Trong mỗi bài học kỹ năng học thuật sẽ được tập trung vào một khía cạnh quan trọng của nghiên cứu học thuật liên quan đến tất cả các chủ đề như định nghĩa, giải thích, mô tả, sử dụng nguồn tài liệu, so sánh và phản biện, nguyên nhân và kết quả, tranh luận và biện chứng. Các chủ điểm học thuật sẽ được chú trọng phát triển trong suốt bài học.
Mỗi bài học cũng được chia ra theo 5 kỹ năng Listening, Speaking, Reading và Writing và Vocabulary
Trong đó:
Listening: chú trọng phát triển kỹ năng nghe bài giảng và thuyết trình thông qua các video bài giảng ngắn. Học viên sẽ biết cách nắm bắt thông tin chính và biết cách mà tài liệu của bài giảng được biên soạn như thế nào. Bên cạnh đó kỹ năng note-taking là kỹ năng quan trọng nhất để học viên có thể cải thiện kỹ năng Listening của mình.
Speaking: Học viên sẽ tham gia các buổi thảo luận, hội thảo và làm bài thuyết trình của riêng mình. Trong đó trú trọng phát triển kỹ năng giao tiếp đám đông, phong cách trình bài, diễn thuyết với ngôn ngữ phù hợp nhất.
Reading: Sử dụng những nguồn tài liệu học thuật thực tế, nhằm trú trọng phát triển kỹ năng đọc hiểu tài liệu học thuật với số lượng lớn.
Writing: Chú trọng phát triển một trong số kỹ năng năng quan trọng nhất của kỹ năng viết học thuật. Trong đó học viên bắt đầu viết câu, viết mô tả và một đoạn sau đó sẽ phát triển kỹ năng cao hơn là phân tích cấu trúc đoạn văn, cách viết bài tóm tắt, đánh giá, bình giảng, viết bài luận hoàn chỉnh.
Vocabulary: Cung cấp cho học viên vốn từ vựng học thuật thiết, chú trọng phát triển tư duy chiến lược trong việc học từ mới hiệu quả.
Nội dung chi tiết:
UNIT ... | Vocabulary ... | Speaking ... | Listening ... | Writing ... | Reading ... |
---|---|---|---|---|---|
Unit 1 Preparation for academic study | - Working out the meaning of unknown words - Using a monolingual dictionary | - Asking and answering questions - Preparing for and taking part in a seminar discussion - Summarising and reporting on a seminar discussion Question forms: Information questions Expressing and exchanging opinions Reporting verbs | - Understanding the introduction to a lecture - Listening for the main idea - Note-taking: Identifying noun phrases Noun phrases: Determiner + Adjective + Noun | -Understanding essay titles - Generating ideas for writing for writing tasks - Creating and evaluating a plan for writing Verbs in essay titles Paraphasing: Reasons for paraphasing | - Reading and understanding short informative texts - Reading for the main idea and for detail - Note-taking: Organising key information - Using notes to write summary Sentence structure: Frequent sentence patterns |
Unit 2 Description and definition | - Becoming familiar with academic vocabulary - Recording information about academic vocabulary | - Recognising language for referring to visual information - Recognising noun phrases in explanations - Presenting visual information Asking for information, clarification, and repetition | - Recognizing key factual information in a lecture - Recognising definitions in a lecture - Note - taking: abbreviations and symbols Using noun phrases in note-taking Noun phrases: Adjective or noun + noun, noun + prepositional phrase | -Identifying the language and features of descriptions of visual information - Writing a short description of visual information - Using noun phrases containing relative clauses in definitions Noun phrases: Noun phrases containing relative clauses in definitions Noun phrases: Noun phrases containing relative clauses | - Understanding and extracting key factual information in a text - Recognising and writing definitions - Summarizing key factual information in a text Sentence structure: Simple definitions Noun phrases: Adjective + Noun, noun + prepositional phrases |
Unit 3 Using evidence | - Inferring the meaning of unknown words in sentences - Using prefixes to infer meaning | - Reading a text to prepare for a tutorial - Identifying assumptions in questions - Participating in a tutorial discussion Question forms: Understanding assumptions in questions | - Understanding the main idea in a lecture - Recognising the language for introducing main ideas and supporting evidence - Analysing types of supporting evidence: examples, definitions, and explanations introducing supporting evidence | - Analysing and writing topic sentences - Adding supporting evidence using reasons and examples - Writing and evaluating a paragraph Noun phrases: Noun + noun combinations | - Identifying main ideas and supporting evidence in a text - Building word families - Using adverbs to express stance Word families Expressing stance: Adverbs |
Unit 4 Classification | - Catergorizing words in sentences - Creating and using classification phrases | - Evaluating presentation guidelines - Using signposting language to refer to visual information - Giving a short presentation Signposting language: Referring to slides | - Understanding the organisation of a lecture - Recognising and practicing signposting language - Note-taking - using diagrams Signposting language: Introducing and transitioning between points, sequencing | - Analysing an essay introduction - Writing and evaluating a thesis statement - Writing and evaluating an essay introduction The passive: Maintaining focus | - Identifying the purpose and structure of a text - Using classification to make notes as you read Paraphrasing: Noun and verb transformations |
Unit 5 Connecting ideas | - Creating adjective + noun collocations - Using verb + noun collocations | - Interpreting and discussing written feedback - Preparing spoken responses to written feedback Understanding and responding to suggestions | - Understanding the main points of a lecture - Identifying spoken puntuation - Note-taking: taking linear notes Spoken punctuation: Stress, intonation, pausing | - Analysing an essay introduction - Writing and evaluating a thesis statement - Writing and evaluating an essay introduction The passive: Maintaining focus | - Identifying the argument and structure of a text - Identifying cohesive language - Identifying hedging language Cohesion: Reference words Hedging language: Modal verbs, verbs, adverbials |
