Luận văn thạc sĩ designing a british studies syllabus for the third year english major at foreign language department, nghe an teachers training college

VIETNAM NATIONAL UNIVERSITY, HANOI university of languages and international studies faculty of postgraduate studies    PHẠM THỊ THU HIỀN Designing a British Studies syllabus for the Third-Year English Majors at Foreign Languages Department, Nghe An Teachers’ Trainging College (THIẾT KẾ CHƯƠNG TRÌNH MÔN ĐẤT NƯỚC HỌC ANH CHO SINH VIÊN CHUYÊN ANH NĂM THỨ 3, KHOA NGOẠI NGỮ, TRƯỜNG CAO ĐẲNG SƯ PHẠM NGHỆ AN) Minor M.A Thesis Field: English Teaching Methodology Code: 16A044 HANOI - 2010 z VIETNAM NATIONAL UNIVERSITY, HANOI university of languages and international studies faculty of postgraduate studies    PHẠM THỊ THU HIỀN Designing a British Studies syllabus for the Third-Year English Majors at Foreign Languages Department, Nghe An Teachers’ Trainging College (THIẾT KẾ CHƯƠNG TRÌNH MƠN ĐẤT NƯỚC HỌC ANH CHO SINH VIÊN CHUYÊN ANH NĂM THỨ 3, KHOA NGOẠI NGỮ, TRƯỜNG CAO ĐẲNG SƯ PHẠM NGHỆ AN) Minor M.A Thesis Field: English Teaching Methodology Code: 16A044 Supervisor: Hoàng Thị Xuân Hoa, PhD HANOI 2010 z v Table of contents Declaration……………………………………………………….…………… i Acknowledgements ………………………………………………………………ii Abstract …………………………………………………………………………… iii list of abbreviations ……………………………………………………… iv list of figures and tables……………………………………………… iv table of content …………………………………………………………… … v Part A Introduction I Rationale of the study ……………………………………………………………… II Aims and objectives of the study ………………………………………………………….1 III Scope of the study ……………………………………………………………………… IV Methods of the study……………………………………………………………… V Design of the study …………………………………………………………… ……… part B: Development Chapter one: literature review 4- 15 1.1 An overview of Syllabus……………………………………………………………… 1.1.1 Syllabus………………………………………………………………………… 1.1.2 Curriculum and syllabus ………………………………………………………… 1.2 The roles of syllabus in training program….………………………………………… 1.3 Steps in designing a syllabus…………………………………………………………… 1.3.1 Needs analysis …………………………………………………………………… 1.3.2 Goal setting ……………………………………………………………… …… 1.3.3 Selecting the content……………………………………………………… …… 1.3.4 Grading the content ……………………………………………………………… 1.3.5 Selecting and grading tasks and activities………………………………………… 1.3.6 Summary ………………………………………………………………………… 1.4 Needs analysis in syllabus design ……………………………………………… …9 1.4.1 The meaning of "Needs"……………………………………………… ……… 1.4.2 Kinds of needs ………………………………………………………………… 10 z vi 1.4.2.1 Target needs ………………………………………………………………10 1.4.2.1.1 Necessities ………………………………………………… … 10 1.4.2.1.2 Lacks ………………………………………………………… 10 1.4.2.1.3 Wants ………………………………………………………… 11 1.4.2.2 Learning needs …………………………………………………………… 11 1.4.2.3 Summary ………………………………………………………………… 12 1.5 Viewpoints of teaching Country Studies ……………………………………………… 12 1.6 British Studies programs in some Vietnamese Colleges and Universities …………… 14 1.6.1 British Studies programs at University of Languages and International Studies, VNU, Hanoi………………………………………………………….… 14 1.6.2 British Studies programs at Department of Foreign Languages, Vinh University 14 Chapter two: Methodology 16 - 19 2.1 The setting of the study………………………………………………………………… 16 2.2 Research questions ………………………………………………………………….… 16 2.3 Data collection instruments ………………………………………………………… 17 2.3.1 Questionnaires ………………………………………………………………… 17 2.3.2 Interviews ……………………………………………………………………… 17 2.4 Subjects of the study ………………………………………………………………… 17 2.4.1 Students ………………………………………………………………………… 17 2.4.2 Teachers ……………………………………………………………… ……… 18 2.5 Data collection procedures …………………………………………………………… 19 2.6 Summary ……………………………………………………………………… …… 19 Chapter three: Results and Data analysis 20 - 30 3.1 Target needs …………………………………………………………………………… 20 3.1.1 Necessities ……………………………………………………………………… 20 3.1.1.1 In terms of topics and sub-topics ……………………………….……… 20 3.1.1.2 In terms of tasks/ activities …………………………………………….… 23 3.1.2 Lacks …………………………………………………………………………… 25 3.1.3 Wants …………………………………………………………………… …… 26 3.1.3.1 In terms of students’ goals of a British Studies course……………… 26 3.1.3.2 In terms of students’ objectives of a British Studies course …………… 27 3.2 Learning needs ……………………………………………………………………….… 28 3.2.1 Resources and administrative constraints …………………………………… … 28 3.2.1.1 Class – size and the facilities ………………………………………… 28 z vii 3.2.1.2 Time ………………………………………………………………… … 28 3.2.1.3 Materials …………………………………………………………… … 28 3.2.2 The learners ………………………………………………………………… … 29 3.2.2.1 Age and level …………………………………………………… … 29 3.2.2.2 Motivation for learning/ learning styles/ preference ……………… …… 29 3.2.3 The teaching staff ……………………………………………………………… 30 Chapter four: A proposed syllabus 31 - 37 4.1 Aims and objectives of the course ………………………………………………… … 31 4.2 Time allotment ……………………………………………………………………… 31 4.3 Content and tasks/activities ……………………………………………………… … 31 4.3.1 Topics in the syllabus ……………………………………………………… … 31 4.3.2 Tasks and activities …………………………………………………………….