Faculty of English Language Teacher Education | ULIS-VNU, Hanoi
English for Contemporary Topics 1
VIETNAM NATIONAL UNIVERSITY, HANOI
UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES
FACULTY OF ENGLISH TEACHER EDUCATION
COURSE INFORMATION
ENGLISH FOR CONTEMPORARY TOPICS 1
1. Course code: ENG2068
2. Course credit value: 03
3. Prerequisites:
4. Instructional language: English
5. Lecturers in charge:
Đỗ Hạnh Chi, M.A.
chidh@vnu.edu.vn
Đào Hương Trà, M.A.
trahuongdaoo@gmail.com
Nguyễn Huyền Trang, Ph.D.
nhttrang87@gmail.com
Nguyễn Diệu Hồng, M.A.
dieuhong.nguyen392@gmail.com
Nguyễn Thị Lệ Mỹ, M.A.
my251e3@gmail.com
Trịnh Hồng Linh, M.A.
linhtrinh1105@gmail.com
Hứa Phương Linh, M.A.
linhhua91@gmail.com
Nguyễn Phương Anh, M.A.
phnganhhn2010@gmail.com
6. Course objectives:
The English language proficiency goal of this course is for students to achieve specific
competences described in level C1- in the Common European Framework of Reference or about
level 5 in the Vietnamese Standardised Test of English Proficiency. To be specific, this course
is aimed at:
- Developing learners’ language proficiency used for social and professional purposes under six
contemporary themes, including Education, Media and communication, Environment, Culture
and lifestyle, Science and technology, and Global issues.
- Equipping learners with chances to expose with extended speech on both familiar and
unfamiliar topics, and detail lengthy, complex texts that they may relate to their area of speciality.
- Developing learners’ skills to present and express their perspectives in a collaborative project,
where they are required to showcase their reasoning and critical thinking and, and manifest their
analytical skills in report writing.
- Facilitating students to sharpen their learning strategies, collaborative skills and learning
autonomy.
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Faculty of English Language Teacher Education | ULIS-VNU, Hanoi
English for Contemporary Topics 1
7. Course Learning Outcomes
7.1. Course Learning Outcomes (Knowledge, Skills, Attitudes)
By the end of the course, students will be able to:
No
Course Learning Outcomes
Code
Cognitive
In alignment
level in the
with the
Bloom’s
Program
Taxonomy
Learning
Outcomes
1
2
Language knowledge and skills
1
demonstrate a broad range of language to
express him/herself clearly, without having to
restrict what he/she wants to say.
1.1
3
4
demonstrate a high degree of grammatical and
lexical accuracy; errors only happen
occasionally without hindering communication
1.2
3
4
understand extended speech in standard spoken
language, live or broadcast, on both familiar
and unfamiliar topics normally encountered in
personal, social, academic or vocational life
1.3
3
4, 5
understand in detail lengthy, complex texts,
whether or not they relate to his/her own area
of speciality, provided he/she can reread
difficult sections
1.4
3
4
give a clear, well-structured presentation of a
variety of subjects, expanding and supporting
points of view at some length with subsidiary
points, reasons and relevant examples
1.5
6
4, 5
express themselves fluently without much
obvious searching for expressions for social,
academic and professional purposes;
1.6
6
4, 5
produce clear, well-structured reflection reports
on complex subjects
1.7
6
4, 5
Other skills
2
apply digital literacy and computer literacy
2.1
4
3
work cooperatively to accomplish assigned
tasks
2.2
4
10
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Faculty of English Language Teacher Education | ULIS-VNU, Hanoi
English for Contemporary Topics 1
apply critical thinking skills including
questioning, analysing, evaluating, synthesising
and creating
2.3
4
3, 10
apply leadership and management skills.
2.4
4
3, 10
demonstrate autonomy, accountability,
initiative, and cooperation in group work
activities
3.1
3
10, 11
monitor their own learning process with selfassessment, self-reflection, and self-correction
3.2
5
11
demonstrate their commitment and
responsibility to contribute to their discipline or
profession as an effective leader and as a
member of collaborative, cooperative and
successful teams
3.3
3
13
Attitudes
3
*The Bloom’s Taxonomy
Level
Cognitive skills
1
remember
2
understand
3
apply
4
analyse
5
evaluate
6
create
7.2. The learning activities in correlation with the outcome-based standards
Learning activities include lectures, group work projects and individual study, which are all
to address the outcome-based standards.
The focused assessment project to be implemented in the course is “Forum”, with three
main assignments which cover all four skills. The “Forum” project is aimed to assist learners
to reach level 5 in the Foreign Language Proficiency Framework for Vietnam. Learners are
expected to express their opinion from different perspectives to a range of topics. This main
project is to help learners sharpen their language skills and reasoning skills.
