Circular No. 28/2018/TT-BGDDT dated November 26, 2018 of the Ministry of Education And Training on promulgating Vietnamese language Curriculum for overseas Vietnamese

Level

Stage

Hours of study

Elementary

Stage 1

220h

Stage 2

220h

Intermediate

Stage 3

220h

Stage 4

220h

Advanced

Stage 5

220h

Stage 6

220h

Total hours of study

1320h

Achievement

Content

2.1. Language

a. General

Obtain basis knowledge and method to express personal information and specific needs

b. Phonetics:

-Have a good command of alphabet, sound name, letter name and how to write vowels, consonants and tone marks.

-Pronounce clearly and correct syllables

-Write correct spelling and write words when the speaker give dictation at a slow pace.

c. Vocabulary:

-Obtain basic vocabulary of single words in specific situations.

-Have low command of vocabulary

d. Grammar

Limited use of some simple grammatical and sentence structures learned

2.1. Corpus

Include two groups of topics: a topic within the scope of the individual and a topic within the scope of society. Main themes:1.Greeting and name; 2. Occupation; 3. Language and nationality; 4. Objects and materials; 5. People, characteristics and personality; 6. House and family; 7. Telling time; 8. Days of week, date, month; 9. Year, age, birthday; 10. Asking for directions and streets; 11. Locations, addresses; 12. Going to a restaurant; 13. Shopping; 14. Means of transport; 15. Making a phone call; 16. Hobbies.

a. Phonetics:

-Introduce the alphabet; vowels (16) and consonants (21); identify sounds (speech, transcription, spelling).

-Internal structure of syllable: initial consonant, rhyme, tone.

-Identify and correctly pronounce syllables with rhyme difficult to pronounce, rhyme with or without medial semivowel, for example: “đàn - đoàn, hàng - hoàng ..."

b. Vocabulary:

Vocabulary related to topics:personal; family; places; time; goods; shopping; hobby; habit; transportation, travel; entertainment, tourism; weather and climate; building,...

c. Grammar:consists of module (M) M1 (4 contents), M2 (4 contents), M3 (4 contents) and M4 (3 contents and review, test, evaluation).

Content 1:How to greet(Xin chào, tạm biệt, hẹn gặp lại...);How to use the word yes... (Vâng ạ, ừ, dạ, vâng...);The first and second person pronouns(Tôi, mình, ông, bà, anh, chị...);Ask and answer about name(Anh tên là gì? Tôi tên là ...).

Content 2:Ask and answer about occupation(Anh làm nghề gì? Tôi là…);Do you...? Question(Anh là bác sĩ phải không?)Usage of also, both(Tôi cũng là bác sĩ, chúng tôi đều là bác sĩ); Plural third person pronouns.

Content 3:“người” + country name, “tiếng” + country name(Người Việt, tiếng Anh…);Ask about nationality(Anh là người nước nào?);Question: Are you …?(Anh có phải là người Mĩ không?);Question Do you…? with verb(Anh có biết nói tiếng Anh không?).

Content 4:This is, that is... (Đây là cái nón);Common classifiers: cái, con, quyển, bức, tờ; Question: what?(Đây là cái gì?);Noun + this, that(This new hat!);Adjectives for things(To, nhỏ, mới, cũ...);Question: có … không with adjectives(Cái áo này có đẹp không?).

Content 5:Adjectives for people(Béo, gầy, xinh, xấu...);Question: how(How is she?); “rất, quá, lắm”(means “very, too”)(Chị ấy rất đẹp);“không + tính từ + lắm” (not very + adjective)(Chị ấy không đẹp lắm).

Content 6:How many and how much?(Nhà anh có mấy người?);Cardinal number 1-100; classifier: ngôi, tấm, tòa, con…(Tòa nhà này có bao nhiêu tầng?); “đã, đang, sẽ + Động từ” (how to use verb tenses)(Họ đang đi du lịch);“sẽ, sắp, định” (“will, be going to, intend”)((Năm sau, anh trai tôi sẽ đi Việt Nam).

Content 7:How to ask the time(Bây giờ là mấy giờ?);How to talk about time; Question with “when”(Bao giờ anh đi Việt Nam?);still(Anh ấy vẫn ở Hà Nội);tag questions(Anh vẫn ở Hà Nội chứ?).

Content 8:What is the day of week, month, date today?(Hôm nay là thứ mấy?);which date, month?(Ngày nào anh đi Sài Gòn?); …how long?(Anh sẽ/đã đi Sài Gòn bao lâu?); ….have…yet? (Anh đã làm bài tập chưa?).

Content 9:What year?(Anh sinh năm bao nhiêu?);how to ask date of birth(Sinh nhật của anh là ngày nào?); “mấy tuổi, mười mấy tuổi, bao nhiêu tuổi?” (means “how old”)(Cháu lên mấy tuổi?);Cardinal number; “Nếu…thì…” (how to tell age from year of birth)(Nếu anh sinh năm 1990 thì năm nay anh X tuổi rồi).

Content 10:How to ask for directions; Question with “where”?(Bà cho hỏi thăm, hồ Hoàn Kiếm ở đâu ạ?);vocabulary of directions(bên trái, rẽ phải, đối diện…) (Từ đây đến đó/đấy bao xa?);“Từ … đến …, A cách B, A cách đây ..” (means how far from A to B)(Nhà bạn cách trường bao xa?).

Content 11:How to ask address(Địa chỉ nhà anh thế nào?);How to ask phone number(Số điện thoại của anh bao nhiêu?);above, under, in front of, behind, inside, outside…(Trước ngân hàng là khách sạn);How to ask location(…ở chỗ nào?);Question with “which?”(Gần đây có ngân hàng nào không?).

Content 12:How to ask prices(Bao nhiêu tiền một cân cam?);How to bargain(Bán thế nào?);Question with “Can I…?”(Tôi có thể ngồi ở đây, được không?);Cardinal numbers 100 and above.

Content 13:How to order food(Cho tôi một bát phở không hành); …not only…but also... (Món ăn ở đây không những rẻ mà còn ngon); “những, các, tất cả, cả” (plural markers); “hãy…đi!” (express an imperative or suggestion)(Chị hãy về đi!).

Content 14:How to answer the phone(Công ty A xin nghe!);“vừa mới" (just)(Anh B vừa mới rời văn phòng);“vẫn, vẫn còn” (still)(Chị ấy vẫn còn trẻ); “một chút, một lát, một ít” (indicates a brief period of time)(Anh cầm máy chờ một chút!).

Content 15:Comparison: “bằng, như” (equatives), “hơn” (comparatives), “nhất” (superlatives)(Hôm nay nóng hơn hôm qua); “thích hơn” (like…more than…), “thích nhất” (like…the most)(Tôi thích phở gà hơn phở bò);“tuy…nhưng..., mặc dù…nhưng" (although…,…)(Tuy nhạc jazz hơi khó nghe nhưng tôi vẫn thích);“sao, vì sao, tại sao…” (why)(Vì sao anh thích bóng đá?).

2.2. Communication skills

2.2.1. Listening skills

a. General skills:

 Have ability to follow and process information which is spoken slowly.

b. Specific skills:

Listen to conversation

Comprehend short coversations, simple structures, which are spoken slowly and clearly basic personal topics such as: school, class and essential personal needs

Listen to announcements, instructions

Comprehend and follow short, simple instructions which as spoken slowly and clearly.

2.2. Teaching and developing skills

2.2.1. Listening skills

a. Teaching orientation

-Identify and comprehend information from utterances, dialogues, discourses, from which learners are able to practice language response.

-Through listening, comparing with the listening sources spoken correctly, step by step adjust and improve the pronunciation skills of learners.

-Distinguish the level of difficulty of listening audios, the teaching and training process for learners to ensure the step by step, from easy to difficult level.

-Have students practice basic and commonly used Listening sub-skills. At this level, dictation should be given priority in order for students to capture the sound-letter relationship (to develop Writing skills for learners).

-Practice listening to simple, recognizable and easily understood details at the corresponding level.

b. Requirements

-Listen and recognize information contained in words, phrases and utterances, dialogues or short discourses with simple structures, answer direct or indirect questions at the corresponding level.

-Listen, recognize and self-adjust their pronunciation ability in words, syllables, incomplete or inadequate phonetic phenomena and write relatively accurate corresponding audible sounds (letters-spelling), paying special attention to difficult tone marks and rhymes.

c. Skill development method

Practice listening to perfect pronunciation and dictation

-Listen and write down the heard words. Use the words learned or have appeared in learned dialogues, discourses.

-Listen and distinguish different sounds (or letters) in a homogeneous phonetic context (similar words, only different in that sound/letter), for example: bán, bắn; nghe, nga; loan, lan; tay, tai; vờn, vần ...

-Listen and distinguish different tones (tone marks) in a homogeneous phonetic context (similar words, only different in that tone mark), for example: làn, lán; là, lạ; hoán, hoàn; đấy, đậy; thai, thái...

Listening comprehension:

-Practice listening to recognize numerals (write down on the paper), such as writing the number of rooms, license plates of motorbikes, cards, phone numbers, time, etc.

-Practice listening by marking (mutiple-choice test) and by answering (question and answer) about simple personal information: name, age, ethnicity, nationality, occupation, study, hobbies, expectations, personal and personal relations, family, etc.

-Practice listening to short dialogues (1-2 sentences) containing simple information about activities in daily life, such as: announcements of vehicle schedule, price of good, dish name, bill of payment, timetable of vehicles, take-off and landing time of airplanes, rent, tuition notice, notice, job description.

d. Verification of results

-Verify the results of teaching activities through learners’ answers to questions in each form of practices in class.

-Verify the results through homework.

-It is possible to get information about learners’ performance through small tests that are usually given at the end of the class session or in the Review.

e. Materials

-Apart from discourses containing information in the materials available on teaching topics, you can choose to add authentic discourses (real language) to supplement and diversify the source of listening discourses, providing ensure that they are:

-Suitable for the learners’ purposes and needs.

-Attractive, diversified and fit with the corresponding level.

2.2.2. Reading skills

a. General skills

Comprehend very short and simple texts on learned topics such as: self, family, school, friends, etc.

b. Specific skills

Read to get information and reasoning

Comprehend simple and familiar texts or short descriptive texts, with accompanying illustrations.

Read to find information

Recognize personal names, familiar and basic words in simple and common announcements in daily communication situations.

Read texts, letters

-Comprehend short and simple messages.

-Comprehend and follow simple direction signs

Read and processing texts

Rewrite words and short texts presented in standard print.

2.2.2. Reading skills

a. Teaching orientation

-Reading comprehension, mainly getting information from short texts.

-Practice important and common sub-skills of reading for students. At this level, first of all paying attention to the discovery, record of particular and specific details, have ability to compare and discover similarities, differences in language and content.

b. Requirements

Read, comprehend and find information in sentences, paragraphs, short texts, answer direct or indirect questions at the corresponding level.

c. Skill development method

-Practice reading phrases, sentences, links to convert from spelling code to phonetic code (spelling and reading sounds). Especially note difficult tone marks and rhymes.

-Practice reading sentences, sentence groups, short paragraphs, recognize meaningful words, phrases (by using appropriate language) and meaning of all sentences, meaning link of sentences to comprehend the text.

-Practice marking (taking) simple information about someone: name, age, ethnicity, nationality, occupation, study, hobbies, expectations, personal and personal relations, family.

-Practice taking simple information from short texts or texts about activities in daily life such as: announcements of vehicle schedule, price of good, menu in restaurant, bill of payment, booking of train, car, airplane, rent, tuition notice, notice, job description, etc.

-May expand reading topics to practice word recognition, vocabulary development.

-Practice reading aloud, reading silently to get information, answer questions or rewrite that information.

d. Verification of results

Learners must obtain information, content, answer questions or briefly record information in the lesson.

e. Materials

Apart from texts, information in the materials provided according to the topic of the course, it is possible to select authentic documents to supplement and diversify the source of reading texts, providing that they are:

-Suitable for the learners’ purposes and needs.

-Attractive, diversified and fit.

2.2.3. Speaking skills

a. General skills:

Communicate with slow speed. Ask and answer simple questions. Start conversions and give answers with simple statements within familiar scope and topics.

b. General skills:

Describe experiences

 Have ability to describe themselves, others, living places and works.

Presentation before listeners

Present short paragraphs prepared in advance.

Speak with interaction

-Communicate at a simple level, speak slowly.

-Ask and answer simple questions, speak and respond to short commands and familiar topics and areas.

Dialogues:

-Introduction, greeting in basic communication.

-Exchange simple information with interlocutor.

Trading and services

-Enter into transactions of goods and services simply.

-Use numbers to trade price, quantity, cost, time.

Give interview questions and answers:

Answer direct and simple questions in the interview, spoken slowly and clearly about personal information.

Accuracy of speaking skills

Pronunciation and fluency:

-pronounce tones in words and short sentences with slow speed.

-Use short, isolated sentences, mostly simple sentences with learned structures.

Social language:

-Use a few simple grammatical structures learned.

-Use the simplest and polite word groups and expressions of daily life (such as: greeting, introduction, invitation, thanks, sorry, etc.)

2.2.3. Speaking skills

a. Teaching orientation

Learners simply imitate words, phrases, sentences to develop pronuciation capacity; thereby developing vocabulary and grammar. In practice, mainly interested in pronunciation rather than focus on understanding meaning or ability to engage in interactive dialogues. The listening role is to train and accumulate to remember the short language sequences stimulated.

b. Skill development method

Practice speaking according to the sounds heard (simulated)

The goal is to enhance the accuracy of learner’s speech, paying more attention to pronunciation, especially difficult tones and rhymes. The practice corpus regularly focuses on specific phonetic criteria and compiled fromwordstosentences.Practice simple repetition, repeat a pair of words, a sentence or a question. This practice provides learners with new words and phrases.

Practice through machine

Practice through machine is mainly about simulating the sounds that are heard. This is a kind of speaking practice. This training task is to repeat a sentence from 8 to 12 hours. Practice through machine provides the basis for evaluating repetitive exercises as to pronunciation capacity and ability to create speech comprehensively for learners. Practice through machine requires students to create oral speech with the help of machine. The learners read aloud, repeat sentences, say words, answer questions.

2.2.4. Writing skills

a. General skills

Write short phrases and sentences about themselves and others about where they live and their work.

b. Specific skills:

Essay writing

Write simple phrases and sentences about themselves and others about where they live and work.

Write with interaction

Present or provide personal information in writing.

Write letters

Write, answer an email or a letter of several sentences, filling out tables, simple forms.

Take notes, text, fill out forms

Write and insert numbers, dates, personal names, nationality, address, age, birth, etc.

Processing texts

Write simple words or short texts.

Accuracy of spelling

-Write short familiar words, frequently used phrases, such as name of signboards or simple instructions, names of everyday objects.

-Write address, nationality and other personal information with correct spelling.

2.2.4. Writing skills

a. Teaching orientation

Simulation writing practice for learners at the beginning level is to teach simple writing rules of letters, words and simple sentences.

b. Skill development method

Writing:Learners just look at some words and rewrite

Practice listening and choosing:Practice listening and choosing, combining dictation and printed text with some words deleted. The list of deleted words will be provided for the learners to choose and fill in the deleted place. To increase the difficulty, the list of available words may gradually not be provided anymore.

Practice writing with pictures, suggesting pictures:Write words that represent the content of the picture.

Practice completing forms:Fill in the name, address, phone number and other information (registration form, application, etc.).

Practice writing by converting numbers and abbreviations:Write numbers, for example hours of the day, days of the week, or work plan or fill in numbers in the blank.

Practice taking dictation:Write down a list of previously encountered words dictated by others, can also listen to and take a dictation.

Practice writing by choosing a correct word or sentence in many given words and sentences.(apply when practice reading to choose a correct sentence in many related sentences.).

Practice assembling international phonetic symbols with Vietnamese letters.If the learners have come familiar with the international phonetic symbols, they are provided with phonetic symbols and are required to write transcription using Vietnamese words.

Achievement

Content

2.1. Language

a. General requirement

-There is a basic language to deal with known daily situations,

-Briefly express simple needs in daily life such as: personal information, habits, desires, hobbies, news exchange, etc.

b. Phonetics:

-Pronounce correctly, clearly types of syllables and tones.

-Identify differences and correctly pronounce p, t, k - m, n, ng.

-Clearly and correctly pronounce combinations of words, compound words, reduplicatives, etc.

-Relatively demonstrate accurate simple sentences, short utterances on topics of daily activities, personal information, habits, desires, hobbies, simple news exchange, etc.

-Write words with correct spelling by listening directly or by voice.

-Rewrite short sentences about common everyday topics learned.

c. Vocabulary:

-Have enough vocabulary to make everyday communication on topics and in familiar situations.

-Express basic communication needs and deal with simple needs.

-Master vocabulary enough to express daily specific needs

d. Grammar

-Use simple sentences, dependent phrases such as noun phrase, verb phrase, short phrases of ways to introduce themselves, others, work, place, certain possession, etc.

-Use some simple grammatical structures to express what they want to convey.

2.1. Corpus

Include two groups of themes: a topic within the scope of the individual and a topic within the scope of society. Main themes:17.Public places; 18. Means of transport; 19. City; 20. Shop; 21. School; 22. See a doctor; 23. At the hotel; 24. At the airline ticket office; 25. At the post office; 26. Weather; 27. Congratulations, visit; 28. At souvenir shop; 29. At the bank; 30. At the clothes shop; 31. At the cinema; 32. Describe people.

a. Phonetics:

-Distinguish short/long characteristics of vowels.

-The round lip of medial semivowel.

-Up/down lines of tones.

-Length of acute mark, underdot mark at the syllable which has coda (-p, -t, -c/ch).

-Spelling rules for initial consonant ng/ngh, c/k/q, g/gh.

b. Vocabulary:

Vocabulary related to topics:personal; family; places; time; goods; shopping; hobby; habit; transportation, travel; entertainment, tourism; weather and climate; building, etc.

c. Grammar:consists of M1 (4 contents), M2 (4 contents), M3 (4 contents) and M4 (3 contents and review, test, evaluation).

Content 16:“Nên, cần, phải” (“should”)(Khi mua hàng anh nên mặc cả); “cấm, đừng, không được”(“forbid, do not”)(Cấm hút thuốc);“khi…thì…” (“whenever”)(Khi anh muốn sang đường thi cần chú ý xe máy);“khi nào thì” (“when”)(Khi nào thì anh tới?).

