Scribd
Upload
251 views3 pages

313

The document provides information about the new English language curriculum for grades 3-12 in Vietnam. It discusses several key points: 1. The curriculum is competence-based and learner-centered. It focuses on developing students' communicative competence through themes, topics, and language skills. 2. The overall aims are to help students gain understanding of other cultures and develop competencies for future work. Students should be able to communicate in English and form lifelong learning habits. 3. The curriculum contents are organized around general themes and topics, competencies, and language knowledge.

Uploaded by

Hứa Minh Kha
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
251 views3 pages

313

The document provides information about the new English language curriculum for grades 3-12 in Vietnam. It discusses several key points: 1. The curriculum is competence-based and learner-centered. It focuses on developing students' communicative competence through themes, topics, and language skills. 2. The overall aims are to help students gain understanding of other cultures and develop competencies for future work. Students should be able to communicate in English and form lifelong learning habits. 3. The curriculum contents are organized around general themes and topics, competencies, and language knowledge.

Uploaded by

Hứa Minh Kha
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
You are on page 1/ 3

Module 1Complete each sentence below with NO MORE THAN 01 WORD:1.

The six
development principles of the new English language curriculum for Grade 3-12 in
Vietnam are: b.It complies with the general guidelines provided in the overall ___
curriculum ___ of the Ministry of Education andTraining.c.It is __competence __-based,
in which __ communicative __ competence is the main goal of English language
teachingand learning.d.It is also ___ theme-based ___, in which themes and ___ topics_
__ are interrelated, and allow for the development of both language ___ knowledge_ __
and communicative competence.e.It is ___ learner_ __-centered.f.It ensures the transition
and continuity between different levels of primary, lower-secondary and upper-
secondaryeducation by following the 6-level foreign language competence ___
framework_ __ for Vietnam.1.It is flexible and open enough to suit the __local_ _
conditions of English language teaching.The overall aims of thenew English language
curriculum for Grade 3-12 in Vietnam are:2.Helping students to gain general
understanding about the countries, people and ___ cultures ___ of some English-speaking
countries and other countries in the world:3.Contributing to the formation and
development of necessary attributes and ___ competences___ for a future worker
a.Equipping students with a new ___communication __ tool, helping them to develop
English language communicativecompetence through the four skills of listening, reading,
writing and speaking:achieve Level __ three __ of the 6-level foreign language
competence framework for Vietnam begin to use English in studies, andform life-
long learning habits to become ___ global_ __ citizens in times of global
integration.adopt a positive __ attitude_ _ and friendliness towards these countries,
people and cultures.The curriculum contents are organized along three main pillars:a.A
system of general ___ themes___, and specific ___ topics___ b.___Competences___
related to themc. Language ___knowledge___ Which levels of education does each
curriculum objective below apply to?You have correctly selected 3.The correct answer is:
Help students communicate at a basic level in English, with focuses on speaking and
listening? →Elementary, Help students to use English to pursue higher education goals,
or become employable after finishing schools. →Upper-secondary, Students can
communicate at a basic level if the conversation partners speak slowly, clearly and are
willingto help. → Elementary, Students can describe their experiences, events, wishes,
hopes and ambitions, as well as present briefly the reasons for their opinions and plans.
→ Upper-secondary, Help students to reflect Vietnamese cultural valuesthrough English;
→ Upper-secondary, Students can provide simple descriptions about themselves, their
environment andtopics related to basic needs → Lower-secondary, Help students to
communicate in English to meet basic and directcommunication needs in daily and
common situations. → Lower-secondaryIs each statement below TRUE or FALSE about
the new English language curriculum for Grade 3-12 in Vietnam?The key competence to
develop is language competence.:TrueFalseThe correct answer is 'False'.Language
knowledge in the new curriculum refers to phonology, vocabulary and grammar.True
FalseThe correct answer is 'True' .The main teaching method endorsed by the new
curriculum is Communicative Language Teaching.True FalseThe correct answer is 'True'.

