Stephens, T. & Davies, P.A. (2008). Solutions Pre-Intermediate, Student s book. Oxford. Falla, M. (1990). Practice writing.

Foundation Studies Department ROOM 207 - BUILDING C TEL: 04 5535728 GET WRITING SYLLABUS HANOI UNIVERSITY Km 9 Nguyen Trai Road, Thanh Xuan Bac, Thanh Xuan District, Hanoi Vietnam Telephone:(84 4) 8544338, Facsimile:(84 4) 8544550; http://www.hanu.edu.vn 1. Course Overview GET Writing Skill is the writing course book which is specifically compiled for the first-year students of English at elementary and pre- intermediate level (group A students) of the Foundation Studies Department (FSD), Hanoi University. The book will equip students with basic grammar through writing different types of sentence patterns in Section 1. Section 2 will deal with simple pieces of writing such as personal letters, people description, and place description, in which students practice and combine different structures in Section 1 to write complete paragraphs. These skills will be the foundation for the next course (BELa ) in Term 2 when they will learn more complex sentences, longer paragraphs and essays. 2. Course Objectives and Outcome The curriculum materials of this course are selected to accomplish the following: Improve students basic knowlegde of grammar to express themselves through writing different structrures. Build up students writing habits which will be the key factor for their later success. Set the foundation for the next course when students learn how to write more complicated pieces of writing. We seek the following outcome: Students will be able to be fluent in writing different sentence stnuctures and form a habit of writing in English everyday 3. Books and Materials Textbooks for classroom activities and homework (student use): GET Writing Team (2008) GET Writing Skill. Foundation Studies Department, Hanoi University, Hanoi. Handouts (teacher s resource) Materials for lesson planning and handouts (teacher use): Le Van Su (2007 ) Sentence transformation. Hong Duc Stephens, T. & Davies, P.A. (2008). Solutions Pre-Intermediate, Student s book. Oxford. Falla, M. (1990). Practice writing. Longman 4. Proposed Class Time Schedule GET Writing will meet Twice a week, for a total of 5 Academic Hours. 5. Assessment Homework Assignments: Homework will be assigned and checked for every class session. Completion of the homework is compulsory. Students who have not completed all homework will be marked absent. Students who are absent for more than 20% of class time are not permitted to receive marks for the term. End of term Examination A two- part test: sentence transformation and a short composition

6. Methodological Principles - Encourage students to read. The one who will read will be good at writing. - Feedback should be helpful and in time. - Spare extra exercises/activities for more-able students - Alternate Individual work, Pair work and group work - Grammar is taught in a humorous and communicative way. - Homework correction is a must. - Sentences built should be in a context. 7. Course Team Members The following instructors will contribute to the development of this GET Writing Skill. Roles as noted: Họ Tên Role Lop: TKB E-mail Phone Tran Thi Ngoc Bac A1,2,11,12 ngocbac77@yahoo.com 090437773

Foundation Studies Department ROOM 207 - BUILDING C TEL: 04 5535728 GET WRITING SYLLABUS HANOI UNIVERSITY Km 9 Nguyen Trai Road, Thanh Xuan Bac, Thanh Xuan District, Hanoi Vietnam Telephone:(84 4) 8544338, Facsimile:(84 4) 8544550; http://www.hanu.edu.vn Week Theme/Topic/Title Skill Focus/Goals Teacher reference Day1 Orientation Need Analysis Pattern 1 5 Questions with How much Questions with How to get to Adjective- Adverb Affirmative negative question Negative - Affirmative 1 2 2 3 Homework: Make 25 sentences using the 5 patterns No noun Not any + noun Pattern 6-10 Adjective + Preposition/ Adverb With + noun - Adverb Adjective ending with ed and ing It takes/ took Homework: Collect 25 sentences containing the 5 patterns Pattern 11-15 Homework: write a story using those 5 patterns Pattern 16-20 Connected statement and collerative conjunctions The verb make Exclamatory sentences Let Allow The verb suggest To be supposed to Should/ shouldn t Prefer Would rather Keep/ Find + O + Adj By + Ving Homework: write 25 sentences using the 5 patterns Comparisions Too + Adj + to Inf - So Pattern 21-25 To inf indicating purposes Noun + Adj Both and Homework: use the learned patterns the write a passage of your favourite topic

3 Pattern 26-30 Not until Active passive Causetive form Direct and Indirect speech The use of wish Homework: Collect 25 sentences containing the 5 patterns 4 Pattern 31-35 Because Bcause of Noun + less Compoun adjectives V + O + Pre + O Out + V 4 5 Homework: Pattern 36-40 Homework: Pattern 41-45 write an entry of your blog/diary using at least 5 patterns learned write a story using those 5 patterns Ed-adjectives and ing-adjectives Adjective + pre 1 Adjective + pre 2 Noun + to inf Prefer..would rather than Too + adj + to + inf so..that (P 22) Adj clause 1 Adj clause 2 Adveb clause of time / place Although inspite of Homework: write 25 sentences using the 5 patterns 5 Pattern 46-50 Double comparatives Inversions Common active and passive 1 Common active and passive 2 Passive with Indirect object Homework: use the learned patterns the write a passage of your favourite topic 0 Mid-term break 6 Pattern 51-55 Passive with direct object 1 Passive with direct object 2 Passive with modal verbs Self pronouns That that as