Unit 6 Describing processes | - Building word families through suffixes - Using multiple suffixies to build more complex words | - Analysing and referring to the structure of a poster - Responding to requests for further details - Giving a short poster presentation Sentence structure: Wh-clause in spoken descriptions | - Taking notes on a description of a process - Using notes to give a detailed explanation - Recognising referencing language | - Analysing an essay conclusion - Linking ideas coherently - Writing and evaluating an essay conclusion Coherence: Repetition and synonyms | - Predicting the content of a text from visual information - Understanding a description of a process in a text - Identifying and using signposting language for describing a process Transitive and intransitive verbs Signposting language: Different grammatical forms to link text |
Unit 7 Comparison and contrast | - Identifying general and technical meanings - Categorizing and learning general and technical meaning | - Summarising and building on what the speaker says - Giving a short, informal presentation in a seminar - Taking part in a seminar discussion | - Reading to prepare for a lecture - Listening to confirm predictions about content and structure - Note-taking: taking detailed notes Recapping | - Organising ideas and writing an outline - Using comparison and contrast language - Self-editing and correcting Comparison and contrast language: Subordinators | - Reading and writing extended definitions - Recognising and catergorising similarities and differences - Noticing in-text references - Identifying and using comparison and contrast language Comparison and contrast language: Grammatical categories |
Unit 8 Fact and opinion | - Understanding the meanings of prefixes - Using prefixes to complete words in context | - Accessing and taking part in informal discussions - Interpreting and using intonation Accessing discussions | - Recognising different perspectives in an interview - Note-taking - identifying key points related to perspective and stance - Responding to interviews using follow-up questions Perspective and stance language: Expressing opinions | - Incorporating and evaluating cited material in an essay - Using reporting structures - Writing an essay which incorporates references and avoid plagiarism Introducing citations: Reporting verbs, 'it' and 'there' structures, nouns | - Recognising the difference between fact and opinion - Identifying the purpose and sections of a text - Identifying stance and perspective In-text references: Author-date systems |
Unit 9 Developing an argument | - Using synonyms in phrase - Deciding on the formality of synonyms - Rewriting phrases using synonyms | - Explaining connections between phenomena - Analysing and using effective presentation notes Giving and responding to feedback | - Understanding the main points of an argument - Recognising how evidence is presented to support an argument - Identifying and using emphasizing strategies Emphasizing: Different strategies | - Organising and outlining ideas - Stating and supporting the main argument - Synthesizing citations, evidence, and explanation - Synthesizing arguments and citations Exemplification: Alternatives to conditional structures with 'if' | - Identifying the main and supporting arguments - Identifying persuasive language Persuasive language: Adjective phrases Conditional structures: If and Unless |
Unit 10 Cause and effect | -Summarising text using cohesive nouns - Using cohesive noun phrases in a text | - Identifying the key information in a presentation - Researching a short presentation - Giving and evaluating a short presentation | - Recognising connections including cause and effect relationships - Recognising a synthesis of ideas from different disciplines Cause and effect language: Conjunctions | - Planning and structuring a cause and effect essay - Using cause and effect language - Writing a cause and effect essay Cause and effect language: Result Cause and effect language: Nouns, verbs, and prepositional phrases | - Understanding cause and effect phenomena in different fields - Identifying language to express cause and effect relationships - Note-taking: representing cause and effect relationships in diagram form Cause and effect language: Different structures |
Unit 11 Evaluation | - Using prepositional verbs - Using phrasal and prepositional verbs | - Identifying the key information in a presentation - Researching a short presentation - Giving and evaluating a short presentation | - Recognising analysis and evaluation stages in a lecture - Recognising language for introducing evaluation Emphasizing: Evaluation | - Recognising and using evaluation language - Recognising and using hedging language - Wrting and evaluating a problem-solution essay Evaluation language: Different structures Hedging language: Impersonal structures wtih 'It' and ' There' | - Identifying atuthor evaluation of original material - Identifying and understanding evaluation language Evaluation language: Nouns and adjectives Evaluation language: Evaluative questions |
Unit 12 Independent learning | - Proofreading to review aspects of vocabulary - Planning strategies for extending your vocabulary | - Preparing for script independence in presentations - Responding to participants' comments and questions - Giving a presentation Giving feedback: Modal verbs | - Taking notes on an extended extract - Comparing and revising notes | - Writing headings and paragraphs - Maximising coherence in an essay - Responding to instruction verbs in examination questions - Dealing with timed writing Verbs in essay titles Sentence structure: Presenting information | - Summarising information to make notes - Annotating a text with margin notes |
Trong mỗi bài học kỹ năng học thuật sẽ được tập trung vào một khía cạnh quan trọng của nghiên cứu học thuật liên quan đến tất cả các chủ đề như định nghĩa, giải thích, mô tả, sử dụng nguồn tài liệu, so sánh và phản biện, nguyên nhân và kết quả, tranh luận và biện chứng. Các chủ điểm học thuật sẽ được chú trọng phát triển trong suốt bài học.
