COURSE OUTLINE

Course ID Course title Credits

English Listening and Speaking 2

ANH102DE03 03
Kỹ năng Nghe & Nói tiếng Anh 2

(Applied to Semester: 1, Academic year: 2023-2024,

Decision No……./QĐ-ĐHHS dated ……)

A. Course Specifications:
Periods Periods in classroom
Self-
Lecture/ Lecture
Total periods* Activity study Lab room Fieldwork
Seminar room
periods
(1) (2) (3) (4) (5) (6) (7)
45 45 0 90 45 0 0
(1) = (2) + (3) = (5) + (6) + (7)

B. Other Related Subjects:

Other related subjects Course ID Course title
Prerequisite(s): N/A
1.
Co-requisite(s):
1. ANH101DE03 English Listening and Speaking 1
Other requirements:
1.

C. Course Description:
An intermediate level course of listening and speaking skills, CEFR B1-B2 teaches the second level of the
three-level English language skills and academic literacy. Students will further develop their language
competence to successfully comprehend academic interaction contexts such as case studies, group discussion
and presentation, problem-solution scenarios.
Listening practices for main ideas and details (such as listening to lectures, guest speaker’s talks or radio
interviews, and presentations) emerge where students will learn how to use vocabulary and language
expressions in real contexts. Students will also sharpen their critical thinking skills, through inferences,
drawing conclusions, relating content to personal experience, evaluating options, supporting arguments, among
others.

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D. Course Objectives:
Course Objectives: SPEAKING

No. This course aims to …

O1 Develop useful and meaningful use of language and language expressions in authentic contexts (both
social and academic) for students at an intermediate level;
O2 Help students express their ideas and opinions on high-interest topics with confidence;
O3 Enrich students’ knowledge and understanding of vocabulary and usage in selected subject areas;
O4 Enhance students’ group presentation skills based on findings from Internet research.

Course Objectives: LISTENING

No. This course aims to …

O5 Provide students with guided listening practices towards understanding main ideas, details, and
paraphrasing.
O6 Explain uses and usages of vocabulary and language expressions in contexts through recordings and
videos to enhance their general comprehension;
O7 Enrich students’ knowledge of selected topics through listening.

E. Course Learning Outcomes:

Learning Outcomes: SPEAKING
Linked to
No. Upon successful completion of this course, students will be able to … PLOs

CLO1 Give and request detailed personal and factual information in authentic exchange PLO2(R)
e.g. make simple requests, explain familiar situations, participate in class discussions PLO4(R)
on familiar topics. Fewer gaps in speech and inaccuracies in grammatical structures
and pronunciation will be present. More risks taken with structure and vocabulary.

CLO2 Deliver three-minute presentation that reflects growing mastery of lesser frequency PLO4(R)
vocabulary, fluency, delivery skills and coherence.

CLO3 Respond to questions from the audience with decreasing teacher support. PLO6(R)

CLO4 Meaningfully use vocabulary learned from (but not limited to) selected topics in a PLO4(R)
variety of contexts.

CLO5 Develop the use of context to guess meanings of unknown words and utterances in PLO2(R)
increasingly unfamiliar familiar contexts. PLO6(R)

CLO6 Use non-verbal cues and clarification strategies for expression and understanding. PLO6(R)

No. Learning Outcomes: LISTENING Linked to

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 Upon successful completion of this course, students will be able to … PLOs

CLO7 Demonstrate understanding of the gist of a spoken text by responding to short PLO2(R)
answer questions.

CLO8 Identify specific details of more complex aural texts. PLO2(R),

PLO4(R)

CLO9 Comprehend a range of less high-frequency structures and vocabulary. PLO2(R),

PLO6(R)

CLO10 Understand speakers’ purpose expressed implicitly. PLO2(R),

PLO6(R)

F. Instructional Modes:
A wide range of instructional modes are designed to promote declarative and procedural knowledge, student
engagement, and collaboration in a supportive learning environment. Activities which involve teacher-centered
transmission models (e.g. lectures) and student-centered constructivist models (e.g. discussions and task-based
activities) will provide a variety of input-output procedures to reach the target of quality learning.

