Nghiên cứu nhu cầu bồi dưỡng nghiệp vụ kiểm tra đánh giá của giáo viên tiếng anh tiểu học ở tỉnh thừa thiên huế

ĐẠI HỌC HUẾ TRƯỜNG ĐẠI HỌC NGOẠI NGỮ BÁO CÁO TỔNG KẾT ĐỀ TÀI KHOA HỌC VÀ CÔNG NGHỆ CẤP CƠ SỞ NGHIÊN CỨU NHU CẦU BỒI DƯỠNG NGHIỆP VỤ KIỂM TRA ĐÁNH GIÁ CỦA GIÁO VIÊN TIẾNG ANH TIỂU HỌC Ở TỈNH THỪA THIÊN HUẾ Mã số: T2016-136-GD-NN Chủ nhiệm đề tài: Th.s NGUYỄN THỊ HỒNG DUYÊN Đơn vị: KHOA TIẾNG ANH CHUYÊN NGÀNH TRƯỜNG ĐẠI HỌC NGOẠI NGỮ HUẾ Thời gian thực hiện: 12 tháng (1/2016 - 12/2016) Thừa Thiên Huế, 12/2016 ĐẠI HỌC HUẾ TRƯỜNG ĐẠI HỌC NGOẠI NGỮ BÁO CÁO TỔNG KẾT ĐỀ TÀI KHOA HỌC VÀ CÔNG NGHỆ CẤP CƠ SỞ THỰC HIỆN NĂM 2016 NGHIÊN CỨU NHU CẦU BỒI DƯỠNG NGHIỆP VỤ KIỂM TRA ĐÁNH GIÁ CỦA GIÁO VIÊN TIẾNG ANH TIỂU HỌC Ở TỈNH THỪA THIÊN HUẾ Mã số: T2016-136-GD-NN Xác nhận quan chủ trì đề tài Chủ nhiệm đề tài (Ký đóng dấu) (Ký ghi họ tên) Thừa Thiên Huế, 12/2016 MỤC LỤC Trang PHẦN MỞ ĐẦU 1 Tính cấp thiết đề tài Mục tiêu đề tài Phương pháp nghiên cứu 3.1 Cách thức tiếp cận 3.2 Khách thể nghiên cứu 3.3 Phương pháp thu thập phân tích số liệu CHƯƠNG I TỔNG QUAN VỀ VẤN ĐỀ NGHIÊN CỨU Các khái niệm Chức năng, nguyên tắc kiểm tra đánh giá giảng dạy ngoại ngữ Đặc điểm học sinh tiểu học Nguyên tắc kiểm tra đánh giá học sinh tiểu học 10 Thực tế dạy học kiểm tra đánh giá môn tiếng Anh Việt Nam 11 Bồi dưỡng giáo viên tiếng Anh tiểu học theo Khung lực giáo viên tiếng Anh Việt Nam (ETCF) 13 Nghiên cứu thực tế hoạt động kiểm tra đánh giá học sinh tiểu học phát triển nghiệp vụ cho giáo viên tiếng Anh tiểu học 17 CHƯƠNG II PHÂN TÍCH KẾT QUẢ NGHIÊN CỨU VÀ THẢO LUẬN 20 Thực tế triển khai hoạt động kiểm tra đánh giá môn tiếng Anh cho học sinh tiểu học 20 Các khó khăn mà giáo viên gặp phải trình thực kiểm tra đánh giá học sinh tiểu học 23 Nhu cầu bồi dưỡng nghiệp vụ kiểm tra đánh giá giáo viên tiếng Anh tiểu học 25 KẾT LUẬN VÀ ĐỀ XUẤT 37 Các kết luận 37 Đề xuất 39 TÀI LIỆU THAM KHẢO 41 PHỤ LỤC PHỤ LỤC PHỤ LỤC DANH MỤC BẢNG Bảng Nhóm kiến thức mơn học chương trình Bảng Nhóm kiến thức giảng dạy Bảng Nhóm kiến thức người học Bảng Nhóm kiến thức thái độ giá trị nghề nghiệp Bảng Nhóm kiến thức kết nối kinh nghiệm dạy học Bảng Tổng hợp so sánh nhóm kiến thức DANH MỤC BIỂU ĐỒ Biểu đồ Mức độ thường xuyên thực hoạt động kiểm tra đánh giá học sinh Biểu đồ Hoạt động kiểm tra đánh giá giáo viên thích sử dụng Biểu đồ Mục đích việc kiểm tra đánh giá học sinh TĨM TẮT KẾT QUẢ NGHIÊN CỨU ĐỀ TÀI KHOA HỌC VÀ CÔNG NGHỆ CẤP TRƯỜNG Tên đề tài: Nghiên cứu nhu cầu bồi dưỡng nghiệp vụ kiểm tra đánh giá giáo viên tiếng Anh tiểu học tỉnh Thừa Thiên Huế Mã số: T2016-136-GD-NN Chủ nhiệm đề tài: Th.s Nguyễn Thị Hồng Duyên ĐT: 0914019029 E-mail: nthduyen380@gmail.com Cơ quan chủ trì đề tài: Trường Đại học ngoại ngữ - Đại học Huế Cơ quan cá nhân phối hợp thực hiện: Th.s Nguyễn Lê Bảo Ngọc Thời gian thực hiện: 12 tháng Mục tiêu: Đề tài thực nhằm nghiên cứu thực tế triển khai hoạt động kiểm tra đánh giá học sinh tiểu học môn tiếng Anh, khó khăn mà giáo viên phải đối mặt trình kiểm tra đánh giá học sinh, đồng thời xác định nhu cầu bồi dưỡng nghiệp vụ kiểm tra đánh giá giáo viên tiếng Anh tiểu học Nội dung chính: Đề tài tập trung thực nội dung sau: - Tìm hiểu thực tế triển khai hoạt động kiểm tra đánh giá môn tiếng Anh giáo viên tiếng Anh tiểu học; - Phát khó khăn q trình thực kiểm tra đánh giá học sinh giáo viên; - Xác định nhu cầu bồi dưỡng nghiệp vụ kiểm tra đánh giá giáo viên tiếng Anh tiểu học số trường tiểu học; - Đề xuất hoạt động phương thức bồi dưỡng kiến thức kỹ kiểm tra đánh giá phù hợp với thực tế theo mục tiêu Đề án Ngoại ngữ 2020 Kết đạt (khoa học, ứng dụng, đào tạo, kinh tế – xã hội, v.v…) - Hiểu thực tế triển khai hoạt động kiểm tra đánh giá môn tiếng Anh học sinh tiểu học; - Xác định khó khăn mà giáo viên phải đối