Content 17:"Bằng” (“by”)(Tôi nên đi miền Nam bằng gì?);"hãy...đi!” (express a suggestion)(Hãy đi tàu hỏa đi!);"làm ơn, xin” (“please”)(Anh làm ơn dừng ở phía trước);“muốn” (“want”), “định”(“intend”)(Tôi muốn đi phố Nhà Thờ).

Content 18:“Những, các” (plural marker)(Những ngày Tết, phố phường Hà Nội luôn vắng người);“thường” (“often”), “luôn luôn” (“always”), “ít” (“few, little”), “nhiều” (“many, much”), “đông” (“crowded”), “vắng” (“empty”)(Thành phố Hồ Chí Minh là thành phố đông người nhất);“ai cũng…” (“everyone”), “cái gì cũng…” (“everything”)(Ở thành phố cái gì cũng đắt).

Content 19:“Đã…bao giờ chưa” (“Have you ever….?”)(Anh đã uống cà phê ở đây bao giờ chưa?);“chắc là” (“must be”)(Món này chắc là ngon lắm!);“mà” (final particle)(Đây là quán nổi tiếng nhất Hà Nội mà!);“mà” (connective)(Quán mà chúng ta sẽ đến ở phố Quang Trung);“Tuy…nhưng…” (“Although…”)(Tuy là quán vỉa hè nhưng rất đông người).

Content 20:“Hàng chục, hàng trăm, hàng nghìn, …” (“dozens, hundreds, thousands of…”)(Ở trường đại học có hàng trăm sinh viên nước ngoài);“rộng, dài, cao, thấp” (“wide, long, high, short”)(Ngôi trường này rộng 30.000m2); “toàn thể, toàn bộ” (the wholeof something)(Ngày mai toàn thể sinh viên nghỉ học);“hay/hoặc” (“or”)(Bạn có thể học buổi sáng hoặc buổi chiều).

Content 21:“Bị, được” (to have, to get)(Mẹ tôi bị đau lưng);“sao - thế nào?" (“how”)(Anh bị làm sao?);“trông, thấy” (“look”)(Trông anh vẫn mệt đấy!);“nhờ…” (ask for something)(Nhờ bác sỹ kiểm tra cho tôi);“càng…càng” (“the…the…”with comparative adjectives), “…càng ngày càng…” (“more and more”)(ông tôi càng ngày càng khỏe hơn).

Content 22:“Có, còn” (“have, have..left”)(Khách sạn còn phòng không chị?);“trước, sau” (“in advance, later"); “trước khi, sau khi” (“before, after”)(Trước khi ra ngoài, xin gửi chìa khóa tại quầy lễ tân);“đã” (“first”)(Ăn cơm đã).

Content 23:“Mấy, vài” (“several, some, a few”)(Chúng tôi chỉ còn mấy nghìn đồng thôi);“nhớ + Đ” (remember to do something)(Anh nhớ đến sân bay trước 12 giờ nhé);“ngoài, ngoài ra” (“except, besides”)(Ngoài hành lý gửi, anh có thể xách tay 7kg);“chỉ…thôi” (“only”)(Tôi chỉ có một con thôi).

Content 24:“Gửi, chuyển, đưa” (“send, forward, transfer”)(Tôi muốn gửi tấm bưu thiếp này đi Mỹ);“ra, vào, lên, xuống” (“go out, come in, go up, go down”)(Anh đi lên tầng 2 nhé);“giúp, hộ, giùm” (for someone)(Chị đóng gói giúp tôi nhé);“cả…lẫn” (“both”)(Cả phí vận chuyển lẫn tem là 100.000 đồng).

Content 25:“vừa…vừa…” (“both…and…”)(Mùa hè vừa nóng vừa ẩm);“sắp…chưa?” (“be about to…yet?”)(Hoa phượng sắp nở chưa?);"hình như…thì phải” (“it seems that”)(Hình như trời sắp mưa thì phải);“vì…nên” (“because…”)(Vì thuộc vùng khí hậu nhiệt đới nên thời tiết Việt Nam nóng và ẩm);“sở dĩ…là vì…” (“if…, it is because…”)

Content 26:“Gửi lời…tới…;” (“give my best regards to…”) chúc, chúc mừng” (“to congratulate, to wish”)(Xin gửi tới anh chị lời chúc mừng hạnh phúc);“thế nào…cũng” (“be sure to do something”)(Tôi thế nào cũng đến tham dự lễ cưới của anh chứ!);“xin, xin phép” (polite asking for permission)(Xin phép nâng cốc chúc sức khỏe mọi người).

Content 27:Verb + “xong” (“finished”)(Họ đã làm xong bài tập);Verb + “ngay” (“immediately”)(Tôi sẽ đi ngay);“không + …cũng không + …” (“neither…nor…”)(Anh ấy không uống bia, cũng không hút thuốc lá).

Content 28:“Từng, mỗi” (“every”)(Lãi suất mỗi tháng bao nhiêu?);“có…mới…” (“must…to do something”)0}(Anh có đăng kí dịch vụ này mới có thể rút tiền ở nước ngoài được);“kẻo, nếu không thì…” (“or else, otherwise”)(Anh chú ý giữ thẻ ngân hàng cẩn thận kẻo bị mất);“giá…thì…” (“if…then…”)(Giá đến sớm 5 phút thì tôi không bị nhỡ tàu).

Content 29:“Thử…xem…” (try to see if something is suitable)(Chị mặc thử chiếc áo này xem!);“không…đâu, có…đâu” (“no, not…”)(Tôi không nói thách đâu!);“Vì thế, vì vậy, cho nên…” (“therefore, thus”)(Hôm nay là chủ nhật, vì vậy cửa hàng nào cũng đông người);“hễ…là…” (“if, whenever”)(Hễ có ngày nghỉ là họ đi du lịch).

Content 30:“Nhau” (“together”), “lẫn nhau” (“each other”), “cho nhau” (“one another”)(Hôm nay cả lớp tôi rủ nhau đi xem phim);“mời, rủ, đề nghị, yêu cầu” (“invite, suggest, request”)(Đề nghị mọi người xếp hàng vào phòng chiếu);“trở nên, trở thành” (“become”)(Sau khi tham gia phim này, chị ấy đã trở nên nổi tiếng);“do....” + Verb (by)(Vài nữ chính do Hồng Ánh đóng đấy!).

2.2. Communication skills

2.2.1. Listening skills

a. General skills

-Understand information and reply by performing a specific request after listening to a clear and slow utterance.

-Understand simple phrases and sentences related to basic information about individuals and family, shopping information, local geography, jobs, etc. when the speaker expresses clearly and slowly.

b. Specific skills:

Listen to conversation

Listen and identify the topic of the discussion spoken slowly and clearly.

Listen to presentation and conversation

Initially understand the main content of short and simple talks.

Listen to announcements, instructions

-Capture key points in short and simple announcements.

-Understand simple instructions

2.2. Teaching and developing skills

2.2.2. Listening skills

a. Teaching orientation

-Practice listening to identify and understand information from short spoken or reading texts, with the level of difficulty suitable for steps to implement teaching orentation from easy to difficult level.

-Listening practice helps learners adjust and improve their pronunciation by comparing discourses (live or recording) emitted with the correct voice.

-Ensure that learners can understand the sound-letter correlation through basic sub-skills of learning (such as: dictation, listening-writing, listening-filling words, etc.) to support learners to develop their listening ability to listen and write.

b. Requirements

-Identify information in speech, conversation or discourses with moderate number of vocabulary, simple structures which have been expanded; answer direct or indirect questions at the corresponding level.

-Recognize and adjust the pronunciation of dissyllabic words, incomplete tones; relatively accurately write simple phrases and statements.

c. Skill development method

Practice listening to perfect pronunciation and spelling

-Listen and write simple phrases, sentences, utterances by using the phrases which have been learned or appeared in the conversations learned.

-Listen and fill in the blanks common words and phrases, especially words and phrases in interrogative utterances (such as:“Người nước nào?” (From which country?) “Mấy giờ rồi?” (What time is it?) “Bằng phương tiện gì?" (By which mean…?)

- Listen and write the content of a short discourse: a conversation between two people, a paragraph, a story, an event, etc.

Listening comprehension:

-Practice listening to identify through description, comparing on the basis of similarities and differences between objects to determine the object to be found on the basis of the differences heard. For example: selecting objects, pictures, portraits of a certain character, etc.

-Practice listening through marking or true/false answers with simple information about someone: name, age, ethnicity, nationality, occupation, study, hobbies, expectations, personal and personal relations, family, etc.

-Practice listening in the form of listening and acting according to the requirements of listening content,

-Practice listening to the contents of short languages containing information related to daily life such as: announcements of vehicle schedule, price of good, dish name, bill of payment, timetable of vehicles, take-off and landing time of airplanes, rent, tuition notice, notice, job description, etc.

-Practice listening directions, destinations, direction guidance through short conversations between two people.

d. Verification of results

-Verify the results of teaching and learning activities through learners’ answers to questions in each form of practices in class.

-Verify the results of learners through homework.

-It is possible to get information about learners’ performance through small tests that are usually given at the end of the class session or in the Review.

e. Materials

-Discourses containing information in the materials, daily life language to supplement and diversify the source of listening discourses, providing ensure that they are:

-Suitable for the learners’ purposes and needs.

-Attractive, diversified and fit with the corresponding level.

2.2.2. Reading skills

a. General skills:

Read and comprehend short and simple texts about familiar and specific topics, have ability to use common words in work or daily life

b. Specific skills:

Read to get information and reasoning

Identify specific information in simple documents such as letters, advertisements and short articles describing the event.

Read to find information

-Find specific, easily identifiable information in common simple documents such as advertisement, menus, reference lists and timetables, etc.

-Identify specific information in the lists and find the information you need to find (for example: find the phone number of a certain type of service in the directory).

-Understand common signs, announcements in public, or at the workplace.

Read letters, transaction documents

-Understand short, basic and simple personal letters and electronic texts on familiar topics.

-Understand the rules expressed in simple language.

-Understand simple instructions on using devices in daily life

Read and process texts

-Recognize and rewrite words and phrases or short sentences from a text.

-Rewrite short texts presented in printed or handwritten form.

2.2.2. Reading skills

a. Teaching orientation

-Practice reading to get information from selected short texts with appropriate difficulty level

-Practice intensive and extensive reading.

-Practice common sub-skills of reading:

+ Capture main ideas of texts, paragraphs.

+ Discover and note specific and particular details.

+ Detect and mark places needed to be or can be deduced.

+ Know how to compare what is similar, different in terms of language, content in reading text with known language.

+ Know how to predict the content of paragraphs, sentences or unfamiliar words based on the main idea of texts and context.

b. Requirements

Read, comprehend and find information in sentences, paragraphs of short texts corresponding to level 2, have ability to use common words in work or daily life to answer direct or indirect questions at the corresponding level.

c. Skill development method

-Practice reading, comprehending and identifying specific information on the lists (phone numbers in directory, prices of things to buy, find addresses on the Internet, timetable).

-Practice reading and comprehending sentences, groups of sentences, short texts (traffic instructions, advertisements, road signs, offices), recognizing the meaning of the whole sentence, meaning link to comprehend the paragraph.

-Practice reading short texts, getting information about activities in daily life such as: instructions in prescription, travel schedule, booking train and air tickets, announcing prices and renting terms, renting of hotel, etc.

-Practice reading short texts, understand the main ideas of documents such as: hotel room rules, short emails with content of greetings, announcements, job description, etc.

-Practice reading and understand sentences, information linkage between sentences to understand paragraphs or short texts.

-Practice skills to practice word recognition, vocabulary development through extensive reading.

-Practice reading and processing texts through writing sentences from texts, write short summary to answer and note personal activity timetable

d. Verification of results

Learners must obtain information, content, answer questions or briefly record information in the lesson.

e. Materials

Apart from texts, information in the materials provided according to the topic of the course, it is possible to select authentic documents to supplement and diversify the source of reading texts, providing that they are:

-Suitable for the learners’ purposes and needs.

-Attractive, diversified and fit.

2.2.3. Speaking skills

a. General skills:

-Communicate easily and acceptably, in specific contexts and short conversations (with the help of others if necessary).

-Run simple exchanges without trying to much.

-Ask and answer questions, exchange ideas and information on familiar topics in daily activities.

-Simple communication at work.

-Deal with short conversations, keep the conversation in their own way.

b. Specific skills:

Describe personal experiences

-Know how to describe family, living conditions, education level, work.

-Know how to describe daily life activities such as describing people, places, jobs, etc.

-Know the description of plans, daily routines, past activities, hobbies and personal experience.

Arguments in discussion

-Identify the topic of the discussion that they attend.

-Make and respond to suggestions.

-Express agreement and disagreement.

-Simply discuss practical daily issues when being heard directly, slowly and clearly.

-Dicuss things to do and do these things.

Presentation before listeners

-Briefly present information prepared in advance on a daily familiar topic or reason and brief explanation for their views, plans and actions.

-Answer direct questions.

Speak with interaction

-Have ability to communicate, communicate simple and familiar issues related to work and daily life.

-Have ability to communicate easily in short conversations in defined communication situations.

Dialogues:

-Deal with short social communication.

-Use polite and simple way of greetings.

-Offer and respond to invitation, offer, apology, thanks.

-Say what they like and do not like.

-Practice in short conversations in familiar situations, about topics that interest them.

Trading and services

-Request good and service supply daily such as travel, accommodation, dining, shopping.

-Have ability to get basic information about goods and services at stores, banks, etc.

-Have ability to request information and understand information related to numbers, weight and prices for goods and services.

-Deal with communication situations about accommodation, dining, entertainment and shopping ... when traveling.

Give and answer interview questions:

-Have ability to answer interview questions and affirm their views in a simple way.

-Have ability to make interviewers understand themselves and exchange ideas and information on familiar topics.

Accuracy of speaking skills

+ Pronunciation and fluency:

-The pronunciation is clear, relatively correct with tones when using short sentences, but sometimes the speaker still has to ask them to say again.

-Have ability to make the interlocutor understand their meaning by adding small details, though hesitant, shorter idea and difficult to find ways to express.

+ Social language compatibility

-Use many simple grammatical structures learned.

-Use some polite ways with words“xin, vâng, dạ, ạ, etc.” (yes, please)

-Use some appropriate expressions in everyday communication topics.

-Have ability to communicate in accordance with simple situations in family, class, ordinary work.

2.2.3. Speaking skills:

a. Teaching orientation

Focus on practicing the sub-skills to develop speaking ability. Each sub-skill must be practiced by specific methods

b. Skill development method

Practice intensive speaking

-Ask learners to generate a short string of words, expressing the ability to combine phonetics, grammar, vocabulary and semantics to be able to answer questions, know how to coordinate with the interlocutor at the minimum level.

-Ask students to practice direct answer exercises, read out loud full sentences and conversations, picture-based exercises to say simple sentence sequences and translate simple sentences.

-Specific methods for developing intensive speaking skills include:

+ Direct answering practice:raise a specific grammatical form, ask transformation into a sentence. This method requires learners to create grammatically correct sentences.

+ Reading aloud:The reading aloud is useful for the ability to create words in a comprehensive way.

-Practice listening to tapes to help learners identify and speak correctly sounds, stress, tone, intonation. They can also use some simple practice methods, reading a short text like:

-Read a conversation built like a script with a number of different readers.

-Read the information in tables.

Practice speaking complete sentences, conversations and questionnaires:

-Request to complete a conversation session (turns) that has been omitted, after listening and understanding the main ideas of the conversation.

-Can replace the above-mentioned filling form with "oral questionnaire". Learners are required to answer with basic information in the form of speaking or writing or combining both speaking and writing.

Practice speaking according to suggested pictures, photos

-Practice speaking according to attached pictures, photos to stimulate intensive speaking activities. The pictures, photos suggest learners to describe these pictures.

-Talking about pictures and photos should be concerned with the use of grammar, vocabulary, coherence, fluency, pronunciation of the speaker.

Practice speaking in pairs

Each pair of learners is provided with a set of pictures, photos including four pictures numbered from 1 to 4. The pictures or photos are basically the same, only different in some details. A learner describes 1 out of 4 pictures, with a few words or a few sentences. The second learner must determine which picture is depicted.

Practice speaking through translation

Ask learners to translate immediately the required language items. Translation can be done in written form.

Practice answering questions

Practicing answering questions helps learners to increase their creativity with long speeches to meet the requirements of the question.

2.2.4. Writing skills

a. General skills:

Writing clauses, single sentences are linked by conjunctions like: “và, nhưng, vì... ” (and, but, because…)b. Specific skills:

Essay writing

-Write a simple phrases or sentences about themselves and their family, about their living conditions, their current learning process or their most recent job.

-Write a brief biography of someone.

Write with interaction

Write short notes, use forms on issues in their areas of ​​interest.

+ Write letters

Write a simple personal letter to give thanks or apology.

+ Take notes, text, fill out forms

-Write a short, simple message.

-Write short, simple notes related to issues of interest.

Process texts

-Select and rewrite important words, paragraphs or short sentences into a moderate paragraph, according to their ability and experience.

-Rewrite short texts presented in printed or handwritten form.

2.2.4. Writing skills

a. Teaching orientation

Practice vocabulary - grammar to demonstrate learners ability to combine or use words correctly.

b. Skill development method

Dictation

-Taking dictation is practicing the interaction between spoken and written words. Learners must listen continuously during dictation process and write correct spelling and punctuation marks of a paragraph or many paragraphs. This method is a kind of intensive writing skills.

-Listening - writing. The passage is read at a normal pace, afterwards, the learners are asked to rewrite the passage they have heard and remembered. Some key words can be given in the paragraph to suggest the learner to complete the text.

In both cases, taking dictation and listening-writing are considered a deep concentration process. Learners must absorb the content of the text, remember some phrases or vocabulary units as key words, and then recreate the story with their own words and phrases.

Practice in the form of grammatical transformation

This method is to practice grammar skills. Some types of practice to be taken account:

Change the method of expressing time of a paragraph.

Convert questions.

Replace interrogative sentences with narrative sentences.

Link the two sentences into one sentence.

Change direct sentences into indirect sentences.

Change active sentences into passive sentences.

