LANGUAGE CURRICULUM DESIGN &

MANAGEMENT
Week 1: 24/08
Email: [email protected]

- interdisciplinary
- Question: Teaching at the center, you will be given a paper with a lot of
details, what is it called? (đây là khóa học…., day 1 dạy gì tài liệu gì, day 2
dạy gì tài liệu dì, 8 tuần thì 8 hàng) => Teaching timetable/ agenda (kb mục
tiêu, previous knowledge, objectives -> không nhận dạy)
- Is that sufficient for a teacher to teach with that information?

- A master is a person who can explain, analyze and criticize things,

problems

Related concepts

1. Curriculum: Includes goals, content, experiences, and assessments. e.g:

Chương trình giáo dục phổ thông 2018 môn Tiếng Anh

2. Syllabus: Detailed plan for a specific course, it includes topics, readings,

assignments, and schedule. e.g: Phân phối chương trình của từng cấp học.

3. Program: Phân phối chương trình của từng khối

4. Course: Phân phối chương trình theo unit trong học kỳ

5. Lesson Plan: detailed plan for a specific lesson, including objectives, teaching

approaches and aids, time allocation, teacher and student’s activities, content of the

lesson, anticipated problems,

Phân phối theo từng đơn vị bài học trong từng unit

Order: Curriculum - Program - Course - Syllabus - Lesson Plan

Question: Phân biệt evaluation/ measurement: criteria, benchmark, comparing sth i

don't know with sth people know (standard)/ testing/ assessment

measure: compare what unknown and what known (student’s ability and goals of

learning/learning outcomes/standards/CEFR)

test: tools (tests, roleplay, assignments, quiz, projects) used to measure Ss’ ability

testing: an administrative procedure that includes things such as tests items,

grading (how many people involve how can the process valid and reliable, what

should we do if two examiners scores different, administering (what type of test,

how many people will take, forms oral or written)

assessments: scores -> compare scores with standards -> pass / not pass

evaluation: consider what is good and not good about the score =>

implementations

lesson plan -> lesson -> course -> course: outline (syllabus) -> curriculum (number

of courses) -> plan for curriculum -> program

Two types of curriculum:

- national curriculum:,

- local/institutional/school curriculum = a program

Definition: A curriculum is an official document stating the goals official, state

of goals of teaching and learning, content, teaching method, assessment,

materials

goals of learning: nhìn góc nhìn người học (sự thay đổi ở học viên)

Ex: sau khi học xong chương trình này thì sẽ đạt được level A2

expected outcomes: nhìn từ góc độ người dạy (sự thay đổi ở học viên)
 => Cùng bản chất nhưng mà ở góc nhìn khác nhau

Ex: sau khi học xong thì ng học sẽ sử dụng được level A2 (mô tả về

năng lực) -> outcomes

university: may involve philosophy of teaching, vision and mission of the

university

syllabus: mục tiêu, activities, assessment

(tập trung: 3 cái đầu tiên)

Assessment

Ass1 (20%): 1500 report (reflection) - personal experiences of teaching or

learning of any English languages courses

Ass 2 (40%): 2000 proposal, identify any problems, propose some

solutions/suggestions to solve the problems

Ass 3 (40%): 2500 syllabus design (syllabus + justification for syllabus) -

communication, general english

-> convince/give reasons why it’s a good syllabus

-> appendix: syllabus

soft copy: email (lớp trưởng tạo folder, mọi người nộp lên)

hard copy: thầy sẽ báo

tính deadline theo buổi học

giữa kỳ: số 2 (40%)

cuối kỳ: số 1 + số 3 (60%)

Week 2: 14/09
Questions: (Nhóm Tâm, Quỳnh Anh, Trang, Ngân)

1. What is the nature of language?

Some features:

+ Arbitrariness: Language is, quite intriguingly, arbitrary. The connection

between words and their meanings isn't rooted in logic or inherent truth.

Instead, it arises from the consensus and conventions within a linguistic

community. Take "dog," for example; its link to that furry, four-legged

companion isn't evident in the word itself but rests on shared

understanding.

+ Discreteness: Language consists of discreet units, such as phonemes,

morphemes, and words, akin to building blocks. These units can be

artfully combined to craft an infinite tapestry of meanings, like

assembling a mosaic.

+ Duality of Structure: One of the most captivating aspects of language is

its dual structure. It operates simultaneously on two planes: the surface

level (the actual sounds and words) and the deep structure (the

underlying meaning and grammar). This duality grants us both the

freedom for creativity and the precision for clarity in communication.

+ Productivity: Language is profoundly productive. It grants us the ability

to birth novel sentences and convey fresh ideas. This creativity springs

from combining finite linguistic elements to spawn an infinite array of

expressions.
 + Cultural and Social Variation: Language is an ever-evolving entity,

metamorphosing over time and taking on unique hues in different

cultures and regions. This diversity showcases the rich tapestry of

human societies, with each language offering its own lexicon, grammar,

and pronunciation.

2. What are the functions of language?

Language serves several essential functions in human communication and

interaction.

1. Expressive Function: Language allows us to express our thoughts, feelings,

and observations. This includes sharing personal experiences, emotions, and

ideas.

2. Informative Function: It helps in conveying information, facts, and

knowledge. This is crucial for education, news dissemination, and everyday

communication.

3. Interactional Function: It facilitates social interactions and helps in building

and maintaining relationships. This includes casual conversations, greetings,

and social bonding.

4. Personal Function: Language allows individuals to express their identity and

personal opinions. This includes self-expression and sharing personal beliefs.

5. Imaginative Function: Language enables creative expression, such as

storytelling, poetry, and imaginative play.

6. Emotional Function: It provides a means to release and manage emotions,

such as through venting, comforting, or expressing joy.