The centred project is scaffolded with three smaller assignments. To be specific, the “News
report” assignment is aimed to provide students with input for the forums, where students
will get exposed to a range of oral and written news of different topics to enhance their
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English for Contemporary Topics 1
background knowledge and crystalise their perspectives. After that, students will
demonstrate their speaking, listening and critical thinking skills during in-class forums.
After each showcase, “Forum report” is a chance for students to manifest their skills in
summarising, synthesising, analysing and critical thinking.
Throughout the course, students are expected to demonstrate their collaborative skills and
learning autonomy with a view to monitor, evaluate and improve their working procedure.
Communication skills, problem-solving skills, critical thinking and computer literacy
should also be utilised.
8. Assessment and grading:
Assignment task
and learning
activities
Assessed
skills
Summary
Grade
Correlated
allotment learning
outcomes
News reports
portfolio
Reading
Listening
Writing
Speaking
● Work individually
● Choose news, either in printed or
broadcast form, read, take note,
summarise and give personal
reflection
● Share their news orally in groups
and in front of the class
Notes:
News report submission in week 14
40%
1.1, 1.2,
1.3, 1.4,
1.5
2.1, 2.3
3.2
Forum
Listening
Speaking
● Work in groups
● Conduct a forum on the given
topic
50%
1.1, 1.2,
1.3, 1.5,
1.6
2.1, 2.2,
2.4
3.1, 3.3
Reflection report
portfolio
Writing
● Work in groups
● Write a reflection report after
forum 3
● Submit the group report 1 week
after forum 3
10%
1.1, 1.2,
1.7
2.1, 2.2,
2.3
3.3
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Faculty of English Language Teacher Education | ULIS-VNU, Hanoi
English for Contemporary Topics 1
9. Course materials:
English for Contemporary Topics 1 - Student’s book. (2022). ULIS, VNU.
References:
Cunningham, G., & Bell, J. (2009). Face2face: Advanced Student’s Book. Cambridge:
Cambridge University Press.
Cunningham, G. & Redston, C. (2007). Face2Face Upper Intermediate – Student’s Book.
Cambridge: Cambridge University Press
Cory, H. (1996). Advanced Writing with English in Use. Oxford: Oxford University Press.
10. Course summary:
English for Contemporary Topics 1 is designed for students whose proficiency level is around
B2 or C1- according to the Common European Framework of Reference (CEFR). The course
aims at helping students to develop their communication proficiency in listening, speaking,
reading and writing skills in accordance with the specified objectives of C1 to C1+ CEFR in
both focused and integrated manners.
This theme-based course covers a range of text genres and social topics, which will allow
students to read and listen, and present their opinions in both oral and written form about
different aspects of contemporarily debated issues, including six themes: Education, Media and
communication, Environment, Culture and lifestyle, Science and technology, and Global
issues. Students attending this course will have the opportunities to improve their accuracy and
fluency of comprehension and production of spoken and written English through news reports,
forums and reflection report writing.
This course adopts the learning theories of Social Constructivism and Social Cognitivism.
Students attending this course will also have the chance to develop essential study skills such
as evaluating sources and peer-commenting as well as skills in using technology to support
their learning through exploratory and engaging in-and out-of-class activities.
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English for Contemporary Topics 1
Lesson
11. Detailed syllabus:
Theme
Assignment
Education
Correlated learning outcomes
Get to know
Course introduction
Grouping
News report:
- Skill focus: Evaluating and
selecting information sources
News report 1:
Select and
evaluate 1 piece
of news related
to the topic of
Sports in school.
By the end of the session, students will
be able to:
- identify the main assignments for the
course
- evaluate and select sources for their
news
- identify the format of and language for a
forum
♦ News report 1:
- Group sharing
- Individual reports
♦ Forum:
- Language functions: Introduction
to Forum
♦ Forum 0 - Preparation
- Class working on the topic, roles
and discussion questions
Forum 1: The
moderator
groups select 12 possible forum
topics to consult
with the lecturer.
By the end of the session, students will
be able to:
- give a clear speech about the structure
and summarise their selected news
- identify and apply language functions in
moderating forums
- identify and evaluate the topic and
discussion questions of the trial forum
♦
♦
♦
♦
1
2
Content
By the end of the session, students will
be able to:
- give a clear, well-structured speech of
the given subject, expanding and
supporting points of view at some length
with subsidiary points, reasons and
relevant examples
- select and summarise key ideas
- judge their peers’ opinion and argue
where applicable
- identify the topic and discussion
questions of forum 1
3
♦ Forum 0 (trial) – Education
♦ Forum 1 - Group consultation
4
♦ News report:
- Skill focus: Identifying main
ideas and supporting ideas
♦ Forum:
- Language functions: Moderating
language (1) - Presenting
information
♦ Forum 1 - Preparation
- Moderators’ presentation of the
forum topic, roles and discussion
questions
News report 2:
Select 1 source
of news related
to the topic of
Forum 1,
evaluate, and
make an outline
of the main and
supporting ideas
of the news.