mặt; - Đưa đề xuất nhằm đáp ứng nhu cầu bồi dưỡng nghiệp vụ kiểm tra đánh giá học sinh cho giáo viên tiếng Anh tiểu học bối cảnh dạy học ngoại ngữ Sản phẩm khoa học: báo Nguyen, T.H.D (2015) Primary EFL teachers’ perceptions of assessing young language learners Proceedings of Regional Conference on Interdisciplinary Research in Linguistics and Language Education Hue University of Foreign Languages Nguyen, T.H.D (2017) Kiểm tra đánh giá học sinh tiểu học – nhu cầu bồi dưỡng nghiệp vụ giáo viên tiếng Anh Kỷ yếu Hội thảo khoa học quốc gia 2017 Nghiên cứu giảng dạy ngoại ngữ, ngôn ngữ quốc tế học Việt Nam Trường Đại học ngoại ngữ - Đại học quốc gia Hà nội Nhà xuất Đại học Quốc gia Hà nội SUMMARY Project Title: Primary EFL Teachers’ Professional Development of Assessing Young Language Learners in Thua Thien Hue province Code number: T2016-136-GD-NN Coordinator: Th.s Nguyễn Thị Hồng Duyên Implementing Institution: Hue Univeristy of Foreign Languages Duration: from 01/2016 to 12/2016 Objectives: The study aims at investigating primary EFL teachers’ practices at some schools in Thua Thien Hue province, identifying the difficulties facing them and their PD needs of assessing young language learners with the hope to provide valuable basis for both teaching development and learning quality Main contents: The study focuses on: - Investigating the primary EFL teachers’ of assessing YLLs; - Identifying the difficluties facing teachers in assessing YLLs; - Identifying teachers’ professional needs of assessing YLLs; - Providing implications for teacher professional development Results obtained: The study well provides an insight into the primary EFL teachers’ practices of assessing young language learners, identifies difficulies facing teachers and more importantly provide implications for teacher professional development of assessment Products: 02 articles PHẦN MỞ ĐẦU Tính cấp thiết đề tài Sự tồn cầu hóa loạt lĩnh vực kinh tế, văn hóa, xã hội giáo dục khiến tiếng Anh trở thành ngoại ngữ phổ biến tất bậc học Việt nam đặc biệt từ nước ta bước vào thời kỳ đổi – 1986 Tiếng Anh trở thành môn học tự chọn cho bậc học tiểu học nhằm giúp học sinh tiểu học phát triển kỹ giao tiếp đơn giản tiếng Anh khuôn khổ gia đình nhà trường, phát triển kỹ nghe, nói, đọc, viết ưu tiên kỹ nghe nói; cung cấp cho học sinh tiểu học kiến thức tiếng Anh, đất nước, người văn hố đất nước nói tiếng Anh; giúp học sinh tiểu học phát triển thái độ tích cực với tiếng Anh thơng qua q trình học tiếng Anh phát triển kiến thức tình yêu tiếng Việt (BGDĐT, 2003) Quyết định 1400/QĐ-TTg ngày 30 tháng năm 2008 Thủ tướng Chính phủ việc phê duyệt Đề án: “Dạy học ngoại ngữ hệ thống giáo dục quốc dân giai đoạn 2008-2020” tạo nên sóng việc nâng cao chất lượng dạy học ngoại ngữ nhằm hướng đến mục tiêu cụ thể cho nhóm đối tượng người học ngoại ngữ mà giáo dục tiểu học xem trọng tâm hệ thống giáo dục quốc dân Sự đời nhiều công văn hướng dẫn, quy định kiểm tra đánh giá nhằm hỗ trợ đạt chuẩn đầu cho học sinh tiểu học (bậc 1/6 KNLNNVN-A1/CEFR) phần tạo điều kiện thuận lợi cho giáo viên thực hoạt động kiểm tra đánh giá Kiểm tra đánh giá giúp học sinh nhận ưu nhược điểm q trình học để từ thay đổi tiến Kết kiểm tra đánh giá sở để điều chỉnh hoạt động dạy học nhằm nâng cao chất lượng dạy học Kiểm tra đánh giá xác giúp học sinh tự tin, hăng say động lực để học sinh trì hứng thú, nâng cao lực học tập, ngược lại hoạt động kết kiểm tra đánh giá học sinh có ảnh hưởng tiêu cực đến phát triển tồn diện học sinh Chính lẽ đó, nhận thức kiểm tra đánh giá giáo viên tiểu học đóng vai trị quan trọng q trình thực hoạt động Trên thực tế giáo viên cịn gặp phải nhiều khó khăn trình thực Vì vậy, nghiên cứu hy vọng góp phần giúp giáo viên tiếng Anh tiểu học nhà quản lý