Mỗi bài học cũng được chia ra theo 5 kỹ năng Listening, Speaking, Reading và Writing và Vocabulary
Trong đó:
Listening: chú trọng phát triển kỹ năng nghe bài giảng và thuyết trình thông qua các video bài giảng ngắn. Học viên sẽ biết cách nắm bắt thông tin chính và biết cách mà tài liệu của bài giảng được biên soạn như thế nào. Bên cạnh đó kỹ năng note-taking là kỹ năng quan trọng nhất để học viên có thể cải thiện kỹ năng Listening của mình.
Speaking: Học viên sẽ tham gia các buổi thảo luận, hội thảo và làm bài thuyết trình của riêng mình. Trong đó trú trọng phát triển kỹ năng giao tiếp đám đông, phong cách trình bài, diễn thuyết với ngôn ngữ phù hợp nhất.
Reading: Sử dụng những nguồn tài liệu học thuật thực tế, nhằm trú trọng phát triển kỹ năng đọc hiểu tài liệu học thuật với số lượng lớn.
Writing: Chú trọng phát triển một trong số kỹ năng năng quan trọng nhất của kỹ năng viết học thuật. Trong đó học viên bắt đầu viết câu, viết mô tả và một đoạn sau đó sẽ phát triển kỹ năng cao hơn là phân tích cấu trúc đoạn văn, cách viết bài tóm tắt, đánh giá, bình giảng, viết bài luận hoàn chỉnh.
Vocabulary: Cung cấp cho học viên vốn từ vựng học thuật thiết, chú trọng phát triển tư duy chiến lược trong việc học từ mới hiệu quả.
Nội dung chi tiết:
Lesson
...Vocabulary
...Speaking
...Listening
...Reading
...Writing
...Lesson 1
Understanding and presenting infomationIdentifying and using general, academic,
and technical vocabularyShort presentations
- Talking about experiences using the past
simple and present perfect.
- Structuring and signposting a short
presentation.
- Presenting information about your academic
experience and aims.Shor presentation
- Understanding main ideas in a presentation.
- Identifying word class to assist note-taking.
- Recognizing signposting in a presentation- Gaining an overview of an academic text.
- Identifying topics and main ideas.- Expanding notes into sentences
- Correcting and evaluating sentences
- Writing simple and compound sentencesLesson 2
Perspective and stance- Identifying common academic nouns
- Understanding stance- Identifying perspective and stance in a discussion
- Using perspective to inform stance
- Expressing and responding to stance in a discussion- Understanding and taking notes on key information
- Understanding the language of perspective
- Identifying perspective in a lecture- Understanding main ideas in paragraphs and longer texts
- Identifying perspective and stance in a text
- Responding critically to stance in a text- Analysing paragraph strcture
- Recognizing cohension in a paragraph
- Writing topic sentences and concluding sentencesLesson 3
Definition and explanation- Understanding and using evaluative adjective
- Understanding and using classifying adjectives- Understanding written and spoken definitions
- Asking for and giving definitions and short explanations
- Praticipating in a seminar discussion- Listening for the main points
- Recognizing signposting language
- Taking detailed notes on explanations and examples- Predicting the purpose of a text
- Understanding main ideas
- Recognizing cohesive language
- Recognizing definitions, explanations, and examples- Writing definitions using prepositional phrases
- Writing definitions using relative clauses
- Writing a paragraph that includes definitionLesson 4
Description- Identifying adverbial meanings
- Using adverbials for cohesion- Identifying main points and descriptive language
- Referring to mumerical information and providing peer feedback- Preparing to listen to a seminar
- Identifying context
- Using noun phrases in descriptions- Predicting the content of a text
- Identifying the main ideas
- Identifying and evaluating supporting evidence- Analysing, planning, and using notes to build up a paragraph
- Using adverbials to add context and supporting information to a sentence
- Writing a descriptive paragraphLesson 5
Reporting and summarizing- Using suffixes to recognize word families
- Building word families using affixes- Taking notes on a student presentation
- Using reporting verbs to refer to points in a presentation
- Participating in a seminar discussion- Identifying different positions in a lecture
- Identifying supporting arguments
- Using present and past tenses to report findings- Identifying the main ideas and key information in a text
- Identifying key features of a summary
- Using noun phrases to summarize ideas
- Evaluating summaries of a text- Analysing and using active note-taking strategies
- Identifying and using summarizing words and phrases
- Writing a summary of a short academic textLesson 6
Using sources- Identifying form in reported structures
- Using reporting structures- Referring to the main ideas in a text
- Forming a stance based on a reading
- Offering and responding to opinions- Completing notes on the main points of a lecture