By the end of the session, students will
be able to:
- identify main ideas and supporting ideas
in news and extended speech
- identify and apply language functions to
state opinion, agree and disagree in
moderating forums
- draw detailed outlines for news and
extended speech
- evaluate the topic and discussion
questions of forum 1
♦ News report 2:
- Group sharing
- Individual reports
- Skill focus: Summarising
♦ Forum:
Forum 2: The
moderator
groups select 12 possible forum
topics to consult
with the lecturer.
By the end of the session, students will
be able to:
- give a clear speech about the structure
and summarise their selected news
- construct summaries for their news
- comment on peers’ summarries
5
Media and
communication
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Faculty of English Language Teacher Education | ULIS-VNU, Hanoi
English for Contemporary Topics 1
- select the key points to apply in their
forum
- Forum language: Stating opinion,
agreeing & disagreeing
6
Environment
7
8
Science and
Technology
9
Culture and
lifestyle
♦ Forum:
- Forum language: Providing
evidence
♦ Forum 2 - preparation
- Moderators’ presentation of the
forum topic and discussion
questions
News report 3:
Select 1 source
of news related
to the topic of
Forum 2,
evaluate, and
summarise the
news.
By the end of the session, students will
be able to:
- identify and apply language functions to
provide evidence in moderating forums
- evaluate the topic and discussion
questions of forum 2
♦ News report 3:
- Group sharing
- Individual reports
- Skill focus: paraphrasing
Forum 3: The
moderator
groups select 12 possible forum
topics to consult
with the lecturer.
By the end of the session, students will
be able to:
- construct a clear, well-structured speech
- justify the key points to apply in their
forum
- paraphrase the content of news and
extended speech
♦ Forum 2
♦ Forum 3 - Group consultation
By the end of the session, students will
be able to:
- construct a clear, well-structured speech
- judge their peers’ opinion and argue
where applicable
- select and summarise key ideas
- identify and evaluate the topic and
discussion questions of forum 3
♦ News report:
- Skill focus: Reflecting on news
- In-class practice: Write a
reflection for a piece of news
By the end of the session, students will
be able to:
- reflect on their their selected news or
extended speech
- construct a reflection paragraph for the
selected sources
- comment on peers’ reflections
♦ Forum:
- Forum language: Moderating
language (2) – Explaining and
paraphrasing
♦ Forum 3 - preparation
- Moderators’ presentation of the
forum topic and discussion
questions
12
13
♦ Forum 1 (online or on-site)
♦ Forum 2 - Group consultation
MID-TERM BREAK
10
11
By the end of the session, students will
be able to:
- construct a clear, well-structured speech
- select and summarise key ideas
- judge their peers’ opinion and argue
where applicable
- identify and evaluate the topic and
discussion questions of forum 2
Global
issues
News report 4:
Select 1 source
of news,
evaluate,
summarise the
news, and
reflect on the
news.
By the end of the session, students will
be able to:
- identify and apply language functions in
moderating forums
- identify and evaluate the topic and
discussion questions of forum 3
By the end of the session, students will
be able to:
- construct a clear, well-structured speech
♦ News report 4:
- Group sharing
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Faculty of English Language Teacher Education | ULIS-VNU, Hanoi
English for Contemporary Topics 1
- justify the key points to apply in their
forum
- Individual reports
14
♦ Forum 3
15
♦ Revision
♦ Assignments submission
By the end of the session, students will
be able to:
- construct a clear, well-structured speech
- judge their peers’ opinion and argue
where applicable
- select and summarise key ideas
12. Course policy:
● Attendance: To be qualified for the course, students must attend at least 80% of the class
hours.
Accumulated absences of more than three sessions per skills, or six sessions of the subject as
a whole, will lead to students’ failing the subject (Mark F).
● Punctuality: Students must get the classroom ready at least 5 minutes before the start of a
lesson.
The monitor of each class must supervise this, but he/she is not necessarily the one who gets
the room ready. All the students of a class share the responsibility.
● Lateness and early leaving from class without reasonable excuses might be penalised. The
lecturer in charge decides the form of penalty.
● Active participation: Students are required to actively participate in the lessons, prepare and
finish home assignments and continuous assessment tasks as required in the course guide and
by the lecturers.