6 Homework: Collect 25 sentences containing the 5 patterns Pasive with used to be/ tend to be Special passive form 1 Special passive form 2 Pattern 56-60 Special passive form 3 Such...that Homework: use the learned patterns the write a passage of your favourite topic 7 Writing letters Writing a letter to a friend 7 8 Homework: write a letter to a student in FSD Email and old friend Writing emails Homework: email your teacher and your friends telling about yourself Model writing Describe people Language notes Controlled practice 8 Homework: teacher s choice Describe people (cont) Free practice (Ex 4,5,6) 9 Homework: teacher s choice Describe places Model writing Language notes Controlled practice Homework: teacher s choice 9 Describe places (cont) Free practice (ex3,4) 10 10 Homework: teacher s choice A two part test designed by the teacher Pilot test Homework: prepare questions for the next class revision Consolidating Revision

Foundation Studies Department ROOM 207 - BUILDING C TEL: 04 5535728 GET TEXTBOOK SYLLABUS HANOI UNIVERSITY Km 9 Nguyen Trai Road, Thanh Xuan Bac, Thanh Xuan District, Hanoi Vietnam Telephone:(84 4) 8544338, Facsimile:(84 4) 8544550; http://www.hanu.edu.vn SYLLABUS FOR NEW CUTTING EDGE LOWER INTERMEDIATE. 1. Course Overview The textbook course is for first year students of Foundation Studies Department at Hanoi University. New Cutting Edge will be used as the core textbook, and it has multilayered, topic-based syllabus which includes thorough and comprehensive work on grammar, vocabulary, skills of listening, reading and writing. However, the course will give emphasis to communication, speaking and it also places strong emphasis on listening. 2. Course Objectives and Outcome The curriculum materials of this course are selected to accomplish the following: Grammar: use new grammar naturally in the speaking tasks Vocabulary: use of different phrases and collocation used in common everyday situations such as telephoning or making arrangements Speaking Skill: Use language provided to express themselves around realistic topics and situations Reading: develop reading skill texts which lead to grammar work and language analysis Writing: develop writing skills which focus on writing simple sentences and short descriptive paragraphs. Listening: develop students confidence in terms of listening short extracts, interviews, stories, and conversations We seek the following outcome: At the end of the course, students will master General English at Pre- intermediate level 3. Books and Materials Textbook for classroom activities (student use): Sarah Cunningham & Peter Moor (2005), New cutting edge students book, Pre- intermediate level, Longman Textbook for homework Sarah Cunningham & Peter Moor (2005), New Cutting edge- workbook, pre intermediate, Longman 4. Proposed Class Time Schedule New Cutting Edge-Elementary will meet twice a week, 10 class hours/ week 5. Assessment Homework Assignments: Homework will be assigned and checked for every session. Completion of the homework is compulsory. Students who have not completed all homework will be marked absent. Examinations: ONE examination will be administered to students at the end of the term. Examinations: Listening, Speaking, Reading and Writing textbook based tests will be conducted at the end of the semester. (see course overview) 6. Methodological Principles

There are some key areas of textbook teaching Treat tasks primarily as an opportunity for communication, because the main objective is for students to use the language that they know, and if necessary, learn new language in order to achieve a particular communicative goal Let students do the talking and teachers need to give feedback at the end and try to make it positive Give students time to rehearse. This helps fluency, encourages students to be more ambitious with their language and irons out some errors Make the task suit the class because students may vary in background, interests and ability. Insist that students do the task in English Set the final objective clearly Note: - Do NOT use any books not mentioned in the syllabus for handouts - Exploit fully students book and workbook - Read carefully teacher s tips of teacher s resource book for a comprehensive approach. 7. Course Team Members The following instructors will contribute to the development of this TEXTBOOK. Roles as noted: Họ Tên Role Lop: TKB E-mail Phone Nguyen Minh Hang Team leader A3 Hangmoon_2001@yahoo.com.vn 0988718595 Nguyen Minh Huong Instructor A4 Nmhuong0304@yahoo.com 0912508859 Le Phuong Giang Instructor A2 gianghaanh@yahoo.com 0904804200