- Identifying and discussing stance in sourse material
- Summarizing stance and perspective of source material- Identifying and evaluating sources for an essay
- Identifying author stance on main ideas
- Identifying details and examples from sources to support an argument- Analysing the use of sources in a text
- Understanding and using ways of referring to sources
- Selecting and synthesizing sources to use in a paragraphLesson 7
Contextualizing- Identifying essay focus
- Using essay verbs- Disscusing and evaluating learning and assessment methods
- Listening for and comparing specific context
- Identifying explaining and rephrasing language- Using abbreviations and symbols to take notes
- Identifying support for a position
- Identifying examples and explanations- Evaluating different sources
- Taking notes on detailed information
- Using notes to write a summary
- Identifying and referencing source material- Analysing essay titles
- Identifying the features of an introduction
- Evaluating thesis statements
- Writing an introductionLesson 8
Referencing- Selecting and using linking expressions
- Using cohesive language in texts- Using a text to support an opinion
- Using language for managing a discussion
- Referring to other people's ideas- Using visuals to assist with note-taking in lectures
- Using notes to write a summary
- Understanding and using references to visual information- Recognizing objectivity in a text
- Identifying and understanding references in a text
- Using source texts in writing- Identifying and analysing types of critation in context
- Paraphrasing ideas from a source
- Planning and writing an accurately referenced paragraphLesson 9
Comparision and contrast- Identifying comparing and contrasting language
- Using comparative and contrasting structures- Evaluating a case study and identifying options
- Identifying and using hedging language
- Presenting arguments for and against- Using Venn diagrams to take and organize notes
- Analysing descriptions of similarity and difference
- Recognizing and using comparative adjectives- Analysing models and theories in a text
- Understanding comparision in text
- Identifying and evaluating authorial stance- Introduction to essay writing
- Writing an effective conclusion
- Planning and organizing comparison essaysLesson 10
Argument and evidence- Presenting and assessing views
- Noticing and interpreting arguments- Evaluating a case study and identifying options
- Identifying and using hedging language
- Presenting arguments for and against- Examining evidence to prepare for a debate
- Identifying main arguments and supporting evidence
- Identifying and analysing maximizing and minimizing language- Identifying main arguments
- Understanding and using evaluative language
- Evaluating premise and conclusion in an argument- Planning, organizing, and writing an argument essay
- Incorporating evidence in an essay
- Making a text more cohesive by varying vocabularyLesson 11
Problem and solution- Recognizing problems
- Introducing and responding to problems- Selecting and sunthesizing information
- Using wh-structures to signal and focus key points
- Research and preparing a group presentation- Identifying and using the language of problems and solutions
- Reviewing notes to identifying the need for further research
- Understanding evaluation in a lecture- Identifying supporting detail and evidence in a text
- Identifying problems, solutions, and evaluation in a text
- Understanding how meanings are expressed through prepositional phrases- Effectively evaluating solutions
- Planning and organizing problem-solution essays
- Evaluating your own workLesson 12
Cause and effect- Identifying cause and effect language
- Identifying causes in a text and revising- Identifying related ideas
- Evaluating cause and effect relationships
- Using cautious language- Recognizing and noteing down cause and effect relations in a lecture
- Understanding key cause and effect language
- Categorizing causes, effects, and evaluation- Identifying cause and effect relationship in a text
- Identifying stance in cause and effect relationships
- Noticing and using prepositional verbs- Planning and structuring a cause and effect essay
- Stating cause and effect connections through appropriate language
- Writing and evaluating a cause and effect essay
Đầu vào: tương đương trình độ GE 4
Thời lượng: 34 buổi trên lớp = 100h (3 buổi/tuần)
Đầu ra:
Sau khóa học tiếng Anh tổng quát Upper-Intermediate học viên có thể giao tiếp lưu loát và tự nhiên. Có khả năng ghi chú và hiểu thông tin một cách chi tiết về nội dung dung bài giảng, diễn thuyết, cuộc họp, chương tình TV. Có khả năng đọc hiểu và khái quát thông tin từ văn bản dài. Trình độ ngữ pháp căn bản vững vàng và vốn từ vựng phong phú trong các lĩnh vực cuộc sống nhưng không bao hàm các chủ đề từ vựng chuyên ngành và mang tính hàn lâm.