● On-time submission of assessment tasks: Late submission of assignments incurs a 10% (1
out of 10) reduction from the final score for the first day late, and another 20% for the second
day late. Students who are three days behind the deadline will receive “0”.
● Students can ask for extension under special circumstances but only if evidence (e.g. medical
records) can be provided and approved by the lecturer at least ONE week before the deadline.
● Plagiarism: Plagiarism (i.e. the use of others’ words or ideas without proper
acknowledgement) is by no means accepted and will be severely penalised.
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Faculty of English Language Teacher Education | ULIS-VNU, Hanoi
English for Contemporary Topics 1
13. Assessment guideline:
13.1 News Report
This group assignment makes up 40% of the total score for the course. In this assignment,
students will be able to showcase their language about certain topics of discussion.
Objectives:
Generally, the assignment aims to develop and assess students’ ability to frequently follow
authentic print and broadcast news, develop and deliver clear, well-organised presentations on
complex subjects in the form of a news report without support from visual aids.
Specifically, the project focuses on the improvement of linguistic competence, sociolinguistic
competence, pragmatic competence, and strategic competence. On completing the assignment,
learners should be able to:
- identify the arguments presented in demanding television broadcasts such as current affairs
programmes, interviews, discussion programmes and chat shows.
- summarise lengthy, complex texts including news articles and magazine articles, which
mainly relate to their own area of speciality.
- summarise extended speech on abstract and complex topics beyond his/her own field, though
he/she may need to confirm occasional details, especially if the accent is unfamiliar.
- recognise a range of idiomatic expressions and colloquialisms
- give clear, detailed descriptions and presentations on complex subjects, integrating sub
themes, developing particular points and rounding off with an appropriate conclusion
- outline an issue or a problem clearly, speculating about causes or consequences, and weighing
advantages and disadvantages of different approaches
Guidelines:
This assignment is to be carried out INDIVIDUALLY in four steps.
STEP 1 - Choose one piece of news or extended speech under each theme (2 written and 2
spoken in total).
● The chosen sources must be related to the topics, preferably under the themes that have
News report sessions.
● The chosen sources must be taken from reliable sources such as Forbes, The New York
Times, The Economist, New Scientists, The Guardian, Vietnam News Agency; and
websites like CNN, BBC, Ted etc.
● Each piece of news or extended speech should be 500-700 words long in written form
or 3-6 minutes long in spoken form.
○ If a suitable news article is longer than 700 words, students may select extracts
of the news and use […] to indicate parts that are not used.
○ If a suitable news report/ extended speech is longer than 6 minutes, students
may select extracts of the news and crop out the unused part. Both full-length
and cut versions of the news must be ready to be handed in.
● Exact sources of the news must be given at the end of the texts.
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Faculty of English Language Teacher Education | ULIS-VNU, Hanoi
English for Contemporary Topics 1
STEP 2 – Prepare a news report, including:
● The original news article or the transcripts of the video or recording, and the source
● A source evaluation form (based on the criteria list provided)
● A summary of key points in the passage can be in the form of bullet points (Week 2
and Week 5) and a paragraph of about 150 words (Week 8 and Week 13).
● A reflection of the news can be in the form of bullet points (Week 2, Week 5 and
Week 8) and a paragraph of about 150 words (Week 13).
STEP 3 - Share the news in class in W2, W5, W8 and W13.
● Students sit in groups (random or assigned) and share their news. Each student has
about 10 minutes to talk about their news and what they found interesting or beneficial
after reading or listening/watching. They should also identify how they can apply their
chosen sources in the upcoming forum.
● When one student is talking, the group will take note of his/ her sharing.
● Lecturer may call 4-6 students each session to check randomly.
● Lecturer do not collect students’ individual news report materials after each session.
STEP 4 – Portfolio submission:
Each student is expected to compile all the reports they have prepared in each session
in a portfolio and submit them in W14.
Marking Rubric for News Report
News quality
Summary
Reflection
9-10
The news:
- is related to the theme
- is authentic and academic
- provides sound knowledge of
the issue
- is from a reliable source
- has an appropriate level of
difficulty
- All of the key points are noted in
a coherent paragraph, showing a
thorough understanding of the
news.
- Students successfully
paraphrase with flexibility and
without depending on the
language of the news.
- Most sentences are error-free in
grammar and spelling.
- Students clearly discuss
how their perspective on
the topic has been
enriched and/or challenged
by the news.
- Students effectively
support their points with
specific details.
- Most sentences are errorfree in grammar and
spelling.
7-8
The news:
- is generally related to the
theme
- is authentic and academic
- provides knowledge of the
issue
- is from a reliable source
- has an appropriate level of
difficulty
- Most of the key points are noted,
although there may be a slight
misunderstanding of the news.