Framework for Textbook Syllabus 2 lessons // 10 academic hours per week Week Theme/Topic/Title Skill Focus/Goals Teacher reference W1 Orientation Module 1: Leisure and lifestyle Homework: Module 1 p 5-7 (workbook) Revision of question forms Vocabulary: Leisure activities P 6-9 W1 Module 1: Leisure and lifestyle Homework: Module 1 p8-11 (workbook) Reading: Usual ways of keeping fit Grammar: Present simple Speaking: Ask and answer the questions to complete the fact file p 10-14 W2 Module 2: Important first Homework: Module 2 p12-14 ( workbook) Past simple Listening: TV firsts Using time phrases P 16-18 W2 Module 2: important first Homework: Module 2 p15-17 (workbook) Vocab: Words to describe feelings Listening: Conversation Speaking: Tell a first time story p19-21 W3 Unit 3: At rest, at work Homework: Module 3 p18-20 ( workbook) Modal verbs: should, shouldn t Vocab: Daily routines Reading and Speaking: Early to bed, early to rise pn 24-26 W3 Unit 3: At rest at work Vocab: Job Listening: Choose the right job Speaking: Talking about the job you want to do in real life, making requests and asking for permission P27-30 Homework: Module 3 p21-23 ( workbook) W4 Module 4: Special Occasions Present continuous and present simple Vocab: Dates and special occasions Listening: Special occasions in the UK? US p32-35

Homework: Module 4 p 24-26 ( workbook) W4 Module 4: Special Occasions Homework: Module 4 p 27-29 ( workbook) Listening: New year in two different cultures Speaking: Talk about a personal calendar Real life: Phrase for special occasions p 36-39 W5 Module 5: Appearances Homework: Module 4 p 30-32 (workbook) Comparative and superlative adjectives Vocab: Physical appearance Reading: You are gorgeous P 42-45 W5 Module 5: Appearances Listening: Listen to the descriptions Speaking: Describing people p 46-49 Homework: Module 4 p 33-35 ( workbook) W 0 Mid-term Break W6 Module 6: Time off Homework: Module 6 p36-38 ( workbook) Intentions and wishes Predictions: will and won t Vocab and Speaking: holidays p 52-54 W6 Module 6: Time off Homework: Module 6 p 39-41 ( workbook) Listening : The holiday from hell Speaking: Talk about you dream holiday p 53-59 W7 Module 7: Ambitions and dreams Homework: Module 7 p 42-44 ( workbook) Vocab: ambitions and dreams Listening: before they were famous Present perfect and past simple with for p 62-64 W7 Module 8: Countries and culture Homework: Module 8 work book Vocab: geographic features Using articles Countable and uncountable nouns p 62-64

W8 Module 9: Old and new Homework: Module 9 workbook Vocab: Modern and traditional Reading May, might, will definitely Speaking: Making suggestion p 80-86 W8 Module 10: Take care Homework: Module 10 workbook Vocab: Health and accidents Listening: health helpline Past continuos and used to p 88-95 W9 Module 11: The best thing in life Vocab: hobbies and interests Gerund Reading Speaking: Comparing ideas p 62-64 Homework: Module 11 workbook W9 Module 12: Got to have it Homework: Module 12 workbook Vocab: Everyday objects Reading: Speaking: Making suggestion Passive voice p 106-112 W10 Revision Grammar: Finishing the minichecks section Speaking: practice with 10 given topics p158-161 W10 Revision Writing: practice with descriptive paragraphs Listening: W 0 At-home revision week End-of-term exam on Saturday

Foundation Studies Department ROOM 207 - BUILDING C TEL: 04 5535728 GET SPEAKING SYLLABUS HANOI UNIVERSITY Km 9 Nguyen Trai Road, Thanh Xuan Bac, Thanh Xuan District, Hanoi Vietnam Telephone:(84 4) 8544338, Facsimile:(84 4) 8544550; http://www.hanu.edu.vn 1. Course Overview The GET Speaking - Conversation course is for first-year students of the Foundation Studies Department at Hanoi University. Our assumption is the students have had a broad exposure to English grammar and vocabulary, but a relatively narrow exposure to the use of English in everyday life conversations. They are also likely to be unaware of the importance of oral communication skills to their academic, professional and personal development. We anticipate that their experience in speaking English is limited and that their ability to finetune the way they speak (pronunciation, fluency, coherence, facial expressions, body language, etc.) is low. This will likely be their first speaking course. The course will use selected speaking materials from various text books for oral communication to train students in gaining confidence, asking for specific information, answering questions, giving follow-up response, expressing opinions about a given topic. Students will be asked to read the material for each lesson before going to class and take every opportunity in class to speaking English. Class time will be spent practicing the targeted skills, getting feedback from peers and teachers and learning how to improve students performance themselves. 2. Course Objectives and Outcome The curriculum materials of this course are selected to accomplish the following: Build up confidence in conversations in English Participate successfully in conversations and small group discussions Develop critical thinking skill by brainstorming, supporting opinions, and analysing the issue Use proper structures for different situations in everyday conversations Take responsibility for their own learning by doing a variety of learner training activities We seek the following outcome: Students who can ask and answer questions using given key words and exchanging opinions on a specific topic. 3. Books and Materials Textbooks for classroom activities and homework (student use): GET Speaking team (2009), GET Speaking. Materials for lesson planning and handouts (teacher use): Mathews, C., Speaking Solutions Oxenden, C., Latham-Koenig, C., New English File (pre-inter, inter) Cotton, D., Falvey, D., Kent, S., Market leader (pre-inter) Wyatt, R., Check your vocabulary for English for the IELTS examination Redman, S., Vocabulary in use Pre-intermediate. 4. Proposed Class Time Schedule GET Speaking will meet once a week, for a total of 5.0 Academic Hours. 5. Assessment Examinations: ONE examination will be administered to student at the end of the term. The examination will match the course materials in focus and style. A specific outline is below: End-of-Term Examination