…33 4.4 Organization of the syllabus …………………………………………………………… 33 4.5 Assessment …………………………………………………………………………… 35 4.6 Materials available …………………………………………………………………… 36 4.6.1 Books ………………………………………………………………………… …36 4.6.2 Websites ………………………………………………………………………… 36 4.7 Summary ……………………………………………………………………………… 36 Part C: Conclusion ………………………………… 38 References …………………………………………………………………… … 40 Appendixes ………………………………………………………………….… I – XIV Appendix 1: Questionnaire 1…………………………………… I Appendix 2: Questionnaire …………………………………… IV Appendix 3:` Interviews ………………………………………… VII Appendix 4: A sample unit …………………………………… VIII Appendix 5: A sample test …………………………………… XIV Appendix 6: Course outlines ………………………………… XVIII z iv list of abbreviations ACTFL American Council on the Teaching of Foreign Languages TESOL Teachers of English to Speakers of Other Languages MOET Ministry of Education and Training NTTC Nghe An Teachers' Training College EFL English Foreign Language FLD Foreign Languages Department BSS British Studies Syllabus BSC British Studies Course BS British Studies T Teacher S Student list of figures and tables Table 2.1 Student subjects’ background information …………………………………… 18 Table 2.2 Teacher subjects’ background information ………………………………… 18 Table 3.1 Teachers’ and students’ ranking of topics…………… …………………… … 20 Table 3.2 Teachers’ and students’ ranking of sub-topics …………………… ………… 21 Table 3.3 Students’ ranking of topics and sub-topics …………………………… ……… 23 Table 3.4 Teachers’ and Students’ ranking of tasks …………………… ……………… 24 Table 3.5 Students’ ranking of tasks …………………………………………………… 25 Table 3.6 Students’ ranking of constraints in studying BS ………………… ………… 25 Table 3.7 Students’ ranking of BSC’s goals ………………………… …………… 26 Table 3.8 Students’ ranking of BSC’s objectives ………………………………………… 27 Table 4.1 The topics' and sub-topics' order………………… …………… 32 Table 4.1 A detailed syllabus………………… ………………………….…… … 33 z Part A Introduction I Rationale of the study Vietnam started conducting its Open Door Policy with a great number of Joint-Venture projects and flows of foreigners coming to work and to visit Vietnam Being aware that English is not only a compulsory subject in the training curriculum but also a very useful tool in the period of integration and globalization, both teachers and learners in Vietnam have made endless effort to advance the quality of teaching and learning English for the different purposes It is evident that the study of language cannot be separated from the study of the country's background knowledge of that language such as people, geography, history, government and politics, economy, cultures and lifestyle, education, transportation and environment Therefore, it is important to raise the teachers' and students' countries studies awareness of the target languages If the students are well equipped with the country's background knowledge, they can better understand the language Especially, the third-year English majors at Nghe An Teachers' Training College (NTTC), it is more significant to educate students this However, in reality, since the Foreign Languages Department (FLD) was founded in 1997, it started to teach "British Studies" as a compulsory subject without an official syllabus In the early years, some voluntary English teachers carried out on their own lectures Recently, there are five teachers of the department in charge of teaching the subject and they made a series of lectures followed an "ordered topics" These things caused problems when teaching the subject in 30 to 60 class-hours per the sixth semester for the third-year English majors "British Studies" teaching has encountered a number of problems such as content burden, inappropriate materials, lack of time so on Those things related to a syllabus Although it is undeniable that the essential roles of syllabuses in providing a practical basis for the division of assessment, textbooks and learning time and telling the teacher and students what should be learned so forth Being a teacher in charge of teaching "British Studies" for the third-year students of FLD, NTTC, the author finds that it is urgent to design a British Studies syllabus (BSS) for the third - year English majors at Foreign Languages Department, Nghe An Teachers’ Training College which is practical, applicable and suitable for students II Aim and objectives of the study Aim The major aim of the study is to design an appropriate British Studies syllabus