- Students successfully
paraphrase without depending on
the language of the news.
- Errors in grammar and spelling
are minor and rare.
- Students clearly
discussed how their
perspective on the topic
has been enriched and/or
challenged by the news.
- Some points may not be
sufficiently supported with
specific details.
- Errors in grammar and
spelling are minor and rare.
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Faculty of English Language Teacher Education | ULIS-VNU, Hanoi
English for Contemporary Topics 1
- Some of the key points are
noted, but there are frequent
misunderstandings of the news.
- Students attempt to paraphrase
though they sometimes repeat the
language of the articles.
- A few errors in grammar and
spelling when the sentence
structures and vocabulary are
complex.
- Students vaguely discuss
changes in perspective.
- Some points are
irrelevant to the content of
the news.
- A few errors in grammar
and spelling when the
sentence structures and
vocabulary are complex.
5-6
The news:
- is generally related to the
theme
- is generally academic or
semi-academic
- does not contribute much to
knowledge of the issue
- is from an unreliable source
- is not complex enough
3-4
The news:
- is partly related to the theme
- is not academic
- does not contribute to
knowledge of the issue
- is too easy
- Only one or two key points are
noted.
- Students frequently depend on
the language of the news.
- Frequent errors in grammar and
spelling when the sentence
structures and vocabulary are
complex.
- Students discuss changes
in perspective that are
irrelevant to the content of
the text.
- Frequent errors in
grammar and spelling
when the sentence
structures and vocabulary
are complex.
1-2
The news is irrelevant.
- No key points, only random
details are noted.
- All sentences are error-ridden.
- Students only repeat
some information from the
text with no evidence of
reflection at all.
- All sentences are errorridden.
0
Students fail to submit their work.
Notes: The marking criteria for Summary only applies to News Report 3 and 4, and for
Reflection only to News Report 4.
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Faculty of English Language Teacher Education | ULIS-VNU, Hanoi
English for Contemporary Topics 1
13.2 Forum
This group assignment makes up 50% of the total score for the course. In this assignment,
students will be able to showcase their language and arguments in semi-formal meetings about
certain topics of discussion.
Objectives:
Generally, through THREE official forums during the semester, this assignment provides
students with an opportunity to build up their academic skills in listening, speaking, their
reasoning skill and cooperative skills.
Specifically, the project focuses on the improvement of linguistic competence, sociolinguistic
competence, pragmatic competence, and strategic competence. On completing the assignment,
learners should be able to:
- give clear, detailed descriptions and presentations on complex subjects, integrating sub
themes, developing particular points and rounding off with an appropriate conclusion.
- develop a clear argument, expanding and supporting his/her points of view at some length
with subsidiary points and relevant examples.
- construct a chain of reasoned argument
- explain a viewpoint on a topical issue giving the advantages and disadvantages of various
options.
- follow extended speech on abstract and complex topics beyond his/her own field, though
he/she may need to confirm occasional details, especially if the accent is unfamiliar.
- follow the discussion on matters related to or beyond his/her field, understand in detail the
points given prominence by the speaker.
- recognise a wide range of idiomatic expressions and colloquialisms, appreciating register
shifts.
- participate actively in routine formal discussion.
- contribute, account for and sustain his/her opinion, evaluate alternative proposals and make
and respond to hypotheses.
Guidelines:
This assignment is to be carried out in THREE steps. Refer to Appendix A for the suggested
format of a forum.
STEP 1 – Forming groups
● Students do this task in groups. Each class should be divided into 6 groups. For
each forum, TWO will be assigned as the moderators, and the other four
groups are all participating groups.
● Then, the lecturer should help the moderators to decide the topic of the forum
and the roles for each participating group. The forum topic needs to relate to
the assigned theme of the week.
STEP 2 – Researching - Planning for the forum
● The moderating groups will prepare a short introductory presentation (about
ten minutes) to provide the whole class with the forum topic, some background
information, two discussion questions, the roles of each participating group
(including whether they will be FOR, AGAINST or BOTH FOR AND AGAINST
the topic) and the timing for each question, at least two weeks in advance
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Faculty of English Language Teacher Education | ULIS-VNU, Hanoi
English for Contemporary Topics 1
(except for the trial forum). All the presented information needs lecturer’s
approval.
● Participating groups read and listen or watch related news and reports to gain a
deeper understanding of the topic. With their assigned roles in mind, each
student of the participating groups can read and/or listen to any reliable and
relevant news videos/audios and other sources (optional).