Interview: The teacher will ask each student about a topic, students listen and answer the questions 6. Methodological Principles Since most students might have never taken an speaking course before, and the principle of one skill focus for each lesson is still employed for eight 2.5-hour lessons during the term, only the most important and basic skills are selected for students to learn. These skills are listed on the teaching schedule (see below). Some essential notes for teachers include: Regularly test students ability to give quick response Teach students how to talk about a topic: where to get ideas, vocabulary, how to practice speaking about it Teacher talking time is about 40% including giving instruction and feedback Emphasis is placed on the students independent learning and practicing Efforts should be put on helping students improve their pronunciation, fluency and content. Teachers act as facilitators, advisors, assessors and sources of encouragement during the course. Different kinds of activities are designed to involve the students in the learning process as much as possible. Students are instructed on how to correct their own speaking and their peers effectively. Students are trained to set their own goals in enhancing their speaking and cognitive ability. Motivation plays an essential role in increasing the students interest and confidence in learning speaking 7. Course Team Members To be updated after final draft of timetable issued The following instructors will contribute to the development of this EAP Speaking Course. Roles as noted: Họ Tên Role Lop: TKB E-mail Phone

Framework for Academic Speaking Syllabus 1 lessons // 2.5 academic hours per week Week Class WK 1 WK 2 WK 3 WK 4 WK 5 WK 6 WK 7 WK 8 Topic / Theme Skill Focus Activities Getting to know each other Introducing yourself/ someone to a group Appealing to the speaker Speaking out in class Pairwork, group work Homework for Next Class Session: Practice structures learnt in class. Use google.com to search for information about conversation skills, topics, questions Opening a conversation Maintaining it (include Pairwork, group work redirecting a conversation) Homework for Next Class Session: Use the topics, questions students have searched to practice conversation skills Asking for information Pairwork, group work Homework for Next Class Session: develop a complete conversation on a topic given by teacher Exchanging opinions Agreeing, disagreeing Pairwork, group work Homework for Next Class Session practice giving opinions on several topics given by teachers Taking turns Leading a group discussion Pairwork, group work Homework for Next Class Session: practice giving opinions on several topics given by teachers (traveling) At-Home Review // No Class Meetings Presenting information Pairwork, group work Homework for Next Class Session: practice giving opinions on several topics given by teachers (jobs and work) Topic: Traveling Integrated conversation skills Pairwork, group work Discuss a topic WK 9 Homework for Next Class Session: jobs and work Topic: Jobs and Work Integrated conversation skills Discuss a topic Homework for Next Class Session: prepare for final test Pairwork, group work

Week Class WK 10 WK 11 Revision Topic / Theme Skill Focus Activities Test preparation strategies Homework for Next Class Session: prepare for the test In class end-of-term test Q&A about end of term test Feedback on speaking performance WK 12 At-Home Review // No Class Meetings END-OF-TERM EXAM

1. Course Overview Foundation Studies Department ROOM 207 - BUILDING C TEL: 04 5535728 GET READING SYLLABUS HANOI UNIVERSITY Km 9 Nguyen Trai Road, Thanh Xuan Bac, Thanh Xuan District, Hanoi Vietnam Telephone:(84 4) 8544338, Facsimile:(84 4) 8544550; http://www.hanu.edu.vn The GET Reading course- General English Training reading is for first-year non-majored English students (A group) of the Foundation Studies Department at Hanoi University. The students are of lower - intermediate level. 2. Course Objectives and Outcome: At the end of the course, GET students will be able to: Understand Basic English structures used in short paragraphs/passages. Extract contextual meaning of words used in short paragraphs/passages. Understand relationships of ideas in short paragraph/passages. Understand explicit/ factual information Make a simple oral summary of short paragraph into a sentence. The course is designed to help students to accomplish the following: Build students vocabulary foundation - and their ability to decipher and use new words. Develop multiple reading strategies and skills to comprehend from 300 to 400 word - texts efficiently. 3. Books and References References for teachers Mikulecky (1990) A Short Course in Teaching Reading Skills. Addison-Wesley: Massachusetts, USA Nuttall (2005) Teaching Reading Skills in a Foreign Language. Macmillan Education Deirdre Howard-Williams and Cynthia Herd Word Games with English 2. Heinemann International Core books for students in class and homework Milada Broukal, Insights for today, Second Edition, Heinle and Heinle Puplishers. (1) Patricia Ackert, Cause and Effect, Second Edition, Heinle and Heinle Puplishers. (2) 4. Proposed weekly schedule 10 weeks- 2 classes/week. 5. Assessment