for the third year English majors at Foreign Languages Department, Nghe An Teachers’ Training College z 2 Objectives In order to achieve the main aim, the specific objectives are as follows: - to find out the third-year English majored students' needs for the British Studies course - to identify the components of a British Studies course such as objectives, contents, order of the content, tasks/activities and assessment and to suggest a proposed British Studies syllabus for the third - year English majors at Foreign Languages Department, Nghe An Teachers’ Training College based on their needs analysis III Scope of the study Due to the narrow scope of a minor thesis, this study only focuses on syllabus designing process, but not all the theories relating to syllabus design such as implementing, teaching method and evaluating It is also limited itself to designing a British Studies syllabus including objectives, contents, order of contents, assessment ect based on Survey's results of students' needs and the fact of teaching and learning for the third-year English majors at Foreign Languages Department, Nghe An Teachers’ Training College IV Methods of the study Then, the study used quantitative methodology to collect data through two questionnaires This helps the author find out their target needs and learning needs for a British Studies course - The first questionnaires were designed for the third-year English majors at FLD, NTTC - The second ones were designed for some English teachers at English majored group at FLD, NTTC Besides, several informal interviews were carried out for the English teachers of British Studies at FLD, NTTC by the use of qualitative methodology After necessary data has been gathered, the author based on the collected numbers and percentage ratios to interpret the results of the study Then the findings were grouped together and compared to find out the important factors relating to the proposal of a British Studies syllabus for the third-year English majors at FLD, NTTC V Design of the study The study consists of three major parts (Introduction, Development and Conclusion), a list of references and appendixes Part A: Introduction presents the rationale, the aim and objectives, the scope, the methodology and the design of the study Part B: Development includes three important chapters Chapter one reviews the literature relevant to the topic of research, provides the theory of syllabus design z Chapter two presents the research methodology of the study It provides the setting of the study, research question, the instruments and the data collection procedures Chapter three is the main part of the study that reports the results and data analysis and major findings Chapter four proposes a British Studies syllabus Part C: Conclusion aims at summarizing the main ideas of the study, offering some implications for teaching British Studies and some suggestions for a further research are included Hopefully, the syllabus might be useful for those who are concerned Appendixes include the questionnaires, interviews, a sample unit and a sample test Part B: Development Chapter one: literature review 1.1 An overview of syllabus 1.1.1 Syllabus z There have been several ways in which a syllabus can be defined Jack C Richard (2001) states “a syllabus is a specification of the content of a course of instruction and lists what will be taught and tested” According to Wilkins (1997), syllabus is specification of the content of language teaching which have been submitted to some degree of structuring or ordering with the making teaching and learning a more effective process to Prabhu's more specific "specification of what is to be learnt" (1987:89) For Allen (1984), the syllabus is " that subpart of curriculum which is concerned with a specification of what units will be taught" (Allen 1984:61), whereas for Yalden (1987), it is primarily a teacher's statement about objectives and content, with formal and functional components in a dual progression of linear and spiral learning (cf Stern 1984:14) Brumfit (1984d) specifies content (linguistic, sociolinguistic, pragmatic, cultural, substantive) In contrast, Kumaravadivelu sees the syllabus as "a preplanned, preordained, presequenced inventory of linguistic specifications imposed in most cases on teachers and learners" and claims that this is a “ widely recognized” perspective (1993b: 72) A universal definition for "syllabus" therefore seems impractical, since different educational theories and approaches differ on syllabus goals and functions What can be said is that syllabi tend to be representations, reflecting the originator's ideas about language learning: "every syllabus is a particular representation of knowledge