● All participants have to:
o prepare arguments and counter arguments based on the materials
collected and other sources;
o assign members to answer the given discussion questions of the
forum; and
o plan the turn takings among group members in the forum.
STEP 3 – Conducting the forum
● On the day of the forum, all the groups have to actively fulfill their roles as
moderators (2 groups) and participants (4 groups).
● All the members of the moderating teams have to take turn to:
- introduce the topic;
- deliver a short presentation on background information;
- announce discussion questions and time limit;
- announce rules of the forum before inviting forum groups to raise their
voice;
- decide the order of the all the forum, and moderate the pace and atmosphere
of the forum;
- summarise the speeches;
- prepare the follow-up questions for the Q&A sessions.
● As for the participating groups, they need to effectively introduce their
arguments and evidence, ask and answer questions.
● When the forum is finished, the lecturer can allow time for a short break while
the moderators are delegating before they can summarise, conclude and give
the final message of the discussion.
● After that, time is for debriefing and discussion.
Timeline
Week 3
Forum 0 (Trial forum)
Week 6
Forum 1
Week 10
Forum 2
Week 14
Forum 3
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Faculty of English Language Teacher Education | ULIS-VNU, Hanoi
English for Contemporary Topics 1
Marking forms (Rating scale: 1-10)
Students’
names
Quality of
arguments
Transition/
General
coherence
Verbal
behaviour
Non-verbal
behaviour
Final
(__/10)
Student A
8
9
9
8
8.5
Student B
5
4
6
5
5
Note
Inactive
…..
Evaluation rubrics for forums
Quality of
arguments
Transition/ General Verbal behaviour
coherence
(language use)
Non-verbal
behaviour
9-10
- Demonstrates a
good
understanding of
the issues,
events and facts
relevant to the
topic.
- Makes good
use of statistics,
explanations and
relevant details.
- Logically organises
information and ideas;
there is clear
progression
throughout
- Shows efficient and
controlled use of
organisational
patterns, connectors,
and cohesive devices
- Has a good command of
broad vocabulary, including
less common words, idiomatic
expressions and colloquialism.
- Uses flexibly and accurately a
wide range of grammatical
structures
- Varies intonation and places
sentence stress correctly in
order to express finer shades
of meaning
- Non-systematic errors
occasionally occur but do not
lead to misunderstanding
- Non-verbal
behaviour (voice
projection,
posture, gestures,
eye contact, use of
notes) is
appropriate.
7-8
- Demonstrates a
generally good
understanding of
the issues,
events and facts
relevant to the
topic.
- Makes
generally good
use of statistics,
explanations and
relevant details
- Logically organises
information and ideas;
there is clear
progression
throughout
- Uses a variety of
linking words to mark
clearly the
relationships between
ideas although there
may be some under/over-use.
- Uses a wide range of topical
vocabulary
- Attempts to use a few lesscommon words and idiomatic
expressions.
- Uses flexibly and accurately
simple structures and shows a
good control of complex
structures
- Has a clear, natural,
pronunciation and intonation.
- Non-systematic errors
sometimes occur but do not
lead to misunderstanding
- Non-verbal
behaviour (voice
projection,
posture, gestures,
eye contact, use of
notes) is generally
appropriate.
- Problems might
occur but do not
significantly affect
the forum.
5-6
- Demonstrates
some good
understanding of
the issues,
events and facts
- Presents information
with some
organisation but there
may be a lack of
overall progression
- Uses a range of topical
vocabulary with relatively high
lexical accuracy (incorrect
word choice and wrong word
forms are found).
- Non-verbal
behaviour (voice
projection,
posture, gestures,
eye contact, use of
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Faculty of English Language Teacher Education | ULIS-VNU, Hanoi
English for Contemporary Topics 1
relevant to the
topic.
- Makes some
good use of
statistics,
explanations and
relevant details.
- Uses cohesive
devices effectively, but
cohesion within and/or
between sentences
may be faulty or
mechanical
- Uses a mix of simple and
complex structures, but with
limited flexibility
- Pronunciation is clearly
intelligible even if a foreign
accent is sometimes evident
and occasional
mispronunciations occur.
- May make frequent errors
with complex structures,
though these rarely cause
comprehension problems
notes) is generally
appropriate.
- Problematic
behaviour can
sometimes be
observed and can
affect the
effectiveness of
the forum
3-4
- Demonstrates a
basic
understanding of
the issues,
events and facts
relevant to the
topic.
- Makes use of
some statistics,
explanations and
details.
- Presents information
with some organisation
but there may be a
lack of overall
progression
- Attempts to make
use of transitional and
structural devices
- makes inadequate,
inaccurate or overuse of cohesive.