có nhìn sâu nhận thức giáo viên kiểm tra đánh giá học sinh, thực tế triển khai hoạt động kiểm tra đánh giá, từ nhìn thấy khó khăn nắm rõ nhu cầu nội giáo viên bồi dưỡng, phát triển nghiệp vụ để nâng cao chất lượng dạy học Mục tiêu đề tài Đề tài thực nhằm vào mục đích sau: - Tìm hiểu thực tế triển khai hoạt động kiểm tra đánh giá môn tiếng Anh giáo viên tiếng Anh tiểu học; - Phát khó khăn q trình thực kiểm tra đánh giá học sinh giáo viên; - Xác định nhu cầu bồi dưỡng nghiệp vụ kiểm tra đánh giá giáo viên tiếng Anh tiểu học số trường tiểu học; - Đề xuất hoạt động phương thức bồi dưỡng kiến thức kỹ kiểm tra đánh giá phù hợp với thực tế theo mục tiêu Đề án Ngoại ngữ 2020 Phương pháp nghiên cứu 3.1 Cách thức tiếp cận Đề tài nghiên cứu tiến hành dựa kết hợp phương pháp định lượng định tính thơng qua bảng câu hỏi khảo sát bảng câu hỏi vấn Berry (2008) suggests feedback can be given verbally, in writing, or both More importantly, feedback needs to be sufficient with adequate and specific details and it is more useful if it gives students directions on how they can improve their work and it acknowledges students’ achievements Assessing Young Language Learners Young language learners are the children ranging from the age of five to twelve and during this lifespan they are in a state of constant cognitive, social, emotional, physical growth, literacy level and vulnerability which distinguish them from adult learners (McKay, 2006) These characteristics of young learners are key factors to be considered in implementing any assessment activities in language learning Having an insight into young language learners’ characteristics plays an important role in helping teachers carry out assessment effectively since YLLs “bring to their language learning their own personalities, likes and dislikes and interests, their own individual cognitive styles and capabilities and their own strengths and weaknesses” (McKay, 2006:5) Consequently, it is believed that language teachers and assessors need to understand children’s developmental characteristics like their curiosity, their eagerness with words, music and movement in making any decisions about assessment tasks McKay (2004, 2006), Hasselgreen (2005) and Pham & Tran (2014) suggest the following principles of assessing young language learners: • Language assessment needs to be oriented towards age-related abilities It should respond well to the level of physical, emotional and cognitive growth of a specific age group • Language assessment is ideal when it is related to young learners’ interests • Language assessment needs to cater all levels of achievement, which allows flexibility in evaluation and passes for all at different levels • Topics in language assessment should be simple and familiar with genres in everyday communication to make YLLs feel safe and comfortable • Feedback for language assessment task performance should be immediate to help YLLs maintain attention, concentration and confidence • Support needs to be available as to encourage YLLs to complete language assessment tasks as well as to keep them on track The primary English education in Vietnam: Curriculum, Testing and Assessment policy and Primary EFL Teachers The launch of Decision No.1400/QD-TTg dated 30 September 2008 by the Vietnamese government regarding the approval of the national project titled “Teaching and learning foreign languages in the national educational system for 2008-2020 periods” has set up a promising but also challenging future for the foreign language learning as now English has become compulsory for young learners starting from grade in the ten-year-program planned to apply for 20% of primary students in the academic year 2011 – 2012; extended to 70% in 