Practice writing based on pictures and photos

This method includes the following specific forms:

-Write short sentences through pictures and photos:Pictures, photos are designed to reflect a few actions. Ask students to write a short sentence about action, character, etc.

-Description of pictures and photos:depicting pictures and photos, including using prepositions to indicate appropriate space.

-Describe according to the order of some pictures, photos:A set of 3 to 6 successive pictures, describing a story that can stimulate learners to create a written text. These pictures, photos should be simple and non-ambiguous. If a writing text uses correct grammar, it is satisfactory.

Practice writing to develop vocabulary.

This method focuses on selecting words, matching words in blanks, re-ordering words in sentences, using particles. At stage 2, learners are able to answer short questions. In this level, learners may be asked to create coherent texts. Word choice is also a link in the chain of writing practice at this level.

Practice writing by arranging words in the right order.

This method often re-arranges a series of chaotic words into a correct sentence.

Practice writing through sentence completion and short answers

The short answer practice is a combination of reading and writing. These exercises can be arranged from simple to more complex.

Write letters

This method includes specific activities such as:

-Practice principles of writing letters.

-Practice skills to format a letter in general.

-Practice writing the greeting in the introduction of a letter.

-Practice writing the main content in the body of a letter.

-Practice writing the closing of a letter.

Achievement

Content

2.1. Language

a. General requirement:

-Have enough words to describe unexpected situations, beyond intention.

-Have enough vocabulary to explain clearly and express their own thoughts about key and important points, in abstract or cultural issues (such as music, cinema, etc.)

-Have enough vocabulary to express their own desires, though sometimes feel unconfident or have a wordy expression (due to limited vocabulary) on topics such as family , hobbies, passion, work, travel, ongoing events

b. Phonetics:

-Clearly and correctly pronounce words, tones, distinguish difficult consonants, vowels (such as diphthongs, rhyme with medial semivowels, vowels [short/long], variations of coda [-ng / -nh, -c / -ch]. Understand and correctly express the spelling of words.

-Expressing phonetics audibly and easily to understand long sentences, complex sentences, but sometimes there are mistakes about pronunciation, especially in tone, stress (in compound words, phrases).

-Can rewrite relatively a full and accurate paragraph, a conversation with 5-6 turns of words, a short story or a speech with familiar content about 100-150 words.

c. Vocabulary:

-Have enough vocabulary to express topics related to themselves such as: family, habits, hobbies, work, daily life, and ongoing events, etc.

-Have ability to master vocabulary at elementary level.

d. Grammar:

-Communicate quite correctly in familiar contexts.

-Have ability to control grammar well, express clearly what they want to convey.

-Use quite exactly the types of sentences commonly used in relation to familiar situations.

2.1. Corpus

Include three groups of topics: a group of topics within the scope of individuals, a group of topics within the scope of society and a group of topics belonging to the scope of work, occupation. Main themes:33.Visit; 34. Teaching and learning Vietnamese abroad; 35. Overseas Vietnamese; 36. Making friends with Vietnamese people everywhere; 37. Vietnamese wedding; 38. Market and commercial center; 39. Visiting craft villages; 40. Visit the museum; 41. Service for overseas Vietnamese; 42. Rent a house; 43. Family life; 44. Entertainment; 45. Business career; 46. ​​Telecommunications and Internet; 47. Renovation in Vietnam; 48. Write a letter.

a. Phonetics:

-The change of tone in spoken words.

-Stress in coordinated compounds.

-Stress in subordinated compounds.

-Variants of coda [- ng / -nh, - c / -ch] in their pronunciation and spelling.

-Acute mark, underdot mark at the syllable which has coda (-p, -t, -c/-ch).

b. Vocabulary:

Vocabulary related to topics:Work; Study; Service; Climate; Traffic; City; Countryside; Geography; Regions; Environment...

c. Grammar:consists of M1 (4 contents), M2 (4 contents), M3 (4 contents) and M4 (3 contents and review, test, evaluation).

Content 31:Adjective + “ra/lên/đi/lại” (“get, become” + Adjective)(Dạo này, chị ấy có vẻ béo ra);Verb + “ra/được/thấy”(emphasize the result of action) (Anh ấy vừa tìm được việc làm mới);tận, tận nơi, tận tay… (in person...)(Tôi sẽ đưa thư của anh tới tận tay ông ấy);“gọi là” (“so-called”)(Cháu có chút quà gọi là để biếu hai bác...).

Content 32:Verb “khuyên, bảo, sai, nhắc, dặn, nhắn…” (“advise, tell, order, remind, say, inform,…”)(Bố tôi khuyên tôi nên thi vào trường đại học Y);“đa số/hầu hết" (“most”)(Đa số học sinh trung học đều thi đại học);"không chỉ…mà còn/mà cả…” (“not only…but also…”)(Không chỉ học sinh mà cả bố mẹ cũng lo lắng cho kỳ thi);“thậm chí/ngay cả” (“even”)(Ngay cả tôi còn không biết sau này mình sẽ làm việc gì);"đấy” at the end of the sentence(Họ là người Việt đấy!).

Content 33:“tự…lấy” (on one’s own)(Ở Mỹ nhiều sinh viên phải tự kiếm tiền trả học phí lấy);“được/cũng được/thôi được” (express an implicit permission or temporary acceptance); “thì” (“then”, emphasized meaning); time expressions: “hôm, ngày” (day), “ban, buổi…” (sessions of a day)(Ban ngày thì đi học, buổi tối thì đi bar);“nhỉ/nhé” (“isn’t it?, ok?” (final particle))(Sinh viên Tây cũng vất vả nhỉ!).

Content 24:“Hóa ra là, thành ra là…” (“turn out, become”)(Tôi nghiên cứu về Việt Nam thành ra là thích đi bảo tàng);“có…đâu!” (emphasize negative meaning)(Trước khi sang đây, tôi có biết gì về Việt Nam đâu!);“hẳn, hẳn là" (‘must, ought to”); “vốn, vốn là…” (“formerly, previously…”)(Tôi vốn không thích lịch sử);“nào là…, nào là…” (“such as”)(Hà Nội có nhiều bảo tàng lắm, nào là bảo tàng lịch sử, nào là bảo tàng phụ nữ…);“nghe nói” (“heard, reportedly”)(Tôi nghe nói nhiều về bảo tàng Dân tộc học).

Content 35:“Chẳng lẽ… hay sao?” (it is possible…?)(Chẳng lẽ mẹ chồng không thể đón con dâu hay sao?);“tùy” (“depend”)(Số lượng quà cưới tùy vào mỗi gia đình);general verbs; indirect address; "A chứ không B” (A but not B)(Hầu hết phụ nữ sau khi kết hôn vẫn đi làm chứ không ở nhà nội trợ);“…chứ!” (particle used in tag questions with emphatic affirmative implication)(Họ sẽ mời cậu đến đám cưới chứ!).

Content 36:“Không ai…không…” (“everyone”)(Ở Việt Nam, không ai không biết đến hồ Hoàn Kiếm);“chỉ, mỗi, có” (“only”) + number(Thị trấn này có mỗi một cái chợ);“những đã” + number; “hồi” (used to determine a period)(Hồi nhỏ, tôi thường được bố đưa đến chơi ở nởi này);“bao nhiêu cũng được” (“anything/any amount”)(muốn mua bao nhiêu cũng được);comparative idioms(Nhờ vào kinh tế phát triển, trung tâm thương mại mọc lên như nấm).

Content 37:"Coi…như/là…” (‘consider…as”)(Chị ấy coi ông ấy như là bố);“không" + verb/adjective + “mấy” (not very + adjective, not + verb + much)(Tôi không biết mấy về đồ thủ công mỹ nghệ);general adjectives(Những sản phẩm được trưng bày gọn gàng, đẹp mắt trên giá);“trông/thấy/nhìn/quan sát/theo dõi/chứng kiến” (“look, see/ observe/watch/witness”)(Tôi đã tận mắt chứng kiến cách làm một sản phẩm gốm);“thà…còn hơn” (“would rather…than”)(Họ thà chết đói còn hơn phải bỏ nghề).

Content 38:“E, ngại, lo, sợ là/rằng” (“afraid, worry, fear that”)(Anh chưa quen món ăn đường phố, tôi sợ là anh sẽ bị đau bụng thôi);“chừng nào A thì B” (“so long as A, B”); “không xuể/không nổi” (cannot do something)(Anh gọi đồ ăn nhiều quá, tôi ăn không xuể);“đến nỗi/đến mức” (“so…that…, such…that…”)(Tôi no đến mức không đứng lên được rồi).

Content 39:“Hẳn/hẳn là” (“must be”)(Hẳn là dịch vụ cho Tây thì phải đắt rồi);“nào…nấy/ấy” (something….that thing…)(Anh thuê xe nào tôi tính tiền xe nấy);“ở đâu…ở đấy” (where…there)(Chỗ của anh ở đâu thì ngồi ở đấy);Noun + “nào cũng được” (“any…is fine”); “miễn là” (“as long as”)(Món nào cũng được, miễn là ngon).

Content 40:“Vay, mượn” (“borrow”), “nhận" (“receive”), “lấy” (“take”), “mang” (“bring”), “đưa” (“give”)(Mùa này, đi đâu chị nhớ mang áo mưa nhé!);“thà…còn hơn” (“would rather…than”)(Thà tốn chút tiền điện còn hơn chịu cái nóng ở Việt Nam);“hơn” (“more than”), “non, gần” (“a little less than, nearly”)(Tiền đặt cọc chỉ non nửa tiền thuê nhà);“vừa…đã..." (“scarcely”)(Nhà này vừa dọn đi nhà kia đã đến hỏi thuê rồi).

Content 41:"Chiều chiều, sáng sáng, đâu đâu, ai ai…” (every afternoon, every morning, everywhere, everyone)(Sáng sáng, mẹ tôi đều đi chợ mua rau);“nói riêng, nói chung”) (“in particular, in general”)(Người Việt nói chung và người phụ nữ Việt Nam nói riêng đặc biệt coi trọng gia đình);“không hề” (“not at all”)(Người phụ nữ luôn chăm sóc gia đình một cách chu đáo mà không hề kêu ca, phàn nàn);“mỗi/một” (“each/every”) + numerals(Mỗi tuần một lần, con cái thường về thăm bố mẹ).

Content 42:“Một mặt, mặt khác” (“On the one hand, on the other hand”)(Giải trí một mặt giúp con người đỡ mệt mỏi, mặt khác tái tạo sức lao động mới);“chẳng…là gì!" (Cannot be different); lấy làm (to feel)(Tuổi trẻ không vui chơi, sau này cậu sẽ lấy làm hối hận đấy);“…này…này” (listing)(Ở Hà Nội anh có thể đi cà phê này, đi mua sắm này, đi xem phim này);repetitive adjectives(Nhiều lúc buồn buồn tôi cũng vào quán này gọi cốc cà phê ngồi nhâm nhi).

Content 43:How to read fractions, percent, thousandths(Trong kinh doanh, may mắn chỉ chiếm 1%);“không hề, chẳng hề” (“never, not at all”)(Tôi không hề được gia đình giúp đỡ);“khiến, làm/khiến cho, làm cho” (“to make”, “to cause”)(Anh ấy đã khiến cho chị ấy đau khổ);“ngày, hôm, bữa” (“day”), "lúc, khi” (“moment, when”), “hồi” (used to determine a period), “ban” (sessions of a day)(công việc này khiến tôi suy nghỉ cả ban ngày cũng như ban đêm);“mỗi, mọi” (“each, every”)(Mỗi doanh nghiệp cần lấy chữ tín làm trọng).

Content 44:“Dám, định, toan” (“dare, intend, attempt”)(Cô ấy dám làm mọi điều);“sự, việc, cuộc, nỗi, niềm” (nominalizer used for transitivity of word class)(việc làm, nỗi đau, sự học tập…);“liền, ngay, luôn” (“immediately”)(Đi học về là tôi ăn cơm ngay);“hết A đến B” (one thing after another)(Là người ham việc, anh ấy làm hết việc này đến việc khác);”không/chưa hề + verb + một… + nào cả” (“never + verb + any….”)(Anh ta chưa hề yêu một cô gái nào cả).

Content 45:“Do, nhờ” (“because of, due to”)(Ngôi nhà này bị đổ do bão);general nouns(nhà cửa, phố phường…); “bao nhiêu…bấy nhiêu” ("as much/many…as…”)(càng nói bao nhiêu càng sai bấy nhiêu);“làm sao mà” (“there is no way”)(Người Việt nói nhanh quá! Tôi làm sao mà nghe được);“…cơ/cơ mà” (particle used to emphasize)(Anh là “Tây” cơ mà).

2.2. Communication skills

2.2.1. Listening skills

a. General skills:

-Listen and comprehend simple facts about common topics, related to daily life or specific work, general news and detailed information of speeches which are clearly given by familiar voice.

-Listen and comprehend the key points of clear speeches on familiar and common issues in work, school, amusement parks, short and simple stories.

b. Specific skills:

Listen to conversation

Comprehend the gist of extended conversation which is clearly spoken with the standard language.

Listen to presentation and conversation

-Keep track and comprehend the main contents of short and simple talks on familiar topics in clear and common dialect.

-Keep track and comprehend lectures or talks about familiar topics or within their expertise which are spoken in a simple and clear way.

-Comprehend the gist of extended conversation which is clearly spoken with the standard language.

Listen to announcements, instructions

-Comprehend and follow simple technical information such as: instructions for using common equipment.

-Comprehend detailed instructions, for example: traffic instructions.

Listen to the radio and watch television

-Understand the main idea of radio news programs and television programs such as news, inteviews, reports with illustrated images and contents which are clearly expressed in simple language.

-Capture the main idea in radio and television programs on familiar topics, expressed relatively slowly and clearly.

2.2. Teaching and developing skills

2.2.1. Listening skills:

a. Teaching orientation

-Listening practice is mainly aimed at listening ability to understand the main idea or main content from discourses (speaking and reading), understand the main idea of some programs on radio and television, such as news, interviews, reports with illustrations, etc. When being listened to two or three times.

-Capacity of discourses (both speaking and reading) at a moderate level, selected, with level of difficulty fit for steps to conduct teaching orientations from easy to difficult level.

-In terms of vocabulary, listening discourses contain familiar words in everyday communication topics, but more expanded, such as weather, climate, cuisine, travel, entertainment, sports, etc. Equivalent to vocabulary at stage 3.

-In terms of grammar, listening discourses are presented by phrases, expanded single sentences, complex sentences with two clauses linked by correlative conjunctions; statements with moderate difficulty, corresponding to grammar knowledge of stage 3.

-Step by step train learners to adjust themselves, improve their pronunciation (reading and speaking), for example: tones in utterances, stress in compound words (by comparing with accurate voice spoken or read directly or recorded).

-Ensure the principles: step by step and easy to difficult level.

-Train learners sub-skills of listening, such as:

+ Focus on words emphasized and pronounced clearly.

+ Record familiar and known words (listening and writing at the same time).

+ Detect and mark important details, have ability to deduce.

+ Guess the subsequent content during the listening process based on context and logic.

b. Requirements

-Listen and comprehend the main idea or main content of conversations moderately expanded between Vietnamese people.

-Keep track and understand the main content of short, coherent, simple-structured talks related to familiar topics.

-Listen and understand instructions, detailed guidelines, content of requests, short news with illustrations.

c. Skill development method

Listen to develop reading, speaking and writing skills:

-Listen and write the compound word list, guide learners to identify the stress and then practice reading and speaking according to stress.

-Listen and write the content of a short discourse, may be a conversation between two Vietnamese people, a paragraph, a story, even describe an event, or the schedule of a trip .. ., then instruct the learner to write a summary of the content (developing writing skills).

Listening comprehension:

-Practice listening comprehension to determine specific information in short texts such as applications for study, fill in the blanks in common forms, identify words of the same type, different types in series of words, distinguish products (agriculture, industry, fisheries, etc.).

-Regarding listening for main idea, it is necessary to choose moderate conversations (6-8 turns of words) among Vietnamese people (information about weather, examination schedule, changing schedule, congratulation letters, brief news, news summary in newspaper, business emails containing information to answer immediately ...) to determine the main idea of discourses.-Practice listening for main idea of discourses containing specific and explicit information, expressed in vocabulary and grammatical structure of stage 3, some information spoken with interference.

-Practice listening to announcements, instructions, guidance on how to use common equipment, how to prepare food, drinks ..., How to make tea, coffee, replace bulbs/lights, clean refrigerators, maintain air conditioners, hot water storage tank, etc.

-Practice listening to discourses with content related to short talks, lectures suitable for learners expertise so that they can easily follow and understand the main contents or main ideas of the paragraphs of discourses.

-Practice listening to selected news on radio and television (weather, news, interviews, reports ...) and watching illustrations with given orientation.

-It is possible to expand the listening topic to practice listening comprehension skills to get the main idea, to determine the main content of the discouses.

d. Verification of results

-Verify pronunciation ability through the ability to read words, conversations, reading in class and take dictation.

-Verify through the content of answers to questions of lecturers or rewriting the main idea of ​​the lesson, summarizing the information in the lesson, and homework is usually given at the end of the lesson or done in review.

e. Materials

-Apart from discourses containing information in the materials available on curriculum topics, you can choose to add authentic discourses (real language) to diversify the source of listening discourses.

-Listening discourses should have clear content, simple and explicit expression, be spoken by popular accent, moderate speed etc.

2.2.2. Reading skills

a. General skills:

Read and comprehend texts containing clear information on topics related to their areas of specialty and interest.

b. Specific reading skills:

Read to get information and reasoning

-Identify the main conclusions in the clear argument reading texts.

-Identify the threads of reasoning of the text being read, not necessarily detailed.

Read to find information

Recognize and understand relevant information in daily documents such as: letters, advertising information and short documents.

Read letters, transaction documents

-Understand the descriptions of events, emotions and wishes in personal letters, enough to respond to the writer.

-Understand the instructions written clearly and coherently for a specific equipment.

Read and process texts

-Compare short paragraphs from some sources and summarize the content.

-Paraphrase short paragraphs in a simple way, still using the words and structures of phrases and sentences of the original text.

2.2.2. Reading skills

a. Teaching orientation

-Practice reading to get information from texts which are longer and more difficult than texts of level 2, selected in accordance with the steps to implement teaching orientation (from easier to more difficult).

-Practice intensive and extensive reading.