3. Ways in which a foreign language (FL) can be learned successfully

- Set Clear Goals and Practice Regularly

- Utilize Effective Learning Techniques

- Learn Vocabulary and Grammar Strategically

- Practice language skills

- Seek Feedback and Correction

- Stay Motivated and Enjoy the Process

4. ways in which a FL may be taught effectively

- provoke motivation through lessons

- encourage Ss’ self-studying through lessons

- T should know about students’ personalities and needs

- Elicit answers from students and promote creativity

- Include activities and games in the lessons

5. how a FL learner draws on Vietnamese

6. how you as the teacher can draw on your own language knowledge

and on your language (L1, L2, FL) learning experience.

And in the context of this course:

- How this whole process can be reflected in the curriculum of the FL

that you teach

Nhóm: Thông, Diệp, Trang, Thư

1. Nature of Language: spoken/written symbols

1. Symbolic: Language consists of arbitrary symbols (words, sounds,

signs) that represent objects, actions, ideas, and emotions. The

connection between a word and its meaning is established by social

conventions.

2. Dynamic: Language constantly evolves to adapt to changes in culture,

society, and technology. New words are created, meanings shift, and

languages themselves can transform over time.

3. Creative and Productive: Humans can use language creatively to form

new sentences, ideas, and expressions that have never been used

before, demonstrating its flexibility and infinite possibilities.

4. Cultural and Social: Language reflects the culture and social norms of

its speakers. It shapes and is shaped by the customs, values, and

worldview of a community, serving as a key part of cultural identity.

2. Function of language

Language serves multiple functions, including communication, identity

expression, play, imaginative expression, and emotional release in Robins and

Crystal (2024).

3. Ways in which a foreign language (FL) can be learned successfully

- Setting short-term and long-term language goals helps maintain motivation.

- Speaking with native speakers or language partners helps learners apply

what they have learned.

- Immersing/be exposed to oneself in the target language environment by

watching TV shows, listening to music, or reading books in the target

language. They need to know why they need to learn/use language.

4. ways in which a FL may be taught effectively

- incorporate different teaching methods, diverse activities, exercises to

cater to different learning styles and stimulate their motivation

- have solid foundation of teaching methods + stay update new

educational trends and best practices.

- regularly reflect on teaching methods to adjust properly, enhancing

student’s achievements

- use authentic materials to help Ss be exposed to real-life situation

- organize projects for ss work in groups, pairs, increasing their

collaboration, critical thinking, creativity skills.

5. how a FL learner draws on Vietnamese

6. how you as the teacher can draw on your own language knowledge

and on your language (L1, L2, FL) learning experience.

And in the context of this course:

- How this whole process can be reflected in the curriculum of the FL that you

teach
References:

Robins, R. H., & Crystal, D. (2024, August 13). Language | Definition, Types,

Characteristics, Development, & Facts. Encyclopedia Britannica.

https://www.britannica.com/topic/language
Thầy sum up các câu hỏi

1. Definition: Language is a system of codes/ signals (words, sounds,,.) the

community agrees, use those codes for any purposes. [which are shared

among people who are in the same groups]

2. Functions/uses/benefits: expressing themselves, intersecting with others,

=> means of communication (feelings, emotions,...)

=> means of storing information

=> education

=> archiving

=> exchanging cultures & showing our cultural identity

=> show that you belong to a community

cultural groups: vượt qua ngoài khuôn khổ biên giới

At one time, one person can belong to many groups, and each group has its

own identity.

=> seeking opportunities, perform professional tasks in their jobs

=> language need to serve the purpose of our learners

3. Learning language successfully

=> Ss can meet their own needs (goals of learning) with language

4. Language teaching effectively

=> learning experience:

exem-driven, test-oriented

CLT: realistic, the experience is positive, the learner actually use the language
TBLT: the language we use to achieve communicative purposes (unique

feature)

PBL: collaboration, promoting 21st century skills, learning experiences =>

active learning (feature), Ss use language to solve problems,...In PBL, we

have products in the end, the products that we have really generate positive

feelings (achievement, …)

latest teaching approach:

when people from different cultures communicate with each other, there might

be some misunderstanding (communication breakdown)

=> intercultural language teaching (I.L.T)

What should we teach our students

=> respect the difference in the language => intercultural awareness

Some components:

- language knowledge

- cultural knowledge

- shared values and principles for intercultural communication

It can be done by raising the cultural difference (Ss compare and contrast

similarities, differences among cultures,...)

=> develop proper attitudes

ethnocentric (my culture is best, superior than other culture) >< ethnoralatives

(my culture is good, other cultures are good, we are different, we need to

respect differences)
=> that’s why we need to teach Ss to compare and contrast similarities,

differences among cultures,... to respect other cultural differences.

=> to have a proper attitude

=> We teach: language and culture. they cannot be splitted/ separated

Education is very political

=> We should provide Ss simulated environment to teach effectively

successful learning: set goals -> fullfill all the goals of learning

effective teaching: about assisting Ss to meet all of their needs which is not

very likely because each individual learner is distinctive (backgrounds, levels,

needs, styles, preference…). Impossible for a teacher to meet all Ss needs in

a short amount of time.

=> Teachers need to seek a balance, the agreed and shared set of goals of

learning. We have to compromise with some small learners.

5. How can teachers draw on Vietnamese?

Bổ trợ cho quá trình dạy, compare Eng and Vietnamese:

- compare sounds, tenses, translation, final sounds

- writing: sentence construction, idea organization

6. how you as the teacher can draw on your own language knowledge

and on your language (L1, L2, FL) learning experience.

And in the context of this course:

Question: How can this whole process be reflected in the curriculum of the FL

that you teach?