2015 – 2016 and 100% in 2018 – 2019 More importantly, at the end of primary education phase, all learnes are required to reach level by VNFR (A1 – CEFR) Following the objectives of Decision No.1400/QD-TTg, a new primary English curriculum was launched officially in August, 2010 The number of periods has been increased from per week (Decision No 50/2003) to per week for all primary levels (grade 3, and 5); the themes have been slightly changed with Me and My Friends, Me and My School, Me and My Family and Me and the World Around and the amount of vocabulary varies from 500 to 700 words The results of student learning performance are based on formative and summative assessment Two significant documents (Dispatch No.8225 dated March 2012 and Dispatch No 3032 dated May, 2013) have also been launched providing guidance of test format on end-of-semester and end-of-academic year for grade 3, and Circular No.30/2014/TT-BGDĐT dated 20 August, 2014 by MOET has provided more specific guidance on how primary students should be assessed in their foreign language learning Its objectives are helping teachers adjust teaching-learning methods, teaching-learning activities during the process and at the end of each educational stage; appreciating students’ efforts and progress to motivate them; discovering the difficulties facing students so as to guide and assist them properly and timely; having right solutions to students’ strengths and weaknesses to enhance learning activities and quality More importantly, its principle of assessment emphasizes on students’ progress, not on classification or comparison One considerable point in Circular No.30/2014/TT-BGDĐT is that only two summative tests taken at the end-of-1st-semester and end-of-academicyear are marked out of 10 together with written feedback Marks are no longer used for oral questionings, simple quizzes and mid-term-tests as formative assessment; oral and written feedback is used instead Nguyen (2012) states that the quality of English teachers is a major problem that has been mentioned frequently in the Vietnamese media A majority of primary EFL teachers have low level of English proficiency (Moon, 2005; Ha, 2006; Pham, 2013; MOET report, 2013) They are not well-qualified, so find uneasy and reluctant in enhancing their knowledge for better teaching so they need time and opportunity to improve proficiency (Dudzik & Nguyen, 2013) Additionally, English teaching staff for primary education is not competent enough in methodology for teaching and assessing young language learners due to a particularly lack of professional development opportunities (Moon, 2005 and McKay 2006) This is mostly by the case that a majority of them are trained for English language teaching in general, not for teaching English in primary, middle schools or high schools Teachers, of course, show a lack of expertise in assessment YLLs, which partly influences the quality of teaching and learning as they are not confident enough in implementing assessment activities so as to motivate, encourage learners, and give effective feedback to help them understand what they are doing, where they are and how they keep going positively Investigating teachers’ perceptions of assessing young language learners at some primary schools Research question This research explores primary EFL teachers’ perceptions of: ✓ Language assessment ✓ Common forms of assessment ✓ Effective feedback to YLLs Participants 10 primary English teachers from primary schools in Thua Thien Hue province were invited to take part in the pilot study Most of these teachers have spent over years of teaching YLLs and taken part in at least one training section or workshop of language assessment Research instruments