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. Đào Hương Trà, M.A.
chidh@vnu.edu.vn trahuongdaoo@gmail.com

Nguyễn Huyền Trang, Ph.D. Nguyễn Diệu Hồng, M.A.

nhttrang87@gmail.com dieuhong.nguyen392@gmail.com

Nguyễn Thị Lệ Mỹ, M.A. Trịnh Hồng Linh, M.A.

my251e3@gmail.com linhtrinh1105@gmail.com

Hứa Phương Linh, M.A. Nguyễn Phương Anh, M.A.

linhhua91@gmail.com 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.

1
 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

Language knowledge and skills 1

demonstrate a broad range of language to 1.1 3 4

express him/herself clearly, without having to
restrict what he/she wants to say.

demonstrate a high degree of grammatical and 1.2 3 4

lexical accuracy; errors only happen
occasionally without hindering communication

understand extended speech in standard spoken 1.3 3 4, 5

language, live or broadcast, on both familiar
and unfamiliar topics normally encountered in
personal, social, academic or vocational life

1 understand in detail lengthy, complex texts, 1.4 3 4

whether or not they relate to his/her own area
of speciality, provided he/she can reread
difficult sections

give a clear, well-structured presentation of a 1.5 6 4, 5

variety of subjects, expanding and supporting
points of view at some length with subsidiary
points, reasons and relevant examples

express themselves fluently without much 1.6 6 4, 5

obvious searching for expressions for social,
academic and professional purposes;

produce clear, well-structured reflection reports 1.7 6 4, 5

on complex subjects

Other skills 2

apply digital literacy and computer literacy 2.1 4 3

2
work cooperatively to accomplish assigned 2.2 4 10
tasks

2
 Faculty of English Language Teacher Education | ULIS-VNU, Hanoi
English for Contemporary Topics 1

apply critical thinking skills including 2.3 4 3, 10

questioning, analysing, evaluating, synthesising
and creating

apply leadership and management skills. 2.4 4 3, 10

Attitudes

demonstrate autonomy, accountability, 3.1 3 10, 11

initiative, and cooperation in group work
activities

monitor their own learning process with self- 3.2 5 11

3 assessment, self-reflection, and self-correction

demonstrate their commitment and 3.3 3 13

responsibility to contribute to their discipline or
profession as an effective leader and as a
member of collaborative, cooperative and
successful teams

*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

3
 Faculty of English Language Teacher Education | ULIS-VNU, Hanoi
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 Assessed Summary Grade Correlated

and learning skills allotment learning
activities outcomes

News reports Reading ● Work individually 40% 1.1, 1.2,

portfolio Listening ● Choose news, either in printed or 1.3, 1.4,
Writing broadcast form, read, take note, 1.5
Speaking summarise and give personal 2.1, 2.3
reflection 3.2
● Share their news orally in groups
and in front of the class
Notes:
News report submission in week 14

Forum Listening ● Work in groups 50% 1.1, 1.2,

Speaking ● Conduct a forum on the given 1.3, 1.5,
topic 1.6
2.1, 2.2,
2.4
3.1, 3.3

Reflection report Writing ● Work in groups 10% 1.1, 1.2,

portfolio ● Write a reflection report after 1.7
forum 3 2.1, 2.2,
● Submit the group report 1 week 2.3
after forum 3 3.3

4
 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.

5
 Faculty of English Language Teacher Education | ULIS-VNU, Hanoi
English for Contemporary Topics 1

11. Detailed syllabus:

Theme Content Assignment Correlated learning outcomes

Lesson

By the end of the session, students will

♦ Get to know News report 1: be able to:
♦ Course introduction Select and - identify the main assignments for the
♦ Grouping evaluate 1 piece course
1 - evaluate and select sources for their
♦ News report: of news related
- Skill focus: Evaluating and to the topic of news
selecting information sources Sports in school. - identify the format of and language for a
forum

♦ News report 1:
- Group sharing By the end of the session, students will
Forum 1: The be able to:
- Individual reports
moderator - give a clear speech about the structure
♦ Forum:
groups select 1- and summarise their selected news
2 Education - Language functions: Introduction
- identify and apply language functions in
2 possible forum
to Forum moderating forums
topics to consult
♦ Forum 0 - Preparation - identify and evaluate the topic and
with the lecturer.
- Class working on the topic, roles discussion questions of the trial forum
and discussion questions

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
♦ Forum 0 (trial) – Education with subsidiary points, reasons and
3 relevant examples
♦ Forum 1 - Group consultation
- select and summarise key ideas
- judge their peers’ opinion and argue
where applicable
- identify the topic and discussion
questions of forum 1