Chương trình chi tiết:
UNIT ... | Grammar ... | Vocabulary ... | Pronunciation ... | Speaking ... | Listening ... | Reading ... | Writing ... |
---|---|---|---|---|---|---|---|
Unit 1 | - Past and Present verb forms - Use of Auxiliary verbs | - Relationship - Friendship - Wordspot: get | - Auxiliary verbs - Sounding sympathetic | - Keep a conversation going - Responding to how people feel | - Your past and present - Characteristics of a good friend | - Great sibling rivalries | - Planning and drafting a biography |
Unit 2 | - Forming adjectives - Forming nouns and gerunds | - Describing how you feel - Things that make you feel good | - Noun suffixes | - Do a class survey | - Things that make you feel good - Do a class survey | - Happiness: facts and myths | |
Unit 3 | - Narrative tenses - Continuous aspects in other tenses | - Mishaps - Crime and punishment - Headlines | - Sounding calm or angry | - Talking about your favourite food - Talking in cafe’ | - Tell a story from two points of view | - News articles | - A narrative |
Unit 4 | - Use and non-use of the passive - Passive forms with have or get | - Mental skills - Wordspot: mind - Personal characteristics | - Word stress | - Choose people to go on a space mission | - Mental skills | - What shapes our personality? | |
Unit 5 | - Review of Future forms - More complex question forms | - Getting together - Colloquial languages | - Intonation of statements and questions | - Plan a fantasy dinner party - Dealing with problems on the telephone | - Plan a fantasy dinner party - Online dating | - We may have 750 friends online, but we’re lonely | - Types of message |
Unit 6 | - Perfect tenses - More about the Present perfect simple and continuous | - Human achievement - Wordspot: first | - Weak and strong forms in questions | - Present an idea for a TV programme | - An idea for a TV programme - Important dates | - Five inventions that shape the way we live today | |
Unit 7 | - Relative clauses - Quantifiers | - Celebrations and protests - Special events - Wordspot: take | - Sounding polite | - Present ideas for an event - Awkward social situations | - Special events | - We saw history in the making | - A review of an event |
Unit 8 | - Overview of modal verbs - Past modals | - Mysteries and oddities - Extreme adjectives | - The weak form of have | - Discuss two mysteries | - A mystery story | - Mysteries and oddities | |
Unit 9 | - Use and non-use of articles - Different ways of giving emphasis | - Phrasal verbs - Wordspot: right and wrong | - Using stress for emphasis | - Collect and present tips - Suggestions and advice | - Taking notes | - How to stand out from the crowd | - Taking notes - A speculative covering letter |
Unit 10 | - Hypothetical situations in the present - Hypothetical situations in past | -The media - Wordspot: speak and talk | - Reporting what people said | - Apologies and thanks | - Questions about the media | - Media: Facts and Figures | |
Unit 11 | - Past simple: Yes/No questions - Past simple: Wh- questions | - Science and process - Wordspot: life | - Word stress and vowel sounds | - Disscuss a controversial issue - Reporting opinions | - A controversial issue | - Interfering with nature | - A ‘for and against’ essay |
Unit 12 | - Use of gerunds and infinitives - Different infinitive and gerund forms | - Fame | - Sentence stress | - Hold the floor! | - Hold the floor! - Celebrities and the media | - 15 minutes of fame | |
Đầu vào: tương đương trình độ GE 3
Thời lượng: 34 buổi trên lớp = 100h (3 buổi/tuần)
Đầu ra:
Sau khóa học tiếng Anh tổng quát Intermediate học viên có thể giao tiếp lưu loát. Có khả năng ghi chú và hiểu thông tin tổng quát về nội dung dung bài giảng, diễn thuyết, cuộc họp, chương tình TV. Có khả năng đọc hiểu và khái quát thông tin từ văn bản dài. Trình độ ngữ pháp căn bản vững vàng và vốn từ vựng phong phú trong các lĩnh vực cuộc sống.