Semi- structured interview was designed to investigate teachers’ perceptions of assessing YLLs regarding to language assessment, common assessment forms and effective feedback in assessing YLLs Findings and discussions The findings regarding to language assessment show that 80% of the interview participants see assessment as a way for understanding the students’ progress so that teachers can motivate and keep them on their right track Moreover, the teachers point out that the difficulties facing learners can be discovered through assessing process, then they assist learners properly and timely Only 20% consider assessment as a tool for marking, grading students and submitting their achievements for the administrators Formative assessment and summative assessment are mentioned as two common forms of assessment used for assessing students in the language classroom by most teachers; however, formative assessment including classroom observations or game-like activities is believed to be more effective in assessing students in the language classroom as 70% of the teachers state that it gives teachers information about how well the students are doing, then the teacher makes constant decisions about teaching and learning Formative assessment helps leaners make progress during their learning process Unlike formative assessment, summative involves formals or traditional types of assessment such as standardized tests being conducted at the end of the learning process just offers results of students’ performance or achievements; it is, therefore, assessment of learning, not for learning as formative assessment Timely manner of feedback is also discussed as a key point in formative assessment by 70% of the participants Giving learners feedback in the right time helps them to realize their real situations and set goals for the future More interestingly, some teachers suggest that effective feedback should mainly focus on students’ strengths rather than on their weaknesses since at this age students prefers being praised as McKay (2006) asserts that YLLs have a heightened sensitivity to praise, and approval, so they need experiences that help them to succeed, to feel good about themselves Additionally, the same group of teachers states that feedback should be motivating and encouraging so as to help students make progress Conclusion The data collected from the interviews show that these primary EFL teachers have appropriate perceptions of assessing YLLs regarding to language assessment, assessment forms and feedback in assessment; however, they still expect to be offered more opportunities to improve their knowledge of language testing and assessment with the hope that their practice of assessing YLLs will be implemented effectively REFERENCES [36] Berry, R 2008 Assessment for Learning HongKong: HongKong Univerity Press [37] Brookhart, S.M (2008) How to Give Effective Feedback to Your Students United States of America: Association for Supervision and Curriculum Development [38] Cameron, L (2012) Teaching Languages to Young Learners Cambridge: Cambridge University Press [39] Dudzik, D.L and Nguyen, T.N.Q (2013) Vietnam: Building English Competency in Preparation for ASEAN 2015 In ASEAN Integration and the Role of English Language Teaching http://dx.doi.org/10.5746/LEiA/ASEAN_Integ_ELT [40] Ha, V.S (2006) Is grade too early to teach EFL in Vietnam? In M McCloskey, J.Orr, and M Dolitsky (Eds.) Teaching English as a foreign language in primary school (pp.111-122) Illinois, USA: TESOL Inc [41] Hasselgreen, A (2005) Assessing the language of young learners Language Testing, 22(3), 337-354 [42] McKay, P (2006) Assessing Young Language Learners UK: Cambridge University Press [43] MOET Report (2013) Report of the National Foreign Languages 2020 Project Proceeding of National Conference on the Effect of In-service EFL Teacher Training (pp.1-10) Quy Nhon, Vietnam, November, 2013 [44] MOET (2003) Primary English as-elective-subject curriculum – Issued together with Decision No.50/2003/BGDDT by MOET dated 30 October, 2003 Hanoi [45] MOET (2008) Decision No 1400/QD-TTg Approval of the Project “Teaching and learning foreign languages in the national educational system for the 2008-2020 period” Hanoi [46] MOET (2008) Dispatch No 8225/BDGDT-GDTH-Ref: Guidance on testing and assessment of English for first semester for grade and grade 4, and grade – academic year 2011-2012 Hanoi [47] MOET (2009) Circular No 32/BGDDT-TT Regulations of assessment and marking for primary students Hanoi [48] MOET (2011) Dispatch No 9747/BDGDT-GDTH-Ref: Guidance on endof-1st –semester testing and assessment of English for grade and grade – academic year 2011-2012 Hanoi [49] MOET (2013) Dispatch No 3032/BDGDT-GDTH-Ref: Guidance on endof-academic-year testing and assessment of English for first semester for grade and grade 4, and grade – academic year 2012-2013 Hanoi [50] MOET (2014) Circular No 30/2014/BGDDT-TT Regulations of assessment and marking for primary students Hanoi [51] Moon, J (2005) Investigating the teaching English at primary level in Vietnam: A summary report, Paper presented at the Teaching English Language at Primary Level Conference, Hanoi, Vietnam, 2005 [52] Moon, J (2005) Investigating the teaching of English at primary level in Vietnam: A summary report Paper presented at the Conference on the Teaching English Language at Primary Level Hanoi [53] Nguyen, T.M.H (2011) Primary English language education policy in Vietnam: Insights form implementation Current Issues in Language Planning [54] Nguyen, T.T.T, (2012) English Language Policies for Vietnamese Primary Schools and Issues of Implementation in Rural Settings Journal of ASIA TEFL Special Issue, pp.115-134 [55] Pham, T.H.N, & Nguyen, V.Q.N (2014) Primary EFL teachers’ practice of assessing young language learners and the implications for assessment policy in Vietnam Proceedings of Testing and Assessment for School-aged language learners July, 2014 Hue City [56] Pham, T.H.N, & Tran, T.T.S (2014) Primary EFL teachers’ perceptions of assessing young language learners Proceedings of Testing and Assessment for School-aged language learners July, 2014 Hue City [57] Pham, T.H.N (2013) Obstacles to primary school teachers’ implementation of methodological innovations to teach English to young learners Hue University Journal of Science, 80(2), 35-46 PHỤ LỤC 3: CHƯƠNG TRÌNH TIẾNG ANH TIỂU HỌC (2010) Grade (4 periods/week x 35 weeks = 140 periods) THEMES Me and TOPICS Meetings My Friends COMMUNICATIVE LINGUISTIC COMPETENCES KNOWLEDGE Greeting Pronunciation: Saying goodbye Vowels Diphthongs Myself Introducing oneself Spelling someone’s name Vocabulary: Words to greet friends Thanking Greeting The English alphabet (Asking how someone is) Words to indicate proper Thanking someone names Our names Asking someone’s name Introducing others Words to name school facilities and objects Words to describe school My Identifying someone objects Friends Greeting someone friendly Words to indicate actions Words to name family Me and My My school School Introducing someone’s school members Asking for the name of someone’s Words to describe people school Words to name rooms in the house School Naming school facilities/objects Words to name house objects objects Describing school facilities/objects Words to describe the weather Words to name flowers, pets My Naming classroom objects and toys Asking about classroom objects Words to describe