and capabilities And this representation will be shaped by the designer's views concerning the nature of language, how the language may be most appropriately taught or presented to learners, and how the language may be productively worked upon during learning” (Breen, 1987a: 83) 1.1.2 Syllabus and curriculum In defining syllabus, there are several conflicting views on the distinction between syllabus design and curriculum development Douglas Brown (1995) views curriculum/syllabus as designs for carrying out a particular language program Features include a primary concern with the specification of linguistic and subject matter objectives sequencing, and materials to meet the needs of a designated group of learners in a defined context Karl Krahnke (1987:2) also holds that “ A syllabus is more specific and more concrete than a curriculum, and a curriculum may contain a number of syllabi” Similarly, Allen (1984: 61) proposes “curriculum is a very general concept which involves consideration of the whole complex of philosophical, social, and administrative factors which contribute to the planning of an educational program Syllabus, on the other hand, refers to that “subpart of curriculum” which is concerned with a specification of what units will be taught” (as distinct from how they will be taught, which is a matter for methodology) Traditionally, syllabus design has been as a subsidiary component of curriculum design Curriculum is concerned with the planning, implementation, evaluation management, and z VII Main parts of Great Britain 14 Story of British schools Climate and temperature in Britain 15 Festivals and special days in Britain A brief account of British historical 16 Sightseeing and accomodation in the events from 16th - 19th century U.K Britain's descline as a world power 17 in the 20th century British social customs (dress, food and eating ect.), superstitions and stereotypes British parliament: The Prime 18 Transportational systems General election and political parties 19 Environmental problems 10 The Queen and British Royal Family Others Minister and the Cabinet Section II: Tasks/ Activities What are the types of tasks needed to be in syllabus? a watching films b taking part in seminars c giving presentations d doing reading exercises e participating in cultural games f others: Appendix 4: A sample unit Unit 2: The geography of the United Kingdom Time allotment: class hours Objectives: - to get to know more about the main parts of Great Briain with a view of the Great Britain 's map - to comprehend the defferent between Vietnamese and British climate and temperature Lecture 1: Main parts of the U.K Activity 1: Look at the map of the U.K and work in groups to the parts of United Kingdom and some capital cities; main cities of the U.K z VIII Activity 2: Read the text and work in pairs to discuss the following questions: What is the difference between Great Britain, the British Isles, and the United Kingdom? Why is England or the U.K sometimes called Britain? Why does England dominate the U.K? Where is the U.K? How was the U.K formed? Which countries are in Great Britain? What are their capitals? Text: The geography of the United Kingdom Location: Western Europe, islands including the northern one-sixth of the island of Ireland between the North Atlantic Ocean and the North Sea, Northwest of France Are: 244,820 sq km; water: 3,230 sq km; Note: includes Rockall and Shetland Islands land: 241,590 sq km England, Great Britain, the United Kingdom and the British Isles not mean the same thing! The United Kingdom This is an abbreviation of “the United Kingdom of Great Britain and Northern Ireland” It is political name of the country which is made up of England, Wales, and Northern Ireland (sometimes known as Ulster) Several islands off the British coast are also part of the United Kingdom Countries within Country The name United Kingdom refers to the Union of what were once four separate countries: England, Scotland, Wales and Ireland (though most of Ireland is now independent) History of making of the U.K How was the United Kingdom formed? This took centuries, and a lot of armed struggles were involved In the 15th century, a Welsh prince, Henry Tudor, became King Henry VII, united England and Wales under one Parliament in 1536 In Scotland a similar thing happened The z IX King of Scotland inherited the crown of the England and Wales in 1603, so he became King James I of England, Wales and Scotland were united a century later in 1707 Scotland was separated from England Wales and Ireland were under some English control but were not fully part of the kingdom The four countries were united by 1750 Great Britain Great Britain is an island situated to the northwest