=> helps learners to develop themselves, learner-centeredness (providing

what learners need), employ teaching approaches

teacher-center: provide what we have

COMPETENCY: ability to perform specific tasks, more realistic, one

competency - one or many skills inside

ex: write a report in English, make a presentation in english, use E to negotiate

(invovle competency and skills: writing and speaking skills)

SKILLS:

- Theo chương trình mới Content-based => Competency-based

Mình giúp học sinh đạt được nhu cầu của học sinh và gián tiếp là cả nhà

tuyển dụng, phụ huynh, …

Definition of curriculum: … should reflect the key educational philosophy,

Function:

Question: What are your TEACHING BELIEFS?

- Our beliefs will affect our behaviors. For example: I believe that Ss

will learn effectively when they interact with friends -> organize

pairworks, groupworks

Rapport students: NEEDS, LACKS, WANTS

=> Balance between: needs and wants

- Limits L1
Week 3: 21/09

- Teaching beliefs: review

mistakes >< errors (more serious)

- FEEDBACK:
Task:

3 categories:

+ (1) not effective + discouraging: 2, 3, 7

+ (2) encouraging but not effective: 1, 2, 6, 8, 12

+ (3) effective: 2, 3, 4, 5, 6, 8, 9, 10, 11, 12

not effective discouraging encouraging but not effective effective

7 1, 2 2, 3, 4, 5, 6, 8,
9, 10, 11, 12

Task: Watch video. Every kid needs a champion | Rita Pierson | TED

=> take notes

+ Kids don't learn from the one they don't like

+ Say sorry to Ss if you are wrong

+ you made me feel i am champion

Teachers become great actors, actresses, we teach anywhere, that's what we

do, insist they become the best they can be, not afraid to take risks.

- managing your teaching: managing your overall teaching

- What is a good course?

Nation & Macalister: Language Curriculum Design (2015)

Question: Who is involved in curriculum development?

- parents: give suggestions

- government agencies: two groups: local and policy makers

- marketers: to have more enrollments, give promotions, marketings, etc.

- different learning experience: national or international institutions linked to

the school

Summary:
- It is complex: we need to think carefully, and do a lot of important decisions

to make:

+ goals setting: analyze the need of the learners (involve different

stakeholders) -> seek advice from stakeholders

+ materials to use

+ assessment

+ …

=> It takes a lot of time and effort, therefore it is a complex process

- It is dynamic: 3 major steps

+ design

+ implement: we need to communicate the curriculum to stakeholders,

teachers carefully. T need to understand: principle, philosophy, …

otherwise, they will do it in their own way.

+ evaluate: this should be done on curriculum basic -> for improvement,

make the curriculum fits new context, new group of student

=> It is a cycle => It is a dynamic process

=> the curriculum constantly change to fit the new context of teaching and

learning
=> balance and satisfy all the uses.

Question: Why teaching the same course maybe different each time?

=> Tự trả lời nào :)))), different groups of students, teachers

why general currciculum takes so long to be changed

=> take a lot of time to implement methods, design textbook, train teachers,

old curriculum new curriculum

- Giáo viên tuân thủ hoàn toàn theo - Sgk không còn là tâm lệnh (giáo
viên tuân thủ theo yêu cầu của
sgk chương trình)
=> giáo viên được quyền adopt,
adapt các materials khác miễn sao
giúp người học đạt được yêu cầu
đầu ra

Nhưng mà nhiều giáo viên sợ thay

đổi, sợ được giao quyền…
=> nên cần phải tốn nhiều thời gian
để train

life cycle of curriculum: 12 năm (cũ - mới) là bình thường

nếu mà thay đổi sớm mà hệ thống chưa có sẵn sàng thì sẽ gây ra sự hỗn

loạn.

Group work: Think of the course of your choice, then identify the

following:

- Course:

- Categories:

+ Learning goals:

+ Appropriate teaching methods/ strategies:

+ Content and sequencing:

+ Course materials:

+ Assessment methods:
Week 4: 28/09

Curriculum design models

First two model was not specifically not developed for language education, it
was designed for general education
1. Tyler’s model
- Another name: “Objective model”
+ objective approach to educational evaluation
+ …
- In our VN old program, we provide Ss what we have, not what Ss need.
-> Evolutionary at that time
- Principles:
+ 1: Defining Appropriate Learning Objectives
+ 2: Establishing useful learning exp
+ 3: Organizing learning exp to have a max cumulative effect
+ 4: Evaluating the curriculum and revising those aspects that did not
prove to be effective (very interesting, people mentioned evaluation at
that time => importance of making our program dynamic)

Pros & Cons:

=> This process is linear

1. Logical: linear
2. objectives at that time: simple, limited
3. Step-by-step: linear
2. Hilda Taba’s Model
- 1962
- Did not reject Tyler’s model, just fix Tyler’s model
-> Another name: Dynamic Model / Grass-roots approach (T should join in
curriculum development)
=> It is not linear anymore, each element interact with each other

Pros & Cons

Steps of Taba’s Model
3. Language Curriculum Development Model

Murdoch, 1989

Equivalent to Taba: 1, 2: needs

Graves, 2000

The elements interact with each other

Nation & Macalister, 2010 (important)

- Inner circle
+ Content and sequencing (the way we organize the content in linear
order (simple -> complex, general -> specific) => What to teach?
+ Format and presentation (presentation: teaching methodologies &
format: procedures of teaching: PPP, Test-Teach-Test, …)
+ Monitoring and Assessing (Observation: F.A)

- Outer circles:
+ Environment: facilities, policies, overall environment (extra curricular
activities,...)
+ Principles: theories we need to consider, makes the connection between
the research and theory of language learning and the practice of
designing, lessons and courses
- Evaluation: evaluate everything: goals, content, assessment, etc.
Sách: [3] Paul Nation, Victoria Univer John Macalister-Language Curriculum
Design (Esl & Applied Linguistics Professional)-Routledge (2010)
a. content and sequencing

-> organize the curriculum into:

+ themes (major -> sub), topics: Spiral Curriculum Development: Ss recall
the memories, they use the previous knowledge to extend their
understanding of the world.
+ benchmarks: A1 -> A2 -> B1…: frequency list of worlds
-> no best course, just appropriate course in the context (Không có cái nào là
tốt nhất, chỉ có cái phù hợp với hoàn cảnh giảng dạy lúc đó)
Dimensions of a curriculum
- 3 dimensions:
+ Input: syllabus
+ Process: methodology
+ Output: outcomes

1. Forward design: content

2. Central design: process

3. Backward: Outcomes

- Needs -> goals -> … (most popular curriculum development method now)
-> Chương trình phổ thông 2018: forward design
Vẫn consider Objectives, nhưng mà làm theo một cách khác. Vẫn có
backward nhưng mà bản chất vẫn là forward.
=> Two approaches have emerged in developing a curriculum as product: we
will refer to them as forward design and backward design (Richards 2013).
Book: [2] Curriculum_Development_in_Language_Teaching_2nd_Edition

Setting learning goals to motivate and guide

- Goals/ Aims/ Objectives
+ Same: Describe positive changes in learners
 + Different: Describe positive changes in learners in detail (Objectives).
Describe positive changes in learners in general (Goals/ Aims)
=> Step-by-step improvement
=> Chia nhỏ nó ra thì thấy achievable, that’s why có Goals, chúng ta có
Objectives.

Áims and Objectives

- Program -> Goals, aims nhưng không có objectives
- Course: Aims, Objectives
- Lesson: Objectives
What is an Aim statement?

Two questions:
+ What is the purpose of this program/ module?
+ What is the program/ module trying to achieve?
So sánh với chương trình phổ thông tiểu học của Việt Nam
=> Rút ra điều gì:
- outcome-based education: cũng chưa hoàn hảo => Tạo ra những sản
phẩm rập khuôn.

Week 5: 12/10

1) Implications
Tiếp tục với sự so sánh curriculum Vietnam lớp 1, 2 & Singapore
- reading: encourage more reading, give Ss more choice of books. once we
have input => Ss can give the products/ output:
- focus on communicative competence
- creativity: chương trình VN không nêu rõ, đừng áp đặt khuôn mẫu, đừng dập
tắt các suy nghĩ của học sinh, trẻ nhỏ
=> Có rất nhiều cái trong hoạt động giảng dạy có thể khuyến khích học sinh
sáng tạo
ex: học về phòng trong ngôi nhà, thì cho vẽ ideal houses rồi describe
**** Từ góc độ người phát triển chương trình, chọn tài liệu và hoạt động kích
thích sự sáng tạo. Mình phải có điều chỉnh về tiêu chí đánh giá (rubrics) trong
F.A, cần cân nhắc mục Creativity.
- They need to ask questions with “why” and find the answers for those
questions, and collect evidence for what they claim.
- negotiate their own learning goals and evaluate their own progress: in
Singapore’s, they customize for each individual. Challenges: GV k đủ sức, khả
năng để customize, chỉ dùng cho bối cảnh nhỏ hơn (language centers) chứ k
thể ở chương trình phổ thông. vì k chỉ goal mà còn content, method,
assessment.
- flexibility and adaptability: bên VN chỉ đúng được cái cuối là examinations
(đổi hình thức thi rất nhanh, chạy và học theo rất nhanh. Ex: covid, học online
nma vẫn không hiệu quả vì GV vẫn không hiệu quả về tương tác; pairwork
groupwork). Tiếp theo là AI, chống lại gian lận AI của học trò
- ứng dụng AI để giúp học sinh phát triển ngôn ngữ một cách tự nhiên
Ex: good sample and bad sample
=> Điều chỉnh cách thức đánh giá người học
Ex: cho làm project và cho phép làm AI nma phải present (rubrics chặt chẽ)
- acquire knowledge….=> thể hiện cái sự flexible của chương trình Singapore:
hướng tới cá thể hóa từng người học
=> chương trình của VN là centrally-controlled
- VN có attitudes and awareness: sau khi học xong thì sẽ thích TA hơn, thể
hiện sự coi trọng như bảo vệ môi trường, ứng dụng công nghệ. Sau những
units về giá trị thì hs học đc những giá trị đó, bh bài học nào cũng lồng ghép
những value (yêu thương động vật, sau mỗi skill thì sẽ có bài về value)
- 2018 highlights nhiều hơn về culture, cultural differences, cultural respect ->
gv lựa chọn bài để thể hiện những điều đó. Khuyến khích so sánh những vh,
liên hệ lại bối cảnh của VN => phát triển đc thái độ đúng đắn về sự khác biệt
văn hóa đó.
=> nghiên cứu curriculum, phải so sánh nhưng mà phải dựa trên context ntn

2) Aims statement for a Business course

- to apply basic communication skills (=communicate) in business
contexts
- to participate in casual conversation with other employees in a
workplace
- to write effective business letters
=> đều ở mức đo APPLICATION ở BLOOM (Bloom's taxonomy: chỉ là thang
đo nhận thức.)
=> các động từ này đều là action verbs: nó đều observable, measurable:
apply, participate, write -> thể hiện 1 khả năng cụ thể của ng học
=> phải để ý đặc trưng của VERBS sử dụng trong cái aims

FOCUS ON THE CHANGE IN LEARNERS

Identify the problem in these aims statement:
- Ss will learn about business letter writing in English
Problem: “learn about” đang đề cập tới content, not aims statements, not
describe changes, too general but not too specific. Vì objectives đóng góp để
đạt cái aims nên aims phải general
=> Ss will be able to write a business letter in English
=> Revised: Ss will write effective business letters for use in the hotel
and tourism industries
 - Ss will study listening skills
Problem: too general, listening skills what?, scopes?
=> Ss will be able to develop the skills of listening for gist and for details
=> Revised: Ss will be able to listen effectively in conversational
interactions and develop better listening strategies.
- Ss will practice composition skills in English
Problem: “practice” kp action verbs, is not about change, is an activity in the
classroom, normal thing as we need to practice to acquire. => do not use
“practice” in writing aims. General: writing skills? topic?
=> Ss will be able to compose a 200-word paragraph in English
=> Revised: Ss will be able to communicate information and ideas
creatively and effectively through writing
- Ss will learn English for tourism
Problem: too general, skills? focus content? not clear about changes
=> Ss will be able to apply knowledge about tourism to communicate in
their jobs
=> Revised: Ss will be able to communicate in English at a basic level
for purposes of tourism
=> Các cách để narrow down aims:
+ topic
+ adverbs (tiêu chí đánh giá người học đạt được ở mức độ như thế nào,
creatively or effectively…)
+ levels: a1, a2, basic, advanced,...