Homework: Homework for class will be several exercises assigned by the instructor. Completion of homework is compulsory. Students who have not completed their home will be marked absent. Assessment: 1 Final test Vocabulary Reading skills 6. Methodology / Teaching principles Principal recent academic research suggests the following two approaches to reading instruction early on in English study: First, VOCABULARY is a key, foundational issue for building strong reading skills. It is thought that unless students understand 98% of the words they encounter in a reading, it will be difficult for them to do "top-down" processing (identifying main ideas, answer comprehension questions, etc.) as well as to read fluently. As such, explicit, extended contact to new words is essential for the development of reading skills. Second, BOTTOM-UP SKILLS (understanding the text piece-by-piece, word-by-word) precede the effective use of top-down skills (understanding the overall meaning of the text). Thus, the introduction and development of bottom up skills is really important for building overall comprehension. Completion of homework is compulsory. Students who have not completed their homework will be marked absent. The FSD academic policy states clearly that students who are absent for twenty-percent or more (20% = 4 unexcused absences) of the total class house are NOT ELIGIBLE to take mid-term and end-term examinations. It is vital that teachers pay close attention to who is absent during each class session, as well as to develop a system to check homework completion. 7. Course Team Members Name Role E-mail Phone Trần Thị Thảo Quyên Team Leader thaquyen42001@yahoo.com 0989.348.250 Doãn Hoàng Mai Instructor doanhoangmai@gmail.com 0912.624.365 Nguyễn Thị Thường Instructor thuongstudy@yahoo.com 0948.290076 Trịnh Thị Nha Trang Instructor nhatrang15776@yahoo.com 0983.510.358 8. Syllabus framework Week Theme 1.1 - Orientation & Expectations - Elephants Skill Focus (weekly objectives) Familiarize the students with lesson format Skimming Vocabulary focus Notes Context p 1-10 (1)

Homework: p 11-16 (1) 1.2 - The Extinction of Dinosaur Skimming Context p19-25 (1) Homework: p 26-31 (1) 2.1 - The all-american Dinner Skimming Context p 35-41 (1) Homework: p 42-48 (1) 2.2 - The Birth of the United States of America Homework: p 56-66 (1) Scanning Context p 49-55 (1) 3.1 - Twins Scanning Context p 68-76 (1) Homework: p 77-83 (1) 3.2 - Adoption Scanning Context p 85-92 (1) Homework: p 93-98 (1) 4.1 - Secondhand Smoke Recognizing paragraph topic Homework: 110-114 (1) 4.2 - A healthy diet for everyone Recognizing paragraph topic Homework: 126-131 (1) 5.1 - Oil Recognizing paragraph topic Homework: p 141-148 (1) 5.2 - Earthquakes Recognizing supporting key words Homework: 153-162 (1) Context p 99-109 (1) Context p 117-125 (1) Context p 135-140 (1) Context p 149-152 (1) 0 At home revision Off class 6.1 - Alfred Nobel Recognizing supporting key words Homework: 172-178 (1) 6.2 - Marie Curie Recognizing supporting key words Homework: p 187-192 (1) 7.1 - World population growth Paragraph summarizing Homework: p 59-62 Context p 165-171 (1) Context p 179-186 (1) Context p 51-58 (2)

7.2 - Changes in the family Paragraph summarizing Homework: p 69-71 (2) 8.1 - Women and Change Paragraph summarizing Homework: p 79-81 (2) 8.2 - Rain Forest Paragraph summarizing Homework: p 88-90 (2) 9.1 - Green peace Paragraph summarizing Context p 63-68 (2) Context p 72-78 (2) Context p 82-87 (2) Context p 91-96 (2) Homework: p 97-99 (2) 9.2 - Headaches Recognizing outline of the whole passage Homework: p 208-211 (2) Context p 203-207 (2) 10.1 - Sleep and Dreams Homework: p 219-221 (2) 10.2 - The common cold Homework: 229-231 (2) 0 At home revision Recognizing outline of the whole passage Recognizing outline of the whole passage Context p 212-218 (2) Context p 222-228 End-of-term exam on Saturday Syllabus Designer: Tran Thi Thao Quyen