- Manages to talk about the
given topics but uses
vocabulary with limited
flexibility
- Produces basic sentence
forms with reasonable
accuracy, uses a limited
range of more complex
structures
- Makes frequent and /or
systematic errors that may
cause comprehension
problems
- There are
attempts to
control non-verbal
behaviour (voice
projection,
posture, gestures,
eye contact, use of
notes) but most of
them fail.
1-2
- Demonstrates
an inadequate
understanding of
the content
relevant to the
topic
- Supports
statements with
vague or
irrelevant
information or no
information at all.
- Presents information
and ideas but these
are not arranged
coherently and there is
no clear progression in
the response.
- Makes almost no
attempt to use
transitional and
structural devices.
- Uses only basic vocabulary
which may be used
repetitively, or which may be
inappropriate
- Pronunciation is generally
clear enough to be understood
despite a noticeable foreign
accent.
- Produces basic sentence
forms and some correct simple
sentences but subordinate
structures are rare errors are
frequent and lead to
misunderstanding
- There is no
attempt to take
control of nonverbal behaviour.
0
no participation in class forums
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Faculty of English Language Teacher Education | ULIS-VNU, Hanoi
English for Contemporary Topics 1
13.3 Group reflection report on Forum
This group assignment makes up 10% of the total score for the course. In this assignment,
students will be able to demonstrate their cooperative skill, reflective and critical thinking
together with their written language competence in reflection reports about the forums they
conduct in class.
Objectives:
Generally, through the reports, this assignment provides students with an opportunity to build
up their skills in writing, reflective and critical thinking and cooperative skills.
Specifically, the project focuses on the improvement of linguistic competence, sociolinguistic
competence, pragmatic competence, and strategic competence, which can be specified as
follows:
On completing the assignment, learners should be able to:
- produce clear expositions of a subject, underlining the relevant salient issues.
- expand and support points of view at some length with subsidiary points, reasons and
relevant examples.
- produce a suitable introduction and conclusion to a report on an academic or professional
topic provided that the topic is within their field of interest and there are opportunities for
redrafting and revision.
Guidelines:
● Students should keep record of their contribution to each forum.
● After conducting all the forums, students are required to write a reflection report in
their groups.
● The individual part of each member should be in the form of paragraphs.
● Students submit their report 1 week after the final forum day.
● The format of a reflection report can be found in Appendix B.
Marking rubrics for assessing reflection report writing
Scor Content
es
Communicative
Achievement
Organisation
Language
9-10
- Content is
relevant; though a
few minor
irrelevances and/or
omissions may be
present.
- Target reader is
on the whole
informed.
- Uses the conventions
of the communicative
task effectively to hold
the target reader’s
attention and
communicate
straightforward and
complex ideas, as
appropriate.
- Text is well
organised and
coherent
- Uses a variety of
cohesive devices
and organisational
patterns to generally
good effect
- Uses a range of vocabulary,
including some less common
lexis, appropriately.
- Uses a range of simple and
complex grammatical forms with
control and flexibility.
- Occasional errors may be
present but do not impede
communication.
7-8
- Irrelevances and
misinterpretation of
the task may be
present. Target
reader is minimally
informed.
- Uses the conventions
of the communicative
task to hold the target
reader’s attention and
communicate
straightforward ideas.
- Text is generally
well organised and
coherent
- Uses a variety of
linking words and
cohesive devices.
- Uses a range of everyday
vocabulary appropriately, with
some inappropriate use of less
common lexis.
- Uses a range of simple and
some complex grammatical
forms with a good degree of
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Faculty of English Language Teacher Education | ULIS-VNU, Hanoi
English for Contemporary Topics 1
control.
- Errors do not impede
communication.
5-6
- Irrelevances and
misinterpretation
are frequent.
- Target reader is
minimally informed.
- Uses conventions of
the communicative
task, but occasionally
fails to hold the target
reader’s attention and
communicate ideas.
- Text is presented
with some
organisation, but
there may be a lack
of progression.
- Effectively uses
simple linking words
and cohesive
devices.
- Uses an adequate range of
everyday vocabulary
appropriately, with inappropriate
use of less common lexis.
- Uses simple grammatical forms
appropriately; attempts complex
structures but mostly faulty.
- Errors impede communication
at times.
3-4
- The content of the
report is mostly
irrelevant.
- Target reader is
mostly not
informed.
- Uses some
conventions of the
communicative task,
but not effectively;
frequently fails to hold
the target reader’s
attention and
communicate ideas.
- Text is presented
incoherently; there is
no clear progression
in the text.
- Uses a limited
range of linking
words and cohesive
devices.
- Uses a limited range of basic
vocabulary.
- Attempts some complex
structures, but unsuccessfully.
- Errors predominate and impede
communication.