flowers, pets and toys classroom Classroom activities Expressing classroom commands Words to indicate colours Asking for permission Cardinal numbers: – 20 Ordinal numbers: 1st - 20th Naming games/activities At break Suggesting an activity Grammar: Identifying family members Present simple, Present Asking for the names of family continuous Me and My Family members Simple sentence Family members Asking for and telling someone’s Determiners: this/that/ age these/those Counting 1- 20 Let's Saying 1st - 20th There is/there are Ages Wh- questions: what, where, Naming rooms and house objects who, how old, how many Talking about the location of house Yes/No questions objects Imperatives: (e.g Stand up, My Introducing someone’s bedroom please/ Don’t talk, please.) bedroom Describing someone’s bedroom Modals: may, can Naming family activities in free Personal/impersonal My house At home Me and the The World weather time Describing on-going actions of pronouns: I, you, he, she, it, family members we, they Asking about the weather Possessive adjectives: my, Describing the weather your, his, her, its, our, their Nouns (singular and plural): Naming outdoor activities pen(s), book(s), chair(s) Outdoor Describing on-going outdoor Descriptive adjectives: tall, Activities activities short, big, small, new, Identifying colours young,… Expressing likes and dislikes Quantifiers: a lot, many, Around Flowers some, Pets Asking about the number of pets Conjunctions: and Expressing possession Articles: (a)n, the Prepositions (of place): in, at, Talking about quantities of toys Toys Specifying location of toys on, , Grade (4 periods/week x 35 weeks = 140 periods) THEMES TOPICS COMMUNICATIVE LINGUISTIC COMPETENCES KNOWLEDGE Me and The first Greeting Pronunciation: My meeting Saying goodbye Consonants Friends Consonant clusters My friend Thanking and responding to thanks abroad Naming localities and countries Asking where someone comes from My birthday Talking about someone’s birthday Apologizing Word stress Vocabulary: Words to name localities and countries Words to indicate months, Things we Offering someone food/a drink days of the week, parts of the can Accepting/Refusing an offer day Words to indicate foods and My hobby Expressing abilities/inabilities drinks Telling about someone’s hobby Words to indicate classroom objects, school subjects Me and My first day Responding to an introduction Words to describe people’s at school Saying 21st – 50th state of health, people’s Counting 21 – 50 physical appearance and My School personal characteristics My Talking about a classmate’s Words to talk about hobbies classmates physical appearance and personal Words to indicate actions characteristics Words to name jobs Making comparisons Words to name zoo animals Words to name money My Talking about location of school currency classroom objects Words to name buildings Giving quantity of school objects Words to name clothes Me and My school Naming school subjects Words to name colours subjects Talking about favourite school Cardinal numbers: 21-50 subjects Ordinal numbers: 21st – 50th My school Talking about school timetable Grammar: timetable Talking about activities in the Present simple, Past simple, classroom Present continuous Telling the time Simple sentence Describing a daily routine Compound sentence My day Complex sentence My Family Jobs Naming jobs Future with be going to Talking about the jobs of family Wh-questions members Yes/No questions Modals: can, should, must, Favourite Talking about favourite food and would food and drink Countable/Uncountable nouns drink Asking about someone’s state of Comparatives health Demonstrative pronouns Describing a family member’s Conjunctions: and, but, or, physical