COURSE OUTLINE

Course ID Course title Credits

English Listening and Speaking 1
ANH101DL03 03
Kỹ năng Nghe & Nói tiếng Anh 1
To be applied to Semester ______, Academic year: _____________ under Decision No. _____/QĐ-
ĐHHS ____________
A. Course Specifications:
Video Online Webinar Self Sudy
Depending on the plan
39 periods 6 periods 90 periods
of the program
B. Other Related Subjects:
Other related subjects Course ID Course title
Prerequisite(s): N/A
1.
Co-requisite(s): N/A
1.
Other requirements: successfully completed English program in high school
1.

C. Course Description:
A low-intermediate to intermediate course of listening and speaking skills, CEFR A2-B1
This online course teaches English language skills and academic literacy to English-majored
students as the first of the three-levelled courses, followed by Listening and speaking 2 and
Listening and speaking 3. Students will learn basic and foremost language skills in order to deal
with quite familiar personal interactions and conversations of familiar or general topics of
interest. Academic skills for giving short but organised presentations are also featured in the
course.
Listening practices for main ideas and details (such as listening to lectures, talks or
conversations, and presentations) emerge with realistic situations where students will learn how
vocabulary and language expressions are used in real contexts. Speaking practices will include
skills for describing things and people, expressing opinions, speaking from notes, and other
common skills for conversations and discussions.
Students will also be familiarised with useful critical thinking skills, through listening and
speaking practices, such as making inferences, judging appropriateness, evaluating options,
supporting an arguments, to name but few.
D. Course Objectives:
Course Objectives: SPEAKING
No. This course aims to …
S1 Develop useful and meaningful use of language and language expressions in authentic
contexts (both social and academic) for students at a low-intermediate level;

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 S2 Help students express their ideas and opinions on familiar topics effectively to a fair
extent;
S3 Enrich students’ knowledge and understanding of vocabulary and usage in selected
subject areas;
S4 Familarise students with academic presentation skills.

Course Objectives: LISTENING

No. This course aims to …
L1 Provide students with step-by-step listening practices towards understanding main ideas
and details;
L2 Provide rich input of authentic language and language expressions through recordings and
videos to enhance their aural skills;
L3 Enhance students’ understanding of conversational discourse, and more academic texts.

E. Learning Outcomes:
Learning Outcomes: SPEAKING
Linked to
No. Upon successful completion of this course, students will be able to … PLOs
S1 Give and request detailed personal and factual information in authentic
exchange with sympathetic interlocutor e.g. make simple requests, explain PLO_3(I),
familiar situations. Some strain on the interlocutor, short gaps in speech and PLO_9(I)
inaccuracies in grammatical structures and pronunciation may be present.
S2 Deliver a two-minute presentation that reflects developing mastery of high
PLO_10(I),
frequency and formulaic expressions, fluency, delivery skills and
PLO_11(I)
coherence.
S3 Respond to simple, brief questions from the audience with some teacher
PLO_10(I)
support;
S4 Meaningfully use vocabulary learned from (but not limited to) selected
PLO_10(I)
topics in a variety of contexts.

Learning Outcomes: LISTENING

Linked to
No. Upon successful completion of this course, students will be able to … PLOs
L1 Demonstrate understanding of gist of a spoken text by responding to short
PLO_10(I)
answer questions with some repetition allowed;
L2 Identify specific details of aural text given time and repeated listening; PLO_3(I),
PLO_10(I)
L3 Comprehend a range of high frequency vocabulary, expressions and
PLO_3(I)
structures.

F. Instructional Modes:
The course is run online via HSU elearning platfom (Mlearning). A wide range of instructional
modes are designed to promote declarative and procedural knowledge, student engagement, and
collaboration in a supportive learning environment. Students are encouraged to watch video clips
for the lesson then complete the exercises or practices in each lesson.
Generally, each meeting might be conducted in the following way:

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 1. Video clips: Students will be introduced to new concepts, skills via clips uploaded on
Mlearning.
2. Online teaching: Students will participate in discussing activities or completing tasks
designed to activate the concepts presented in video clips or reading materials. There will be
one to two sessions during the course for students to discuss with lecturers.
3. Webinar: There will be up to four webinars for the whole learning program.
4. Self-learning & forum: learners will perform their self-learning then share their knowledge,
skills, and opinions in the forum of the Course.
G. Textbooks and teaching aids:
1. Required textbooks and materials
Chase, B.T. & Johannsen, K.L. (2012). Pathways 2: Listening, Speaking and Critical
Reading. USA: National Geographic Learning (Cengage Learning).
2. Reference textbooks and materials
Baker, L. & Gershon, S. (2012). Skillful Listening & Speaking 1. Thailand: MacMillan
Publishers.
Dunkel, P.A. & Lim, P.L. (2014). Listening and Note-taking Skills 1. (4th ed.). USA: National
Geographic Learning (Cengage Learning).
Logan, S. & Thaine, C. (2008). Real Listening and Speaking 2. Cambridge: Cambridge
University Press.
Section 1s of Listening Practice Tests of IELTS of such popular publications as Oxford,
Cambridge, Cengage Learning, MacMillan, … are rich reference resources for general
interest dialogues.
* Notes: All required and reference textbooks, supplementary materials, and accompanying
Audio CDs can be accessed at [http://dspace.hoasen.edu.vn] or provided by course
coordinator.
3. Websites:
http://www.esl-lab.com/
The website organizes the listening files into different levels and topics. Each lesson is
divided into pre-while-post stages which help learners practice listening skills effectively.
Learners also can find the transcript, quizzes, and exercises of the listening.
http://www.englishclub.com/esl-videos/index.htm
This website contains a lot of short authentic videos. For each video, learners can practice
listening and reading skills by finishing the vocabulary handouts, vocabulary quiz worksheet
and comprehension quiz worksheet.
http://www.manythings.org/voa/scripts/
This website provides not only authentic materials in textual or audio modalities but also
many good activities on vocabulary skills, main ideas, listening skills, and expands one's
English
http://iteslj.org/links/ESL/Speaking/
This website is a collection of many other websites which are dedicated to improving ESL
learners' speaking through already-designed activities, improvement in speaking
interactions, discussions, presentations, and other practices
http://www.englishclub.com/speaking/index.htm
The website includes useful phrases and sentences which are frequently used in speaking on
telephone, presentations and public speaking, small talks.

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 http://www.bbc.co.uk/worldservice/learningenglish/
This website derives from the website bbc.com, so it provides learners with updated news
and articles. Learners can practice listening and reading skills as well as enlarge vocabulary
and idioms.
http://www.esl-lounge.com/premium/listening-bank.php
This is a very useful source for listening practice. The lessons are organized into different
levels so that learners can choose the appropriate level. For each lesson, learners can find the
audio file, transcript, and the .pdf file.
H. Assessment Methods (Requirements for Completion of the Course):
1. Description of learning outcome assessment
Assessments for this course consist of 2 components: Quizes (40%) and Final assessments
(60%). These components are described in detail as below:
i. Quizes
Progress assessments include 2 on-going mini listening tests and 2 on-going mini
speaking tests. Each of the tests accounts for 10% of the total course.
 Listening test 1 (30 minutes) looks students’ comprehension of vocabulary, authentic
language and language expressions, paraphrasing, details/main ideas, inferences, and
note-taking skills. Short lectures, presentations, or conversations related to culture
and tradition, personal experiences, stories, memories, or human capabilities will be
selected. See Chapters 03 & 05 of the course book for more references. Time: end of
week 04.
 Listening test 2 (30 minutes) looks students’ comprehension of vocabulary, authentic
language and language expressions, paraphrasing, details/main ideas, inferences, and
note-taking skills. Short lectures, presentations, or conversations related to eating
habits, nutrition, healthy diets, foods and culture, anthropology, places of the world
will be selected. See Chapter 06 & 08 of the course book for more references. Time:
end of week 09.
 Speaking test 1 (time: possibly around 5 minutes for indidividual/pairs) aims at students’
ability to effectively present ideas, make suggestions, discuss problems and solutions,
use expressions of frequency, and support a statement with evidence. Possible forms
of assessment include dialogues, role playing, interviews, discussions or debates.
Topics may cover anything related to culture, tradition, personal experiences, stories,
memories, or human capabilities, food and culture, etc. See Chapters 03, 05 & 06 of
the course book for more references. Time: end of week 07. Rubric at appendix.
 Speaking test 2 (time: possibly around 5 minutes for indidividual/pairs) aims at students’
ability to manage a discussion, interrupt and return to a topic, support reasons with
examples, describe people and things, develop an argument, make inferences,
interpret graphic information, and/or make a short oral summary. Possible forms of
assessment include dialogues, role playing, interviews, discussions or debates.
Topics may cover anything related to food and culture, history, anthropology, places
of the world, nature, species, environment, etc. See Chapters 08 and 09 of the course
book for more references. Time: end of week 12. Rubric at appendix.
ii. Final exam
The final exam will be two fold, and done off-line.
Final speaking test (30% of the total course) will take place in the form of individual
video presentations. Presentations should go about 6-8 minutes each. Topics can be of
student interest; however, students should consult their lecturer for content
appropriateness. In whatever way, students have to demonstrate their ability to use learnt