1-2
- The content of the
report is totally
irrelevant.
- Target reader is
not informed.
- Uses almost no
conventions of the
communicative task;
fails to hold the target
reader’s attention and
communicate ideas.
- Has little to no use
of organisational
features.
- Uses a very limited range of
words and phrases.
- Uses only simple structures,
and mostly unsuccessfully.
- Errors may severely distort the
meaning.
0
No submission.
.
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Faculty of English Language Teacher Education | ULIS-VNU, Hanoi
English for Contemporary Topics 1
APPENDIX A
FORMAT OF A FORUM (SUGGESTED)
In order to ensure a safe and productive conference, all participants are required to comply
strictly with the following policies. The organisers are obligated to enforce the policies
throughout the conference. Support and cooperation from all participants would be greatly
appreciated.
Forum Progression chart
Stage 1: Setting the scene
(10 minutes)
Lead-in presentation
Questions, roles and rules announcement
Session 1
(~40 mins total)
Speeches
(~2 mins/ speech)
Q&A section
Stage 2: Live discussion
(~90 minutes)
5-minute break
Session 2
(~40 mins total)
Speeches
(~2 mins/ speech)
Q&A section
10-minute break
Summary
Stage 3: Conclusion
(~30 minutes)
Conclusion & Final message
Feedback
(Online or Onsite/ Oral or Written)
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Faculty of English Language Teacher Education | ULIS-VNU, Hanoi
English for Contemporary Topics 1
DISCUSSION FORUM AGENDA
STAGE 1: Setting the scene
Lead-in presentation & questions for discussion: 10 minutes
STAGE 2: Discussion Forum:
1. Speeches:
a. Number of speakers:
● Each session will have about 10-12 speakers
● Each participating group is required to assign 2-3 speakers for each session
b. Speaking order
● At the beginning of each session, the Chair will ask “Who would like to raise their
voices in this session?”
● The assigned members of each group will raise their hands to be added to a speakers
list.
● During the discussion, the speakers list will be visible on the slide. This list will
include the names of the speakers, their roles as well as their speaking order.
● In each session, 10 representatives will present their opinions for 2 minutes per
speech.
Q&A: After each discussion session, the Q&A part is opened for all delegates.
● At the beginning of the Q&A section, the Moderator will ask “Who would like to
raise a question to the speakers?”
● Those who would like to put forward a question to the speakers will raise their
hands.
● Each Questioner is only allowed to raise 1 question for 1 speaker.
● The responder will have a maximum of 2 minutes to answer their question.
● After Speaker 1 has finished his/ her Q&A section, the Moderators will move on to
other questions for other speakers.
● Each Q&A session will last for about 15 minutes.
For example:
Q&A
section 1
(15 mins)
Questioner 1: pose 1 question to Speaker 1
(1 min)
Speaker 1: answer question 1
(2 min)
Questioner 2: pose 1 question to Speaker 2
(1 min)
Speaker 2: answer question 2 (2
min)
Questioner 3: pose 1 question to Speaker 3
(1 min)
Speaker 3: answer question 3
(2 min)
Questioner 4: pose 1 question to Speaker 4
(1 min)
Speaker 4: answer question 4
(2 min)
…
STAGE 3: Conclusion:
● Summary
● Conclusion & Final message
● Feedback
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Faculty of English Language Teacher Education | ULIS-VNU, Hanoi
English for Contemporary Topics 1
APPENDIX B
FORMAT OF A REFLECTION REPORT
A. Introduction (in group)
Provide a brief overview of the forums (including the main topics covered, your role within
each forum).
Provide a detailed description of the members’ roles and responsibilities (tables are applicable).
B. Evaluation & Contribution (individually)
Answer the questions individually.
Student 1 – Nguyen Thi A
1.What news articles, videos, radio program, etc. did you choose for each forum, and why were
they selected? What do they discuss?
2. What are the positive aspects of the forums that should be retained?
3. What aspects of the forums could be improved?
4.What lessons have you learned from the forums?
5. How did you contribute to the success of the forums?
6. Reflect on how your English skills have progressed as a result of engaging with the forums.
Student 2 – Vu Van B
1.What news articles, videos, radio program, etc. did you choose for each forum, and why were
they selected? What do they discuss?
2. What are the positive aspects of the forums that should be retained?
3. What aspects of the forums could be improved?
4.What lessons have you learned from the forums?
5. How did you contribute to the success of the forums?
6. Reflect on how your English skills have progressed as a result of engaging with the forums.
…
C. Conclusion (in group)
Summarise your overall experience with the forums.
Place, Date
Signatures of all the members:
________________
Nguyen Thi A
________________
Vu Van B
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