Room types Periods

1 Lecture room 45
TOTAL 45
Requirements:
+ Language in teaching-learning: English

+ Requirements for the students when taking the course: have the course outline and required course
book handy; read required chapters before class
+ Generally, each meeting might be conducted in the following way:

Modes of
No Short description Periods
instruction

1 Traditional class Students will be introduced to new concepts and 30%

(lecture) demonstrations.

2 Activities or tasks Students will participate in activities or tasks designed to 45%

help students master the concepts presented in lectures or
reading materials. The activities may be conducted under
the form of discussion or tasks of sound identification and
production.

3 Commentary The instructor will give comments on the opinions/ 15%

problems presented in group/class discussion or problems
found in the identification/production tasks.

4 Self-practice and Students practice pronunciation on their own. Recordings 10%

recordings are self-assessed to show progress.

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G. Textbooks and teaching aids:
1. Required textbooks and materials
Chase, B.T. & Johannsen, K.L. (2018). Pathways 3: Listening, Speaking and Critical Thinking. 2nd
Edition, USA: National Geographic Learning (Cengage Learning).
2. Reference textbooks and materials
Baker, L. & Gershon, S. (2012). Skillful Listening & Speaking 2. Thailand: MacMillan Publishers.
Lim, P.L. & Smalzer, W. (2014). Listening and Note-taking Skills 2. (4th ed.). USA: National
Geographic Learning (Cengage Learning).
Craven, M. (2008). Real Listening and Speaking 3. Cambridge: Cambridge University Press.
Section 2s and 3s of Listening Practice Tests of IELTS of such popular publications as Oxford,
Cambridge, Cengage Learning, MacMillan, … are rich reference resources for short talks and academic
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.
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.
https://www.facebook.com/MiracleEnglishClubHSUp
This is the official Facebook group of HSU’s English Club. The group organizes fun-filled activities
that helps participants improve their English language proficiency. A more interesting and accessible
choice in learning English language and upgrading 21st century skills for everyone.
https://vn.usembassy.gov/education-culture/american-center-hcmc/

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 This is a public space for visitors to forge their own personal and virtual connections with the United
States through access to U.S. information, English language learning, U.S. educational advising,
premium technology, exchange opportunities, and dynamic programming in a safe and welcoming
environment.
https://www.britishcouncil.vn/en
This is a rich source of English proficiency materials, activities and events sponsored by United
Kingdom embassy in Vietnam. The British Council is the UK’s international organisation for cultural
relations and educational opportunities founded in 1934.

H. Assessment Methods (Requirements for Completion of the Course):

1. Description of learning outcome assessment
Assessments for this course consist of 2 components: Midterm assessments composed of two listening tests
and two speaking tests (60%) and Final assessments composed of one final speaking test and one final
listening test (40%). These components are described in detail as below:

1/ Listening Test 1 (15%)

Task description: Students are required to participate in a written or computer-assisted test by listening to
audio and/or video files. Question formats include some of note-taking, multiple choice, true/false, short-
answer questions, matching and/or gap-filling. Time: Week 04

Task length 30 minutes

Assessment Criteria • Comprehension of vocabulary, authentic language and language expressions,

paraphrasing, details/main ideas, inferences, and note-taking skills.

2/ Listening Test 2 (15%)

Task description: Students are required to participate in a written or computer-assisted test by listening to
audio and/or video files. Question formats include some of note-taking, multiple choice, true/false, short-
answer questions, matching and/or gap-filling. Time: Week 09

Task length 30 minutes

Assessment Criteria • Comprehension of vocabulary, authentic language and language expressions,

paraphrasing, details/main ideas, inferences, and note-taking skills.

3/ Speaking Test 1 (15%)

Task description: Students are required to participate in any of the following: dialogues, role playing,
interviews, discussions, vlogging, conversation, or debates. Topics may cover anything related to culture,
tradition, personal experiences, stories, memories, or human capabilities, food and culture. Time: Week
07

Task length Flexible

Assessment Criteria • Ability to effectively present ideas, make suggestions, discuss problems and
solutions, use expressions of frequency, and support a statement with evidence.
• See assessment rubric at the appendix.