of Continental Europe It is the ninth largest island in the world, and the largest European island With a population of about 59.6 million people in mid-2008, it is the third most populated island on Earth Great Britain is surrounded by over 1,000 smaller islands and islets The island of Ireland lies to its west Politically, Great Britain may also refer to the island itself together with a number of surrounding islands which comprise the territory of England, Scotland and Wales All of the island is territory of the sovereign state of the United Kingdom of Great Britain and Northern Ireland, and most of the United Kingdom's territory is in Great Britain The term "Great Britain" (and the abbreviation 'GB') is the traditional 'short form' of the full country title 'the United Kingdom of Great Britain and Northern Ireland', although usage of 'the UK' has increased more recently Most of England, Scotland, and Wales are on the island of Great Britain, as are their respective capital cities: London, Edinburgh, and Cardiff The Kingdom of Great Britain resulted from the political union of the kingdoms of England and Scotland with the Acts of Union 1707 on May 1707 under Queen Anne In 1801, under a new Act of Union, this kingdom merged with the Kingdom of Ireland to create the United Kingdom of Great Britain and Ireland After the Irish War of Independence, most of Ireland seceded from the Union Currently the kingdom is named the United Kingdom of Great Britain and Northern Ireland The British Isles The British Isles are a group of islands off the northwest coast of continental Europe that include the islands of Great Britain and Ireland, and over six thousand smaller islands There are two sovereign states located on the islands: the United Kingdom and the Republic of Ireland The British Isles also include two dependencies of the United Kingdom: the Isle of Man and, by tradition, the Channel Islands, although the latter are not physically a part of the island group z X The term British Isles is controversial in relation to Ireland, where there are objections to its usage due to the association of the word "British" with Ireland The Government of Ireland discourages its use, and in relations with the United Kingdom the words "these islands" are used Although still used as a geographic term, alternative terms such as United Kingdom and Ireland are now sometimes used Lecture 2: Climate and Temperature Activity 1: Work with your partner to the following tasks and listen the text to check your answers Task 1: Decide the following sentences True (T) or False (F) It often rains every day in England English weather is very changeable and it is difficult to predict The weather in Britain is the same most of the time The temperature in winter is rarely lower than 0°C and the temperature in summer is rarely higher than 32 0°C Rainfall in Britain is the heaviest in Autumn and Winter Task 2: Answer the questions bellow: What is the Climate like in Britain? What is the highest/lowest temperature? Which parts of Britain has the coldest winters? What influences the British weather? Which is warmer in summer, Northern or Southern England? Tape scripts: Britain an island country and the surrounding sea gives England a varied climate We never know what the weather will be like from one day to the other It can be sunny one day and rainy the next As we have such a variable climate changing from from day to day, it is difficult to predict the weather In general we have warm summers and cool winters Our summers are cooler than those on the continent, but the winters are milder z XI The overall climate in England is called temperate maritime This means that it is mild with temperatures not much lower than 0ºC in winter and not much higher than 32ºC in summer It also means that it is damp and is subject to frequent changes July is normally the warmest month in England Around the coasts, February is normally the coldest month, but inland there is little to choose between January and February as the coldest month Probably the best months to travel in England are May, June, September and October These months generally have the most pleasant temperatures and less rain July and August are the warmest months, but they are also the wettest What influences the weather? The main influence on our climate is our close proximity to the Atlantic Ocean, our northern lattitude, and the warming of the waters around the land by the Gulf Stream (a warm current of the northern Atlantic Ocean).Our island is small compared with the other land masses in the northern hemisphere – hence Britain is more influenced by the ocean compared with other European countries, and the Gulf Stream helps to keep winters milder compared