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 language expressions for presentations, presentation structure and language functions
provided by the course contents. Due during week 15. Rubric at appendix.
Final listening test (30% of the total course, 45 minutes of off-line administration) aims
to test students’ comprehension of vocabulary, authentic language and language
expressions, paraphrasing, details/main ideas, inferences, guided tour instructions, and
note-taking skills. Short lectures, instructions, presentations, or conversations which
reflect the topic contents provided by the course will be selected.
Question formats include some of note-taking, multiple choice, true/false, short-answer
questions, matching, gap-filling, etc.
Time for this test will be informed to individual student emails.
2. Summary of learning outcomes assessment

Linked to Components Duration Type of Weight Time

intended assessment
LOs

LOs L1, Listening mini 30 minutes Formative & 10% Week 07

L2, L3 test 1 objective
20%
LOs L1, Listening mini 30 minutes Formative & 10% Week 12
L2, L3 test 2 objective

LOs S1, Speaking mini Flexible, Formative & 10% Week 07

S3, S4 test 1 possibly around subjective
5 minutes/
[dialogues,
individuals/pairs
role playing,
interviews,
discussions or
debates]
20%
LOs S1, Speaking mini Flexible, Formative & 10% Week 12
S3, S4 test 2 possibly around subjective
5 minutes/
[dialogues,
individuals/pairs
role playing,
interviews,
discussions or
debates]

LOs S2, Final speaking Flexible, Formative & 30% To be

S4 test possibly 6-8 subjective informed
minutes/
individuals 60%

LOs L1, Final listening 45 minutes Formative & 30% To be

L2, L3 test objective informed

Total 100%

Passing score: 50%

3. Academic Integrity
Academic integrity is a fundamental value in all matters of academic life. To ensure the
maintenance of academic integrity at Hoa Sen University, students are required to:
 Work independently on individual assignments
Collaborating on individual assignments is considered cheating.
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  Avoid plagiarism
Plagiarism is an act of fraud that involves the use of ideas or words of another person
without proper attribution. Students will be considered to have plagiarised if:
i.Texts are directly copied without quotation and citation
ii.Paraphrased and/or translated text is copied without appropriate referencing.
 Submit original work for all assignments
Resubmission of a writing task which has been used for a previous course is considered
to be an act of academic dishonesty which is as serious as plagiarism.
 Work responsibly within a working group
In cooperative group assignments, all students are required to stay on task and
contribute equally to the projects. Group reports should clearly state the contribution of
each group member.
Any act of academic dishonesty will result in a grade of zero for the task at hand and/or
immediate failure of the course, depending on the seriousness of the ethical breach. Please
consult the Hoa Sen University Policy on Plagiarism at http://thuvien.hoasen.edu.vn/chinh-sach-
phong-tranh-dao-van. To ensure the maintenance of academic integrity, the university asks that
students report cases of academic dishonesty to the teacher and/or the Dean. The names of those
students who make reports will be kept anonymous.
I. Teaching Staff:
Professor’s name Email, Phone, Office location Office Position
No.
hours
1 Lu Van Tuan tuan.luvan@hoasen.edu.vn, Lecturer
0903105856 Co-ordinator
2 John B. Bayarong john.bayarong@hoasen.edu.vn Lecturer