Chương trình chi tiết:
UNIT ... | Grammar ... | Vocabulary ... | Pronunciation ... | Speaking ... | Listening ... | Reading ... | Writing ... |
---|---|---|---|---|---|---|---|
Unit 1 | - Questions and short answers - Present simple and Present continuous | - People around you - Everyday activites | - Sentence stress in questions - Using intonation to show interest | - Discuss your way you spend your time - Keeping a conversation going | - Discuss the way you spend your time | - Discuss the way you spend your time - The myths that make you feel guilty | - An informal e-mail |
Unit 2 | - Past simple and Past continuous - Used to and would | - Childhood and upbringing - Remembering and forgetting | - Past simple -ed ending | - Describe a personal memory | - Describe a personal memory - Childhood and upbringing | - The secrets of your memory | - Describe a personal memory |
Unit 3 | - Comparatives and superlatives - Different way of comparing | - Feature and size - Adjectives for describing places | - Stress and /ə/ sound in comparative phrases - Sentence stress in polite questions | - Proivide an insider’s guide - Travel problems | - Provide an insider’s guide | - What the right type of holiday for you? | - A travel blog |
Unit 4 | - Present perfect and Past simple - Present perfect simple and Present perfect continuous | - Life events - Personal qualities | - Strong and weak forms of have - Linking in time phrases | - Nominate someone for an award | - Nominate someone for an award | - Pushed too far? | - Nominate someone for an award |
Unit 5 | - Future forms - Future clauses with it, when, unless, etc | - Word family - Work | - Word stress in word families - Polite intonation in questions | - Choose who to hire or fire? - Making a formal telephone call | - Choose who to hire or fire - Career crossroads | - Getting ahead in the 21 st century - Choose who to hire or fire | - A CV |
Unit 6 | - Past perfect - Reported speech | - Say and tell - Adverbs for telling stories | - Hearing the difference between Past simple and Past perfect in connected speech | - Retell a story | - Retell a story | - It really happended to me! | - Retell a story |
Unit 7 | - -ed/-ing adjectives - The passive | - Entertainment and television - Extreme adjectives - A show you love and hate | - Word stress - Sentence stress | - Talk about a show you love or hate - Making a social arrangement | - Film quiz - A show you love and hate | - News stories | - A review |
Unit 8 | - Polite requests - Will and shall for instant responses | - Social behaviour - Talking about norms and customs | - Polite intonation in requests | - Give a tip on how to behave | - Tips on how to behave - Modern manners quiz | - My big nightout | - Give tips on how to behave |
Unit 9 | - Defining relative clauses - Quantifiers | - How gadgets work - Describing everyday objects | - Stress in compound nouns | - Talk about things you couldn’t live without - Buying things | - How gadgets work | - Talk about things you couldn’t live without - Consumer crazy | - A short thank-you message |
Unit 10 | - Making predictions - Hypothetical possibilities with if | - Numbers and statistics - Society and change - Society an social issues | - Shifting stress in word family - ‘ll or ‘d in connected speech | - Balance the budget | - Society and change - Balance the budget | - The future will surprise | |
Unit 11 | - Obligation and permission in the present - Obligation and permission in the past | - Linking words - Crime and punishment | - Modal verbs in connected speech | - Discuss new laws - Expressing and responding to opinions | - Discuss new laws - Annoying rules | - Exclusive clubs - Discuss new laws | - An opinion essay |
Unit 12 | - Could have, should have and would have - Hypothetical situations in the Past with if | - Problems and solutions | - Past modal forms in connected speech | - Discuss dilemmas | - The toughest decision of their lives | - How to make decisions - Discuss dilemmas | - Discuss dilemmas |
Đầu vào: tương đương trình độ GE 2
Thời lượng: 34 buổi trên lớp = 100h (3 buổi/tuần)
Đầu ra:
Sau khóa học tiếng Anh tổng quát Pre-Intermediate học viên có thể giao tiếp tự tin và độc lập nơi công sở, trường học, mua sắm, du lịch… Có thể tham gia hội thoại, thảo luận đưa ra và trình bày quan điểm của mình. Có khả năng đọc hiểu và viết được đoạn văn ngắn. Nắm bắt sâu rộng hơn các chủ điểm ngữ pháp và từ vựng với đa dạng các chủ đề giao tiếp hơn.