-Practice sub-skills of reading:

+ Capture main ideas of texts, paragraphs.

+ Discover and note specific and particular details.

+ Detect and mark places need to be or can be deduced.

+ Know how to compare what is similar, different in terms of language, content in reading text with known language.

+ Know how to predict the content of paragraphs, sentences or unfamiliar words based on the main idea of texts and context.

b. Requirements

Read, comprehend and find information in short texts corresponding to level 3, have ability to use appropriate and not difficult words and sentences to answer direct or indirect questions at the corresponding level.

c. Skill development method

-Practice reading, comprehending and identifying specific information in short documents such as applications for study, filling in blanks in common forms.

-Practice reading, understanding event descriptions, emotions, short letters and wishes in personal letters, simple business letters, simple announcements about study, housing, notice of payment for services by recognizing the meaning of each sentence, linking the meaning of the sentences to understand the general meaning of the text, recognizing the explicit information in the text ... to be able to write short reply.

-Practice reading short texts, understanding textual information and recognizing key information in documents such as: information about weather, exam schedule, schedule and schedule changes, congratulation letters, brief news and news summary in the newspaper, business emails containing information to answer immediately. Detect specific information or main ideas in sentences, short paragraphs in the lesson.

-Practice reading comprehension of documents with specific and explicit information, expressed in vocabulary and grammatical structure of level 3, and also some information expressed in other words.

-Practice reading comprehension, recognize the general structure of the text, meaning of each paragraph and linking between paragraphs.

-Practice skills to practice word recognition, vocabulary development through extensive reading.

-Practice reading comprehension and text processing: discover and understand short information paragraphs, summarize the content of information.

Use words, sentences to express the short text of the original text in a simple way.

d. Verification of results

Obtain information, content, answer questions raised and rewrite the main idea of the lesson, summarize the information in the lesson.

e. Materials

Documents and information in the materials are available on the theme of the program

Choose authentic texts in life that are suitable for purpose and requirements, attractive, diversified and fit.

2.2.3. Reading skills

a. General skills:

-Communicate confidently about familiar and unfamiliar issues related to hobbies, study, jobs, etc.

-Exchange, check and confirm information, handle unfamiliar situations and explain the reasons for problems.

-Express thoughts on abstract topics, cultural topics such as movies, books, music, etc.-Use simple language to handle situations arising in daily activities.

-Participate in a conversation related to familiar topics, unprepared, express personal opinions, interest ... For example: family, hobbies, job, travel and present events.

b. Specific speaking skills:

Describe experiences

-Describe familiar topics in the field of interest simply.

-Simply describe a short story with close content of familiar topics.

-Tell in details about their own experiences, the content of a book, film and their emotions.

-Talk about dreams, hopes and real or imaginary events.

Arguments in discussion

-Clearly discuss, reinforce their views with appropriate arguments and illustrative examples.

-Express thoughts on abstract topics, cultural topics such as music, movies, etc.

-Explain the reason for a problem.

-Give a brief comment on the views of others.

-Express beliefs, opinions, approvals and disagreements politely.

Presentation before listeners

-Clearly give simple, pre-prepared presentations on a familiar topic or field of interest to the listener so that listeners can easily follow up; the main points are explained with reasonable accuracy.

-Answer the questions about the presentation, but still have to ask again when they do not understand the questions.

Speak with interaction

+ General description of interactive speaking skills

-Ability to use simple language to handle most situations that often arise while traveling.

-Ability to start a familiar topic conversation without prior preparation, expressing personal perspectives and exchanging information on familiar topics in everyday life.

-Communicate relatively confidently about familiar or unfamiliar issues related to their areas of ​​expertise or interest.

-Exchange, check and confirm information, handle unfamiliar situations and explain the reasons for problems.

-Express thinking about cultural and abstract topics, like movies, music.

+ Conversations:

-Participate in conversations on familiar topics without preparing in advance, sometimes still difficult to express exactly what they want to say.

-Conduct daily conversations directly, although sometimes they have to ask again for specific words and phrases.

-Express their emotions and deal with emotions like surprise, joy, sadness, concern and indifference.

Trading and services

-Handling most situations arising when traveling, organizing tours, for example: booking, complete paperwork with relevant agencies.

-Handling unusual situations in stores, post offices and banks such as returning goods or making complaints about products.

-Explain a problem and clarify the reason for the service provider or customer to make concessions.

Give and answer interview questions:

-Provide specific information needed in an interview or consultation, for example, describe symptoms when being examined, but accuracy is limited.

-Know how to interview other people (prepared in advance), check and confirm information, although they have to ask the interviewee to repeat.

-Give some new ideas or other ideas in an interview, consultation, for example: giving a new topic.

-Know how to use prepared questionnaires to easily carry out an interview with available structures and scenarios.

Accuracy of speaking skills

+ Pronunciation and fluency:

-Clearly pronounce, correct tones, distinguish difficult consonants such as:g, t, th, kh, ng ...and diphthongs, medial semivowels, rhymes which are difficult to pronounce.

-Express long sentences in an easily understood way.

+ Social language compatibility

-Using vocabulary and basic grammar relatively accurately

-Communicate in many common situations, using appropriate language.

-Use relatively accurately polite ways of speaking and responding appropriately to daily communication situations.

2.2.3. Speaking skills

a. Teaching orientation:

-Focus on practicing speaking through questions and answers.

-Practice - develop speaking skills through answering questions that are associated with understanding at a certain level (for example: understanding a short talk, a regular meeting, a simple comment). Speaking practice involves exchanging, checking and verifying information, handling situations that are encountered and explaining the reasons for problems, expressing thoughts on abstract topics and cultural topics. ... (When asking and answering phrases, learners are stimulated to give answers or make question/ask again etc.).

b. Skill development method:

Practice asking and answering

-Use closed and open questions.

Practice asking and answering, maybe including one or several questions. Have ability to raise from simple to complex questions.

-Intensive questions: Determine in advance a single correct and authentic answer. Or enable learners to give different answers.

Combine text content with grammar skills in the same question. Each question needs to be in a set of related questions.

The connection between the utterances always makes the questions change accordingly. Therefore, there are unexpected questions suggested by learners.

Practice giving oral instructions and guidance

Practice giving instructions and guidance such as: instruct how to start a machine, how to make rolls, cook “pho”, etc. The objective is to give oral instructions as the same as common instructions. The use of stimulating sentences in this type of practice enables learners to use many types of sentences they know.

Practice retelling

Ask learners to read or listen to some sentences (2 to 5 sentences); then, re-create the content of that sentence.

2.2.4. Writing skills

a. General skills:

Write a simple and coherent paragraph or essay about familiar topics or their areas of interest in a logical order.

b. Specific skills:

Essay writing:

-Describe familiar topics in their area of ​​interest in details and in an easily understood way.

-Write simple and coherent essays about their experiences, describing their emotions and reactions.

-Describe an event, a recent trip (real or fictional).

-Write to tell a story.

Writing reports and theses:

-Write short and simple theses on their topics of interest.

-Summarize the report and present their opinions on the actual or accumulated information about the daily familiar issues.

-Write brief reports in standard format, provide practical information and give reasons for the comments made in the report.

Write with interaction:

+ General description of interactive writing skills

-Communicate information and ideas on specific or abstract topics, check information and explain the issue logically.

-Have ability to write letters or make personal notes on demand or communicate simple information directly related to the thesis statement that they consider important.

+ Write letters

-Write personal letters describing experiences, emotions, events in details.

-Writing correspondence at the level of providing personal information, presenting thoughts on topics related to work, study and topics about culture, music, movies.

Take notes, text, fill out forms

-Write simple notifications with content related to friends, service staff, teachers and people who meet everyday, and clarify important points in the notice.

-Write a notification with content that requires something or explains a specific problem.

Process texts

-Gather short information from some sources and summarize that information for others.

-Simply rephrase short paragraphs, but still express and keep the sequence of events as in the original text.

Accuracy of spelling

Write an easily understood paragraph with correct and clear spelling, punctuation, and paragraph layout.

2.2.4. Writing skills

a. Teaching orientation

Focus on practicing writing paragraphs in ordinary texts and practice writing reports and theses.

b. Skill development method

Practice writing paragraphs in ordinary documents

This type of practice requires the teacher to pay attention to some of the methods and types of practice below.

-Practice writing topic sentences.

-Practice developing the topic in a paragraph.

-Practice developing ideas in a paragraph.

The following four criteria need to be applied when practicing and evaluating the quality of a paragraph.

+ Ideas are expressed clearly.

+ Order and cohesion are logical.

+ Coherence and unity are guaranteed.

+ Effectiveness or impact made as a whole.

-Practice developing the main idea and supporting ideas through paragraphs:

The following criteria can be used to evaluate a written text with multiple paragraphs:

+ Meet the requirements of the topic, the main idea, or purpose.

+ Organize and develop ideas required.

+ Use appropriate ideas and details to illustrate the ideas mentioned.

Practice writing reports and theses

Typical types of practice are:

-Answer some questions of a reading text. Reading text can be an article or a short story.

-Summarize articles or short stories.

-Write a short report or short description.

-Explain tables, charts and diagrams.

Writing methods include:

-Practice writing explanation texts

Show the learners the importance of explanation. In an explanation essay or paragraph, learners are required to present the same content that explains or transmits the same message in different ways; at the same time, they can practice writing, grammar and vocabulary.

-Practice writing with guiding questions

The learner s task is to answer questions in the form of a pre-set outline that encourages learners to establish a framework for order of ideas.

These written texts can be two or three paragraphs in length.

Questions are often used to give suggestions to writers.

-Practice writing according to the outline

The outline can be created from pre-reading, or pre-discussing, or has been described more or less, or provided. The outline will help learners develop logical ideas that have been pre-arranged.

Practice writing correspondence

Include specific training methods such as:

-Practice writing letters introducing themselves to a new friend.

-Practice skills to write letters to express feelings about culture, music, movies.

-Practice writing apology letters.

-Practice writing condolence letters.

-Practice writing congratulation letters.

-Practice writing invitation letters.

Achievement

Content

2.1. Language

a. General requirement

-Have ability to express about themselves clearly and coherently.

-Having enough vocabulary to express opinions and develop arguments clearly.

-Have ability to use some complex types of sentences to express.

b. Phonetics:

-Pronounce clearly, at the right pitch, intonation is relatively natural.

-Communicate easily and relatively fluently, even when saying long and complicated passages.

-Break phrases correctly when reading or speaking to ensure clear meaning.

-Write a coherent, easily understood paragraph with a standard layout and segment. However, spelling and punctuation are not exactly accurate.

c. Vocabulary:

-Having a wide range of vocabulary to describe almost all professional content and general topics.

-Have ability to replace words in a flexible way to avoid word duplication while speaking and writing.

-Use words highly correctly, although sometimes there are still errors of expression due to incorrect word choice, but do not interfere with the communication process.

d. Grammar

-Good grammar control. Sometimes make small mistakes in using sentence structure but often have ability to fix by themselves when reviewing.

-Not make mistakes that lead to misunderstanding.

2.1. Corpus

Include three groups of topics: a group of themes within the scope of individuals, a group of themes within the scope of society and a group of themes belonging to the scope of work, occupation. Main themes:49.Guests; 50. Fashion; 51. Cooperation - investment; 52. Vietnam Press; 53. Drinking tea of Vietnamese people; 54. Vietnamese family meal; 55. Vietnamese village; 56. Pho in Hanoi; 57. Saigon - Ho Chi Minh City; 58. Historical remains; 59. Lunar New Year; 60. Vietnamese specialties; 61. Folk tale/Folk game; 62. Traditional music; 63. Vietnamese personality; 64. Vietnamese language.

a. Phonetics:

-Stress in a combination of two syllables.

-Stresss in a sentence.

-Logical stresss to correct break phrases, to ensure clear meaning.

b. Vocabulary:

Vocabulary related to topics:Work; Study; Service; Climate; Traffic; City; Countryside; Geography; Regions; Environment...

c. Grammar:consists of M1 (4 contents), M2 (4 contents), M3 (4 contents) and M4 (3 contents and review, test, evaluation).

Content 46:Absolute adjectives (“thẳng tắp, cao tít, trắng muốt” (“perfectly straight, extremely high, spotless white”); “nói cách khác” ("in other words”)(Nói một cách khác, quê hương luôn là nơi người Việt muốn trở về sau những chuyến đi);“tức là/trái lại” (“which means/on the contrary”); “không thể…mà không…” (“can’t…without…”)(Nơi đây, người ta không thể ăn mà không có quả cà trong mỗi bữa ăn);“rất đỗi, quá đỗi” (“extremely, greatly”)(Hình ảnh những cây tre đã quá đỗi thân thiết với mỗi người Việt)

Content 47:Prepositions: “cho, đối với” ("for, to, with,…”)(Hà Nội rất đặc biệt đối với mỗi người Việt Nam);“phát" (“become”) + verb/adjective(Những trái sấu non xanh đều khiến người ta phát thèm);"thế nào…cũng chẳng…” (to be bound/sure to do something)(Dù được ăn sơn hào hải vị, người Hà Nội thế nào cũng chẳng quên được những món quà vặt vỉa hè);“mãi…mới…” (not until…)(Mãi đến năm 2003, người ta mới khôi phục Thái Học Viện)

Content 48:Time, subject + present perfect tense…(Từ xưa, Sài Gòn đã được mệnh danh là Hòn Ngọc Viễn Đông);“mang, vác, đội, đeo” (“carry, wear”)(Người ta có thể nhìn thấy đủ loại khách du lịch mang, vác, đội, đeo hành lý trên đường tìm khách sạn…);“đồng thời/thay vì” (“at the same time/instead of)(Thay vì ăn ở những nhà hàng sang trọng, bạn có thể tìm đến những quán bình dân nhan nhản khắp các phố);“nếu..không, trừ phi"(if not, unless)(Nếu anh không thử món này thì coi như là chưa đến Sài Gòn); “nguyên, từng, vốn” (“originally, used to”)(Khu vực này từng là đất tư nhân hiến tặng thành phố để xây bảo tàng)

Content 49:“Trừ, kể cả” (“Except for, including”)(Lăng Bác Hồ mở cửa tất cả các ngày trừ thứ hai);“trên, dưới” (“about, approximately”)(Hà Nội có trên dưới 1000 ngôi chùa cổ);“ít nhiều” (“more or less” relative and undefined meaning); “được sự”(“with”)…, + (sentence); “sự” (nominalizer) + verb + “của” (“of”) .... or “được”(to get, to obtain) + sentence(Được sự quan tâm và đầu tư của chính quyền địa phương, những di tích được bảo tồn và duy tu hàng năm)

Content 50:“Sao mà…thể”; “có khác” (“quite different”)(Đường phố ngày Tết có khác, sao mà đông thế!); …”là gì, còn gì” (“already”)(Hôm nay là 30 Tết rồi còn gì!); …”cũng nên” (“perhaps, maybe”)(Tết năm nay nóng cũng nên)

Content 51:Question word+ “mà không” +verb/adjective(Ai mà không biết đến món nem rán của Việt Nam); “không lấy gì làm” (“not”) (Khi mới ăn sầu riêng, một số người không lấy gì làm hồ hởi vì mùi vị đặc biệt của nó);“hơn” + question word + “hết” (“none better than one”)(Hơn bao giờ hết, hãy đến và thưởng thức ngay những trái cây của miệt vườn miền Tây);“mới A đã B” (“only just A, B”)(Tôi mới chỉ nhìn thấy mà nước miếng đã chảy ra);adjective + “làm sao”! (“What…!”used to say that you think that sth especially good, bad, etc)(Cô ấy mới đẹp làm sao!)

Content 52:Complement reverse;“kể ra, chính ra, thực ra” (“in fact”), “thực ra” (“perhaps”)(Kể ra, tôi ít nhiều đã đi tham quan gần chục ngôi chùa rồi);how to use Sino-Vietnamese words:with the elements: “vô, bất, phi” (“non”); verb + “mất/hết” (“all, whole, entire”)(Âm nhạc đã lấy mất gần hết thời gian dành cho gia đình của tôi);“mạnh ai nấy" (Whoever does something for oneself) + verb(mạnh ai nấy làm)

Content 53:Verb 1 + subject + verb 2 … (Nghe Dạ cổ hoài lang, người ta lại nhớ đến câu chuyện cảm động về tình cảm vợ chồng xa xưa); onomatopoeiareduplicatives: “thánh thót” (“melodious”), “réo rắt” (“harmonious”); “lấy” + noun + “làm” (”use, treat, consider” + noun + “as”)(Người ta đã lấy dân ca làm chất liệu để sáng tác những bài hát dân ca đương đại)

Content 54:“Có…đâu…” (verb + “nothing”)(Tôi có nói gì đâu!);“lắm”(there are numbers considered more than normal) + noun; “nói gì thì nói” (“Everything can be said”)(Nói gì thì nói, đàn ông Việt vẫn có nhiều người gia trưởng, bảo thủ);how to create a verb: A + “hóa” (“-ize” to become, make or make like)(Sau một thời gian, tôi cũng bị Việt Nam hóa rồi!);“là” (“being”) subject + verb(Là những thanh niên sống trong thời đại toàn cầu hóa, thanh niên Việt Nam năng động và chủ động hội nhập với những xu hướng mới).

Content 55:“Làm sao mà…được, làm thế nào mà…” (“how…can…”)(Phụ nữ Việt Nam làm thế nào mà vượt qua được nhiều khó khăn như vậy);Verb + “dở” (leave something unfinished)/ “nốt” (finish doing something)(Tôi đang ăn dở bát cơm thì có điện thoại)“người…kẻ…” (one is something, the other is something else)(Thời chiến, người Bắc kẻ Nam mười năm không gặp nhau là chuyện thường);“theo đó, từ đó” (“based on that”)(Chính sách có rồi, cứ theo đó mà thực hiện).

Content 56:“Biết chừng nào, biết bao nhiêu, biết mấy” (how…! what…!)(Anh làm được việc này thì tốt biết mấy);“dù sao cũng, bất luận thế nào cũng, bất kể thế nào cũng…” (“Regarless of, irrespective of…”)(Bất luận thế nào, chính sách mới cũng phải mang lại lợi ích cho các doanh nghiệp);… + “là” + adjective; “là phải/là đúng” (“necessary/inevitable”)(Hội nhập và cạnh tranh là tất yếu).