4/ Speaking Test 2 (15%)

Task description: Students are required to participate in any of the following: dialogues, role playing,

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 interviews, discussions, vlogging, conversation, or debates. Topics may cover anything related to culture,
tradition, personal experiences, stories, memories, or human capabilities, food and culture. Time: Week
012

Task length Flexible

Assessment Criteria • Ability to effectively present ideas, make suggestions, discuss problems and
solutions, use expressions of frequency, and support a statement with evidence.
• See assessment rubric at the appendix.

5/ Final Speaking Test (20%)

Task description: Students are required to participate in the form of in-class group research presentations
(3-4 students/group). Topics can be of student interest; however, groups should consult their lecturer for
content appropriateness. Time: Week 15

Task length Eight to ten minutes per group

Assessment Criteria • Students are to demonstrate their ability to use learnt language expressions for
presentations, presentation structure, and language functions provided by the
course contents.
• See assessment rubric at the appendix.

6/ Final Listening Test (20%)

Task description: Students are required to participate in a written or computer-assisted test by listening to
audio and/or video files. Question formats include some of note-taking, multiple choice, true/false, short-
answer questions, matching and/or gap-filling. University administered. Time: (To be announced)

Task length 45 minutes

Assessment Criteria • Comprehension of vocabulary, authentic language and language expressions,

paraphrasing, details/main ideas, inferences, and note-taking skills.

Passing grade: 50% of the course total score

2. Summary of learning outcomes assessment
* For main semester:

Components Duration Type of assessment Weight Time

Listening test 1 30 minutes Formative & 15% Week 04 CLO 5, 6
objective and 7,10
Listening test 2 30 minutes Formative & 15% Week 09 CLO 5, 6
objective and 7,10
Speaking test 1 Flexible, Formative & 15% Week 07 CLO 1, 3
[dialogues, role playing, possibly around subjective and 4
interviews, discussions 5 minutes/
debates or vlogging] group/pair

Speaking test 2 Flexible, Formative & 15% Week 12 CLO 1, 3

[dialogues, role playing, possibly around subjective and 4
interviews, discussions 5 minutes/
debates or vlogging] group/pair

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 Final group presentations Flexible, Summative & 20% Week 15 CLO 1,2, 3
possibly 8-10 subjective and 4
minutes/ group
Final listening test 45 minutes Summative & 20% To be CLO 5, 6
objective informed and 7,10
Total 100%

Passing score: 50%

* For extra semester:

Components Duration Type of Weight Time

assessment
Listening test 1 30 minutes Formative & 15% Week/ CLO 5, 6
objective Session 2/1 and 7
Listening test 2 30 minutes Formative & 15% Week/ CLO 5, 6
objective Session 3/3 and 7
Speaking test 1 Flexible, Formative & 15% Week/ CLO 1, 3
[dialogues, role playing, possibly subjective Session 3/1 and 4
interviews, discussions around 5
debates or vlogging] minutes/
group/pair
Speaking test 2 Flexible, Formative & 15% Week/ CLO 1, 3
[dialogues, role playing, possibly subjective Session 4/3 and 4
interviews, discussions around 5
debates or vlogging] minutes/
group/pair
Final group presentations Flexible, Formative & 20% Week/ CLO 1,2, 3
possibly 8-10 subjective Session 5/3 and 4
minutes/ group
Final listening test 45 minutes Formative & 20% To be CLO 5, 6
objective informed and 7
Total 100%

I. 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:
1. Work independently on individual assignments
Collaborating on individual assignments is considered cheating.
2. 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.
3. 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.
4. Work responsibly within a working group