3 Manuel Inahid spiderdad30@gmail.com Lecturer

J. Outline of Topics to be covered (Learning Schedule):

WEEK / TOPICS SKILLS & REQUIRED* HOMEWORK /
SESSION KNOWLEDGE & ASSIGNMENTS
REFERENCE
READINGS

LESSON A: pp41-51 TBA CRITICAL

 Listening to a lecture
THINKING
 Giving information
FOCUS:
 Listening to confirm  Supporting a
predictions statement;
 Listening for main ideas  Inferring word
 Making inferences meaning from
ORIENTATION
1  Using expressions of context;
CHAPTER 03: frequency  Discussing healthy
habits;
2 CULTURE AND LESSON B: pp52-60  Identifying the
TRADITION
 Listening to an parts of a
assignment and a student presentation;
presentation  Predicting content;
 Planning a presentation  Organizing ideas
 Taking notes to for a presentation.
remember information
 Viewing a video “Bee
Therapy”

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 Pronunciation
 Reduced function words
LESSON A: pp81-91 CRITICAL
 Listening to a
THINKING
documentary FOCUS:
 Discussing problems and  Using context
solutions clues;
 Predicting content  Relating personal
 Listening for main ideas experience to unit
 Listening for details content;
3  Making suggestions  Using verbs that
(during group work) relate to mental
activities;
4 LESSON B: pp92-100  Analyzing
CHAPTER 05:
 Listening to a problems and
INSIDE THE conversation between proposing
BRAIN students solutions;
 Planning a group  Interpreting a flow
presentation chart;
 Presenting ideas on a  Recalling key
small group information from a
 Pausing to check listening passage.
understanding
 Viewing a video
“Memory Man”
Pronunciation
 Linking sounds

LESSON A: pp101-111 CRITICAL

 Listening to a seminar
THINKING
 Participating in a mini-
FOCUS:
debate  Supporting reasons
 Listening for main ideas with examples;
 Listening for details /  Identifying visuals;
information  Interpreting
 Interrupting and nutritional
returning to topic guidelines;
5
 Managing a discussion  Discussing results
CHAPTER 06: using grammar
6 LESSON B: pp112-120 from the unit;
WHAT WE EAT  Listening to a group  Categorizing new
discussion expressions using a
 Using visual to support T-chart;
presentation  Developing an
 Expressing thanks and argument for a
appreciation mini debate.
 Viewing a video “The
Food and Culture of
Oaxaca”
Pronunciation
 Intonation of finished
and unfinished sentences
Listening Mini Test 1
7 Consolidation on speaking skills & Speaking Mini Test 1

LESSON A: pp141-151
CHAPTER 08:
 Listening to a guided
8
tour

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 ANCIENT  Presenting an ancient
artifact CRITICAL
PEOPLES AND
 Listening for main ideas THINKING
PLACES
 Listening for details FOCUS:
 Making inferences  Making inferences;
 Using passive voice to  Interpreting
talk about famous sites information from a
 Discussing problems map;
 Discussing prior
9 LESSON B: pp152-160 knowledge of a
 Listening to a topic;
conversation between  Analyzing and
students discussing
 Giving summary (orally) information;
 Voicing a small problem  Categorizing new
 Viewing a video “The vocabulary;
Lost City of Machu  Inferring points of
Picchu” view and
Pronunciation rationalizing them.
 Question intonation
LESSON A: pp161-171 CRITICAL
 Listening to a biologist’s
THINKING
talk about birds FOCUS:
 Discussing endangered  Using a graphic
species organizer to take
 Taking brief notes notes;
 Using graphic organisers  Comparing notes
for note-taking with a partner;
10  Listening for specific  Explaining a
expressions process;
 Using a graphic
11 LESSON B: pp172-180 organizer to list
CHAPTER 09:
 Listening to a pros and cons;
SPECIES conversation about a  Relating prior
SURVIVAL science experiment knowledge and
 Planning and presenting personal
a research proposal experience to a
 Explaining causes and listening passage;
effects  Developing a
 Choosing information to research proposal.
support your topic
 Viewing a video “A
Disappearing World”
Pronunciation
 Full and reduced vowel
sounds and secondary
stress
Listening Mini Test 2
12 Consolidation on speaking skills & Speaking Mini Test 2