Content 57:“Nhỡ, trót” (done and not reversible) + verb(Tôi đã trót yêu mảnh đất hình chữ S ngay sau khi đặt chân đến đây);“như…đã biết” (as someone know)(Như đã biết, Hạ Long đã được UNESCO công nhận là di sản thiên nhiên thế giới);“Có thể nói” (“It can be said that”)(Có thể nói, tiềm năng du lịch của Việt Nam rất phong phú);“quả là, quả thật, đúng là” (“indeed”)(Phong cảnh Hạ Long quả thật là có một không hai);“trừ phi A mới B” (unless A, B)(Trừ phi ngành du lịch có biện pháp nâng cao chất lượng dịch vụ thì số khách quay trở lại Việt Nam mới tăng lên).

Content 58:“Huống hồ, huống chi, nữa là” (“let alone”)(Người già còn lấy tiền đền bù để ăn chơi huống hồ người trẻ);“dẫn đến” (“lead to, result in”)(Việc thu hồi đất nông nghiệp để xây sân gôn đã dẫn đến tình cảnh người người thất nghiệp ở nông thôn);“chẳng riêng gì A mà cả B cũng…” (“not only A….,but B also…”)(Chẳng riêng gì Việt Nam mà cả nước đã phát triển cũng phải đối mặt với những mặt trái của đô thị hóa);repeat noun: “ngành ngành, nhà nhà”

Content 59:“bỗng nhiên, bất thình lình, bỗng” (“unexpectedly, suddenly”)(Số lao động xuất khẩu sang Nhật bỗng tăng đột biến đầu năm nay);verb + “đi” + verb + “lại” (“repeatedly” + verb)(Sinh viên chỉ được học đi học lại những bài lý thuyết dài dòng mà không được thực hành tay nghề); how to use“viên, sĩ, sư”;adjective + noun: “đẹp mặt” (“shame”), “trắng tay” (“broke”)(Rất nhiều người sau nhiều năm đi xuất khẩu lao động vẫn trở về trắng tay).

Content 60:Psychological verbs: “yêu, mến, quý, tin…” (“love, like, adore, believe…”(Trải nghiệm cuộc sống với người đồng bào dân tộc càng làm cho tôi yêu mến họ); Cognition and perception verbs:“am hiểu, băn khoăn…” (“Have a thorough knowledge of, worry about…”)(Tôi cứ băn khoăn mãi sao cuộc sống khó khăn như vậy mà họ vẫn vui vẻ, yêu đời), “…mà…à?” (exclamation of surprise)(Người dân tộc mà nói tiếng Anh giỏi như vậy à?); how to use “cũng” to assess the degree:“cũng tốt, cũng hay…” (“Fairly good, fairly nice…”)(Kể ra được sống mãi ở đây cũng hay nhỉ)

2.2. Communication skills

2.2.1. Listening skills

a. General ability:

-Listen and understand addresses, speeches using standard words, directly or broadcast on radio and television on various topics commonly encountered in personal, social life, science and education and training. They only meet difficulty when there is noise, inadequate spoken text structure or difficult idioms that affect listening comprehension.

-Listening and understand the main idea of ​​the speech (presented in a common dialect) with complex words, specific or abstract topics, including discussions in the area of ​​expertise of learners.

-Keep track of expanded speeches and discussions with a logical, familiar, structured theme.

b. Specific ability:

Listen to conversations between Vietnamese people

-Keep up with or join the conversation between Vietnamese people.

-Have ability to capture most of what is heard, although it is difficult to understand all the details of some conversations or monologues when the speaker does not adjust the appropriate language.

-Keep track of and understand natural and flexible conversations or monologues of Vietnamese people.

Listen to presentation and conversation

Keep track of the main content of lectures, conversations, reports presenting academic content using quite complex language.

Listen to announcements, instructions

Listen and understand announcements about one thing, a specific or abstract issue that is spoken in a common dialect at normal speed.

Listen to the radio and watch television

-Listen and understand the audio in the common dialect about common issues in social life, job or academic environment, have ability to identify the speaker s perspective and attitude, information content.

-Understand most of the main content of speeches on radio or audio tape in the common dialect and determine the mood, the voice of the speaker.

2.2. Teaching and developing skills

2.2.1. Listening skills

a. Teaching orientation

-Practice speaking and reading with stress in two-syllable combinations. For example, underline stressed words; listen and mark stressed words, etc.

Regarding higher level learners, it is possible to use the symbol system that Vietnamese language specialists often use, such as: (01) or (00).

-Practice speaking or reading stressed sentences. For example: “đen sì (01); đỏ nhừ (01); đỏ chóe (01); đỏ khé (01); đỏ au (01) etc.”

b. Requirements

Learners have ability to:

-Understand and demonstrate (speak/read) stress, and, consider different high and low intensity of stress.

-Mark stressed syllable in two-syllable combinations.

-Recognize and have ability to highlight the information focus of sentences.

c. Skill development method

Learners find and mark information focus of phrases and sentences. For example:

-“Nóyêucô ấy” (emphasize “yêu”).

-“Nóyêu cô ấy” (emphasize “Nó”).

-“Nó yêucô ấy” (emphasize “cô ấy").

Train learners to understand and determine the stress of two-syllable combinations

-Learners classify pairs of two-syllable combinations according to the stress model. Examples about classifying different stress models on a worksheet below:

Classification results:

Listen and mark breaks, stops and stress in monologue

Delete all punctuation marks in the paragraph and ask to re-mark punctuation marks, pauses and stress for the text after listening.

Listening exercise to fill in the blank

-Prepare a story, a conversation, or a written document with some words or phrases omitted, then listen to the full text and fill in words that have been heard to the blanks.

-Listening tasks and exercises - filling words in the blank, often requires using the correct words to fill in, and only one correct answer.

Listening tasks and exercises about information conversion

-Information that is heard, will be converted to a visual representation, such as marking graphs, charts, identifying an element in the image, or showing the paths to be taken on the map.

-Simple tasks and exercises with suggestive pictures, often with simple choices, selected information is basic information.

-When information is given more than necessary, learners must choose the right and appropriate information.

Extensive listening exercises

Extensive listening includes longest listening such as: a lecture in the classroom, a presentation or a long story… Listening styles, from deep listening, listening-answering questions, listening-choosing, extensive listening and listening for details, arranged gradually from level 1 to level 6.

Listening through stimulation-response in a communicative way

Students may listen to stimulated corpus (a conversation or a monologue, lecture, news stories) and then, be asked to answer some questions. These types of tasks and exercises are used to train learners proficiency levels.

d. Verification of results

Verify through tasks and exercises to evaluate listening ability and ability to make a choice and recognize some specific information.

e. Materials

Use original discourses and materials compiled by teachers.

2.2.2. Reading skills

a. General skills

Read relatively independently, adjust the reading method and speed in each form of reading text and reading purpose. There is a large active vocabulary serving the reading process, but meet difficulties with rarely-appearing idioms.

b. Specific skills:

Read to get information and reasoning

Understand the articles and reports related to topical issues, in which the authors express their particular position or point of view.

Read to find information

- Have ability to skim through long and complex writing texts to locate useful and needed information.

- Have ability to quickly identify the content and usefulness of the articles, reports related to many areas of expertise to see whether to read more carefully or not.

Read letters, transaction documents

- Read letters related to their interests and easily capture the essential meaning.

- Understand long and complex reading practice texts in their areas of ​​expertise, including details on conditions and warnings on condition that they may re-read difficult passages

Read and process texts

- Have ability to summarize many types of authentic and fictional texts, make judgments, and discuss opposing views and key topics.

- Have ability to summarize excerpts from newspaper, interviews or views, opinions in the types of documents related to arguments and discussions.

2.2.2. Reading skills

a. Teaching orientation

The orientation to teach reading at this level is not much different from that of stage 3.

- Practice reading to get information and understand arguments in the selected texts with difficulty level in accordance with the steps to implement teaching orientation (from easier to more difficult) of stage 4.

- Practice intensive and extensive reading.

Implementing the teaching process (practice) from simple to complex (easy first, difficult later), teaching in chronological order (before - after), teaching on demand. There are prerequisite parts (to provide the foundation for the later parts). Teaching from whole to part or from part to whole (from text to paragraph or from paragraph to full text). Teaching in a spiraling sequence (teach something again but there are new content in the next circle).

Practice important and common sub-skills of reading for learners.

+ Capture main ideas of texts, paragraphs.

+ Discover and note specific and particular details.

+ Detect and mark places need to be or can be deduced.

+ Know how to compare what is similar, different in terms of language, content in reading text with known language.

+ Know how to predict the content of paragraphs, sentences or unfamiliar words based on the main idea of texts and context.

b. Requirements

Read, recognize the structure of the text and components are text paragraphs, understand and find information and arguments in text with a length appropriate to stage 4. Understand the arguments with the difficulty appropriate to stage 4.

c. Skill development method

Practice reading, understanding, recognizing the text structure, main idea and general content of the text

- Generally introduce text, segments, show signs of organizing documents and paragraph linking.

- Identify important paragraphs about content related to the text topic.

- Determine the main relationship in the organization of the text, for example: cause - result, comparative comparison or problem - solution. From which, identify the main content of the text.

- Connect arguments, arguments and information discovered with the main ideas of the text.

- Have ability to summarize text content.

Practice reading, understanding, identifying and obtaining specific information in texts as articles.The report relates to current affairs, and daily life, knowledge of daily life, in which the author clearly and explicitly expresses a particular point of view. Train learners to find the information in the text and link the information together to clarify the main information of the text, determine the purpose of the text.

Practice reading, understanding, recognizing the meaning of each sentence, each paragraphand the general meaning of the text which are the prose excerpts, newspapers, popular science, instructional materials, job descriptions, articles about problems of social and daily personal life, scientific knowledge or common life, discovering the general structure of the text, the main idea of ​​the text, determining the content of information that is indirectly or implicitly expressed.

Intensive reading at medium or slow speed, but the level of comprehension must be higher than that of extensive reading, identify the main idea of ​​the text, perspective, attitude of the character or writer in the text which is expressed explicitly.

Practice the skills of recognizing words, guessing meaning of new words, developing vocabularythrough practice extensive reading on more topics than those already in the curriculum to develop habits, accumulate knowledge of vocabulary and grammar, which help learners deal with documents needed to read better.

Practice reading comprehension, summarizing many types of documents, making comments,discussing the content of each paragraph and the topic of the whole text. Practice reading, summarizing (paragraphs) of news articles, interviews with contents of disscussion and using arguments and proofs.

d. Verification of results

Obtain information, content, answer questions raised by lecturers and rewrite the main idea of the lesson, summarize the information in the lesson.

e. Materials

Apart from texts, information in the materials provided according to the topic of the course, lecturers should select more authentic documents to supplement and diversify the source of reading texts, providing that they are:

- Suitable for the learners’ purposes and needs.

- Attractive, diversified and fit.

2.2.3. Reading skills

a. General skills:

-Speak fluently, effectively on many common topics, academic, career or entertainment topics.

-Communicate relatively smoothly, coherently, naturally, control grammar well, there are not many signs of limitations on what to say.

b. Specific speaking ability:

Describe experiences

Describe clearly and in details relevant topics or areas of interest with relatively difficult sentence and phrase structures.

Arguments in discussion

-Present their opinions with high accuracy, present and respond with arguments.

-Participate actively in the discussion in the familiar context, present ideas, assess and propose ...

Presentation before listeners

-Clearly present the prepared presentations, state the reasons for supporting or opposing a particular point of view, give the advantages and disadvantages of different options.

-Answer questions raised after presentation fluently, naturally, not causing any stressful or confusing problem.

-Present complex presentations, emphasizing the main points and having clear illustrative details.

Speak with interaction

+ General description of interactive speaking skills

-Communicate quite fluently and naturally.

-Explain important content through personal experience, explain and keep the point of view with arguments and evidence.

-Fluently and effectively use language on common topics, entertainment, career and learning topics; there is a clear link between the comments.

-Communicate in a natural way, make good use of grammatical structures and do not encounter difficulties, give expressions in accordance with the situation.

+ Conversations:

-Participate in conversations on most common topics clearly, even when there is noise and noise.

-Maintain the relationship with Vietnamese native speakers without accidentally causing difficulties for them.

-Expressing the level of emotion, highlighting the events and personal experiences.

+ Trading and services

-Have ability to negotiate for common things (eg change tickets, postpone tickets, compensate for damage, errors related to controversy, give liability for damages).

-Have ability to persuade to request the satisfaction of involved parties.

-Explain the problems that arise and ask service provider to make concessions.

Give and answer interview questions:

-Conduct an interview fluently, effectively, start naturally according to the prepared questions and continue with the creative response.

-Give ideas, expand and develop the topic during the interview.

Accuracy of speaking skills

Pronunciation and fluency:

-Pronounce clearly, at the right pitch, intonation is relatively natural.

-Communicate easily and relatively fluently, even when speaking long and complicated passages.

Social language compatibility

-Use the vocabulary and grammatical structure relatively complex well in communication.

-Express their ideas confidently, clearly and politely in formal or informal language, suitable for communication situations.

2.2.3. Speaking skills

a. Teaching orientation

In this stage, it is necessary to focus on topic-based speaking, speaking and interacting and practice making and answering interview questions.

b. Skill development method

Practice topic-based speaking

Topic-based speaking is designed to suggest learners create more content-based language rather than phonetics, vocabulary or grammar. Learners will speak in 5 - 7 - 10 minutes. The following topics can be used for this practice:

-Describe characteristics of people and animals.

-Retell the story that was read.

-Summarize information of a particular speaker or text.

-Give instructions based on observed results.

-Give advice or instructions.

-Give their own point of view.

-Prove a certain point of view.

-Make comparison/contrast.

-Make assumption.

-Give definition.

Based on these directions, it is possible to provide specific types of practice as follows:

-Describe someone.

-Describe their daily work.

-Propose a gift for someone and prove that their choice is appropriate.

-Propose a location to visit and prove their right choice.

-Practice an experience (making food or using a certain piece of technical equipment).

-Retell the content of a favorite movie and proving that it it right when they like it.

-Tell a story using picture.

-Make assumptions about future activities.

-Make assumptions about prevention before a disaster.

-Call the laundry in the hotel.

-Describe important news.

-Present different perspectives on wild animals trapped in the zoo.

-Define a scientific or technical term.

-Describe the information in the chart and explain the symbols in the chart.

-Present a travel plan in details.

Practice speaking with interaction:

Practice speaking with interaction is to practice long string of words that are closedly related to each other (an interview, a play, a discussion and a game). It is different from a two-participant conversation.

Practice speaking with interaction refers to multi-dimensional conversations or multi-participant conversations. It is possible to incorporate specific forms of information exchange, the communication includes many people with different social relations. In a multi-participant conversation, speech can be complex in terms of pragmatics or in specific situations, it may be random to use common language or to have ellipsis, slang, humor, jokes or things other social language creation.

Practice interviewing

Teachers and learners sit face to face for exchange. The interview often starts with greeting words such as questions or instructions, depending on the case. Interviews of this type can be recorded for listening again and further evaluation or assessment of pronunciation or grammar, vocabulary, fluency, social language aspects, relevance, improvement level of the practice and the learner s ability to understand.

2.2.4. Writing skills

a. General skills:

Write detailed, clear piece of writing on familiar topics, various areas of interest, know how to gather and evaluate information and arguments from a number of different sources

b. Specific skills:

Essay writing

-Describe clearly and in details about real or fictional events or experiences, showing the logical connection between the ideas in the piece of writing according to the convention of the text genre.

-Describe clearly and in detail about topics that interest them.

-Write a commentary about a movie, a book or a play.

Writing reports and thesis:

-Write theses or reports, in which arguments are systematically and appropriately presented, clearly stating the main ideas and having appropriate illustrations.

-Evaluate different ideas and solutions of a problem.

-Write a thesis or a report of argument, state the reason for approval or opposition to a certain point of view and explain the advantages and disadvantages of solutions.

-Gather information and arguments from various sources.

Write with interaction

+ General description

Communicate information, present their views and others opinions effectively in writing.

+ Write correspondence

Write correspondence to express emotions, attitudes, express personal opinions, answer and comment on the opinions of the recipients.

+ Take notes, text, fill out forms

Qualified as Vietnamese people with lower secondary education.

Process texts

-Summarize authentic or fictional texts, make judgments, discuss opposing views and key topics.

-Have ability to summarize excerpts from newspaper, interviews or views, opinions in the types of documents related to arguments and discussions.

-Summarize the plot or sequence of events in a movie or a play.

Accuracy of spelling

Write a coherent, easily understood paragraph with a standard layout and segment.

2.2.4. Writing skills

a. Teaching orientation

At this level, it is necessary to focus on practicing writing paragraphs in academic writing, writing narrative paragraphs or essays, writing comparison paragraphs or essays, writing correspondence, writing summary of texts, lectures, etc.

b. Skill development method

Write paragraphs in academic writing

Train learners to how to write an academic paragraph and understand the parts of an academic paragraph, the characteristics of an academic paragraph. On that basis, enable learners to improve their ability to use independent clauses and non-independent clauses to perform their functions.

-Methods of developing academic writing skills:

Practice skills to analyze the parts of an academic paragraph.

Practice skills to determine the topic sentence of an academic paragraph.

Practice skills to write the topic sentence in an academic paragraph.

Practice skills to determine and write supporting sentences.

Practice skills to analyze the linking.

Practice skills to analyze grammar in an academic paragraph.

Practice skills to determine linking words in an academic paragraph.

Practice skills to write an academic paragraph.

Practice skills to analyze potential readers.

Practice skills to create ideas.

Practice skills to narrow down academic topics.

Practice skills to decide a key idea.

Practice skills to choose proof of support.

Practice skills to modify an academic paragraph.

Practice skills to use the Internet to develop an academic paragraph.

Write narrative paragraphs, essays

-Enhance the ability to write descriptive paragraphs, essays (for example: a memorable event), in which learners have ability to write topic sentences supporting the thesis statement, select an event that supports the main argument and have ability to organize events and cases in the chronological order.

-Know how to use connection words for the narrative genre by reading and analyzing other people s writing to enhance grammar competency, ability to write topic sentences with key ideas, using temporal clauses.

Skill development method:

Practice skills to focus on one main point.

Practice skills to support key idea with specific events.