3) Objective statement principles

- Where do objectives come from:

+ tests
+ materials: not from materials, bởi vì có objectives mới có materials
+ any others? objectives <- aims <- goals
=> NEEDS
Principles:

1. precise, explicitly stated (clear)

Ex: Ss will know how to use useful conversation expressions. (functional
language: how to make request, apologize, invite)
Vague and ambiguous are not useful
-> ng học cân nhắc setting, ng nói ng nghe là ai => informal/ formal => dạy
học trò các tình huống, context để lựa chọn cho phù hợp
*** Ss will know how to use useful conversation expressions
=> Revised: Ss will use conversation expressions for greeting people,
opening and closing conversations.

2. Feasible (=practical)
Ex: In a class of 60-hour English courses.
Ss will be able to follow conversations spoken by native speakers
=> Revised: Ss will be able to get the gist of short conversations in simple
English on topics related to daily life and leisure.
=> với objective này thì cần bao nhiêu giờ, làm cho nó achievable hơn
Activity:

=> 4
3. Objectives describe a learning outcome

Another example

behavior: action verbs => recognize and produce

criterion: used to determine whether Ss achieve or not => correct final
intonation pattern. Đôi lúc nó thể hiện rõ, đôi lúc không (cần phải suy luận ra
để cho phù hợp)
conditions: our ss have to work with => wh-information questions
=> vấn đề ở câu trên: nó có 2 verbs, nó không cùng mức độ trong Bloom’s
Taxonomy
=> Mỗi objectives 1 verb và thể hiện ở mức cao nhất trong thang Bloom. Chỉ
sử dụng 2 verbs khi 2 cái đó nó hỗ trợ cho nhau. e.g: ask & answer (Apply)

=> BÁM THEO BLOOM, ALIGN WITH AIMS CỦA KHÓA HỌC, LEARNING
GOALS CỦA CHƯƠNG TRÌNH
=> nếu cái aims ở apply thì objectives phải thấp hơn hoặc bằng aims
Questions: how can we determine bloom taxonomy to write objectives -> quay
về learners’ needs, student’s present level (theo mô hình

objectives nho nhỏ để giúp đạt cái aims, cụ thể hóa hơn objectives của
lesson,
Week 6: 26/10

Feedback
Rewrite the following aim statements so that they describe changes in
learners:
1. Ss will study English grammar.
2. Ss will improve their pronunciation.
- For each modified aim statement, add 2 corresponding objective
statements.
- Recommend related materials to support the aims and objectives.
=> Feedback

- Nhiệm vụ của mình là điều chỉnh cái Aims chưa được hay, chưa phù hợp,
viết lại theo hướng phù hợp hơn. Hai O không phải comprehensive, có những
cái O khác giúp người học đạt mục tiêu chung của mình.

Nếu như là Aims trong khóa General English thì còn các Aims khác nữa =>
Mình phải đặt trong một cái tổng thể lớn hơn.

- Khi mình đánh giá cái aims thì cần cân nhắc các yếu tố:

[Objective thì có thể đạt được trong 1 single lesson nhưng mà aims thì
KHÔNG ĐƯỢC, vì như vậy thì quá dễ rồi]

1. Việc sử dụng các actions verbs để miêu tả behaviour thì phải tuân thủ theo
Bloom. Aims thể hiện mức độ Blooms cao nhất -> Objectives thì Bloom
thấp hơn.

+ Mức độ tăng dần, từ dễ lên ngang dần với Aims VD: Objective 1.1: dễ
(Remember), Objective 1.2: application (= với Aims: Application)
+ Các mức độ ngang nhau và ngang với Aims

2. Nó phải có tính toàn diện. Chỉ từ 2 Objectives là đủ để người học đạt

được cái Aims. Khi người học đạt được 2 Objectives này là họ đạt được cái
Aims.

3. Cân nhắc về time allocation. Thời gian bao lâu là đủ để người học đạt
được cái objectives và cái aims này.
4. Đặt trong cái context (người học, environment). Mình phải justify cho nó
hợp lý.

Names
1. Full names: Nguyễn Thành Thông
1)
Aim 1: Ss will be able to use correct grammar to write effective informal letters
to a friend
Objective 1.1: Ss will be able to use past simple to write about past actions
Objective 1.2: Ss will be able to use present perfect to write about past events
which are connected to the present
1)

=> Grammar là cái focus, tại vì grammar nó đứng ở đầu

=> Grammar hướng tới cái việc dùng grammar để viết

=> Bên cạnh những cái khác còn các Aims khác giúp học sinh để viết được
Informal letter. Cái Aims này là về Grammar.

=> Cái Aims này nó bị chung, grammar gì. Phải diễn giải cho rõ ràng ra là
grammar gì. Cần thêm những cái grammar nào khác.

