Lecturer: PhD Trn Thanh Nhn

I. Overview of Syllabus
Presenters: Trng Th Hng Nhung
V Th Bch Ngc.
 People's Police University of
Technology and Logistics
Address: Ho town, Thuan Thanh District, Bac Ninh province.

Sample Syllabus

Course: General English 1

Curriculum: New Headway Pre-intermediate 3rd edition by John and
Liz Soars, Oxford University Press
1. Teachers information
 2. Course information
2.1. Course title: General English 1
2.2. Course book: New Headway Pre-intermediate 3rd
edition by John and Liz Soars, Oxford University Press.

2.3. Course description:

There are 3 General English courses in the university training program. After
these courses, students are required to take part in B1 examination before
graduating. And this is the first one out of three courses.
Number of credit: 3
Total: 75 periods/ semester, in which:
Theory Practice Discussion Progress Mid-term Final test
test test
25 36 8 4 1 1

Weekly class hours: 5 periods (45 minutes/ period).

 2. Course information
2.3. Course description:

1
2 The way we live
3 What happened next?
4
5
6 Places and things
 2. Course information
2.3. Course description:
 2. Course information
2.3. Course description:
Grammar and Practice: review and expand the use of the basic
tenses at A2 level, such as present simple, present continuous, past
simple, past continuous, future tenses, etc.; There is a wide variety of
practice activities covering all the skills. There is great emphasis on
personalized speaking.
Listening & Speaking: All the listening texts and passages are
chosen for students intrinsic interest and relevance to modern life.
Writing: provide practice exercises and models for students to complete,
adapt, and follow in order to produce a satisfying piece of writing, in details,
writing tasks in this syllabus mainly focus on describing people, places,
writing emails, postcards, etc.
Reading & Speaking: All the reading texts are new, including those
used in the presentations section.
Vocabulary: provide vocabulary related to the familiar topics
Everyday English: this section focuses primarily on spoken English.
Gramma
r and
Practi
ce
Listeni
ng and
Speakin
g
Writing
Readin
g and
Speaki
ng
Vocabular
y
Every
day
Enlish
 2. Course information
Course requirements:
Lecture: 75 periods
Self-study: 75 periods
Students are asked to take part in: Group work, pair work,
individual, role-play, games, songs
Students are required to:
+ Complete all the tasks in the course book
+ Do all exercises in the handouts
+ Finish 6 writing portfolios and hand in at the last week of
the course
+ Complete 4 progress tests, 1 mid-term test, and 1 final
test
Prerequisite condition: A2 level (CEFR).
Course supervisor: English teachers of Department of
Foreign Languages at Peoples Police University of
Technology and Logistics
 3. Course objectives

- Students are provided basic knowledge from the course book

- Students are practiced all four skills during the course: reading,
speaking, listening, writing skills. Other skills: group work,
presentation skill
- Students are practiced more from exercises of students book and
other supplementary materials from teacher.
 3. Course objectives
By the end of the course, students are expected to demonstrate their ability
to:
3.1. Language knowledge
- Phonetics: pronounce quite clearly English sounds although there is
influence of mother tongue and need to be explained more during studying.
-Grammar: Consolidate and expand basic grammatical phenomena in A2
level; Use basic sentence structures (fixed phrases, formula expressions,
etc.) despite grammatical errors.
-Vocabulary: Remember a certain vocabulary (about 300 words) on some
common topics such as daily life, peoples description, weather, feelings,
country description, etc.
 Unit 2: The way we live
Period 1 & 2: Grammar
Objectives:
Use the present tenses and
the verbs have/ have got
correctly.
Use the verb have/ have
got in asking and
answering questions
correctly
Use the present simple
tenses in asking about
personal information well.
 3. Course objectives

By the end of the course, students are expected to demonstrate their ability
to:
3.2. Language Skills:
- Reading skill:
+Understand short and simple texts related to daily life expressed by
common daily words.
+ Comprehend simple documents such as: normal papers, advertisement,
menu, schedule, list to get information.
+ Practice skimming and scanning skills; guess the meaning of new words
through the context.
 3. Course objectives