with other landlocked nations with a similar latitude RainFall Rain is fairly well distributed throughout the year, with late winter/spring (February to March) the driest period and autumn/winter (October to January) the wettest The Lake District is England's wettest region, receiving and average of 130 inches (330 centimeters) of precipitation each year The western and northern hills receive about 40 inches (102 centimeters) of rain, while the east coast receives about 20 inches (51 centimetres) Interesting Fact Autumn 2000 was the wettest since records began in 1766, with a total of 503 millimetres of rainfall for September, October and November z XII Sunshine During May, June and July (the months of longest daylight) the mean daily duration of sunshine varies from five hours in northern Scotland to eight hours in the Isle of Wight During the months of shortest daylight (November, December and January) sunshine is at a minimum, with an average of an hour a day in northern Scotland and two hours a day on the south coast of England Interesting Fact The highest monthly total of sunshine on record is 384 hours in Eastbourne and Hastings, Sussex, in July 1911 In the summer, it can be as hot as 32°C (90°F) but mostly the temperature only reaches 26°C The average high in London from June through August is around 21°C (70°F) and the average low is around 12°C (51°F) Over England the mean annual temperature at low altitudes varies from about 8.5 °C to 11 °C, with the highest values occurring around or near to the coasts of Cornwall (in the south west) Winter temperatures average 4.4 °C (40 °F ) Summer temperatures average about 15.6 °C (60 °F () The sunniest parts of the United Kingdom are along the south coast of England Many places along this south coast achieve annual average figures of around 1,750 hours of sunshine The dullest parts of England are the mountainous areas, with annual average totals of less than 1,000 hours Rainfall in England varies widely The Lake District is the wettest part, with average annual totals exceeding 2,000 mm However, all of East Anglia, much of the Midlands, eastern and north-eastern England, and parts of the south-east receive less than 700 mm a year Activity 2: Discuss the difference between Vietnamese and British climate and temperature z XIII Appendix 5: A sample test Môn thi: ĐẤT NƢỚC HỌC ANH ĐỀ CHÍNH THỨC SỐ Thời gian làm bài: 60 phút Lƣu ý: - Thí sinh KHƠNG phép sử dụng tài liệu tham khảo - Cán coi thi KHƠNG giải thích thêm I Circle the best answer A, B, C or D for each question below When did Britain become the world's first industrialized country? A in the18th century B in the mid 19th century C in the 20th century D in the late 19th century Who are the ancestors of the English ? A The Germanic Angles and Saxons B The German C The French D The West Indian When did Britain's 50 colonies successively become independent? A since the end of World War I B since the end of World War II C 1945 D both B and C z XIV Which part is elected in the United Kingdom? A Queen B The leaders of the churches C House of Lords D House of Commons Which is the main source of energy in Britain? A natural gas B oil C hydro-electric power D solar power Education is free in Britain until the age of……………… A 16 B 17 C 18 D 22 Education is compulsory in Britain until the age of……………… A 16 B 17 C 18 D 22 Which exam school students in the U.K take to go to College or University? A Bachelor of Arts B GCSE C A-levels D SAT Which of the below is NOT usually a type of fee-paying school? A State School B Private School C Public School D Boarding School 10 Who is the most important in the Executives? A Queen B The leaders of the churches C The Prime Minister D House of Commons 11 Who is the most important in the Legislature? A Queen B The leaders of the churches C The Prime Minister D House of Commons 12 What isn‟t the House of Lords allowed to do? A making laws B debating (public discussions) C being the highest Court of Law D changing financial bills 13 The British Prime Minister is lastly chosen by………………… A The Queen B The House of Lords C The House of Commons D The leader of the churches 14 The average size of British households is…………………………… A falling B remaining C rising D rapidly rising 15 Which of the following doesn‟t belong to the present British stereotypes? A men in suit with bowler hat B double-decker buses C bitter beer D cream tea II Are the following sentences True or False? Put T or F at the end of each sentence The House of Lords is no longer a hereditary institution in Britain Homosexuality is allowed and acceptable by law in some parts of Britain The U.K is famous for ancient castles and mansions z XV Great Britain is the smallest island in