Practice skills to focus on a special incident.

Practice skills to provide basic information.

Practice skills to explain key ideas.

Practice organizational skills in chronological order.

Practice linking skills by linking words in the narrative genre.

Practice skills to use Internet to write narrative essay.

Write comparison paragraphs or essays

Enhance the ability to write comparison paragraphs, essays including:

-Ability to find points to compare.

-Ability to organize the essay according to the thesis statement or topic.

-Linking capacity by using comparative and collated words: (eg, then and now ...).-Writing ability by analyzing points different with others.

-Ability to use comparative forms using compound sentences and conjunctions in comparison (to develop grammar).

Method of developing comparison writing skills:

Practice skills to find comparative points and entries.

Practice skills to choose comparative points and entries.

Practice skills to focus on one main idea.

Practice the skills of organizing paragraphs or essays based on comparative points.

Practice linking skills by using conjunctions for comparison.

Practice skills to use comparative compound sentences.

Practice skills to use the Internet to write a comparison paragraph or essay.

Practice skills to organize the writing according to the “then” and “now” topic.

Methods of developing correspondence writing skills

Practice skills to write certification letters.

Practice skills to write letters to ask for permission.

Practice skills to write complaint letters.

Practice skills to write invitation letters.

Practice skills to write order letters.

Practice skills to write request letters.

Skill development method

Practice skills to capture the main ideas and supporting details of the original text.

Practice skills to determine the goals of the report.

Practice skills to use the writer s own language in writing summaries.

Practice skills to use citation in appropriate places.

Practice skills to omit minor or inappropriate details.

Practice skills to make the essay’s length appropriate.

Achievement

Content

2.1. Language

a. General requirement

Have a wide range of vocabulary, enough to express their problems clearly. Easily choose words to present in the most appropriate way.

b. Phonetics:

-Have ability to change intonation naturally to express shades of meaning subtly.

-Express their ideas fluently and naturally

-Divide and use punctuation marks consistently and logically.

-Write correctly without spelling mistakes

c. Vocabulary:

-Have a wide range of vocabulary to use other expressions, to overcome wordy expressions as explanation (due to lack of appropriate words), etc.

-Understand idioms and proverbs.

-Control vocabulary well.

d. Grammar:

High degree of grammatical accuracy

2.1. Corpus

Include four groups of topics: a group of themes within the scope of individuals, a group of themes within the scope of society and a group of themes belonging to the scope of education, academics. Main themes:65.The process of formin national language letters; 66. Ethnic groups in Vietnam; 67. Vietnamese medicine.68.Costumes of ethnic groups in the northern highlands of Vietnam; 69. HIV prevention in Vietnam; 70. Vietnamese generals admired by the world; 71. Vietnam’s foreign policy during the renovation period; 72. Foreign economic relations of Vietnam during the renovation period; 73. Vietnamese literature in 20^thcentury; 74. Vietnamese family meals: traditional and modern; 75. “Filial piety” of Vietnamese; 76. Vietnamese paintings; 77. Vietnamese press; 78. Vietnamese tea culture; 79. Climate change and its impact on Vietnam; 80. Vietnam and Industrial Revolution 4.0.

a. Phonetics:

-The means of recognizing phrases

-Stress of phrases

b. Vocabulary:

Vocabulary related to topics:Language; Ethnic people; Science and Technology; Culture; Society; History; Diplomacy; Religion; Trade.

c. Grammar:consists of M1 (4 contents), M2 (4 contents), M3 (4 contents) and M4 (3 contents and review, test, evaluation).

Content 61:Review structures and sentence patterns:Predicate + “luôn (ngay)”… (“immediately”)(Chúng tôi vừa nhắc đến anh ấy, anh ấy đã đến ngay);"...gì…nấy” (...something...that thing); “…nào…ấy” (“like…like...”.); “…ai…người ấy” (one does thing for himself, not for others); “…đâu…đấy…” (emphasize the same place); “bao nhiêu…bấy nhiêu” (“as much/many…as…”)(Việc ai người nấy lo);“đến/tới/những” (“as much/many as”+ numerals(Anh đi du lịch những 2 tuần cơ à?);“tận” (“as far as”) + numerals(Tận 2 ngày nữa anh mới đi Hà Nội nhỉ?);“ngay cả, thậm chí” (“even”) + noun + “cũng” (“also”) + verb(Thậm chí tôi đã đến tận nhà gọi anh ấy rồi);“hàng” (emphasize great quantity)(Cậu ấy bị lỗ vốn hàng mấy chục triệu); some elements combined with“ăn” (“eat”)(ăn bám, ăn cắp, ăn chay, ăn chơi, ăn hại, ăn học, ăn hối lộ,…).

Content 62:Review structures:Adjective + “gì” (“what”)(Không thấy chị ấy tốt đẹp ở điểm gì);“làm sao mà (có thể)” + verb/adjective + “được” (something impossible to do)(Làm sao mà trong hôm nay có thể làm hoàn thành hết công việc được);“chỉ/mới” + verb, verb + “có/mỗi” (used to say that sb can do no more what is mentioned, although this is probably not enough)(Đi làm có mỗi mấy ngày đã xin nghỉ rồi);“chẳng mấy” + noun, “chẳng” + adjective (verb) “mấy” (not good, etc at all)(Cô gái đó chẳng ngoan hiền mấy đâu);“vừa" + verb/adjective + “đã” + verb/adjective (immediately after something happens, without delay)(Vừa đi học về đã đi làm luôn);some elements used with “bàn”:“bàn bạc, bàn luận, bàn cãi, bàn định , bàn giao, bàn lén, bàn luận, bàn soạn, bàn suông, bàn tán, bàn tính...”

Content 63:Review structures:“thôi,…vậy” (“it can’t be helped”)(Thôi đành nghỉ ngơi chút vậy);verb + “mất/được” (“lose/gain”)(Chăm chỉ làm nhiều vào anh sẽ có được nhiều thứ);verb + “bằng + xong/được/hết” (“at any cost”)(Làm việc bằng xong thì mới nghỉ nhé); adverb“lại” (“again”)(Hôm nay lại phải tăng ca rồi); some elements used with “bán”: “bán buôn , bán chác, bán chạy, bán danh, bán đấu giá, bán đổ bán tháo, bán lẻ, bán mình, bán non, bán nước, bán phá giá.”

Content 64:Review structures:A + “gì mà” (to a very high degree)+ A(Đẹp gì mà đẹp);verb + “gọi là” (in order to) + verb(Đi học gọi là kiếm lấy cái chữ);A “kẻo” (“otherwise") B(Đi về nhanh kẻo mưa);A “không thì” B (not A then B)(Không bận gì thì đi chơi nhé); “mà”(denote the irrationality) + adjective(Chị ấy mà đẹp);“Chẳng khác nào, khác nào, khác gì…”(“just like somebody/something”)(Suy nghĩ của các anh chẳng khác gì nhau); some elements used with“cảm”: “cảm hóa, cảm hoài, cảm hối, cảm mến, cảm ơn, cảm nghĩ, cảm phục, cảm tạ, cảm thông, cảm thương, cảm tình, cảm xúc, cảm hứng, cảm kích, ...”

Content 65:Review:indefinite noun phrases; reduplicatives and reduplicative form of noun; A + “khỏi phải” (not necessary) + verb/adjective(Mua xe máy rồi khỏi phải đi xe buýt nữa);transform noun into verb(Công nghiệp hóa, cơ khí hóa…);how to use “nhân…” (on the occasion of something)(Nhân cơ hội này anh mau chuyển hướng làm việc đi);“kẻ...kẻ/người…người…” (opposing relationship between two groups of people)(Người ra kẻ vào tấp nập); some elements used with“hạ”: “hạ bệ, hạ bộ, hạ buồm, hạ bút, hạ cánh, hạ cấp, hạ chỉ, hạ cố, hạ cờ, hạ đẳng, hạ lời, hạ lưu, hạ màn, hạ mình...”

Content 66:Review how to use:quantifer not refering a specific number(Một vài, vài ba, dăm ba, dăm bảy, mươi…);“Nhờ A mà B và do A mà B” (explain a cause that led to the result)(Nhờ anh ấy mà tôi lấy được vợ);“không hề" ("never")(Kể từ hôm đó, anh ấy không hề trở lại đây); some elements used with“có”: “có bầu, có bụi, có ăn, có chuyện, có của, có dáng, có duyên, có tiếng...”

Content 67:Review:coordinated compounds; fixed phrases (adjective phrases, verb phrases): “đẹp nết, mát tay”, structure “mãi A (thì) mới B” (until, till)(Mãi đến chiều trời mới có nắng cơ);“mới”(within a short time)+ noun phrase of quantifier(Mới 2 ngày cô ấy đã đan xong 2 chiếc khăn rồi); adverbs:“tất cả - tất thảy - toàn bộ - toàn thể” (the whole of something)(Tất thảy mọi người trong công ty đã đồng ý bầu ông ấy làm giám đốc).

Content 68:Reviewsubordinated compounds; “Mới A mà đã B” (B happens after A ealier than expected)(Mới sang Việt Nam mà anh đã nói được tiếng Việt rồi);“Có A thì mới có B” (A can only be done with condition B)(Có làm thì mới có ăn);“Không, chẳng + …lắm, tí nào, tẹo nào" (“not…much, not…at all”)(Đi xa mà tôi chẳng nhớ chồng tí nào); how to use:“rất đỗi, quá ư, quá đỗi, quá thể, quá chừng, quá trời” (“extremely, excessively”)(Vùng đất này đã trở nên quá đỗi quen thuộc với tôi); some elements used with“là”:“âu là, chả là, dù là, dẫu là, hay là, hoặc là, miễn là, nghĩa là, như là, rất là, số là, thật là, thực là, tuy là....”

Content 69:Review compound words with fuzzy elements(“chó má, tre pheo, đất đai, chùa chiền…"); patterns:“chưa A mà đã B” (B happens when A has not happened, not in a given order); “đang (còn) A mà đã B" (B happens when A is happening)(Đang dùng bữa sáng mà anh đã tính bữa trưa ăn gì rồi);“vừa (mới) A mà đã B” (B happens as soon as A has just happened)(Vừa mới ăn xong mà anh đã muốn ăn tiếp rồi); how to use“đã”:how to use “ngoài - ngoài ra - ngoại trừ” (“apart from - in addition - except for”) (Ngoài viết sách ra, anh ấy còn đi chụp ảnh nữa phải không?); some elements used with“ra”:“nhận ra, nhìn ra, nhớ ra, tìm ra, kiểm ra, ra trận, ra phết... etc.”

Content 70:Review how to use:“lẽ ra, đáng ra, đáng lẽ” (should have + past participle)(Lẽ ra tôi nên đến sớm); “-iếc hóa” (Đã mệt chết người còn đọc điếc gì!);“Đã A lại (còn) B” (contrary to common sense, both A and B) (Đã học lại còn chơi điện tử);“Đã không A lại còn B” (contrary to common sense, not A and still B)(Đã không học còn chơi điện tử);“Đã không A thì thôi, sao lại B”(not A and still B)(Đã không học thì thôi sao lại chơi điện tử?); how to use:“nhưng, mà, lại, nhưng mà, nhưng lại”(Anh ấy đi học nhưng lại không làm bài tập).

Content 71:Review structures:“tất cả, mọi; tất cả mọi... đều...” (the whole of something)(Tất cả mọi người đều có mặt đầy đủ);"Hãy A, đừng, chớ B” (A instead of B); “A rồi hãy B” (Finish A first, then B)(Học những điều đơn giản rồi hãy học đến những thứ phức tạp); how to use:“hãy, đừng, chớ, hãy còn, rồi hãy…”(Đừng bơi ra quá xa); some elements used with“lên”: “lên ngôi, lên cân, lên mây, cười lên, hét lên, kêu lên, cất lên, la lên, chất lên, phồng lên, ngẩng lên, etc."

Content 72:Review how to use"hơn ai hết” (none better than one), “hơn bao giờ hết” (more than ever), “hơn (ở) đâu hết” (more than anywhere)(Hơn ai hết, người Việt Nam hiểu cái giá của chiến tranh);reduce predicate,(Cô ấy bên trường);“A còn X nữa là B” (A is X, let alone B)(Bài tập còn chưa xong, let alone B);"Ngay cả đến A còn X nữa là; huống hồ, huống chi” (A can even X, let alone B)(Đến anh ấy còn chưa làm xong nữa là người kém như tôi); how to use “huống chi, huống hồ”(Lúc trước anh còn không thể làm tốt huống chi bây giờ anh đã bị thương).

Content 73:Review how to use“Thì ra (là), hóa ra (là), tỏ ra (là), thì ra thế, hóa ra thế” (“It turns out that”)(Thì ra là anh đã nói dối tôi);“A (đã) rồi B” (A first, B later)(Học đã rồi chơi);“A mà B thì C” (conditional (if))(Anh mà không đi thì ai là người chụp ảnh);“A chứ không phải B” (A but not B)”, “Không phải B mà là A” (Not B, it’s A)(Không phải đi chơi mà là đi làm); how to use“chứ ai, chứ đâu, chứ mấy, chứ gì, chứ bao nhiêu, chứ sao, chứ nào...”(Mày làm vỡ bình hoa chứ ai); some elements used with“còn”: “còn duyên, chuyện sống còn, một mất một còn, kẻ còn người mất, thà chết còn hơn, chậm còn hơn không, còn nước còn tát, thế thì còn gì bằng...”

Content 74:Review structures:“Dù/dẫu A (thì) cũng/vẫn B” (Although/Though A, still B)(Dẫu có bão tôi cũng phải đến trường);“Biết đâu A lại B” (A could possibly lead to B)(Biết đâu mưa bão lại được nghỉ học); how to use “biết đâu đấy, biết đâu chứ”(being skeptical, not believing in a previous assertion), “biết làm sao được…” (nothing can be done)(Đài báo thế nhưng có khi lại không mưa, biết đâu đấy!);“Nhờ, tại, vì, bởi” (“thanks to, because, because of, due to”); how to use: “liệu + …” (consider whether it is possible or not)(Liệu chiều mai có xong không?).

Content 75:Review structures“A + với chả + B” (criticize or disregard thing which is described)(Nấu với chả nướng);“Ngay/chính/ngay cả A cũng không/cũng còn B nữa là C" (A even do/do not B, let alone C)(Ngay cả lớp trưởng còn chưa đến nữa là lớp viên);"A + khỏi phải + verb/adjective” (A + needn’t + verb/adjective)(Nắng rồi khỏi phải lo mưa nhiều chết cây nữa); how to use“chứ lị, chứ lại, chứ còn gì (nữa)” (certainly, surely)(Đêm nay trời nhiều sao thế này cóh ki mai lại nắng to chứ lại);“Chỉ, có, độc, mỗi, một…” (only, solely)(Mình chỉ mỗi một cái bút thôi); some elements used with“kính” (showing respect): “kính biếu, kính chúc, kính dâng, kính mến, kính nhường, kính phục, kính mời, kính thăm, kính tặng, kính trình”

2.2. Communication skills

2.2.2. Listening skills

a. General skills:

-Keep track and understand long talks on complex and abstract topics, even when the structure of the speech is unclear and the relationship between ideas is not explicit.

-Keep track and understand natural and flexible conversations.

-Keep track and understand abstract discussions or debates.

-Understand necessary information when listening to announcements through mass media.

b. Specific skills:

Listen to conversation

Easily follow complex discussions on difficult, abstract, unfamiliar topics.

Listen to presentation and conversation

Relatively easily keep track of most lectures and discussions.

Listen to notices, instructions

-Understand complex and specific information from public announcements with noise sounds (such as at stations, airports, etc.).

-Understand complex technical information such as experience of operating device and equipment, understand technical specifications of familiar products and services.

Listen to the radio and watch television

Understand the audio recordings, identify well details, attitudes and relationships between speakers.

2.2. Teaching and developing skills

2.2.1. Listening skills

a. Teaching orientation:

-Focus on listening to strong syllables and stressed syllables as units of intonation (high-pitched syllable is calledstressed syllable. The syllables are pronounced relatively high on the way to the stressed syllable, is referred to as astrong syllableby convention).

-Teach phrasal stress

Divide the utterance into phrases, on the basis of those phrases to construct the utterance. For example, before teaching a conversation, the teacher can divide the sentence/utterance in the conversation to practice.

b. Requirements:

-Recognize patterns of intonation, stressed syllables, unstressed syllables, rhythm to express the structure of information that needs attention.

-Recognize shortened forms of words and phrases (“phỏng, hổm, ổng, bả, trỏng, etc.”) recognize and distinguish words with enough meaning.

-Deal with pauses, errors, error correction and other types of expression,

-Understand and distinguish main and auxiliary parts of sentences.

c. Skill development method:

-Practice listening - taking notes of lectures

Use lectures (can be recorded and played later) as stimulating materials that the response part of the student is their own.

-Listening - editing

Learners are provided with content in both written and spoken texts; and were asked to listen to find the differences between the two texts.

-Practice listening - analyzing, explaining

It is possible to use a long text (for example, a short story, a conversation, a song, a poem, a piece of news on the radio, or television, a paragraph about personal experience) as stimulating materials.

Learners may listen and have to explain by answering some (open-ended) questions such as:Why do listeners feel sad/happy when they listen to this song? What makes people fond of and know by heart this poem? Do you think that what political action can be taken after this event and why? Do you think that what the storyteller feels after the X event happens? ...).

It is up to each stimulating text to have a suitable question, even if there are questions that require students to reason.

-Listening - retelling a story.

Learners listen to a story or piece of news and simply retell or summarize the content. Learners may be asked either to speak or write. Learners must identify the main idea, purpose, prove and/or give conclusion to prove that they understood the story or news.

d. Verification of results

Verify through tasks and exercises that assess students listening ability through their practice and how well they achieve the skills required.

e. Materials:use orginal discourses.

2.2.2. Reading skills

a. General skills

Understand the details of long and complex documents.

b. Specific skills:

Read to get information and reasoning

Understand many types of long, complex documents that are common in social life, work or academic environment, identify subtle details such as attitudes or implications.

Read to find information

Have good ability to read and find information.

3.Read letters, transaction documents

-Understand the types of correspondence written in Vietnamese.

-Understand long and complex instructions about a new type of machinery or workflow.

Read and process texts

Summarize long and difficult paragraphs.