By the end of the course, students are expected to demonstrate their

ability to:
3.2. Language Skills:
- Listening skill:
+ Understand and recognize phrases, expressions related to daily life
(personal information, family, business, work ...)
+ Understand what other people are discussing when they speak clearly
and slowly.
+ Listen to get the detailed information and main ideas.
 Unit 2: The way we live
Period 8 & 9: Listening & Speaking
Objectives:
Revise and extend their ability
to use the Present Simple with
frequency adverbs
Expand knowledge of a radio
program in which four night
workers talk about their jobs
 3. Course objectives

By the end of the course, students are expected to demonstrate their

ability to:
2. Language Skills:
- Speaking skill:
+ Communicate quite easily in fixed situations, short conversations
related to daily life topics;
+ Describe feelings and attitudes, things, places, jobs, habits, personal
information, interests ... in a simple way;
+ Understand and participate in discussions with simple topics such as:
living abroad, working at night, teens and parents, movies, TV shows ...
+ Show agreement or disagreement with the others peoples opinions
 3. Course objectives
By the end of the course, students are expected to demonstrate their
ability to:
2. Language Skills:
- Writing skill:
+ Identify and correct errors through writing tasks; understand parts of
speech, meaningful phrases and words in sentences, and write full
sentences;
+ Write short, simple paragraphs (about 80-100 words) on topics of the
lessons such as write e-mail, postcards, fill in forms, describe
hometown, etc.
 3. Course objectives
By the end of the course, students are expected to demonstrate their
ability to:
3.3. Other objectives:
+ Enhance teamwork skills, presentation skills.
+ Enhance searching and exploiting information skills through
technology.(from internet, computer)
+ Enhance learners autonomy, creativity in learning
+ Promote positive communication and information sharing
II. Types of Syllabus and Materials

Presenters: H Th Thanh Thy

 TYPES OF SYLLABUS
* Topic-based and skill-based syllabi are chosen as the basic types for
designing the syllabus for the second-year students at Peoples Police
University of Technology and Logistics. A list of topics relevant and
interesting to students, such as blind dates, tale of two cities...

- The topics: Topics will be ordered based on the principle that it should
go from general to particular aspects. Topics provide an organizing
principle because they are familiar with students interest. 6 topics are
chosen on the basic of the textbook and they are related to real life.

- Skill-based: In skill-based syllabus, the content of the language

teaching involves a collection of particular skills that may play a role
in using language. 4 skills are concentrated in the textbook such as
Reading,Listening, Speaking and Writing.
 TYPES OF MATERIALS

The course book is a kind of Commercialised

package since it is included:
Students book
Workbook
Teachers book
Progress Test
Teacher Resource Book
.....................................
III. Need Analysis and Situation
Analysis

Presenters: H Th Thanh Thy

 1. Need Analysis

1.1.What are needs?

- To identify the students learning situation, learning needs
perceived by English teachers, the second-year students
- Students must learn to get certificate before leaving the
university
 1. 2. Skateholders

- 7 English teachers
- 477 second-year students
1.3. Procedures for conducting a need analysis

*Methods of study:
- Quantitative methods are employed to carry out this.
Data is collected by means of survey questionnaires
and the quantitative analyzed.
 1.4. Questionnaires
- The questionnaires are designed for two participants:
7 English teachers and 50 second-year students.
- 57 copies of questionnaires were sent to the
participants in May 2017 and were returned with 57
useful answers a week later.
- The data is manually analyzed.
- Basing on effective interpretation data, we use
frequencies to find out the percentage that indicate
the emphasis given to the items to meet the
populations ideas of the target situation needs.
 1.5.Results perceived by Need Analysis

- Needs perceived by the English teachers

- Needs perceived by the second-year students
 2. Situation analysis
- Institutional factor:

- Teacher factor: 7 teachers are taking M.A course. The age of the
teachers range from 30 to 37. Most of them have at least 7 years of
experience in teaching English at universities.
- Learner factor: The age of students is 20 and most of them are
males at Peoples Police University of Technology and Logistics.
They are from many provinces in the country.They have the first
year learning in the university. There are 50 students in a class.
 From the result of the data, the teachers find that
the course book is suitable and useful for the
second-year students in the university.
It helps students have higher level knowledge in
learning English
 IV. Approaches to
curriculum/syllabus design

Presenters: Phm Th Hng Hiu

1. Linguistic competence:
+ Understand short and simple documents, practice
scanning and skimming skills.
+ Understand slow recordings.
+ Listen to the gist and listen to get detailed
information
+ Make short conversations on given topics.
+ Show opinions when participating in discussions.
+ Write short, simple paragraphs (about 80-100
words) on topics
2. Deciding on organizing principles. (scope and
sequence)
Range of content: simple and familiar topics such as
friends, daily life, a story in the past, shopping, jobs,
famous places.
For each topic, the content is studied in a clear and
scientific ways. The theories, tasks, and activities are
designed basically and relevantly to the topic.
Type of syllabi: Multiple-syllabus
Topic-based (Each topic is about a single topic. All the theories
and tasks in the unit are designed based on content of the topic.
After finishing each unit, students will develop all language skills
and widen vocabulary about that topic )
For example: In unit 4: The market place.
+ Grammar: asking about quantities ( how many) and price (how
much)
+ Reading and speaking: Markets around the world
Vocabulary about markets.
+ Vocabulary, listening and speaking: Shopping
Skill-based: each unit is divided into sections according to
specific skills. For example:
Unit 1: Getting to know you.
Grammar and practice: Tenses and questions
Listening and speaking: Best friends
Writing: Describing friends
Reading and speaking: A blind date
Vocabulary and pronunciation: Using a bilingual dictionary
Everyday English: Social Expression
 Sequencing: from simple to complex.
The difficulty about grammar, vocabulary and language skills
is increased according to each unit.
+ Unit 1: an overview, greetings, describe a friend.
+ Unit 2: simple present, daily life.
+ Unit 3: past simple and past continuous, adverbs, telling a
story.
+ Unit 4: how much, how many, article, making conversation
about shopping.
+ Unit 5: verb patterns, future tense, ed-ing adjectives.
+ Unit 6: comparatives and superlatives, describing a place,
synonyms and antonyms in conversation
 3. Selecting methods and
teaching/learning strategies.
Task-based language teaching (TBLT)
V. Making Decisions on Contents

Presenters: Phm Th Hng Hiu

1. Course book: New Headway Pre-Intermediate
(3rd edition), Oxford University Press.
1.1: Aims and curriculum fit: suitable with
students at A2 level ( the book is at pre-
intermediate level)
1.2: Design and organization:
+ Components of book package: very clear and
sufficient ( name of book, author, press, level,
number of edition)
 1.2: Design and organization:
+ Organization of content: The units are organized
according to topics, and the sections in each unit are
organized according to skills multiple-syllabus.
+ The layout: easy and clear to follow with many
illustrations.
 1.4. Skills: Integrated skills
+ Develop 4 skills (reading, speaking, listening, writing)
equally.
+ Topics in many tasks are real-life and authentic
For example:
+ Unit 1: social expressions
+ Unit 2,4: write an email, a postcard
+ Unit 2: Make a conversation in daily life
+ Unit 6: Describe a famous place in the world.
1.5. Methodology: task-based approach.

1.6. Topic:

+ Various topics.

+ Relevant to students social and cultural knowledge.

+ Suitable with students level.

+ Raise interest in students.

( 6 topics are familiar with students and they are simple for students to
produce language.
1.7. Teachers book:
+ comprehensive and
supportive guidance
+ Explanations about
teaching techniques,
grammar rules and
culture-specific
information: very clear
1.8. Practical considerations.