♦ News report:
News report 2: By the end of the session, students will
- Skill focus: Identifying main be able to:
Select 1 source
ideas and supporting ideas - identify main ideas and supporting ideas
of news related
♦ Forum: in news and extended speech
to the topic of
Media and - Language functions: Moderating - identify and apply language functions to
Forum 1,
4 communica- language (1) - Presenting state opinion, agree and disagree in
evaluate, and moderating forums
tion information
make an outline - draw detailed outlines for news and
♦ Forum 1 - Preparation
of the main and extended speech
- Moderators’ presentation of the
supporting ideas - evaluate the topic and discussion
forum topic, roles and discussion
of the news. questions of forum 1
questions

Forum 2: The By the end of the session, students will

♦ News report 2:
moderator be able to:
- Group sharing
groups select 1- - give a clear speech about the structure
5 - Individual reports
and summarise their selected news
2 possible forum
- Skill focus: Summarising - construct summaries for their news
topics to consult
♦ Forum: - comment on peers’ summarries
with the lecturer.

6
 Faculty of English Language Teacher Education | ULIS-VNU, Hanoi
English for Contemporary Topics 1

- Forum language: Stating opinion, - select the key points to apply in their
agreeing & disagreeing forum

By the end of the session, students will

be able to:
- construct a clear, well-structured speech
♦ Forum 1 (online or on-site) - select and summarise key ideas
6 Environment
- judge their peers’ opinion and argue
♦ Forum 2 - Group consultation
where applicable
- identify and evaluate the topic and
discussion questions of forum 2

News report 3:
♦ Forum:
Select 1 source By the end of the session, students will
- Forum language: Providing
of news related be able to:
evidence
to the topic of - identify and apply language functions to
7 ♦ Forum 2 - preparation
provide evidence in moderating forums
Forum 2,
- Moderators’ presentation of the - evaluate the topic and discussion
evaluate, and
forum topic and discussion questions of forum 2
summarise the
questions
news.

Forum 3: The By the end of the session, students will

♦ News report 3: moderator be able to:
- construct a clear, well-structured speech
Science and - Group sharing groups select 1-
8 - justify the key points to apply in their
Technology - Individual reports 2 possible forum
forum
- Skill focus: paraphrasing topics to consult - paraphrase the content of news and
with the lecturer. extended speech

9 MID-TERM BREAK

By the end of the session, students will

be able to:
- construct a clear, well-structured speech
♦ Forum 2 - judge their peers’ opinion and argue
10 where applicable
♦ Forum 3 - Group consultation
- select and summarise key ideas
- identify and evaluate the topic and
discussion questions of forum 3

By the end of the session, students will

♦ News report: be able to:
- reflect on their their selected news or
Culture and - Skill focus: Reflecting on news
11 extended speech
lifestyle - In-class practice: Write a - construct a reflection paragraph for the
reflection for a piece of news selected sources
- comment on peers’ reflections

♦ Forum: News report 4:

- Forum language: Moderating Select 1 source By the end of the session, students will
language (2) – Explaining and of news, be able to:
paraphrasing evaluate, - identify and apply language functions in
12 moderating forums
♦ Forum 3 - preparation summarise the
- Moderators’ presentation of the news, and - identify and evaluate the topic and
forum topic and discussion reflect on the discussion questions of forum 3
questions news.

By the end of the session, students will

Global ♦ News report 4:
13 be able to:
issues - Group sharing - construct a clear, well-structured speech

7
 Faculty of English Language Teacher Education | ULIS-VNU, Hanoi
English for Contemporary Topics 1

- Individual reports - justify the key points to apply in their

forum

By the end of the session, students will

be able to:
- construct a clear, well-structured speech
14 ♦ Forum 3
- judge their peers’ opinion and argue
where applicable
- select and summarise key ideas

♦ Revision
15
♦ Assignments submission

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.

8
 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.

9
 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

- All of the key points are noted in - Students clearly discuss
9-10 The news: a coherent paragraph, showing a how their perspective on
- is related to the theme thorough understanding of the the topic has been
- is authentic and academic news. enriched and/or challenged
- provides sound knowledge of - Students successfully by the news.
the issue paraphrase with flexibility and - Students effectively
- is from a reliable source without depending on the support their points with
- has an appropriate level of language of the news. specific details.
difficulty - Most sentences are error-free in - Most sentences are error-
grammar and spelling. free in grammar and
spelling.

- Most of the key points are noted, - Students clearly

7-8 The news: although there may be a slight discussed how their
- is generally related to the misunderstanding of the news. perspective on the topic
theme - Students successfully has been enriched and/or
- is authentic and academic paraphrase without depending on challenged by the news.
- provides knowledge of the the language of the news. - Some points may not be
issue - Errors in grammar and spelling sufficiently supported with
- is from a reliable source are minor and rare. specific details.
- has an appropriate level of - Errors in grammar and
difficulty spelling are minor and rare.