Chi tiết chương trình học:
Lesson ... | Grammar ... | Vocabulary ... | Pronunciation ... | Speaking ... | Listening ... | Reading ... | Writing ... |
---|---|---|---|---|---|---|---|
Lesson 1 | - Revision of questions - Present simple and frequency phrases | - Leisure activities - Sports and games | - Stress in questions | - Do a 60-second interview | - New ways with old sports | ||
Lesson 2 | - Past simple – positive and negative - Past simple – questions | - Time phrases: at, on, in, ago - Words to describe feelings | - -ed endings (past forms) - was and were - Stress on adjectives - Intonation in questions | - Describe a first or last time - Travel questions | - Describe a first or last time | - First in television technology | - A narrative |
Lesson 3 | - Should and shouldn’t - Can, can’t, have to, don’t have to | - Daily rountines - Jobs | - Should and shouldn’t - Can, can’t and have to | - Decide on the best job | - Jobs | - ‘Short sleeper’ or ‘long sleeper’: Which is healthier? | |
Lesson 4 | - Present simple and Present continuous - Present continuos for future arrangements | - Verbs, Phrases for special days - Descriptive adjectives | - Stress on months and dates - Intonation on phrases for special days | - Describe your special days | - New year celebrations - Special days | - Do some funny for money - Special days around the world | - An invitation |
Lesson 5 | - Comparative and superlative adjectives - Questions with How, What and What … like? | - Physical appearance - Parts of the body | - Weak forms of prepositions - Vowel sounds and silent letters - Stress on content words in questions | - Do a survey about image | - Special clothes | - Do a survey about image - Physical appearance | |
Lesson 6 | - Plans and intentions - Predictions with will and won’t | - Going on holiday - Describing holidays | - will/’ll and would/’d - Intonation in making requests | - Choose a holiday - Making requests and asking for permission | - A holiday | - On The Move Holiday | - A postcard |
Lesson 7 | - Present perfect and Past simple with for - Present perfect and Past simple with other time words | - Verb phrases about ambitions - The internet | - For and have | - Talking about your ambitions | - Ambitions - Finding fame on the internet | - Top five secrets of success Amazing achievements | |
Lesson 8 | - Using articles - Quantifiers with countable and uncountable nouns | - City life - Geographical features | - The letter i - Intonation in asking for and giving directions | - Asking for and giving directions - Give a talk about Canada | - Give a talk about Canada | - Top 5 most extreme places to live in the world! | - Directions |
Lesson 9 | - May, might, will definitely, etc. - Present tense after if, when and other time words | - Modern equipment - Adjectives for describing places | - Stress in compound nouns | - Plan a cafe’ makeover | - Howa house in three minutes A cafe’ house | - What was life like one hundred years ago - A cafe’ makeover? | |
Lesson 10 | - Past continuous - Used to | - Accidents and injuries - Feeling ill | - Used to and didn’t use to - Intonation in questions at the doctor’s | - Choose the funniest story - Talk about health | - Choose the funniest story - Dirt is good for you | - Time words in a narrative | |
Lesson 11 | - Like and would like - Conditional sentences with would | - Adjectives with dependent prepositions - Survival items | - Intonation in invitations | - Take part in a survey | - Hate it or love it | - Take part in a survey - The best things in life | |
Lesson 12 | - Present simple passive - Past simple passive | - Types of products - Personal items | - Regular past participles - Intonation in making and responding to suggestions | - Present a new product - Making and responding to suggestions | - Present a new product | - What makes a good brand great? - Present a new product | - A customer review |
Lesson 13 | - Present perfect continuous with how long for and since - Present perfect continuous and Present perfect simple | - Personal characteristics - Getting a job | - Contracted forms (Present perfect continuous) | - Choose an ambassador | - Finding Mr. Right - Choose an ambassador | ||
Lesson 14 | - Past perfect - Narrative tenses review | - Money - Verbs and phrases about money | - Number - Intonation in requests | - Tell a story from pictures - Dealing with money | - Tell a story from pictures - Money movies | - What makes a good brand great? - Present a new product | - An essay expressing your opinion |
Đầu vào: Tương đương trình độ GE 1
Thời lượng: 34 buổi trên lớp = 100h (3 buổi/tuần)
Đầu ra:
Sau khóa học tiếng Anh tổng quát Elementary học viên được trau dồi thêm vốn từ vựng ở mức trung bình, sử dụng được các chủ điểm ngữ pháp cơ bản. Có khả năng phản xạ giao tiếp với mẫu câu đơn giản và linh hoạt hơn cấp độ starter. Có thể nói về các chủ đề sở thích, gia đình… Có khả năng đọc hiểu và viết những doạn văn ngắn đơn giản.
Chi tiết chương trình học:
Lesson ... | Grammar ... | Vocabulary ... | Pronunciation ... | Speaking ... | Listening ... | Reading ... | Writing ... |
---|---|---|---|---|---|---|---|
Lesson 1 | - Be: positive forms - Be: positive and negative short forms - Articles with jobs - Be: personal questions | - Countries and nationalities - Jobs | - Short forms: am, are, is - Word stress: jobs and number - Stress in questions and short answers | - Saying infomation about people - World culture: Life in Arctic | - Test your knowledge of countries, languages and nationalities | ||
Lesson 2 | - This/that. these/those - Possessive’s - Have got | -Everyday objects - Family | - Word stress: this, these, that, those - Short forms – has/have got - Vocabulary – family | - Talking about your five favourite people | - Family - Word stress - Objects - Favourite people | - Family connections | |