Europe There exist some racial tension and racial prejudice in Britain today British people's conservatism lies in their attachment to symbols of continuity and stability British people today are quite nostalgia People in modern Britain are very conscious of class differences The feeling of being the Scottish is not strong 10 Most of British people place strong values on family identity 11 The exam which the school students in England and Wales take at the age of 16 is SATs? 12 Sixth- form education is a characteristic feature of British education 13 The British family structure has had no changes for many years 14 The major museum in London such as British museum, the Victoria and Albert Museum are the main centers of the international collection in the world 15 In Britain, it is unwise to telephone before visiting someone at home 16 In Britain, you should accept an invitation even though you not really plan to go 17 The British usually say „thank you‟ and „sorry‟ only when necessary 18 It is common to take a gift (such as a bottle of wine, bunch of flowers, chocolates, ) for the host and hostess when you visit someone at her/ his home 19 Today, traditional dress for men in Scotland is a kilt with shirt, waistcoat and tweed jacket, stockings with garter flashes, brogue shoes and a sporran 20 Halloween is also recognized as Mischief Night III Read the following sentences carefully and then fill in the gaps with the most suitable words or phrases Southern Ireland, the Republic of Ireland (also call „Eire‟) is completely English weather is very _ and it is difficult to predict it The U.K is located in _ Europe The Isles of Man don‟t belong to _ industries have been developed quickly in the U.K since 1970s Britain gained the title „ ‟in the 19th century and lost this title in the 20th century Britain had no Kings, no Parliaments and became the Republics and military dictatorships in the world in Britain is a with a constitutional monarch – The Queen Elizabeth II – as a Head of State The Queen in Britain has no real political z XVI 10 The opposition is the party with the second largest number of _ in the House of Commons 11 The in British Educational System is the higher grade where the students hope to go to University so they are supposed to study A-level in two, three or four subjects that relate and form basis for their University 12 The values and norms of the British Family are a lot now 13 „Bank‟s holidays‟ are commonly known as „ ‟ in Britain 14 Britain has become a multi- _ community as a result of migration, invasion and industrialization 15 is the main religion of the British ĐÁP ÁN VÀ THANG ĐIỂM MÔN THI: ĐẤT NƯỚC HỌC ANH ĐỀ CHÍNH THỨC-SỐ I Circle the correct letter A, B, C or D (0.2 point x 15 = 3.0 points) A A D D B C A C A 10 C 11 D 12 D 13 A 14 A 15 A II Put T or F at the end of each sentence (0.2 point x 20 = point) F T T F T T T T F 10 F 11 F 12 T 13 F 14 T 15 F 16 F 17 F 18 T 19 T 20 T III Fill in the blanks (0.2 point x 15 = 3,0 points) independent power changeable 10 seats Western 11 The sixth-form-college z XVII The U.K (the United Kingdom) 12 changing Service 13 public holidays Workshop of the World (or) The World power 14 racial the 17th century 15 Christianity / Christ Parliamentary democracy Appendix 5: COURSE OUTLINEs Course: An Introduction to British Studies Credit: (30 periods 45 minutes) Aims and objectives: This course is intended for the third-year students at the Department of Anglo-American languages and cultures, Colleges of Foreign Languages, Vietnam National University, Hanoi as part of their fulfillment of the Bachelor of Art in TESOL The course aims at providing the students with general knowledge of the British people and culture with focus on the national identity, cultural life, beliefs and values as well as their expressions in the British society The course is also to help the students to build up a panorama of the British political, economic and educational systems that may serve as the first steps in their lifelong in-depth studies into fields of their needs and interest Another objective of the course is to offer the students opportunities to enrich their vocabulary, to sharpen their pronunciation and their grammatical knowledge as well as to improve their language and research skills to meet all the demand of their current study and their future careers Assessment: - Participation: 10% - Oral Presentation: 25% - Reflection on the presentation: 15% - Take-home Exam: 50% Materials: - Storry, M & Childs, P (Ed.) (2002) British Cultural Identities Routledge z XVIII - Bloomfield, P et al (2003) Britain Lonely Planet Publications - Sheerin, S et al (2002) Spotlight on Britain OUP - Garwood, C et al (2000) Aspects of Britain and