in writing

2.4.0. Do not describe resources or describe without evidence

2.4.1. List the resources used in writing the essays

2.4.2. Describe what you acquire from the resources to write the essays

2.4.3. Select the materials for writing after comparing different sources

2.5. Reflect on peer collaboration (social strategies)

2.5.0. Do not describe collaboration activities or describe without evidence

2.5.1. List peer collaboration activities

2.5.2. Understand/describe the advantages and disadvantages of peer collaboration

2.5.3. Make conclusions on effective peer collaboration strategies

3. Assessing the writing products and process

3.1. Assess personal growth in written language production

3.1.0. Do not describe growth or describe growth without evidence

3.1.1. Describe the differences in essays across time

3.1.2. Explain for the differences/improvements

3.1.3. Identify rules for future writing work for language production

3.2. Identify strengths

3.2.0. Do not describe strengths or describe without evidence

3.2.1. State strengths (generalising the good points)

3.2.2. Describe strengths

3.2.3. Explain the influence of those strengths on the products

3.3. Identify weaknesses (content and language ones) and how you manage to solve them

3.3.0. Do not generalise problems into weaknesses or state the weaknesses without evidence

3.3.1. Generalise problems into weaknesses and provide full evidence

3.3.2. Describe actions toward improving the weaknesses

3.3.3. Assess the efficiency of the attempted actions and plan for future actions

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APPENDIX 18: WRITING CORRECTION SYMBOLS

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APPENDIX 19: WRITTEN COMMUNICATION TEST FORMAT

WRITING TEST FORMAT

If portfolio provides a panorama of the students’ writing ability, the progress tests helps to judge their ability of writing under pressure and teach them the exam strategies. Portfolios are process-oriented and longitudinal while the final tests (after week 15) are product-oriented and cross sectional

Time Allowed: 45-55 minutes

Format:

TASK TYPES PURPOSE

PART 1 Multiple Choice Questions True – False Cloze quiz

- To check students’ understanding of writing skills and knowledge - To check student’s usage of language devices as described in the course objectives

PART 2 Sentence Transformation Sentence Building

- To assess students’ language usage (language structures and expressions) as stated in the course objectives

PART 3 Composition (250-300 words)

- To evaluate students’ essay writing skills as stated in the course objectives

course guide

Documents

common european

review structural

thi minh ngoc

market leader

international

year program

term examination

reading strategies