+ The price: Very cheap ( about

30,000-40,000vnd)

+ Easy to obtain: students can

buy at any book store ( this is a
very popular and widely-used
book)

+ Cover: strong, long-lasting,

and attractive.
 2. Units

2.1. Aims:
+ Each unit lasts in
11-13 lessons with
6 sections.
appropriate time-
bound.
+ Realistic and
achievable tasks.
2.2: Tasks and activities.
+ A great number of activities.
+ Include mechanical, meaningful and communicative
practice
Mechanical: gap-filling, multiple-choice,
pronunciation exercises.
Meaningful: read the text and answer the questions.
Communicative: Making conversation in a shop
 2.3. Texts

+ Appropriate length.
+ Appropriate level of
difficulty

+ Interesting/ Eye-
catching (many
pictures)
VI. Developing Materials

Presenters: Trn Phng Thanh

 Developing materials

Thirty-five photocopiable
activities and further ideas
Aims
- Give T additional material
that revises and extends
the work in Ss book.
- Give S lots of extra
speaking practice
Developing materials
 Developing materials

It revises grammatical
inputs of the Students
Book
It contains
pronunciation and
vocabulary practice.
T can use it as additional
exercises or homework.
Developing materials
 Developing materials
It contains
- 12 unit tests
- A review test (unit1-7)
- An exist test (unit1-12)
- An optional listening test
- An answer key
- Tapescripts

T can design tests or additional exercise based on this

material
 Developing materials
Dictionary
Video from Youtube or A
Headway Pre-Intermediate
video
Emails/ Postcard/ Forms
(For writing lesson)
Pictures
Website:
 Developing materials

https://elt.oup.com/teachers/headway/?
cc=vn&selLanguage=en&mode=hub
 Developing materials
http://www.esl-lab.com/
 Developing materials

http://www.breakingnewsenglish.com/
VII. Assessment and Evaluation

Presenters: Trn Phng Thanh

 Assessment and Evaluation

Ways of testing/ assessing Weight

- Writing portfolio 10%
- Progress achievement tests 10%
- A mid-term test 20%
- A final achievement test 60%
 Assessment and Evaluation
Writing portfolio: 10%
- Formative assessment
- 6 topics
- First version Peers checks
Rewrite Teachers check
Final version (hand in at the last
week of the course)

Purpose: - Evaluate student learning progress over

time
- Encourage students to take more ownership
and responsibility over the learning process.
 Assessment and Evaluation
Progress test: 10%
-After unit 1,2,4,5
-Form: Multiple choice questions
-Time: 30 minutes
-Focus: Grammar, Vocabulary and Reading comprehension.
-Final score = the average of two exams having highest
scores.
Purpose: measure the progress that the students are
making.
 Assessment and Evaluation

Mid-term test : 20%

- After unit 3
- A written test with three parts
- Time: 55 minutes
Reading + Multiple choice 5
Grammar questions
40 minutes
Writing Constructed- 3
response test
Listening 15 minutes Multiple choice 2
questions
 Assessment and Evaluation

Final test: 60%

- Written test and oral test
Reading + Multiple choice 4
Grammar questions
60 minutes
Writing Constructed- 2
response test
Listening 15 minutes Multiple choice 2
questions
Speaking 10-12 minutes 2 sections 2
 Assessment and Evaluation

Oral test: Part 1 (1p) Social interaction

- T asks 2-4 questions related to some familiar
topics:
+ Hometown
+ Family
+ Hobbies
+ Learning English
+Etc
 Assessment and Evaluation