=> Các Objectives khác để cập đến grammar đầy đủ phục vụ cho cái Aims

=> Gắn hai cái Objectives nó phải tương ứng với cái Aims (informal letter)

=> Chưa đảm bảo tính toàn diện

Revised:
Aim 1: Ss will be able to use correct grammar (Past simple, Present Perfect) to
write effective informal letters to a friend.
Objective 1.1: Ss will be able to use past simple to write about past action in
an informal letters
Objective 1.2: Ss will be able to use present perfect to write about past events
which are connected to the present in an informal letter
2) Materials
- Đánh giá xem tài liệu có đủ dùng để giúp học sinh có thể đạt được hai cái
Objectives và cái Aims hay chưa
3) Testing and Assessment

- Học trò phải viết một cái informal letter, học sinh phải dùng Past Simple

2)
Aim 2: Ss will be able to distinguish two sounds: /b/ and /p/
Objective 2.1: Ss will be able to recognize /b/ and /p/ in words and
sentences
Objective 2.2: Ss will be able to pronounce /b/ and /p/ sounds in
words and sentences
=>
- Theo thang Bloom: “distinguish” đang ở mức độ Analyze. Hai objectives ở
dưới (recognize, pronounce) nó không có tương thích theo quy tắc tăng dần/
ngang với Aims. => Phải chỉnh lại verbs và aims
- Hai Objectives này có thể đạt được trong 1, 2 bài => Đưa ra context => Đưa
ra khung thời gian giúp người học đạt được mục tiêu đó là được.

2. Full name: Huỳnh Đồng Tâm

1)
Aim 1: Ss will be able to distinguish the Present Simple and Present
Continuous Tense
Objective 1.1: Ss will understand about the PS and PC Tense
Objective 1.2: Ss will compare the form and use of PS and PC Tense
=>

- Nên tránh từ “understand”, tại vì nó không có observable và measurable.

Level của Bloom cũng chưa rõ. => Viết lại 1.1 Application: Use…to/ in … 1.2
Analyze: …
- Nên gắn một cái output gì đó (write, speak) gì đấy cho cái Aims, mà trong
đấy focus vào grammar
- Tài liệu dạy grammar không đặt cái output nào đấy

2)

Nếu khóa học tập trung về Pronu => Các aims về vowels, consonants …

Rồi từ cái Aims thì mình sẽ có cái chi tiết. Cái Aims nó đã chi tiết rồi thì cái
Objectives nó chỉ có 2 âm đó thôi
Revised: Aims: voiced and unvoiced => Ở dưới Objectives thì chia ra các âm

3. Full name: Nguyễn Phương Anh

1)
Aim 1: Students will be able to use comparative and superlative adjectives.
Objective 1.1: Students will understand the usage of comparative and
superlative adjectives.
Objective 1.2: Students will use comparative and superlative adjectives in daily
conversations.
Vấn đề tương tự như của Tâm
Aims 1 thì không có nói daily conversations, còn cái O1.2 thì lại có daily
conversations
2)
Aim 2: Students will be able to apply the intonation in Wh- and Yes/No
questions in their daily lives
Objective 2.1: Students will be able to understand the intonation in Wh- and
Yes/No questions
Objective 2.2: Students will be able to produce the intonation in Wh- and
Yes/No questions
=> Intonation cho Wh, 2.2 nói về Yes/No questions
=> Thiếu các adverbs để thể hiện mức độ
3. Full names: Trần Thùy Vân
1)
Aim 1: Student will have the ability of create Flyers writing short story using
past tenses to write effectively
Objective 1.1: Students will apply how to use past simple tense with regular
and irregular verbs into writing short story
Objective 1.2: Student recognize the use of past continuous to talk about
interrupted action.
=>
- Aims: bị dài dòng và khó hiểu
- Objectives: Sử dụng “recognize” chưa phù hợp, nhận diện được nhưng
chưa chắc gì dùng được
- Revised
- Aims: Students will be able to write effective short stories in Flyers exam
- Objectives: chưa toàn diện về giúp học sinh đạt cái Aims
O1.1 Use past tense (simple, continuous) to write
O1.2 Use vocabulary in CEFR Levels
2)
Aim 2: Students will improve their pronunciation for daily English
communication
Objective 2.1: Student will be able to recognise how to make V-ed sound,
e.g., /t/, /d/, /id/, in words and sentences.
Objective 2.2: Student will know how to pronounce -ed in spoken language
=> Không dùng động từ “improve”, improve cái gì? nếu nói improve thì phải
improve tới level nào.
=> 2.1 và 2.2 chung chung quá, nó chưa đủ cho cái aims là pronunciation,
cần chi tiết cụ thể hơn cái aims
=> Materials: chưa có rõ ràng lắm, phải chọn tài liệu phù hợp
=> will be able to pronounce, phải có hoạt động cho học sinh pronounce
4. Full names: Lê Nguyễn Ngọc Hồng Diễm
1)
Aim 1: Ss will be able to use Present Simple grammar correctly in
their speaking and writing.
Objective 1.1: Ss will use the correct verb tenses in writing
sentences.
Objective 1.2: Ss will create their own sentences using proper
grammar structures.
=> từ create nó không đi với sentences (collocation)
=> hai cái objectives bị overlapping
=> “verbs tenses” / “proper tenses” phải cụ thể tense nào
Revised:
Aims: SS will be able to use Present Simple correctly in their speaking and
writing
Objectives 1.1: Students will be able to talk about daily activities
Objectives 1.2