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 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.
5. Generative artificial intelligence (AI) tools
Students may incorporate generative artificial intelligence (AI) tools, such as ChatGPT, into their
learning process, except where otherwise noted. However, utilizing content generated by an AI tool
without appropriate attributions constitutes plagiarism. All submitted work must accurately reflect their
own efforts.
The reference and in-text citations:
- OpenAI. (2023). ChatGPT (Mar 14 version) [Large language model]. https://chat.openai.com/chat
- Parenthetical citation: (OpenAI, 2023)
- Narrative citation: OpenAI (2023)
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.
J. Teaching Staff
No. Professor’s name Email, Phone, Office location Office hours Position

1 Tran Nhat Linh Chi chi.trannhatlinh@hoasen.edu.vn Lecturer

K. Learning Schedule:
MAIN SEMESTER: (3 periods/session; 1 session/week; 15 weeks)

WEEK / TOPICS REFERENCE HOMEWORK / CLOs

MEETING ASSIGNMENTS

LESSON A: Chase, B.T. & Instructor’s CLO1

Johannsen, K.L. requirement
− Listening to a PowerPoint lecture CLO4
(2018).
CLO5
− Discussing case studies CHAPTER 03:
CLO7
− Predicting content ON THE MOVE

− Listening for main ideas / details

− Asking for reasons

1 − Telling a personal story

2 LESSON B: CLO3

− Listening to a small group discussion CLO6

CLO8
− Giving a group presentation
CLO9
− Asking sensitive questions
CLO10
− Using visuals

− Viewing a video “Turkish Germany”

Pronunciation

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 − Fast speech

LESSON A: Instructor’s CLO1

requirement
CLO4
− Listening to a guest speaker
CLO5
− Making comparisons
CLO7
− Understanding a speaker’s purpose

− Taking notes on a lecture

− Using numbers and statistics

3 − Using indirect questions Chase, B.T. &
Johannsen, K.L.
4 LESSON B: (2018).
CHAPTER 05: CLO3
− Listening to a class question and answer
session MAKING A CLO6
LIVING,
− Giving a presentation based on Internet MAKING A CLO8
research DIFFERENCE CLO9
− Showing interest in what a speaker is
CLO10
saying
− Practicing and timing your presentation

− Viewing a video “The Business of

Cranberries”
Pronunciation
− Contractions

MINI LISTENING 1

LESSON A: Chase, B.T. & Instructor’s CLO1

Johannsen, K.L. requirement
CLO4
− Listening to a lecture (2018).
CLO5
− Discussing fairy tales CHAPTER 06:
CLO7
DESIGN WITH
− Understanding side tracks (and turning PURPOSE|
to a topic)
− Listening for main ideas / details
5 − Asking negative questions

6 LESSON B: CLO3

− Listening to a class discussion session CLO6

CLO8
− Giving a summary
CLO9
− Staying neutral
CLO10
− Viewing a video “Sleepy Hollow”
Pronunciation

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 − Review of question intonation

CLO1
CLO2
7 Consolidation on speaking skills & Mini Speaking Test 1
CLO3
CLO4

LESSON A: Instructor’s CLO1

requirement
CLO4
− Listening to a conversation in a
professor’s office CLO5
− Evaluating claims about public health CLO7

− Asking questions while listening

− Listening for details

− Making inferences
Chase, B.T. &
− Discussing health Johannsen, K.L.
8 (2018).
− Making suggestions for home remedies
CHAPTER 08:
9 LESSON B: TRADITIONAL
AND MODERN
− Listening to a conversation between MEDICINE CLO3
friends CLO6
− Preparing and presenting a group CLO8
summary
CLO9
− Ending a conversation
CLO10
− Viewing a video “Wild health”
Pronunciation
− Linking vowels with ‘y’ and ‘w’ sounds

MINI LISTENING 2

LESSON A: Chase, B.T. & Instructor’s CLO1

Johannsen, K.L. requirement
CLO4
− Listening to a lecture (2018).
CLO5
− Discussing timelines CHAPTER 09:
CLO7
UNCOVERING
− Using context clues THE PAST
− Listening for details
10 − Discussing conclusions

11 LESSON B:

− Listening to a discussion about a group CLO3

project CLO6

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 − Giving a group presentation CLO8
− Interrupting and holding the floor CLO9
− Supporting your co-presenters CLO10