10
 Faculty of English Language Teacher Education | ULIS-VNU, Hanoi
English for Contemporary Topics 1

- Some of the key points are - Students vaguely discuss

5-6 The news: noted, but there are frequent changes in perspective.
- is generally related to the misunderstandings of the news. - Some points are
theme - Students attempt to paraphrase irrelevant to the content of
- is generally academic or though they sometimes repeat the the news.
semi-academic language of the articles. - A few errors in grammar
- does not contribute much to - A few errors in grammar and and spelling when the
knowledge of the issue spelling when the sentence sentence structures and
- is from an unreliable source structures and vocabulary are vocabulary are complex.
- is not complex enough complex.

- Only one or two key points are - Students discuss changes

3-4 The news: noted. in perspective that are
- is partly related to the theme - Students frequently depend on irrelevant to the content of
- is not academic the language of the news. the text.
- does not contribute to - Frequent errors in grammar and - Frequent errors in
knowledge of the issue spelling when the sentence grammar and spelling
- is too easy structures and vocabulary are when the sentence
complex. structures and vocabulary
are complex.

- No key points, only random - Students only repeat

1-2 The news is irrelevant. details are noted. some information from the
- All sentences are error-ridden. text with no evidence of
reflection at all.
- All sentences are error-
ridden.

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.

11
 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

12
 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

13
 Faculty of English Language Teacher Education | ULIS-VNU, Hanoi
English for Contemporary Topics 1

Marking forms (Rating scale: 1-10)

Students’ Quality of Transition/ Verbal Non-verbal Final Note

names arguments General behaviour behaviour (__/10)
coherence

Student A 8 9 9 8 8.5

Student B 5 4 6 5 5 Inactive

…..

Evaluation rubrics for forums

Quality of Transition/ General Verbal behaviour Non-verbal

arguments coherence (language use) behaviour

9-10 - Demonstrates a - Logically organises - Has a good command of - Non-verbal

good information and ideas; broad vocabulary, including behaviour (voice
understanding of there is clear less common words, idiomatic projection,
the issues, progression expressions and colloquialism. posture, gestures,
events and facts throughout - Uses flexibly and accurately a eye contact, use of
relevant to the - Shows efficient and wide range of grammatical notes) is
topic. controlled use of structures appropriate.
- Makes good organisational - Varies intonation and places
use of statistics, patterns, connectors, sentence stress correctly in
explanations and and cohesive devices order to express finer shades
relevant details. of meaning
- Non-systematic errors
occasionally occur but do not
lead to misunderstanding

7-8 - Demonstrates a - Logically organises - Uses a wide range of topical - Non-verbal

generally good information and ideas; vocabulary behaviour (voice
understanding of there is clear - Attempts to use a few less- projection,
the issues, progression common words and idiomatic posture, gestures,
events and facts throughout expressions. eye contact, use of
relevant to the - Uses a variety of - Uses flexibly and accurately notes) is generally
topic. linking words to mark simple structures and shows a appropriate.
- Makes clearly the good control of complex - Problems might
generally good relationships between structures occur but do not
use of statistics, ideas although there - Has a clear, natural, significantly affect
explanations and may be some under- pronunciation and intonation. the forum.
relevant details /over-use. - Non-systematic errors
sometimes occur but do not
lead to misunderstanding

5-6 - Demonstrates - Presents information - Uses a range of topical - Non-verbal

some good with some vocabulary with relatively high behaviour (voice
understanding of organisation but there lexical accuracy (incorrect projection,
the issues, may be a lack of word choice and wrong word posture, gestures,
events and facts overall progression forms are found). eye contact, use of

14
 Faculty of English Language Teacher Education | ULIS-VNU, Hanoi
English for Contemporary Topics 1

relevant to the - Uses cohesive - Uses a mix of simple and notes) is generally
topic. devices effectively, but complex structures, but with appropriate.
- Makes some cohesion within and/or limited flexibility - Problematic
good use of between sentences - Pronunciation is clearly behaviour can
statistics, may be faulty or intelligible even if a foreign sometimes be
explanations and mechanical accent is sometimes evident observed and can
relevant details. and occasional affect the
mispronunciations occur. effectiveness of
- May make frequent errors the forum
with complex structures,
though these rarely cause
comprehension problems