2.2.2. Reading skills

a. Teaching orientation

Reading practice is mainly aimed at the ability to read and process texts, get information and reasoning (arguments) in the selected text with difficulty appropriate to level 5.

-Practice intensive and extensive reading.

-Practice reading from whole to part or from part to whole (from text to paragraph or from paragraph to full text).

-Practice in a spiral sequence.

-Practice common sub-skills of reading:

+ Capture main ideas of texts/paragraphs.

+ Discover and note specific and particular details.

+ Detect and mark places need to be or can be deduced.

+ Know how to compare what is similar, different in terms of language, content in reading text with known language.

+ Know how to predict the content of paragraphs, sentences or unfamiliar words based on the main idea of texts and context.

b. Requirements

Recognize the structure of the lesson, the main idea of ​​the lesson, predict the meaning of the new word, the meaning of the fixed phrase, understand the meaning of each paragraph and link the meaning of the paragraphs, the meanings spread throughout the text to understand the full text: understand the arguments and implications of phrases, sentences, paragraphs. Identify the views, attitudes which are expressed implicitly. Detect and understand the logical order of events or deduction in the text.

c. Skill development method

-Practice reading, identifying and obtaining information in documents that are articles, reports of industry or science, literature, education, occupation, people ... from publications which are newspapers , science magazines, stories, novels.

-Practice discovering the main idea of the text through questions for learners after reading (Ask learners to answer why their answers are correct, which part of the text supports for their answers). It is possible to ask groups to discuss text content and text structure.

-Train the ability to recognize text structure in more detail than the stage 4:

+ Introduce the text generally, emphasize the text structure indicator.

+ Emphasize (for students to recognize) the important passage and function of that passage in the text.

+ Mark information needed to be taken from tables of data and charts.

+ Determine the core relationship in the organization of the text, for example: cause - result, comparative comparison or problem - solution. Through these relations, interpret the main content of the text.

+ Connect arguments, arguments and information discovered with the main ideas of the text.

+ Summarize and present the summary of the text.

-Practice inferring the meaning of words, phrases in sentences, discovering information and events expressed, interpreted in other ways (with implications), determining the purpose of a piece of information or argument, and evidence in text ... to understand the content of the paragraph in the text, of the text and understand the attitude, opinion of the text author or the character in the text, discover the order and logic of the event , of arguments, reasoning ...

-Practice reading comprehension, process texts, summary and re-presenting long and difficult texts of many genres.

d. Verification of results

Obtain information, content, answer questions raised by lecturers and rewrite the main idea of the lesson, summarize the information in the lesson.

e. Materials

Documents and information in materials available on the topics of the curriculum, such as texts printed in newspapers, scientific journals, novels, short stories, social and political comments, scientific arguments, together with supplementary authentic texts (live language) to diversify sources of reading texts. Supplementary documents should be appropriate for the purpose and requirements of the lesson and attractive, diversified and fit. (Learners can choose appropriate texts on topics related to their specialties and areas of interest).

2.2.3. Speaking skills

a. General skills:

-Speak fluently and naturally, almost without difficulty.

-Make good use of a large vocabulary and complex grammatical structures, so that you do not need to avoid difficult ideas or wordy expressions.

b. Specific skills:

Describe experiences

-Describe complex topics clearly and in details.

-Describe and report in details, integrate small topics, specific ideas into appropriate content.

Arguments in discussion

Have ability to explain and protect their opinions in the discussion by giving persuasive explanations, arguments and opinions.

Presentation before listeners

-Clearly present the presentation with a scientific organization on complex topics; expand and reinforce their own opinions with relevant arguments and evidence.

-Good control of emotions when speaking, expressing naturally.

Speak with interaction

+ General description of interactive speaking skills

-Communicate fluently, naturally.

-Master a wide range of vocabulary, easily handling complex language situations.

Conversations

Use flexible, effective language for social purposes, including emotional expression, jokes.

Trading and services

Participate in transactions as well as Vietnamese people with upper secondary education or higher.

Give and answer interview questions:

Participate fully in an interview, as a questioner or interviewee, expand and develop arguments and discuss smoothly without support. Handling well the state of expression of Vietnamese language.

Accuracy of speaking skills

+ Pronunciation and fluency:

-Have ability to change intonation naturally to express subtle shades of meaning.

-Express their ideas fluently and naturally without any difficulty.

Social language compatibility

-Pronounce accurately, confidently and effectively; have a wide range of vocabulary, complex grammatical structure.

-Identify many expressions of idiomatic or colloquial expression, feel the changes in communication.

2.2.3. Speaking skills

a. Teaching orientation

Focus on skills of monologue, presentation, interpretation, demonstration…and conversation, discussion and interview skills ...

b. Skill development method

Focus on the role-play practice. In a common scenario with defined content, role-play to practice speaking allows a learner to be free at a certain level when speaking. In some cases, role-play can enable learners to repeat their roles so they can rearrange what they said/will say. This has the effect of alleviating the suspense when learners play certain characters.

Role play creates opportunities for learners to use text. Language elements, communication methods, included in the conversation will clarify the ability of the learner to communicate. Role plays can open up creativity, allowing learners to access the real world of communication. The teacher must determine the purpose of development in the role.

2.2.4. Writing skills

a. General skills:

Write detailed, clear, well-organized piece of writing on complex topics, highligh important ideas, expand and reinforce their views in some sections with specific evidence and example and give a suitable conclusion at the end of the paper.

b. Specific writing skills:

Essay writing

Write descriptive essays that are creative, clear and detailed with a tight structure, natural style and personality.

Writing reports and thesis:

-Write a clear, tightly structured commentary on complex topics, emphasizing relevant important points.

-Have ability to expand and reinforce their views in certain sections of a certain length by specific opinions, reasons and evidence.

Write with interaction

+ General description of interactive writing skills

Express themselves clearly and accurately and flexibly in front of recipients of information.

Write letters

Express themselves clearly and accurately in personal letters, use language flexibly and effectively (expressing levels of emotion, indirect, insinuating expressions and joking).

Take notes, text, fill out forms

Communicate as well as Vietnamese people with upper secondary education or higher.

Process texts

Summarize long and difficult texts.

Accuracy of spelling

-Outline, divide and use punctuation marks consistently and logically.

-Write correctly without spelling mistakes.

2.2.4. Writing skills

a. Teaching orientation

Focus on practicing writing reason analysis, writing scientific reports, analyzing workflows, assessments of effectiveness (of something, certain technology ...) and writing correspondence.

b. Skill development method

Develop skills for writing reason-analytical esays

Develop skills for writing reason analysis essays/paragraphs.

Skills to support the main idea with details and practical examples.

Skills to distinguish between generalization and concretization by demonstration.

Skills to organize thesis statement.

Skills to improve cohesion by using connection words to analyze reasons.

Skills to explain subpoints.

Skills to outline an essay/ paragraph.

Writing skills by reading reason analysis essays of other authors.

Skill to use an adjunct clause.

-Specific methods:

Practice analytical skills through writing essays.

Practice skills to focus on one main idea.

Practice skills to analyze reasons.

Practice skills to use supporting details.

Skills to organize the essay according to thesis statements.

Practice skills to use connection words that show reasons and causes.

Practice skills to explain arguments.

Practice skills to outline arguments.

Developing report and essay writing skills

Skills to follow conventions of reports (for specific cases and areas).

Skills to write purposes, objectives and main ideas.

Skills to organize supporting details in a logical and orderly manner.

Skills to write conclusions or results which have been found.

Skills to use words and terms suitable for special cases.

-Specific method:

Practice skills to follow conventions for each specific case and area.

Practice skills to write purposes, objectives and main ideas in a scientific report.

Practice skills to organize supporting details in a logical and orderly manner in a scientific report.

Practice skills to write conclusions or results which have been found.

Practice skills to use words and terms suitable for special cases.

Develop skills for writing process analysis

Skills to write a process analysis paragraph/essay.

Skills to present and clarify all necessary steps in a process.

Skills to organize work steps in chronological order.

Skills to use connection words for a certain workflow analysis.

Skills to use passive forms and adverbial clauses.

-Specific method:

Practice skills to write process introduction.

Practice skills to analyze process.

Practice skills to focus on one main idea.

Practice organizational skills in chronological order.

Practice linking skills by connection words, strengthening process analysis capability.

Practice skills to use the Internet to enhance process analysis capability.

Develop skills to write effectiveness analysis essays

Skills to write an essay to assess the impact of an invention.

Skills to extend paragraphs in an essay.

Skills to understand the tasks of parts of an essay.

Skills to outline an essay.

Skills to connect paragraphs using connection words.

Skills to use subordinate clause of result and passive sentences.

-Specific method:

Practice skills to write an effectiveness assessment through a specific essay.

Practice skills to extend a paragraph in an essay.

Practice skills to develop parts of an essay.

Practice writing introduction skills (opening).

Practice writing skills for expansion.

Practice skills to write conclusions.

Practice the skill of linking text by connection words.

Practice skills to outline a thesis/dissertation.

Develop correspondence writing skills

Build a personal profile, highlight skills and experiences directly related to the desired job position.

Demonstrate writing skills.

Demonstrate personality and passion (study / research ...).

-Specific method:

Practice skills to write the introduction

-Determine the position which the writer applies for.

-Point out why the write knew the vacancy.

-Provide information about the qualifications of the write in accordance with the vacancy.

Practice skills to write the body

-The reason why the write claims that he/she is qualified.

-Outline the previous experience that helped writers match this position.

-Attractive presentation.

Practice skills to write the closing

-Re-confirm that the writer wishes to be recruited to prove his/her suitability to the job.

-Provide full contact details of the writer.

-Thank you for reviewing the writers profile.

-End with "Yours sincerely", or "Sincerely".

Achievement

Content

2.1. Language

a. General requirement

-Have ability to use a wide range of languages, master words, express thoughts correctly, emphasize, distinguish and eliminate obscure elements.

-Have ability to give diversified and rich expressions

b. Phonetics:

-Have ability to change intonation, express shades of meaning subtly while speaking or pronouncing.

-Express their ideas naturally, continuously, without hesitation, unless they want to choose words, examples or choose the most appropriate explanation.

-Write correctly without spelling mistakes.

c. Vocabulary:

-Master a very wide range of vocabulary, including idioms and proverbs.

-Identify expressive and hidden meanings.

-Use vocabulary correctly and appropriately.

d.Grammar:

Always control and master grammar of complex language structures in every situation.

2.1. Corpus

Include four groups of topics: a group of themes within the scope of individuals, a group of themes within the scope of society and a group of themes belonging to the scope of education, academics. Main themes:81.Customs in Tet holiday; 82. Vietnamese women in the past and present; 83. Attracting foreign investment; 84. Oc Eo culture; 85. Vietnam sports; 86. Vietnamese language and culture; 87. World natural heritage of Vietnam; 88. Vietnamese education and training; 89. Marine economic development; 90. Labor and employment; 91. Vietnamese agricultural science; 92. Highlight socio-economic events; 93. Rural and urban areas; 94. Environment and people; 95. Gender equality in Vietnam; 96. Challenges for Vietnam in the Industrial Revolution 4.0

a. Phonetics:

-Rhythm and speech rhythm structure.

-Determine the rhythm boundary.

-Stress of rhythm.

-Expression of speech rhythms (speed, stop, break, emphasis ...).

b. Vocabulary:

Vocabulary related to topics:Language; Ethnic people; Science and Technology; Culture; Society; History; Diplomacy; Religion; Trade; Literature and Arts.

c. Grammar:consists of M1 (4 contents), M2 (4 contents), M3 (4 contents) and M4 (3 contents and review, test, evaluation).

Content 76:Review how to use:“định, dự định, kế hoạch, dám…” (to intend, to mean, to plan, perhaps)(Tôi dự định đi Nha Trang vào cuối tuần tới);“đặc biệt là, hầu hết, phần lớn, nói tóm lại…” (“especially, almost all, in short”)(Nói tóm lại, tôi cần thấy một bản kế hoạch hoàn hảo hơn vào ngày mai); structures:“Tiếc là…” (“Unfortunately/sadly”)(Tiếc là, chúng ta vẫn chưa hoàn thành dự án đúng thời hạn);“một cách” + noun/adjective (in a …manner/way)(Hoàn thành công việc một cách tuyệt vời nhất); some elements used with“vào”: “vào đề, vào hùa, vào tròng, bay vào, bò vào, bơi vào, bước vào, chạy vào, đi (bộ) vào, ăn vào, bám vào, can thiệp vào, dựa vào ...”

Content 77:Review how to use“già” (a little more than),
“ngót, non” (a little less than), “trên” (above), “dưới” (below), “ngoài…” (over, beyond)(Mỗi bữa, tôi ăn già nửa bát cơm); how to use:verb + “ra/vào” (go out/come in)(đi ra phố, đi vào nhà);“A hay sao mà B” (isn’t it?)(Chị ấy gặp chuyện gì hay sao mà trông gầy thế);“A + còn + verb/adjective + nữa là + B” (A even + verb/adjective + let alone + B)(Chị ấy còn muốn lấy chồng nữa là tôi);“ai, gì + cũng; không ai…không” (Everyone do something)(Ai cũng biết chuyện ấy; Không ai không biết chuyện ấy).

Content 78:Review structures:“để…cho” (let someone do something)(Để tôi xách cho);“mới/vừa/vừa mới + verb/adjective+ (mà) đã + verb/adjective) (had hardly done something when something else happened)(Vừa mới đi xong mà đã lại về rồi);Verb + “bằng + xong, được, hết…” (at any cost)(Tôi sẽ học bằng được cách làm bún chả);“nghi, ngờ, tưởng”(believe, think) + clause(Tôi tưởng mọi việc đã xong rồi); distinguish“sự, việc, cuộc, nỗi, niềm…”(Sự học luôn đi theo ta suốt cuộc đời);

Content 79:Review structures:“không gì…như, không ai…bằng + someone” (no one does something as well as someone)(Không ai biết lĩnh vực này bằng ông ấy);“Chẳng đâu…hơn…” (nowhere is …. than this place)(Chẳng đâu đẹp hơn chỗ này);Sentence + “làm gì” (what for)(Nói như thế mà làm gì); how to use“Thảo nào, hóa ra (là), thì ra (là) thế,..." (it’s no wonder that, turn out)(Thảo nào, dạo này chị ấy vui thế!); some elements used with“để”: “Để lộ, để mà, để mặc, để mắt, để phần, để ra, để tang, để tâm, để tôi xem, để tội, để trở, để vạ, để ý...”

Content 80:Review structures:“Hễ (cứ) A là B” (whenever…)(Hễ có điều kiện là họ đi du lịch);“Nhỡ A thì B” (if...)(Nhỡ anh ta không đến thì lỡ hẹn);verb + “phải”(Bà ấy phải gió);“tưởng A + hóa ra + B” (someone thought it was A, but it is B)(Hôm qua tôi tưởng chị nói hóa ra là em gái chị);summarize the methods of expressing the meaning of the condition; structures with “chứ” (particle used in tag questions with emphatic affirmative implication)(Anh chị vẫn ở với nhau chứ!);“không chỉ…mà còn…” (“not only…but also…”)(Họ không những thông minh mà còn năng động nữa)

Content 81:Review structures:“Chẳng + là gì”(cannot be untrue)(Tối qua anh chẳng ở nhà chị ấy là gì); distinguish structures:“Nếu A thì B/Giá A thì B/Nhỡ A thì B" (If/If only)(Giá có anh ấy ở đây thì vui nhỉ?);"Ai (mà)..” (who knows…).(Ai mà biết được chuyện lại xảy ra như thế!);“Đâu có + …” (not at all)(Đâu có chuyện gì!); how to use“nhìn chung là…” (“basically”)(Việc học tập của các em trong năm qua, nhìn chung là tốt);

Content 82:Review structures:“cũng (chưa/không) + verb + nữa” (also not + verb…); “A + subject + còn + verb/adjective + nữa là + B (A=bổ ngữ)” (A even + verb/adjective, let alone B); “A (chỉ) có điều (là) B” (A only that B)(Tôi hoàn toàn đồng ý, chỉ có điều anh hỏi qua chị ấy xem); some elements used with “xuống”:“xuống âm phủ, xuống cân, xuống dốc, xuống giá, xuống giọng, xuống mã, xuống nước, xuống tinh thần, xuống lỗ, xuống chiếu, xuống lệnh, xuống dòng, xuống đường, xuống gối, xuống ngựa, xuống tàu, xuống thang, xuống thuyền ...”

Content 83:Distinguish verbs:“mời, nhờ, ask, khuyên, bắt, bảo, sai, yêu cầu, đề nghị” ("invite, advise, force, tell, order, require, propose”)(Anh ấy khuyên tôi cố gắng học tập);adjective + “quá thể/quá đáng” (“excessively, extremely”)(Cô ta thật quá đáng!);Verb + “luôn, ngay” (“immediately”)(Có gì không phải, ông ta nói ngay!);distinguish“tất nhiên là, thành thử, thành ra”; distinguish “trở thành, trở nên, hóa thành, hóa ra…, distinguish how to use:“sao” to make question and “sao” in “không sao".

Content 84:Review structures:“verb/adjective + thì (không) + verb/adjective (thật) + nhưng (mà)…”(Cô ta hiền thì hiền thật nhưng mà cũng chưa biết thế nào);verb + “có mỗi, có những…” (emphasize only that much (usually one), no more)(Một tuần, ông ấy chỉ đến cơ quan có mỗi 2 buổi sáng); Subject (clause) + “là” + adjective(Con người có sức khỏe tốt là hạnh phúc nhất); how to use:“nhỉ”as a particle marking a question; how to use:“chứ” toexpress certainty.