Foundation Studies Department ROOM 207 - BUILDING C TEL: 04 5535728 GET LEARNER TRAINING SYLLABUS HANOI UNIVERSITY Km 9 Nguyen Trai Road, Thanh Xuan Bac, Thanh Xuan District, Hanoi Vietnam Telephone:(84 4) 8544338, Facsimile:(84 4) 8544550; http://www.hanu.edu.vn 1. Course Overview The GET Learner Training Course is for first-year GET A students of the Foundation Studies Department at Hanoi University. The students presumably are at Elementary English level and have limited study skills in learning the English vocabulary and grammar. The GET Learner Training Course is based on the notion that If you give a man a fish, you feed him for a day. If you teach a man to fish, you feed him for a lifetime. 2. Course Objectives and Outcome The curriculum materials of this course are selected to accomplish the following: Help learners consider the factors that affect their learning Help learners discover the learning strategies that suit them best Provide students with practice exercises with the focus of applying their knowledge of the appropriate language skills and test taking skills Engage learners actively in learning how grammar and vocabulary We seek the following outcome: Students who are more effective and responsible learners with a variety of strategies and good study habits to improve their English study skills, especially vocabulary and grammar. 3. Books and Materials Textbooks for classroom activities and homework (student use): GET Learner Training team (2008) Corebook (Compiled from Oxford Practice Grammar, John Eastwood and New Vocabulary in use, Stuart Redman & Ellen Shaw) GET Learner Training team (2008) Vocabulary and Grammar book Useful websites Collocation Dictionary Learner Training http://www.teachingenglish.org.uk/think/methodology/learner_training.shtml http://learnerautonomy.org/learnertrainingarticle1.html Self-Study http://www.english-test.net/toeic/ http://www.english-test.net/ http://learnerautonomy.org/learnertrainingarticle1.html free download book Materials for lesson planning and handouts (teacher use): Ellis, G. & Sinclair, B. (1989). Learning to learn English. Glasgow: Cambridge University Press. (pp.3 54) Heaton, B & Dunmore, D. (1992). Learning to study in English. Macmillan (Unit 1, 2, 3, 8)

4. Proposed Class Time Schedule Using the recently introduced structure of FSD tutorials, GET Learner Training has been scheduled to increase teacher-student tutoring as well as self-study time. GET Learner Training will meet twice a week, for a total of 7.5 Academic Hours. The time will be allocated as follows: Class Session one class meeting each week will be spent: Improving students basic grammar and vocabulary Tutorial Session one group meeting every week will be spent: Solving problems Developing self-study skills 5. Assessment Key assignments Mark allocation Weekly Completion of homework + Class 5 Attendance/Participation Vocabulary & Grammar book (using the format provided by 5 Teachers) Total 10 6. Methodological Principles LT focuses on teaching students the HOW to learn along with WHAT to learn LT focuses on the PROCESS of learning and APPLYING (using the language) in order to provide learners with wider insights into their own learning, rather than a particular product. LT is STUDENT-CENTRED: Students do most of the show (Self study in classroom, in the language library, in the language laboratory, computer room). Teacher s role is to help them CONSOLIDATE what they learn Teachers can use VIETNAMESE sometimes when explaining how to study or complicated words/phrases/concepts 7. Course Team Members The following instructors will contribute to the development of the GET Learner Training Course. Roles as noted: Họ Tên Role Lop: TKB E-mail Phone Lê Thị Khánh Hoà Coordinator 1A, 2A lethikhanhhoa@gmail.com 0972161285 Hoàng Thị Ngọc Instructor 3A, 4A ngoc51083@yahoo.com 0972528170 Vũ Thị Hoàng Yến Instructor 5A, 6A vuhoangyen196@gmail.com 0987806885 Tạ Thị Xuân Thảo Instructor 9A, 10A springrassy@gmail.com 0986362550 Lê Ngọc Xuân Instructor 11A, 12A ngocxuan1512@yahoo.com 0978251076

Framework for GET LT Syllabus 1 lesson & 1 tutorial // 7.5 academic hours per week Week Class Topic / Theme Skill Focus Activities LECTURE 1 Orientation & Expectations Homework for Next Whole Class Meeting: Read the EXPLANATION of Verb tenses Understanding the importance of learning Vocabulary and Grammar in English How to organize your learning (especially time management) TUTORIAL How to deal with grammar Verb tenses part I 1 Homework for Next Tutorial Meeting: Complete Vocabulary and Grammar Glossary Book Week 1 LECTURE 2 How to deal with grammar Homework for Next Whole Class Meeting: Read the EXPLANATION of Verb tenses Test 1,2 Verb tenses part II How to keep a vocabulary notebook TUTORIAL 2 Homework for Next Tutorial Meeting: Complete Vocabulary and Grammar Glossary Book Week 2 Bring your dictionary to the next class LECTURE 3 How to deal with grammar Homework for Next Whole Class Meeting: Read the EXPLANATION of The passive Test 3,4 Verb tenses part III How to use a dictionary TUTORIAL 3 Homework for Next Tutorial Meeting: Complete Vocabulary and Grammar Glossary Book Week 3 LECTURE 4 How to deal with grammar The passive Homework for Next Whole Class Meeting: Read the EXPLANATION of The infinitive and the ing-form Test 5,6,7 Getting familiar with students core book (compiled by Cc) - how to learn and use it Getting familiar with Vocabulary and Grammar Glossary Book TUTORIAL 4 LECTURE 5 TUTORIAL 5 WK-0- English language words Homework for Next Tutorial Meeting: Complete Vocabulary and Grammar Glossary Book Week 4 How to deal with grammar Homework for Next Whole Class Meeting: Read the EXPLANATION of The passive Test 8 Collocations Homework for Next Tutorial Meeting: Complete Vocabulary and Grammar Glossary Book Week 5 Verb + to-infinitive or ing-form At-Home Review // No Class Meetings