2)
Aim 2: Ss will be able to pronounce sounds English words correctly in
real-life conversations.
Objective 2.1: Ss will recognize and pronounce /s/ and /ʃ/ correctly.
Objective 2.2: Ss will practice their pronunciation with common
words.
=> không dùng verb “practice”
=> “English verbs” quá chung chung, quá rộng → đơn giản nhất là minimal
pairs
5. Full names: Phan Thị Ngọc Diệp
(tương tự mấy cái trên nên không sửa)
Aim 1: Ss will able to use correctly Past simple and Past perfect tense
Objective 1.1: Student will be able to understand Past simple tense
and Past continuous tense
Objective 1.2: Students will be able to produce sentences using Past
simple tense and Past continuous tense
Aim 2: Ss will able to distinguish the three past tense verb endings:
/t/, /d/, and /ɪd/.
Objective 2.1: Students will be able to recognize the three ending
sounds /t/ /d/ /id/ of verbs using the past tense -ed in words and
sentences
Objective 2.2: Students will be able to produce words including the
three ending sounds /t/ /d/ /id/ of verbs using the past tense -ed
6. Full names: Trần Thị Thanh Vân
1)
Aim 1: The lesson aims to recall the use of past simple vs present perfect
By the end of the lesson, Ss will be able to:
Objective 1.1: use the right form of past simple vs present perfect to complete
the sentences
Objective 1.2: rewrite the sentences using past simple vs present perfect
appropriately
=> recall → review, revise
=> phân biệt (distinguish) là rất thấp nếu mà ôn lại thì không hiệu
quả → nên phải nâng cao cái level lên
2)
Aim 2: The lesson aims to provide Ss with the knowledge of the pronunciation
of the consonant blends /br/, /kr/, /tr/
By the end of the lesson, Ss will be able to:
Objective 2.1: recognise the pronunciation of the consonant blends /br/, /kr/,
/tr/ in single words and sentences.
Objective 2.2: produce correctly the consonant blends /br/, /kr/, /tr/ in single
words and sentences.
=> Nêu rõ yêu cầu cần đạt ra và sửa lại các action verbs ở Objectives
=> 2.1 2.2 ok, chỉ chỉnh cái aims thôi

Week 7: 02/11
Task last week
You are to design an 8-week course on ENGLISH LANGUAGE FOR
COMMUNICATION.
•Write at least 2 aim statements and 2 corresponding objective statements so that
they describe changes in learners.
•Recommend related materials to support the aims and objectives.

1. Full name: Nguyễn Thành Thông

Aim 1: Students will be able to produce a speech for recommendation on daily topics
Obj 1.1: Students will be able to use syllable stress and sentence stress
Obj 1.2: Students will be able to use the language for recommendations
=> speech k đi với recommendation tại vì a speech (formal), to produce a talk on daily
topics (spoken production)
=> word stress and sentence stress
=> phrases for recommendations

Aim 2: Students will be able to express opinions on common topics

Obj 2.1: Students will be able to use language for agreement and disagreement
Obj 2.2: Students will be able to use the examples to support the ideas
=> GOOD
=> “express” and “use” are ok

2. Huỳnh Đồng Tâm

Aim 1: Ss will be able to produce a reply to an invitation by agreeing or disagreeing.
Obj 1.1: Ss will be able to use expressions to show about agreement and
disagreement.
Obj 1.2: Ss will be able to stress content words in agreement and disagreement
expressions

=> give a reply, sát với thực tế hơn.

=> Bỏ cái by agreeing or disagreeing đi (phần Aim)
=> Người học phải hiểu cái context để từ chối, chấp nhận một cách phù hợp (Obj 1.2).
Stress để phù hợp với tình huống

Aim 2: Ss will be able to make a conversation about causes and effects of an event
or action
Obj 2.1: Ss will be able to use phrases to talk about causes and effects
Obj 2.2: Ss will be able to use Present Simple and Future Simple Tense to talk about
causes and effects.

Materials: 21st Century Communication 2 (Page 29 + 30)

=> Sao lại tách riêng ra, tại sao lại cần nói về cause and effect trong một cái conversation.

=> ask and answer questions about causes and effects on topics: environment,... (cụ thể cái
topic ra)

3. Phan Thị Ngọc Diệp

Aim 1: Students will be able to talk about their habits and daily routines
Obj 1.1: Students will be able to use the Present Simple tense to describe discuss
their habits and daily routines
Obj 1.2: Students will be able to use adverbs of frequency to describe their habits and
daily routines.

=> tùy theo độ tuổi

Aim 2: Students will be able to make apologies in daily situations

Obj 2.1: Students will be able to identify apology expressions for different daily
situations
Obj 2.2: Students will be able to use apology expressions for different daily situations
=>
listening and reading for detailed and specific information (giống hay khác?)

specific: chi tiết lớn, quan trọng (kp main ideas)

detailed: chi tiết nhỏ, tỉ mỉ, name body parts,

Bài mới
CEFR AND CURRICULUM DESIGN

- CEFR: Common European Framework of Reference for Languages: Learning, Teaching,

Assessment (sometimes: CEF)

- Watch the clip and answer questions: What is the CEFR?

+ When was the CEFR introduced? => 2001

+ How many editions of CEFR? => two (new edition: 2020)

+ Where was it introduced? and who? =>

+ Why was it introduced? => common benchmark for

=> Three key words: consistency, standard, transparency (everything is clear, know your
english level, explain why you are at that level)

=> Benchmark for qualifications for work, study, internationalisation, people travel around.
(Tiêu chuẩn chung thống nhất, để giống nhau các tiêu chuẩn để được chấp nhận) => sự ra
đời của CEFR)

=> Những câu can-do ở mỗi level được nghiên cứu, những cái mô tả chi tiết bài bản những
level khác nhau như thế nào => những câu đó là standard

=> ngày xưa pre-intermediate and intermediate thì không thể miêu tả, và biết nó khác như
thế nào

=> Các câu phân loại đó rất là tường minh và thống nhất từ đầu đến cuối qua mỗi level =>
consistency

=> benchmark for assessment

=> A - E: different benefits for different stakeholders

- thuận lợi trong việc lựa chọn tài liệu học và dạy vì trong sách sẽ nói

- Global Scale of CEFR:

+ A: basic user

+ B: Independent User

+ C: Proficient User

- Mỗi level thì đều có thể break down ra thành nhiều level, câu hỏi:

1. Tại sao người ta lại break ra chi?

=> practical methods, accommodate more time for students

2. A2+, B1+, B2+ mà k có C2+ hay C1+ tại sao?

=> tại vì khoảng cách từ A2 sang B1 thì xa, nên đẻ thêm. Còn C1 và C2 thì ngta đã giỏi rồi
chỉ cần practice thêm thôi.