Content 85:Review structures:...“Lẽ ra/ đáng ra/ đáng lẽ (ra)” (it would have been necessary that) + clause(Lẽ ra, chị không nên nói chuyện này với anh ấy); verbs:“Giục, nài nỉ, nhắc, nhắn, dặn” (“urge, ask insistently, remind, inform, advise”)(Mẹ thường dặn con gái không nên đi chơi khuya); distinguish“Bằng, như, bằng nhau, như nhau, giống, nhau, khác, khác nhau"; structure “thà..còn hơn” (would rather do something than do something)(Thà ở nhà còn hơn đi chơi thế này); how to use:“tuy nhiên” (“however”)(in the opposite meaning); how to use:“chừng nào”in question and“chừng nào”in the structure“chừng nào A thì B” (As long as A happens, B happens)

Content 86:Review structures:“Cứ + verb + đi” (keep doing something)(Anh cứ làm tới đi!);“Verb + gì/ai/đâu/bao nhiêu + verb + nấy/người nấy/đấy/bấy nhiêu”(Anh ăn bao nhiêu thì lấy bây nhiêu); distinguish“mới A mà đã B” (B happens after A ealier than expected) and “chưa A mà đã B" (B happens when A has not happened, not in a given order);(Mới 5 giờ sáng mà đường phố đã đông người rồi);“lấy…làm…” (to get married to somebody)(Ông ta lấy bà ấy làm vợ);noun + “nào + cũng…” (any, whatever)(Ở đây, món ăn nào cũng ngon);“đã vậy còn …nữa” (despite this, all the same)(Hoàn cảnh của chị đã vậy mà còn cố làm gì nữa); absolute adjectives“trong veo (vắt, leo lẻo), trắng (nõn, toát, muốt) nặng (trịch, trĩu).”

Content 87:Review structures:“dù sao, dù thế nào… + cũng…” (no matter what)(Dù thế nào, anh ấy cũng hoàn thành nhiệm vụ);“Làm sao mà + verb + được” (how can)(Chúng tôi làm sao mà hiểu hết chị ấy được); how to use:“chứ”as an opposition conjunction; verbs:“e, ngại, lo, sợ (là, rằng)…” (afraid, worry)(Tôi e rằng, chị ấy đã lấy chồng); structure“coi cử, bầu + ai + làm…” (appoint/vote somebody)(Chúng tôi đã bầu anh ấy làm trưởng nhóm); distinguish“A + làm (cho)/khiến (cho) + B…; A + gây (ra) + B (+ cho + C)...; A + dẫn đến + B”(Cô ta đã làm cho chồng mình hạnh phúc).

Content 88:Review structures:“A đến mức/đến nỗi B” (so/such…that)(Chị ấy đẹp đến mức ai cũng phải khen);“Thì ra (là)…/Hóa ra (là… Thì ra thế/hóa ra thế” (to appear, to turn out)(Chuyện này tưởng phức tạp, hóa ra hết sức đơn giản); particle:...“nói chung…nói riêng” (“in general…in particular")(Ngôn ngữ nói chung, tiếng Việt nói riêng); combination of words:“kể ra (thì)…” (in fact, to be fair)(Chuyện gia đình, kể ra thì cũng khó nói); distinguish how to use:“bao nhiêu”in question and“bao nhiêu”in“bao nhiêu cũng được” (any amount, whatever amount).

Content 89:Review structures:“Trên (dưới, trong, ngoài…)…có…” (there’s something above, under, in, over something)(Trên sông có thuyền; trên trời có mây…); how to use“thấy” (“seeing”)before a clause (Thấy cô ấy đến, tôi liền đi ra cửa);“dĩ nhiên là" (obviously), "rồi” at the end of sentence(Ông ta đã hứa như vậy, dĩ nhiên là hi vọng rồi!); distinguish…“lại + verb…” and "verb + lại”(Ngài mai, cô ta lại đến); how to use“tận” (the final limit of the action)(bắt tận tay, nhìn tận mặt).

Content 90:Review and distinguish“mà” in usages:“mới, của” in usages; group of adjectives including two elements:adjective + noun(“nhanh trí, khéo tay, sáng dạ, trắng tay, bạc tóc”); distinguish“hôm nọ, năm nọ, hôm nào);combination of words:“có ích/hại/cho/ đối với…" (helpful for/harmful to);structureSubject + “trót/lỡ/thản nhiên” (accidentally/calmly) + verb, “làm sao, làm thế nào mà” + verb + “được” (how could…)

2.2. Communication skills

2.2.1. Listening skills:

a. General skills:

-Keep track and understand specialized lectures or presentations that use a lot of informal language with unfamiliar cultural elements or terms.

-Understand subtle, complex or controversal issues (such as regulations and finance), even reach the level of knowledge of a professional.

-Listen and comprehend everything easily with normal speaking speed.

b. Specific skills:

Listen to conversation

Listen like Vietnamese people with upper secondary education or higher.

Listen to presentation and conversation

Keep track of specialized lectures, presentations with many words in deep or unfamiliar areas of expertise.

Listen to announcements, instructions

Listen like Vietnamese people with upper secondary education or higher.

Listen to the radio and watch television

Listen like Vietnamese people with upper secondary education or higher.

2.2. Teaching and developing skills

2.2.1. Listening skills

a. Teaching orientation

Focus on clarifying the role of stress and intonation:

-Practice recognizing and identifying old information, new information by phonetic means.

-Each information unit has new information and old information, separated by interruptions (old information and new information may overlap each other). Learners need to be trained to recognize the compatibility of utterances with the purpose of communication, recognize old information and new information.

-The types of listening practice, exercises are based on a listening principle integrated with other skills, first of all a combination of speaking and listening.

b. Requirements

Learners have ability to:

-Determine which part of the utterance represents the main theme of the utterance, which part is the most important of the announcement.

-Determine which information is the presumed information for what is given in the text.

-Determine which element is the element that the speaker chooses as the starting point of the announcement.

c. Skill development method

Listening to determine the marked information focus and unmarked information focus

In principle of communication, the marked and unmarked information starts from the known content and new content. Information focus is at the end of the utterance. Thus, in neutral utterance, the information focus is directed towards the end of the utterance.

Listening practice determinesinformation focus for emotional purposes

Marked information focus is used by speakers for different purposes.

The focus indicates affection that the speaker wants to express will be emphasized.

In order to identify information focus, teachers can give learners certain sentences/utterances and ask them to draw intonation patterns or stress models or both. For example:

-“Cậu rất thích ăn nem, phải không?” (0010100) - question.

-“Tớ không ăn đâu!” (0100) - negative sentence.

-“Nam cho Bắc làm với!” (10010) - imperative sentence.

d. Verification of results

Verify through tasks and exercises that assess learners listening ability through their practice and how well they achieve the skills required.

e. Materials

use orginal discourses.

2.2.2. Reading skills

a. General skills

-Understand, select and use, evaluate most types of documents, including abstract texts, complex structures, or literary works and other genres.

-Understand many types of long and complicated documents, perceiving the differences between literal and figurative, types of writing.

b. Specific skills:

Read to get information and reasoning

Being able to read and interpret information and reasoning like Vietnamese people with high school education or higher.

Read to find information

Attain the level of reading and finding information as well as Vietnamese people with upper secondary education or higher.

Read letters, transaction documents

Read as well as Vietnamese people with upper secondary education or higher.

Read and process texts

Summarize information from different sources, along with reasoning and evidence to re-present the problem in a coherent way.

2.2.2. Reading skills

a. Teaching orientation

-Practice reading and processing, taking information and reasoning (arguments), summarizing information from texts to be able to present the problem in a coherent way, with comments and criticisms.

-Practice intensive and extensive reading

-Practice reading from the whole to parts or from parts to the whole (from text to paragraph, or from paragraph to full text), in a spiral sequence (re-teaching something but having content new in the next circle).

-Practicing fluently the most important reading skills, comparing what is similar, different in terms of language, the content in the reading text with the known language, and know how to predict the content of paragraphs, sentences or unfamiliar words based on the main idea of text and context.

b. Requirements

-Identify the structure of the text, the main idea of ​​the text, the meaning of the sentences, each paragraph, link the meaning of the paragraphs, the scattered meanings in the text to understand the whole text.

-Understand the arguments, deductions and implications of phrases, sentences and paragraphs. Identify the views, attitudes which are expressed implicitly. Critically evaluate content or arguments of the text.

c. Skill development method

Practice reading comprehension, analyzing, critizing, evaluating most types of texts which have complex structure and content, understanding content, attitude, opinions which are expressed delicately and indirectly.

Practice reading many types of long texts, especially scientific or literary texts with complex structures, many types of style, recognizing and understanding the differences between literal and figurative meaning, deduction, and implication (affirmative, negative, positive, negative, questioning, doubting, rejecting, etc.) of sentences, paragraphs and whole texts, discovering and understanding information, facts which are paraphrased in another way.

Practice reading to recognize the formal structure and content structure of different types of text, belonging to many different styles of stage 5, determine the purpose of the information or argument in a sentence or paragraph of the text, determine the most valuable arguments and arguments supporting the main idea of ​​the text.

Practice reading, discovering the main idea of ​​the text through discovering the relationship between content and structure of the text: causes - results, similarity - opposition comparison, problems - solutions, events - solutions, ability - reality ... Summarzie to re-present the content of the text along with comments and/or comparison, discussion, criticism.

Practice reading, understanding, recognizing and commenting on the attitudes and opinions of text authors or characters in the text, discovering the order, logic of events, arguments and reasoning for comments of the readers.

Practice reading comprehension, recognizing the main idea, the main organizational model of the text, recognizing how information is organized in each part of the text, recognizing the explicit signs, expanding relationships in text and other link marker in the text. Thereby, synthesize and evaluate all information obtained from the document to summarize the content of the document.

Practice intensive and extensive reading the above issues through group discussion and writing summary, comments, answering direct and indirect questions of lecturers.

Practice reading comprehension, processing text, summarizing information from different sources, belonging to many different styles and genres, having arguments to re-present the text content in a coherent way.

d. Verification of results

Obtain information, content, answer questions raised by lecturers and rewrite the main idea of the text, summarize the information in the text.

e. Materials

In addition to the text and information provided in the teaching materials of the curriculum, teachers need to choose the authentic texts (live language) in newspapers, scientific journals, literary publications, political and social commentary ... about life, education, occupation, society, history, people ... (without limitation), diversifying sources of reading text, providing that they are:

-Suitable for the learners’ purposes and needs.

-Attractive, diversified.

2.2.3. Speaking skills:

a. General skills:

-Use language structures well, understand the meaning of idioms and special proverbs.

-Communicate very easily and change the way of speaking naturally like Vietnamese people who have graduated from high school or higher.

b. Specific skills:

Describe experiences, have ability to describe clearly, in details, naturally and smoothly, the listener feels easy to understand and remember.

Arguments in discussion

Have ability to explain and protect their opinions in the discussion by giving persuasive explanations, arguments and opinions.

Presentation before listeners

Present like Vietnamese people with upper secondary education or higher.

Speak with interaction

+ General description of interactive speaking skills

-Using idioms, colloquial expressions and understanding figurative sense.

-Use language facilities (words, phrases) to express the state of mind to express shades of meaning accurately and reasonably.

-Expressg fluently and flexibly like Vietnamese people who have graduated from high school or higher.

Conversations

Using flexible language, comfortably talking about personal and social life, including expressing emotions, allusion, periphrasis, making fun.

Trading and services

Participate in transactions like Vietnamese people with upper secondary education or higher.

Give and answer interview questions:

Keep up with long conversations and participate in the role of the interviewer or interviewee naturally. Speak as fluently as Vietnamese people with upper secondary education or higher.

Accuracy of speaking skills

+ Pronunciation and fluency:

-Can change intonation, expressing shades of subtle meaning while speaking or pronouncing.

-Express their ideas naturally, continuously, without hesitation, unless they want to choose words, examples or choose the most appropriate explanation.

+ Social language compatibility

-Pronounce accurately and appropriatly; use a wide range of vocabulary and use many grammatical structures that are difficult to communicate in the natural way of speaking as Vietnamese people who have graduated high school or higher.

-Proficiently use expressions in idiomatic or colloquial terms and clearly distinguish meaning levels.

-Sensing the social-cultural and social-cultural impacts of Vietnamese people.

-Understand and grasp the cultural-social and linguistic-cultural differences of Vietnamese people.

2.2.3. Speaking skills

a. Teaching orientation

Focus on practicing open monologue skills so that learners have enough ability to present, interpret, explain issues of interest or have tasks or desires to present.Extensive speakingis telling a story; the language used is carefully considered (prepared in advance) and may have a clear etiquette. Extensive talks refer to complex, long, and closely related language strings.

b. Skill development method

Practice speaking skills

Ask learners to present a report, an article, a marketing plan, a business idea, a new product design or a method, how to research something... Teachers need to pay attention to the rules for developing speaking skills:

-Determine clearly the criteria of the practice section.

-Create a practice that fits those criteria.

-Suggest an optimal presentation.

Develop basic speaking skills based on the development of two main elements, content and way of speaking.

Practice skills to retell a story based on pictures with complex content

Ask learners to look at the pictures, photos, tables ... and repeat. Describe pictures, photos that need to be expressed long and can be made into a story. Put any picture or set of pictures or photos for learners and require them to speak in a certain period of time. Learners can develop vocabulary through pictures, or link elements and ability to speak fluently. When they want to develop grammar or other text features, they can still do it this way.

Practice skills to tell a story, a current event

Learners hear or read a story or a current event and retell. Learners have the task of transforming from listening to an original to create a written text with communicative characteristics and relationships, with stress, fluency, and connected to listeners.

Train high-level speaking skills

Request to translate long texts. Learners read the text written in the first language, then translate it into Vietnamese. Texts can be a conversation, product development guidelines, a summary of a movie, a play, a short story, a guide to find a place on the map ... The advantage of translation practice is to control the content of text, vocabulary, grammar and textual structure.

2.2.4. Writing skills

a. General skills:

Write a text with logical and close outline, appropriate and smooth style about many complicated areas, help learners recognize key points in the text easily.

b. Specific skills:

Essay writing

Write essays that describe experiences and stories in a clear, coherent, rich, textual style appropriate to the chosen genre.

Writing reports and theses:

-Write reports or theses with reasonable structure, clear thesis system, strong arguments.

-Write clearly, coherently complex reports, articles or essays, with rich content or give sharp reviews, suggestions, or comment on literary works.

Write with interaction

+ General description of interactive writing skills

Write like Vietnamese people with upper secondary education or higher.

+ Write correspondence

Write like Vietnamese people with upper secondary education or higher.

+ Take notes, text, fill out forms

Write like Vietnamese people with upper secondary education or higher.

Processing texts

Summarize information from different sources, summarize it and write it into a presentation that has a strong, clear argument.

Accuracy of spelling

Write correctly without spelling mistakes.

2.2.4. Writing skills

a. Teaching orientation

Practice skills to write essays, reports, to express personal views, evaluate another writing, or discuss, criticize, or write research papers.

b. Skill development method

Develop essay writing skills

-The aim is to strengthen learners with the following skills:

Skills to write a description of a place.

Skills to write topic sentence focusing on a strong impression.

Skills to give impression with descriptive details.

Skills to organize paragraphs with spatial arrangement.

Linking skills by connecting the descriptions.

Skills to describe specific places in the writings of other writers as they read.

Descriptive skills by using past tense.

Skills to use position-marking sentence structures.

-Specific development methods:

Practice skills to write about a place that has made a strong impression in the past.

Practicing writing skills focusing on a key impression.

Practicing skills to highlight the key impression by detailed description.

Practice organizational skills in space.

Practice linking skills by connecting words for the description genre.

Practice skills to use spatial adverb clauses.

Practice skills to use the Internet to develop descriptive abilities.

Practice skills to write about a place that impresses in the present.

Methods of practicing writing reports and theses

-The aim is to strengthen learners with the following skills:

Skills to express personal views when writing an overview of the thesis.

Skills to comment on many texts they read about the same topic.

Skills to write personal report after study time.

Skills to organize a scientific document.

Skills to write draft thesis.

Skills to evaluate a thesis.

Skills to search for scientific information.

-Specific methods:

Practice skills to review many texts read about the same topic.

Practice skills to write work progress reports ...

Practice skills to organize written texts/draft thesis.

Practice writing written texts, writing draft thesis.

Practice assessment skills and self-assessment of scientific texts.

Practice skills to adjust written texts, draft thesis.

Practice skills to improve written texts, draft thesis.

Review a text

-The aim is to strengthen learners with the following skills:

Skills to write reviews of another person s text.

Skills to read and comment other people’s texts.

Skills to summarize text read to comment.

Skills to write critiques.

Skills to identify potential readers of the written texts.

Skills to learn and develop topics.

Skills to organize written texts.

Skills to write draft written texts.

Group discussion skills to evaluate and critique texts.

Skills to modify draft written texts.

Skills to improve written texts.

Analyze a debate text

-The aim is to strengthen learners with the following skills:

Skills to comment on a debated text.

Skills to discuss and record about debating documents.

Skills of writing debate.

Skills to identify potential readers.

Skills to search information and develop topics.

Skills to organize debated written texts.

Skills to write drafts, a discussion.

Skills to discuss in group on debated written texts.

Skills to edit text after discussion.

Skills to improve written texts.

-Specific method:

 Practice reading skills in debating text..

 Practice debating and writing debating skills.

Practice skills to comment on debated text.

Train skills to determine written text tasks.

Skills to identify potential readers.

Practice skills to find and develop topic.

Skills to organize written texts.

Practice the skill of writing a draft for discussion.

Practice group discussion skills on debate texts.

Practice editing skills after discussion.

Practice skills to perfect the argumentative written texts.

Write a research paper from different sources of information

-The aim is to strengthen learners with the following skills:

Skills to determine the task of the research paper.

Skills to find topics and collections of documents.

Skills to identify favorite topics.

Skills to summarize an article, research paper.

Writing skills an expected study.

Skills to search for necessary information.

Skills to identify potential readers.

Skills to focus on the writer s main ideas..

Skills to write outlines.

Skills to organize research papers.

Skills to write a draft for discussion in the group.

Complete written texts.

-Specific method:

Practice skills to find topics and gather documents.

Practice skills to summarize an article, research paper.

Practice skills to determine the task of the research paper.

Practice writing skills for a planned study.

Skills to search for necessary information.

Practice skills in collecting materials and interviewing.

Practice skills to determine what kind of readers who will read their writing.

Practice skills to focus on key ideas.

Practice skills to outline writing.

Practice skills to organize research papers.

Practice skills to write a draft paper for group discussion.

Practice skills to complete a research.

Methods to practice skills to write correspondence

The purpose of practice skill of writing correspondence is to enhance the skills of writing recommendations, giving opinions to support a candidate to apply for a program or to apply for university or postgraduate. Learners write to present their assessment and provide evidence, information, explain some weaknesses or unknowns in the profile of the referred person, mention the advantages of the candidate ... help the recruiter in decision making.