the U.S.A Oxford, OUP Working schedule: Topic Method of Instruction Instructions to the course Brief history of Britain - instruction (30‟) lecture discussion(60‟) W2 Identity Social profile W3 - Brief history of Britain - Identity and Social profiles Brief history of Britain Identity and Social profiles Beliefs and values lecture discussion(60‟) - presentation instruction (30‟) - self-study W1 W4 W5 W6 W7 W8 Beliefs and values Beliefs and values Political system Materials - Handouts and - O‟Driscoll, J (2000) Ch.2 (p1530) and - O‟Driscoll, J (2000) Ch.4(p4255) - McDowall, D Ch.7(p85-96) - Storry, M & Childs, P (2002) Ch.3 (p114-119); Ch.5 (p179-190) - presentation - discussion lecture discussion(60‟) - presentation instruction (30‟) - self-study - presentation - discussion lecture discussion(2p) and - O‟Driscoll, J (2000) Ch.5 (p56-66); Ch.19 +20 (174-190) - McDowall, D Ch.8 (p97-116) - Storry, M & Childs, P (2002) Introduction (p12-15) and - O‟Driscoll, J (2000) Ch.6,7,8,9, 10 (p67-105) - McDowall, D Ch.2.3.5 (p21-49; p61-68 ) W9 Political system W10 Political system - self-study - presentation - discussion lecture and W11 Economic system Working life and discussion(60‟) leisure life presentation instruction (30‟) W12 W13 W14 Educational system O‟Driscoll, J (2000) Ch.15(p141-150); Ch.21 (p191200); Ch.23 (208- 216) - McDowall, D Ch.6 (p69-84); Ch.2 (83-103) - self-study - presentation - discussion lecture and O‟Driscoll, discussion (45‟) Ch.14(p130-140) z J (2000) XIX - McDowall, D Ch.9 (p117-128); Ch.2 (83-103) - Storry, M & Childs, P (2002) Ch.2 (p75-83) - presentation - discussion W15 TRƢỜNG ĐẠI HỌC VINH Độc Lập - Tự Do - Hạnh Phúc ********* CHƢƠNG TRÌNH ĐÀO TẠO TRÌNH ĐỘ ĐẠI HỌC HỆ CHÍNH QUY NGÀNH ĐÀO TẠO: SƯ PHẠM TIẾNG ANH ĐỀ CƯƠNG CHI TIẾT MƠN HỌC Thơng tin ngƣời biên soạn Tên môn học: BRITISH STUDY Mã số: Số tín : 02 Loại mơn học: Tự chọn Các môn học tiên quyết: Nghe sở 1,2; Nói sở 1,2; Đọc sở 1,2; Viết sở 1,2 Gìơ tín hoạt động a Thuyết trình: 25 b Thảo luận tập lớp: 05 c Học nhóm tự học: 60 Mục tiêu môn học: 7.1 Kiến thức: Cung cấp cho em kiến thức nước Mỹ khía cạnh lịch sử, phong tục, tập quán, lễ hội, tôn giáo, hệ thống trị, giáo dục nước đó, 7.2 Kỹ năng: - Tạo điều kiện hỗ trợ em phát triển kỹ ngôn ngữ đặc biệt kỹ nói, số kỹ thực hành tranh luận, hỗ trợ, làm quen với vai trò quản lý, thư ký đơn thành viên tập thể nhỏ…, thơng qua việc học theo nhóm - Tăng cường kỹ trình bày trước đám đơng (nhóm, tổ, lớp) 7.3 Thái độ - Làm cho người học thấy vị trí mơn học việc học tiếng Anh nói chung Mô tả vắn tắt nội dung: Giới thiệu sơ lược hình thành phát triển Hợp chủng quốc hoa kỳ, hệ thống trị, giáo dục, đời sống văn hóa, phong tục tập quán, tập tục thương mại Nội dung chi tiết mơn học Tín 1 History 1.1 The settlement of the twelve British colonies z XX 1.2 The war for independence 1.3 Slavery and The civil war 1.4 The late 19th century 1.5 Post world war I The constitution 2.1 The presidency 2.2 The congress 2.3a Congress of the United States, 2.3b Power of Congress 2.3c Limits on the powers of Congress 2.3d Structure and responsibilities of the senate 2.3e Structure and responsibilities of the senate 2.3f The legislative process 2.3g Influences on the legislative process 2.4 The judiciary 2.5 The state government The educational system 3.1 School education 3.2 Higher education Tín American Traditions and Festivals American Family Values United States Business Culture 10 Học liệu a Giáo trình chính: Christopher Garwood, Guglielmo Gardani, Edda Peris (1992) Aspects of Britain and the USA Oxford University Press Carol Goodwright., Janet Olearski In the English speaking world Chancerel International Publishers 1998 David McDowall Britain in close-up Longman 1998 b Tài liệu tham khảo Caterham and Crawley The House of Parliament Garrod and Loft house International Limited Christopher Garwood, Guglielmo Gardani, Edda Peris (2000) Aspects of Britain and the USA Oxford University Press Dương Lan Anh-Thái Thị Ngọc Liễn (1998) British Culture Nhà xuất Giáo dục Education and Training in Britain Foreign and Commonwealth Office London 1996 Websites z XXI z ... need for designing an appropriate British Studies syllabus for the third - year English majors at Foreign Languages Department, Nghe An Teachers'' Training College is inevitable The study has centered... improvements The researcher will use it as an official syllabus for the third- year English majors at Foreign Languages Department, Nghe An Teachers? ?? Training College to teach them in the next year with approve... tasks/activities and assessment and to suggest a proposed British Studies syllabus for the third - year English majors at Foreign Languages Department, Nghe An Teachers? ?? Training College based on their