Global Scale

=> Descriptor for six levels

=> A2: immediate relevance: hỏi tuổi, trả lời, lên xuống xe bus, đi shopping thì biết hỏi giá
=> Các câu mô tả năng lực, có thể gọi là descriptors hoặc là Can-do statements
=> Việc này rất bình thường do Public Announcement không cần A1 và C2

Homework
So sánh CEFR version 2001 và 2020 khác nhau như thế nào?

=>

- It highlights certain innovative areas of the CEFR for which no descriptor scales had been
provided in the set of descriptors published in 2001, but which have become increasingly
relevant over the past 20 years, especially mediation and plurilingual/pluricultural
competence

- It “broadens the scope of language education, reflecting academic and societal

developments since the CEFR publication in 2001” (Council of Europe, n.d)

- It “updates and extends the CEFR 2001” (Council of Europe, n.d)

- It “contains the complete set of extended CEFR descriptors” (descriptors for mediation,
online interaction, plurilingual/pluricultural competence, and sign language competences.)
(Council of Europe, n.d)

- Appendix 6, 7 (CEFR, 2020) for more details

Key Differences Between CEFR 2001 and CEFR 2020:

1. Broadened Scope:

○ CEFR 2020 expands its scope to encompass a wider range of language use
contexts, including academic and professional settings. This reflects the
growing importance of language skills in today's globalised world.

○ CEFR 2001 primarily focused on general language proficiency and everyday

communication.
 2. Updated and Extended Descriptors:

○ CEFR 2020 provides more detailed and nuanced descriptions of language

proficiency at each level, covering a wider range of language skills and
contexts.

○ CEFR 2001 offered a more general overview of language proficiency.

3. Inclusion of New Competences:

○ CEFR 2020 introduces new competences, such as mediation, online

interaction, plurilingual/pluricultural competence, and sign language
competence.

○ CEFR 2001 primarily focused on traditional language skills like reading,

writing, speaking, and listening.

4. Enhanced Focus on Digital Literacy:

○ CEFR 2020 recognizes the increasing importance of digital literacy and

incorporates it into the framework. It addresses the use of technology for
language learning and communication.

○ CEFR 2001 did not explicitly address digital literacy.

5. Greater Emphasis on Learner Autonomy:

○ CEFR 2020 promotes learner autonomy and self-directed learning,

encouraging learners to take responsibility for their own language learning.

○ CEFR 2001 also emphasised learner autonomy, but to a lesser extent.

By incorporating these changes, the CEFR 2020 provides a more comprehensive and up-to-
date framework for language learning, teaching, and assessment. It reflects the evolving
needs of language learners in the 21st century and provides a valuable tool for educators
and policymakers worldwide.
References:

Historical overview of the development of the CEFR - Common European Framework of

Reference for Languages (CEFR)

Common European Framework of Reference for Languages: Learning, Teaching,

Assessment (CEFR)

Trả lời cho câu hỏi trong lớp:

Establishing cut-off points between levels is always a subjective procedure; some institutions
prefer broad levels, others prefer narrow ones. The advantage of a branching approach is
that a common set of levels and/or descriptors can be ‘cut’ into practical local levels at
different points by different users to suit local needs and yet still relate back to a common
system. The numbering allows further subdivisions to be made without losing the reference
to the main objective being referred to. With a flexible branching scheme such as that
proposed, institutions can develop the branches relevant to them to the appropriate degree
of delicacy in order to situate the levels used in their system in terms of the common
framework. (CEFR, 2001) (Chapter 3.5, 3.6)

Week 7: 09/11/2024
Sửa homework
- Hai cái cập nhật rất nổi bật của CEFR 2020: Online interaction, mediation
- Communicative language strategies: 3 nhóm: production, reception,
interaction
Question: Is CEFR perfect?
There are some language abilities that cannot be described? Is it true?
- Theo thời gian sẽ có điểm thay đổi. Có những areas CEFR chưa cover
được.
-Descriptor của rating scale (IELTS) khác descriptors của framework (CEFR)
=> Problems
- An uneven distributions of Can Do statements
- Losing the details of progress, unreasonable contributions
=> Person đang giới thiệu GSE (Global Scale of English) để fix cái sự thiếu
chi tiết của CEFR (CEFE: level A2, GSE: 35 GSE Level A2) và cái tiến trình
học tập để đạt một level.
Reading
Descriptors CEFR GSE
 1 Can recognise cardinal number up to 10 < A1 10

2 Can identify very common food and drink < A1 14

3 Can understand simple factual A2+ 39

4 Can understand cause and effect B1+ 57

5 Can understand inferred meaning B2+ 70

Listening
Descriptors CEFR GSE

1 5

2 3

3 1

4 4

5 2

Writing
Descriptors CEFR GSE

1 2

2 4

3 5
4 1

5 3

Speaking
Descriptors CEFR GSE

1 5 A1 24

2 2 A2 31

3 4 A2+ 42

4 1 B1 50

5 3 B1+ 57
=> Khi chọn tài liệu cho bài học thì nên mapping cho bài học. Dùng CEFR,
Can-do statements giúp chúng ta có thể tham khảo để viết mục tiêu khóa học,
bài học.
=> Công cụ GSE Teacher Toolkit để hỗ trợ giúp đỡ cho các giáo viên
- Khắc phục CEFR khi có nhiều learner
Activity
Use GSE to generate some objectives and choose appropriate materials
to help achieve those objectives
Adult learners
Topic area: Travelling/ Holiday
Speaking Skills
A2+
=> Objectives => Contents => Materials