Week Class LECTURE 6 Topic / Theme Skill Focus Activities How to deal with grammar Adjectives and adverbs Homework for Next Whole Class Meeting: Read the EXPLANATION of Adjectives and adverbs Test 9 TUTORIAL How to extend vocabulary Daily routines 6 Homework for Next Tutorial Meeting: Complete Vocabulary and Grammar Glossary Book Week 6 LECTURE 7 TUTORIAL 7 How to deal with grammar Comparative and superlative Homework for Next Whole Class Meeting: Read the EXPLANATION of Comparative and superlative Test 10 How to extend vocabulary Homework for Next Tutorial Meeting: Complete Vocabulary and Grammar Glossary Book Week 7 Describing people s appearance and characteristics LECTURE 8 How to deal with grammar Homework for Next Whole Class Meeting: Read the EXPLANATION of Preposition Test 11 Preposition TUTORIAL How to extend vocabulary Job 8 Homework for Next Tutorial Meeting: Complete Vocabulary and Grammar Glossary Book Week 8 LECTURE 9 How to deal with grammar Homework for Next Whole Class Meeting: Read the EXPLANATION of Relative clauses Test 12 Relative clauses How to extend vocabulary Hobbies TUTORIAL 9 Homework for Next Tutorial Meeting: Complete Vocabulary and Grammar Glossary Book Week 9 LECTURE How to deal with grammar 10 No homework Conditionals and wish TUTORIAL 10 WK-0- How to extend vocabulary No homework The Internet At - home revision week End-of-term Exam Saturday

Foundation Studies Department ROOM 207 - BUILDING C TEL: 04 5535728 GET LEARNER TRAINING SYLLABUS HANOI UNIVERSITY Km 9 Nguyen Trai Road, Thanh Xuan Bac, Thanh Xuan District, Hanoi Vietnam Telephone:(84 4) 8544338, Facsimile:(84 4) 8544550; http://www.hanu.edu.vn 1. Course Overview The GET Listening course is for first-year students (Group A) of the Foundation Studies Department at Hanoi University. The students have chance to get exposed to and familiar with numerous topicbased English dialogues. Special focus has also been put on building up basic learners listening skills and strategies so that they will be able to comprehend an abundance of authentic conversations and talks made by native speakers in common social, academic and business contexts. Listening has proved to be very essential and indispensable for students during their language study; it is not an easy task though. To be successful listeners at this level, students are expected to make full use of not only class hours but also their self-study periods to constantly establish a strong foundation of their listening skills by reviewing and applying the learnt listening techniques into practice. It is crucially important to bear in mind that patience and regular practice will be key success factors for a good and effective listener. 2. Course Objectives and Outcome The curriculum materials of this course are selected to accomplish the following: Offer students rich topic-based input in order to develop their language ability Build up students basic skills and strategies in comprehension of daily life conversations and talks of academic context made by native speakers with various accents Build up students both bottom-up and top-down listening skills in a systematic way Encourage students confidence when listening to different types of spoken English We seek the following outcome: Students will be able to build up strong fundamental listening skills Through a wide variety of listening activities at high beginning level 3. Books and Materials Textbooks for classroom activities and homework (student use): Ellen Kisslinger & Todd Beuckens (2007) Impact Listening 1. Second Edition. Pearson Education Asia Limited Jill Robbins & Andrew Macneill (2005). Impact Listening 2. Pearson Education Asia Limited Lin Lougheed (2001) Learning to listen 1. Materials for lesson planning and handouts (teacher use): Ellen Kisslinger (2007) Impact Listening 1.Teacher s manual. Second Edition. Pearson Education Asia Limited 4. Proposed Class Time Schedule GET Listening will meet twice a week, for a total of 5 academic hours.