3-4 - Demonstrates a - Presents information - Manages to talk about the - There are
basic with some organisation given topics but uses attempts to
understanding of but there may be a vocabulary with limited control non-verbal
the issues, lack of overall flexibility behaviour (voice
events and facts progression - Produces basic sentence projection,
relevant to the - Attempts to make forms with reasonable posture, gestures,
topic. use of transitional and accuracy, uses a limited eye contact, use of
- Makes use of structural devices range of more complex notes) but most of
some statistics, - makes inadequate, structures them fail.
explanations and inaccurate or over- - Makes frequent and /or
details. use of cohesive. systematic errors that may
cause comprehension
problems

1-2 - Demonstrates - Presents information - Uses only basic vocabulary - There is no

an inadequate and ideas but these which may be used attempt to take
understanding of are not arranged repetitively, or which may be control of non-
the content coherently and there is inappropriate verbal behaviour.
relevant to the no clear progression in - Pronunciation is generally
topic the response. clear enough to be understood
- Supports - Makes almost no despite a noticeable foreign
statements with attempt to use accent.
vague or transitional and - Produces basic sentence
irrelevant structural devices. forms and some correct simple
information or no sentences but subordinate
information at all. structures are rare errors are
frequent and lead to
misunderstanding

0 no participation in class forums

15
 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 Communicative Organisation Language

es Achievement

9-10 - Content is - Uses the conventions - Text is well - Uses a range of vocabulary,
relevant; though a of the communicative organised and including some less common
few minor task effectively to hold coherent lexis, appropriately.
irrelevances and/or the target reader’s - Uses a variety of - Uses a range of simple and
omissions may be attention and cohesive devices complex grammatical forms with
present. communicate and organisational control and flexibility.
- Target reader is straightforward and patterns to generally - Occasional errors may be
on the whole complex ideas, as good effect present but do not impede
informed. appropriate. communication.

7-8 - Irrelevances and - Uses the conventions - Text is generally - Uses a range of everyday
misinterpretation of of the communicative well organised and vocabulary appropriately, with
the task may be task to hold the target coherent some inappropriate use of less
present. Target reader’s attention and - Uses a variety of common lexis.
reader is minimally communicate linking words and - Uses a range of simple and
informed. straightforward ideas. cohesive devices. some complex grammatical
forms with a good degree of

16
 Faculty of English Language Teacher Education | ULIS-VNU, Hanoi
English for Contemporary Topics 1

control.
- Errors do not impede
communication.

5-6 - Irrelevances and - Uses conventions of - Text is presented - Uses an adequate range of
misinterpretation the communicative with some everyday vocabulary
are frequent. task, but occasionally organisation, but appropriately, with inappropriate
- Target reader is fails to hold the target there may be a lack use of less common lexis.
minimally informed. reader’s attention and of progression. - Uses simple grammatical forms
communicate ideas. - Effectively uses appropriately; attempts complex
simple linking words structures but mostly faulty.
and cohesive - Errors impede communication
devices. at times.

3-4 - The content of the - Uses some - Text is presented - Uses a limited range of basic
report is mostly conventions of the incoherently; there is vocabulary.
irrelevant. communicative task, no clear progression - Attempts some complex
- Target reader is but not effectively; in the text. structures, but unsuccessfully.
mostly not frequently fails to hold - Uses a limited - Errors predominate and impede
informed. the target reader’s range of linking communication.
attention and words and cohesive
communicate ideas. devices.

1-2 - The content of the - Uses almost no - Has little to no use - Uses a very limited range of
report is totally conventions of the of organisational words and phrases.
irrelevant. communicative task; features. - Uses only simple structures,
- Target reader is fails to hold the target and mostly unsuccessfully.
not informed. reader’s attention and - Errors may severely distort the
communicate ideas. meaning.

0 No submission.

17
 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 Lead-in presentation

(10 minutes) Questions, roles and rules announcement

Speeches
Session 1 (~2 mins/ speech)
(~40 mins total)
Q&A section

Stage 2: Live discussion

5-minute break
(~90 minutes)
Speeches
Session 2 (~2 mins/ speech)
(~40 mins total)
Q&A section

10-minute break

Summary

Stage 3: Conclusion
Conclusion & Final message
(~30 minutes)

Feedback
(Online or Onsite/ Oral or Written)

18
 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:
Questioner 1: pose 1 question to Speaker 1 Speaker 1: answer question 1
(1 min) (2 min)

Questioner 2: pose 1 question to Speaker 2 Speaker 2: answer question 2 (2

(1 min) min)
Q&A
Questioner 3: pose 1 question to Speaker 3 Speaker 3: answer question 3
section 1
(1 min) (2 min)
(15 mins)
Questioner 4: pose 1 question to Speaker 4 Speaker 4: answer question 4
(1 min) (2 min)

STAGE 3: Conclusion:
● Summary
● Conclusion & Final message
● Feedback

19
 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

20