Scribd
Upload
81 views4 pages

Modun 2

The document provides information about the structure of new English textbooks in Vietnam including the number of units, sections, and periods at different education levels with the aim of helping students achieve certain CEFR and proficiency levels.

Uploaded by

kieu le mong
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
81 views4 pages

Modun 2

The document provides information about the structure of new English textbooks in Vietnam including the number of units, sections, and periods at different education levels with the aim of helping students achieve certain CEFR and proficiency levels.

Uploaded by

kieu le mong
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/ 4

You have learnt about the structure of the the new Tieng Anh Textbooks.

Now read the


following questions and do as instructed.
Which reflects the structure of the new Tieng Anh textbooks?
Select one:
a. 20 units x 3 sections  (primary); 12 units x 7 sections (lower-secondary);10 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. 12 units x 7 sections  (primary);20 units x 3 sections (lower-secondary); 12 x 8 sections 


(upper-secondary)
CÂU HỎI 2
Which levels of English language competence (on the CEFR) do the new TiengAnh
textbooks aim to help students achieve?
Select one:
a. A2 (primary) – B1 (lower-secondary) – B2 (upper-secondary)
b. A1 (primary) – A2 (lower-secondary) – B1 (upper-secondary) 
c. B1 (primary) – B2 (lower-secondary) – C1 (upper-secondary)

d. B2 (primary) – C1 (lower-secondary) – C2 (upper-secondary)


CÂU HỎI 3
Which levels of English language competence (on the Six-level Foreign Language
Proficiency Framework for Vietnam, 2014) do the new TiengAnh textbooks aims to help
students achieve?

Select one:
a. Level 2 (primary) – Level 3 (lower-secondary) – Level 4 (upper-secondary)
b. Level 1 (primary) – Level 2 (lower-secondary) – Level 3 (upper-secondary) 
c. Level 4 (primary) – Level 5 (lower-secondary) – Level 6 (upper-secondary)

d. Level 3 (primary) – Level 4 (lower-secondary) – Level 5 (upper-secondary)


CÂU HỎI 4
Complete each sentence below with NO MORE THAN 02 WORDS: 
1.The new TiengAnh textbooks include  Student’s book, Workbook, Teacher’s book and
CD
a Trả lời
2.The new textbooks are based on a multi-component approach. Each textbook takes Trả
theme
lời
macro-skill
 as the starting  point, the development of four Trả lời
 (listening, speaking, reading, writing) as the focus, and other components such as
pronunciation
linguisticelements Trả lời

intercultural
, vocabulary, and grammar) and Trả lời

 aspects as the meansto be taught. 


3.According to the new textbooks, the number of periods for teaching at primary, lower-
120
secondary and upper-secondary levels are Trả lời
84
, Trả lời

88
 and Trả lời

 (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 each grade) are: 
 
 
Primary Lower secondary Upper secondary
Learning 20 12 10
Trả lời Trả lời Trả lời

Review 4 4
Trả lời Trả lời Trả lời

 
5.According to the new textbooks, the number of lessons and time for each lesson given
for each grade are: 
 
Primary Lower secondary Upper secondary
Lessons/unit 3 7 8
Trả lời Trả lời Trả lời

Minutes/lesson 35 45 45
Trả lời Trả lời Trả lời
 1.       The 04 main components of the each new Tieng Anh textbook include:  Student’s
book, Workbook, Teacher’s book and a _________CD________
2.       The new textbooks are based on a multi-component approach.Each textbook takes
_________theme/topic_______ as the starting  point, the development of four ____macro-
skills____ (listening, speaking, reading, writing) as the focus, and other 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-secondary levels 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 each grade) are:

Primary Lower secondary Upper secondary


Learning ______20 ______12 ______10
Review ______4 ______4 ______4
5.       According to the new textbooks, the number of lessons and time for each lesson given for
each grade are:

Primary Lower secondary Upper secondary


Lessons/unit ______3 ______7 ______8
Minutes/lesson ______35 ______45 ______45
 Is each statement below TRUE or FALSE?
The CDs in the textbooks use American accent.
Chọn 1 đáp án:
True

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.
Chọn 1 đáp án:
True 

False
CÂU HỎI 7
Is 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
Chọn 1 đáp án:
True
False 

You might also like