5. Assessment Homework Assignments: Homework will be assigned and checked for every class session. Completion of the homework is compulsory. Students who have not completed all homework will be marked absent. Students who are absent for more than 20% of class time are not permitted to receive marks for the term. End of term Examination A two part exam: a. Textbook listening b. Listening 6. Methodological Principles Listening plays an essential part in the communication process as obviously conversations will take place only when we can understand what speakers say. Hence, in-class listening activities of the selected materials are designed to get students involved in and get acquainted with necessary listening skills and strategies, which are useful to enhance their listening comprehension ability under basic contexts. For example, students are able to learn how to gain high sense of concentration while listening, to make possible guess, to listen for key words and details and to identify proper spoken language uses for better understanding and comprehending the given messages. Research has shown that successful learners are autonomous, reflective, and are actively involved in their learning. These learners are aware of how learning takes place and the best learning strategies for themselves. With this understanding, students are expected to try their best to make full use of given opportunities to practice listening through a wide range of activities namely fulfilling assigned homework, actively listening to their teachers and their peers speaking English, learning English through stories and other useful resources so that they can fully improve and gradually master their listening skills. Framework for GET Listening Syllabus 2 lessons // 5 academic hours per week Week Theme/Topic/Title Skill Focus/Goals Teacher reference Day1 Orientation & expectations How s it going? Vocab: Greeting Listening for expressions of greeting Listening for main ideas Listening for details Listening for attitudes Page 8-11 1 2 Homework: Unit 1: First Day (LTL/p. 10-13) It s a great place Vocab: Rooms & Furniture Listening for specific information Listening for attitudes Homework: Unit 2: All about you (LTL/p.14-17) Vocab: Clothing & colors Listening for key words That looks good on you Listening for details Page: 12-15 Page:16-19

3 Homework: Unit 3: At the Internet Café (LTL/p.18-21) Where are you from Homework: Unit 4: Let s go (LTL/p.22-25) Do you know who that is? Revision Vocab: Countries & Nationalities Listening for key words Listening for main ideas Listening for specific information Vocab: describing people Listening for details Listening for description Consolidating Page: 20-23 Page: 24-31 Homework: Review 1 (LTL/p.26-27) 4 5 Vocab: Family What a nice family! Listening for specific information Homework: Unit 5: What time is it? (LTL/p.28-31) Vocab: Buildings & Locations Listening for specific information How do I get there? Listening for direction Homework: Unit 6: Describing yourself (LTL/p.32-35) What kind of work do you do? Vocab: Occupations Listening for specific information Listening for attitudes Homework: Unit 7: How will I know you? (LTL/p.36-39) I m really busy these days. Page: 32-35 Page: 36-39 Page: 40-43 Vocab: Schedules & Activities Listening for specific information Page: 44-47 Homework: What s on TV (LTL/p.40-43) Vocab: Forms of transportation It was a fantastic trip Listening for main ideas Revision Listening for details Consolidating Homework: Review 2 (LTL/p.44-45) Page: 48-55 0 Mid-term break week 6 Where does it all go? What do you want to do? Vocab: Money management Vocab: Activities Listening for details Listening for specific information Listening for attitudes Page: 56-63

7 8 9 Homework: Unit 9: Planning your day (LTL/p.46-49) Vocab: Food Vocab: Health problems & She makes the best pasta Remedies Listening for attitudes How are you feeling? Listening for specific information Listening for instruction Homework: Unit 10: Free time (LTL/p.50-53) I love it here. Impact 1: Revision Impact 2: you ll really like him Homework:Unit 11: Let s eat (LTL/p.54-57) Vocab: City features & Seasons Vocab: Introduction & Responses Listening for attitudes Listening for specific information Vocab: Personal information Vocab: Places & Locations How can I reach you? Listening for description Listening for details Don t you wish we could live Listening for attitudes here? Homework: Unit 12: At home (LTL/p.58-61) It means a lot to me. It changed my life Homework: Review 3 (LTL/p.62-63) What do you like about him? Vocab: accessories (jewellery) Vocab: Countries & Languages Listening for specific information Listening for details I really take after my dad. Homework: Unit 13: Sunny or Cloudy? (LTL/p.64-67) Where the heck am I You can meet lots of important people Homework: Unit 14: On the block (LTL/p.68-71) Vocab: Describing personalities Vocab: Family & relationship Listening for description Listening for specific information Vocab: Locations & Direction Vocab: Jobs Listening for direction Listening for specific information Listening for details Vocab: regulations Vocab: Flight problems We have a few rules Listening for details They lost my luggage! Listening for specific information Homework: Unit 15: Downtown (LTL/p.72-75) Page:64-71 P.72-79/ Impact 1 P.8-9/ Impact 2 Page:10-13 Page:14-17 Page: 18-21 Page: 22-25 Page:26-29

10 Check this out! Vocab: Technology Vocab: Schedules Listening for details Page:30-33 I can squeeze you in Homework: Unit 16: Let s celebrate (LTL/p.76-79) Review 4 (LTL/p.80-81) It was a real scorcher Revision Vocab: Weather Listening for key words Listening for details Consolidating & Mini-testing Page:34-35 0 At home - revision week End-of-term exam Saturday