Summative assessment is prioritized in the process of teaching and learning.True


FalseThe correct answer is 'False'.Quantitative assessment should be encouraged more
than qualitative assessment.True FalseThe correct answer is 'False'.This training course
uses examples from a specific series of textbooks, so the skills and methods acquired in
this course canhardly be applied to teaching with other textbooks.True FalseThe correct
answer is 'False' .MODULE 2Is each statement below TRUE or FALSE?Equal attention
is paid to all skills (listening, speaking, reading, writing) at all levels of primary, lower-
secondary and upper-secondary. TrueThe correct answer is 'False'.Is each statement
below TRUE or FALSE?According to the new textbooks, the number of periods for
reviews, tests and reserves at primary, lower-secondary and upper-secondary levels are
20, 21 and 17 (for each grade) respectively.True FalseThe correct answer is 'True'.Is each
statement below TRUE or FALSE?The CDs in the textbooks use American accent. True
FalseThe correct answer is 'False'.Which levels of English language competence (on the
Six-level Foreign Language Proficiency Framework for Vietnam, 2014)do the new Tieng
Anh textbooks aims to help students achieve?A. Level 1 (primary) – Level 2 (lower-
secondary) – Level 3 (upper-secondary)B. Level 3 (primary) – Level 4 (lower-secondary)
– Level 5 (upper-secondary)C. Level 4 (primary) – Level 5 (lower-secondary) – Level 6
(upper-secondary)D. Level 2 (primary) – Level 3 (lower-secondary) – Level 4 (upper-
secondary)The correct answer is: Level 1 (primary) – Level 2 (lower-secondary) – Level
3 (upper-secondary)Which levels of English language competence (on the CEFR) do the
new Tieng Anh textbooks aim to help students achieve? A. A2 (primary) – B1 (lower-
secondary) – B2 (upper-secondary) B. B1 (primary) – B2 (lower-secondary) – C1 (upper-
secondary) C. A1 (primary) – A2 (lower-secondary) – B1 (upper-secondary)The correct
answer is: A1 (primary) – A2 (lower-secondary) – B1 (upper-secondary)Which reflects
the structure of the new Tieng Anh textbooks?A. 12 units x 7 sections (primary); 20 units
x 3 sections (lower-secondary); 12 x 8 sections (upper-secondary)B. 12 units x 7 sections
(primary); 10 units x 8 sections (lower-secondary); 20 x 3 sections (upper-secondary)C.
20 units x 4 sections (primary); 10 units x 8 sections (lower-secondary); 12 x 7 sections
(upper-secondary)D. 20 units x 3 sections (primary); 12 units x 7 sections (lower-
secondary); 10 x 8 sections (upper-secondary)The correct answer is: 20 units x 3 sections
(primary); 12 units x 7 sections (lower-secondary); 10 x 8 sections (upper-secondary)
Complete each sentence below with NO MORE THAN 02 WORDS:1.The 04 main
components of the each new Tieng Anh textbook include: Student’s book, Workbook,
Teacher’s book anda _________ CD________2.The new textbooks are based on a multi-
component approach. Each textbook takes _________ theme/topic_______ asthe starting
point, the development of four ____ macro-skills____ (listening, speaking, reading,
writing) as the focus, andother components such as linguistic elements (____
pronunciation___, vocabulary, and grammar) and ___intercultural ____aspects as the
means to be taught.3.According to the new textbooks, the number of periods for teaching
at primary, lower-secondary and upper-secondarylevels are ___ 120_____, ___84__ and
__ 88____ (for each grade) respectively.4.According to the new textbooks, the number of
learning units and the number of review units of the textbooks (for eachgrade) are:
PrimaryLower secondaryUpper
secondaryLearning______20______12______10Review______4______4______41.Acc
ording to the new textbooks, the number of lessons and time for each lesson given for
each grade are: PrimaryLower secondaryUpper
secondaryLessons/unit______3______7______8Minutes/lesson______35______45____
__45MODULE 3Decide whether the statement below is TRUE or FALSE:Accuracy
activities produce language that may not be predictable.True FalseThe correct answer is
'False'.Decide whether the statement below is TRUE or FALSE:Fluency activities reflect
classroom use of language.True FalseThe correct answer is 'False'.Decide whether the
statement below is TRUE or FALSE:In a mechanical practice activity, students may not
understand the language they are using.True FalseThe correct answer is 'True'.Project-
based learning integrates skills at the highest level.True FalseThe correct answer is
'True'.Decide whether the statement below is TRUE or FALSE:A task may be the focus
of a whole term or academic year.TrueFalseThe correct answer is 'False'.Decide whether
the statement below is TRUE or FALSE:Integrating skills helps add variety to the
lesson.True FalseThe correct answer is 'True'.Fill in each gap below with ONE or TWO
words.Fill in each gap below with ONE or TWO words.There are three types of practice
in Communicative Language Teaching (CLT). They are:(1)mechanical practice,
meaningful practice, and(2)communicative practice. Exercise sequences in many CLT
course books take students from the first type of practice, to the second and to the third.

You might also like