− Viewing a video “Lost Temple of the

Mayans”
Pronunciation
− Voicing and syllable length

CLO1
CLO2
12 Consolidation on speaking skills & Mini Speaking Test 2
CLO3
CLO4

LESSON A: Instructor’s CLO1

requirement
− Listening to a radio interview CLO4
CLO5
− Conducting a survey
CLO7
− Listening for main ideas / details

− Discussing past events

13 Chase, B.T. &
− Discussing study habits
Johannsen, K.L.
(2018).
14 LESSON B: CLO3
CHAPTER 10:
− Listening to an informal conversation CLO6
EMOTIONS AND
PERSONALITY CLO8
− Assessing the credibility of a news article
CLO9
− Expressing emotions
CLO10
− Role-playing

− Viewing a video “Sigmund Freud”

Pronunciation
− Intonation for thought groups

CLO1
FINAL GROUP PRESENTATIONS IN CLASS CLO2
15
* FINAL LISTENING TEST TO BE INFORMED CLO3
CLO4

EXTRA SEMESTER: (3 periods/session; 3 sessions/week; 5 weeks)

WEEK / TOPICS REFERENCE HOMEWORK / CLOs

SESSION ASSIGNMENTS

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 LESSON A: Instructor’s CLO1
requirement
− Listening to a Powerpoint lecture CLO4
CLO5
− Discussing case studies
CLO7
− Predicting content

− Listening for main ideas / details

− Asking for reasons

Chase, B.T. &
1/1 − Telling a personal story Johannsen, K.L.
(2018).
1/2 LESSON B: CHAPTER 03: CLO3
ON THE MOVE CLO6
− Listening to a small group discussion
CLO8
− Giving a group presentation
CLO9
− Asking sensitive questions
CLO10
− Using visuals

− Viewing a video “Turkish Germany”

Pronunciation
− Fast speech

LESSON A: Chase, B.T. & Instructor’s CLO1

Johannsen, K.L. requirement
CLO4
− Listening to a guest speaker (2018).
CLO5
− Making comparisons CHAPTER 05:
CLO7
MAKING A
− Understanding a speaker’s purpose LIVING, MAKING
− Taking notes on a lecture A DIFFERENCE

− Using numbers and statistics

1/3 − Using indirect questions

2/1 LESSON B:

− Listening to a class question and CLO3

answer session CLO6
− Giving a presentation based on Internet CLO8
research
CLO9
− Showing interest in what a speaker is
CLO10
saying
− Practicing and timing your
presentation
− Viewing a video “The Business of
Cranberries”
Pronunciation
− Contractions

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 MINI LISTENING 1

LESSON A: Instructor’s CLO1

requirement
CLO4
− Listening to a lecture
CLO5
− Discussing fairy tales
CLO7
− Understanding side tracks (and turning
to a topic)
− Listening for main ideas / details Chase, B.T. &
Johannsen, K.L.
2/2 − Asking negative questions (2018).
CHAPTER 06:
2/3 LESSON B: DESIGN WITH CLO3
PURPOSE| CLO6
− Listening to a class discussion session
CLO8
− Giving a summary
CLO9
− Staying neutral
CLO10
− Viewing a video “Sleepy Hollow”
Pronunciation
− Review of question intonation

CLO1
CLO2
3/1 Consolidation on speaking skills & Mini Speaking Test 1
CLO3
CLO4

3/2 LESSON A: Chase, B.T. & Instructor’s CLO1

Johannsen, K.L. requirement
CLO4
− Listening to a conversation in a (2018).
professor’s office CLO5
CHAPTER 08:
− Evaluating claims about public health CLO7
TRADITIONAL
AND MODERN
− Asking questions while listening
MEDICINE
− Listening for details

− Making inferences

− Discussing health

− Making suggestions for home

remedies

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3/3 LESSON B:

− Listening to a conversation between CLO3

friends CLO6
− Preparing and presenting a group CLO8
summary
CLO9
− Ending a conversation
CLO10
− Viewing a video “Wild health”
Pronunciation
− Linking vowels with ‘y’ and ‘w’
sounds
MINI LISTENING 2