Oral test: Part 2 (1p) Prompt card activity (KET

format)
VIII. Unit 1 - Breakdown

Presenters: Nguyn Th Thu Tho

 Forms of teaching

Content Disc Progr Mid-

Practic Self-
Total Theory ussio ess term
e study
n test test

Unit 1: Getting to know you 11 3 6 2 11

Grammar and practice: Tenses and

questions
1 1

Listening and speaking: Best friends 1 1

Writing: Describing friends 1 1

Reading and speaking: A blind date 1 1

Vocabulary and pronunciation: Using

a bilingual dictionary
1 1

Everyday English: Social Expression 1

 OBJECTIVES

1.Establishing a good classroom

atmosphere, where everyone feels
comfortable
2.Check the Ss language abilities
3.Revise present and past tenses and
questions form
4.Ss are helped to use bilingual dictionary
effectively
5.Create chances for Ss to practice polite
conversations and social expressions
A typical unit breakdown
Grammar and practice
Listening and speaking
Writing
Reading and speaking
Vocabulary and pronunciation
Everyday English
VIII. Unit 1 Sample lesson

Presenters: Lu Th Mai Thanh

 1. From the syllabus

Lesson Unit Duration Forms of

teaching
Lesson 7 1 45 minutes Task-based
Reading and language
Speaking: Blind teaching
date Who is
looking for the
perfect partner
this week?
 UNIT 1
READING AND
SPEAKING
A BLIND DATE
 This lesson is a kind of micro planning (given in Module 1). It is
a part of the syllabus and based on the syllabus. In fact, to design this
activity, the teacher needs to have knowledge about:
the course book/ teaching materials (New Headway Pre-
intermediate 3rd edition)
the syllabus for this course
the class (second year students, A2 level, their needs)
2. Objectives
At the end of the lesson, students will be able to:
practice skimming and scanning, guessing the
meaning of new words through the context
understand the content of an article magazine
named A blind date and finish some exercises
related to the reading
talk about their perfect partners
Task-based language teaching (TBLT)
 3. Procedure
a. Pre Task - Introduction to topic and task (5):
- Use a picture/ a video of star signs to lead-in the topic.
- Introduce types of star signs, use Matching game to
check the vocabulary.
- Supplementary materials: photos, video, word game
 b. Task Cycle
Task 1: Identifying star sign and discuss Exercise 1 Page 10
Give each of the students a piece of paper.
Have them write their star signs and their birthdays down.
Have students stick these pieces of paper at the right column on the
box (Ex: The column of Aries, Scorpio)
Discussion: Do you think its interesting or necessary to know the
star sign of your boyfriend/ girlfriend ( Students work in group of 8)
Supplementary materials: photos, cards
 b. Task Cycle
Task 2: Find the definition of a blind date
Exercise 2 (Page 10)
Have students discuss in groups of eight
Blind date: a romantic social meeting between
two people who have never met each other (source:
http://dictionary.cambridge.org)
Supplementary materials: online dictionary
 b. Task Cycle

Task 3: Exercise 3 Page 10

Students underline the key words and share with their
friends. They can ask the teacher if there are any new
words in the text
Gap information (Pair work)
Supplementary materials: interview sheets
 b. Task Cycle
Student A Student B

Read the article, and then answer these questions: Answer question 4 6 first, and then ask your friend question
1-3:
1. What is his job?
Ask your partner:
2. What did he do after university?
1. What is his job?

2. What did he do after university?

3. Why does he like being back in London?

3. Why does he like being back in London?

Now, ask your partner these questions:

4. What does he like doing there?
Answer these questions:

4. What does he like doing there?

5. What does he do in London at weekends?

5. What does he do in London at weekends?

6. Who is his perfect partner?

6. Who is his perfect partner?

 b. Task Cycle

Task 4: Free-talk
Talk about a perfect partner.
Group work.
Performance.
 c. Language focus
Make questions with question words to ask about
someones date:
Who? What?
When? Where?
How? Why?

Some characteristics of a perfect partner:

Outgoing, funny, good to talk to, kind, good looking, easy -
going, sociable, sensitive.

Sentences to describe a perfect partner:

- Someone who likes/ enjoys/ dresses

Supplementary materials: Teachers resource book

 HOME ASSIGNMENT
- Students Book (Ex 1-5; Page 10)
-Find and watch a video about a blind date, and
then told it in the next lesson.

Take the best uses of the book collection