LESSON A: pp181-191 CRITICAL

 Listening to a
THINKING
Powerpoint lecture FOCUS:
CHAPTER 10:
 Discussing new business  Using questions to
ENTREPRENE ideas evaluate
URS AND NEW  Note-taking information;
BUSINESSES  Listening for main ideas  Discussing
/ details statistics;
 Speculating about the
13
future

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  Using the present perfect  Evaluating
to start conversations business ideas;
 Identifying
14 LESSON B: pp192-200 reasons;
 Listening to a case study  Applying new
and a conversation grammar and
 Creating a commercial vocabulary to
 Viewing a video discussions and
“Making a deal in Fes” informal
Pronunciation conversations;
 Thought groups  Synthesizing
content from the
unit.
15 FINAL SPEAKING TEST
* FINAL LISTENING TEST TO BE INFORMED

K. APPENDIX
Rubric for Speaking Test, paired discussion, role-play criteria
Criteria Grammatical Lexical Resource Discourse Pronunciation Interactive
Resource Management Communication
4 Maintains control of a Uses a wide range of Produces extended Is intelligible and Interacts with ease,
wide range of appropriate vocabulary stretches of language effectively conveys & linking contributions to
grammatical forms to give & exchange with ease and with enhances meaning those of other speakers.
views on familiar & very little hesitation Widens scope of
unfamiliar topics or repetition. interaction and
Responses are negotiates an outcome.
relevant, coherent &
varied. Uses wide
range of cohesive
devices and discourse
markers
Score:
3 Shows a good degree of Uses a range of Produces extended is intelligible with Initiates and responds
control of a range of appropriate vocabulary stretches of language appropriate intonation, appropriately while
simple and some to give & exchange with little hesitation stress is accurately linking contributions to
complex grammatical views on familiar & or repetition. placed, and individual those of other speakers.
forms unfamiliar topics Relevant, clear sounds are articulated Maintains and develops
organized ideas. Uses clearly interaction.
a range of cohesive
devices and discourse
markers
Score:
2 Shows a modest degree Uses appropriate Produces extended Overall meaning is Responds appropriately
of control using only vocabulary at times to stretches of language intelligible , stress and but only maintains
simple grammatical give & exchange views with hesitation. intonation is generally interaction with support.
forms. Attempts some but only on familiar Attempts to logically accurate Initiates at times
complex ones with topics order ideas with
errors. basic cohesive
devices and discourse
markers
Score:
1 Shows a modest degree Has limited vocabulary Produces segments of Overall meaning is lost Can respond but finds it
of control using only to give & exchange extended language at times, inappropriate difficult to initiate or
simple grammatical views but only on with hesitation and stress and intonation maintain interaction
forms. familiar topics repetition. Responses interfere with meaning without aid / support
are mostly relevant
but with repetition.
Score:
0 Performance below Performance below Performance below Performance below Performance below
score 1 score 1 score1 score 1 score 1
Score:
0= outcomes not demonstrated, 1= poor, 2 = fair, 3 = good, 4 = excellent Result /20
By Michelle O’Connor
Power Point Presentation Group Assessment
Complete one for each group member

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CRITERIA 0 1 2 3 4 5
Structure of presentation
Introduction & Outline (topic preview, attention getter)
Body - clear development of ideas , transition/signposting language used
Conclusion - wrap up/summary (not abrupt finish)
Has fully addressed the question with no off-topic ideas, all central to the question.
Delivery Skills
Pronunciation (does it interfere with understanding?) Intonation (does it interfere with
understanding?)
Overall Clarity and Fluency
Speaking instead of reading
Volume & speed/pauses
Vocabulary – correct use & sophistication
Grammar- tense/aspect, S V agreement, articles, prepositions
Non- verbal Presentation skills
Audience Interaction (eye contact, Q&A) Body language emphasising meaning.
Presentation is engaging and entertaining
Power Point slides-appropriate number; not too crowded; aid understanding
No plagiarism/fulfills length requirements of task
Team work/ appropriate language for transitioning from one group member to another.
Equal distribution of tasks has been shown
Total /70 marks
COMMENTS:

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