LESSON A: Instructor’s CLO1

requirement
Chase, B.T. & CLO4
− Listening to a lecture
Johannsen, K.L.
CLO5
− Discussing timelines (2018).
CLO7
CHAPTER 09:
− Using context clues
UNCOVERING
− Listening for details THE PAST
4/1 − Discussing conclusions

4/2 LESSON B:

− Listening to a discussion about a group CLO3

project CLO6
− Giving a group presentation CLO8
− Interrupting and holding the floor CLO9
− Supporting your co-presenters CLO10

− Viewing a video “Lost Temple of the

Mayans”
Pronunciation
− Voicing and syllable length

CLO1
CLO2
4/3 Consolidation on speaking skills & Mini Speaking Test 2
CLO3
CLO4

5/1 LESSON A: Chase, B.T. & Instructor’s CLO1

Johannsen, K.L. requirement
− Listening to a radio interview CLO4
(2018).
CLO5
− Conducting a survey CHAPTER 10:
CLO7
− Listening for main ideas / details

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 − Discussing past events

− Discussing study habits

5/2 LESSON B: CLO3

− Listening to an informal conversation CLO6

CLO8
− Assessing the credibility of a news EMOTIONS AND
article PERSONALITY CLO9
− Expressing emotions CLO10
− Role-playing

− Viewing a video “Sigmund Freud”

Pronunciation
− Intonation for thought groups

CLO1
FINAL GROUP PRESENTATIONS IN CLASS CLO2
5/3
* FINAL LISTENING TEST TO BE INFORMED CLO3
CLO4

L. APPENDIX
Rubric for Speaking Test, paired discussion, role-play criteria
Criteria Grammatical Lexical Resource Discourse Management Pronunciation Interactive
Resource Communication

4 Maintains control of a Uses a wide range of Produces extended stretches of Is intelligible and Interacts with ease,
wide range of appropriate language with ease and with effectively conveys & linking contributions to
grammatical forms vocabulary to give & very little hesitation or enhances meaning those of other speakers.
exchange views on repetition. Responses are Widens scope of
familiar & unfamiliar relevant, coherent & varied. interaction and
topics Uses wide range of cohesive negotiates an outcome.
devices and discourse markers

Score:

3 Shows a good degree of Uses a range of Produces extended stretches of is intelligible with Initiates and responds
control of a range of appropriate language with little hesitation appropriate intonation, appropriately while
simple and some vocabulary to give & or repetition. Relevant, clear stress is accurately linking contributions to
complex grammatical exchange views on organized ideas. Uses a range placed, and individual those of other speakers.
forms familiar & unfamiliar of cohesive devices and sounds are articulated Maintains and develops
topics discourse markers clearly interaction.

Score:

2 Shows a modest degree Uses appropriate Produces extended stretches of Overall meaning is Responds appropriately
of control using only vocabulary at times to language with hesitation. intelligible, stress and but only maintains
simple grammatical give & exchange Attempts to logically order intonation is generally interaction with support.
forms. Attempts some views but only on ideas with basic cohesive accurate Initiates at times
complex ones with familiar topics devices and discourse markers
errors.

Score:

1 Shows a modest degree Has limited Produces segments of Overall meaning is lost Can respond but finds it
of control using only vocabulary to give & extended language with at times, inappropriate difficult to initiate or

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 simple grammatical exchange views but hesitation and repetition. stress and intonation maintain interaction
forms. only on familiar topics Responses are mostly relevant interfere with meaning without aid / support
but with repetition.

Score:

0 Performance below Performance below Performance below score1 Performance below Performance below score
score 1 score 1 score 1 1

Score:

0= outcomes not demonstrated, 1= poor, 2 = fair, 3 = good, 4 = excellent Result /20

Power Point Presentation Group Assessment

Complete one for each group member
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:

Date:…………… Date:…………… Date:……………

The lecturer Programme Chair Dean/ Vice Dean
(Signature and the full name) (Signature and the full name) (Signature and the full name)

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Hồ Thị Mỹ Linh

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