appearance and personal because characteristics Attracting attention Prepositions: in, at, on, to, Naming popular holidays during, with, near, behind, Talking about future plans next to, opposite, by, … Appearance Holidays Me and Zoo animals the World Naming zoo animals Around Asking for and giving reasons Neighbourh ood Making a suggestion Identifying a location in the Clothes A picnic neighbourhood Talking about children’s clothes Asking about prices Making a phone call and answering Travelling the phone Accepting/Declining an invitation Naming famous places Talking about activities in the past Grade (4 periods/week x 35 weeks = 140 periods) THEMES TOPICS COMMUNICATIVE LINGUISTIC COMPETENCES KNOWLEDGE Me and New Talking about a town/city/country Pronunciation: My friends Talking about nationalities Word stress Friends Rhythm and intonation New places Identifying a home address Describing a new place Vocabulary: Words to name Birthday party Naming days/dates/ months Identifying when and where someone was born cities/countries/nationalities Words to indicate ordinal numbers, days, dates, months of the year My diary Talking about daily activities Talking about special days and dates Words to name jobs Words to talk about parts of the body, common My dreams Talking about future plans Talking about a favourite activity Me and My school Primary School life Talking about students’ activities in the school garden Talking about students’ activities at break Children’s sports and sicknesses and accidents in the home Words to name sports and games of children Words to indicate frequency Words to describe free time activities Talking about popular sports and games Expressing frequency Words to talk about games festivals Talking about types of children’s books Words to name seasons Talking about (a) character(s) in a book Words to describe the My weather favourite Naming school festivals Words to indicate processes book Talking about activities at a school Words to name places of festival interest School festivals Words to talk about means Talking about the importance of English of transport Describing how English is learnt Words to describe directions Learning Naming parts of the body and Words to talk about English sicknesses lifestyles Specifying healthy foods and drinks Time expressions Me and my family Words to talk about types Health and common Talking about accidents in the home of books, characters Expressing concern and giving advice Cardinal numbers: 51-100 sickness Ordinal numbers: 51st – Describing free time activities of a Safe and sound 100th family member Talking about family activities in the Grammar: past Past simple, Future simple Complex sentences: clauses Holidays Telling a story of time, place, reason, … and Counting 51 – 100 wh-questions: what, when, vacations Saying 51st – 100th how, yes/no questions Modals: should, could, A tale Hobbies of Me and the world Talking about hobbies of family would members Nouns: Talking about future activities/plans countable/uncountable Asking about the weather Adjectives: sick, tired, Describing seasons and weather cloudy,… my family members Seasons Adverbs (manner): fast, Talking about a community hard, well, (frequency): around and weather often, never, Talking about plan for an excursion to a Prepositions: by, on, place of interest Connectives: because, My Identifying a process of doing/making when, … community something Places of Talking about means of transport interests Giving directions Directions Describing a village/city and road Comparing a village and a city lifestyle signs The village /city life (MOET,2010) CHỦ NHIỆM ĐỀ TÀI Ngày 31 tháng 12 năm 2016 Ngày….tháng….năm CƠ QUAN QUẢN LÝ ĐỀ TÀI Nguyễn Thị Hồng Duyên HIỆU TRƯỞNG