Lesson 3 | - Present simple: positive and negative (I, you, we, they) - Present simple: questions and short answers (I, you, we, they) | - Common verbs - Telling the time - Places in a town | - Stress and weak forms - questions - Stress and weak forms - telling the time | - Describing life in your favourite town | - Life on a Scottish island | - Brits at home and abroad… | |
Lesson 4 | - Present simple positive and negative (he/she/it) - Present simple: questions and short answer (he/she/it) | - Activities - Phrases for time and frequency | - Verbs forms – prepositions and articles - Strong and weak forms – can/can’t | - Meeting people - Choose a holiday activity | - A typical pop star | - Some people are life’s winners! | - Introducing a friend |
Lesson 5 | - Can/can’t: possibility and ability - Articles: a/an, the and no article | - Transport - Travelling | - Linking in sentences - Stress on word pairs | - Do a transport survey | - Do a transport survey | - Nice things you didn’t know about world travel | |
Lesson 6 | - There is and there are; - Some and any - How much and how many | - Food: countable and uncountable nouns - Food pairs | - Linking in sentences - Stress on word pairs | - Ordering food and drink - Describe a favourite place to eat | - Favourite place to eat | - Healthy diets around the world | - Write about your classmate; and and but |
Lesson 7 | - Past simple: was/were - Past simple: regular and irregular verbs | - Life events - Past time phrases | - Strong and weak forms – was/were - Regular past simple forms – -ed endings | - Tell a life story | - Tell a life story - Jackie Kennedy Onassis | - An ordinary man…an ordinary business | |
Unit 8 | - Past simple: negative form - Past simple: question form | - Adjectives to describe stories - Entertainment | - Linking – did you | - Talk about an evening in or out - Arranging an evening out | - We will rock you– a song and a musical | - Arranging an evening out | |
Unit 9 | - Comparative adjectives - Superlative adjectives | - Describing objects - Shops and services | - Stress – comparative adjectives | - Choose souvenirs from your country | - Choose souvenirs from your country | - Top five unusual shops | |
Unit 10 | - Present continuous Present simple or continuous? | - Clothes - Describing personality | - Vocabulary – clothes | - Asking for goods and services - Analyse your personality | - Clothes and work | - Describing people | |
Unit 11 | - Questions words - Quantifiers: a lot of, a little, a few, not any, not much, not many | - Animals and natural features - Big numbers | - Vocabulary – numbers | - Devise a general knowledge quiz | - Intelligent animals - South Africa | - Working animals | |
Unit 12 | - Going to for future intentions - Would like to and want to for future wishes | - Celebrations and parties - Weather and seasons | - Weak forms: going to | - Plan a festival - Suggestions and offers | - Celebrating the seasons | - Infomation to promote a festival | |
Unit 13 | - Have to and don’t have to - Might and will | - School and university subjects - Education and training | - Weak forms and linking – have to/don’t have to | - Complete a careers questionnaire | - Two career paths | - From slates to iPads…Language learning then, now and in the future | |
Unit 14 | - Present perfect (unfinished time) - Present perfect (with ever) | - Ways of communicating Technology | - Strong and weak forms and linking – have (Present perfect) | - Take part in a game - Telephoning | - Take part in a game | - Mind-blowing facts about modern communication | - A text message |
Đầu vào: Những người mất gốc tiếng Anh
Thời lượng: 34 buổi trên lớp = 100h (3 buổi/tuần)
Đầu ra:
Sau khóa học tiếng Anh tổng Quát Starter học viên có thể sử dụng tiếng Anh ở mức độ cơ bản, dùng các câu giao tiếp đơn giản trong các hoạt động sống hàng ngày như mua sắm, du lịch. Có nền tảng chuẩn về phát âm.
Chi tiết chương trình học:
Lesson ... | Grammar ... | Vocabulary ... | Pronunciation ... | Speaking ... | Listening ... | Reading ... | Writing ... |
---|---|---|---|---|---|---|---|
Lesson 1 | - I/you and my/your - a/an with jobs | - Jobs - Alphabet - Numbers 0-20 | - Short forms: am, is - Word stress: jobs and numbers | - Saying hello and goodbye - Ask for and give personal infomation | - Personal information | - Write about yourself; sentences and questions | |
Lesson 2 | - be with I, you, he/she/it - his/her/their and our | - Countries - Nationalities - Numbers (21-100) and ‘How old…?’ | - Word stress: nationalities - Sounds: His and He’s | - Saying information about people | - Do a quiz, listening about the infomation about age, number and places | ||
Lesson 3 | - this/that, these/those - be with we and they | - Plural nouns - Adjectives – opposites - Food and drink | - Sounds: th - Word stress: adjectives | - Talking about your favourite food - Talking in cafe’ | - Favourite food - Adjectives - is/isn’t | - We’re in New York! | - Holiday messages |
Lesson 4 | - prepositions of place - there is and there are - a/an, some, any and a lot of (with there is/are) | - Places in a town - Natural features | - Sounds: th - Word stress: places and natural features | - Talking about your home town - Asking for directions | - Preopositions - Places in a town | - Place to visit in York | - Your town |
Lesson 5 | - Possessive’s - Present simple (I, you, we, they) - Present simple questions (I, you, wwe, they) | - Family - Verbs with noun phrases | - Sounds: possessive’s - Word stress: family words | - Present your personal profile | - Possessive’s - Family | - Life in another country | |
Lesson 6 | - Present simple (he, she, it) - Present simple questions (he, she, it) | - Activities - Likes and dislikes | - Sounds: present simple verbs endings with ‘s and -es - Linking: Does he and Does she | - Giving infomation about someone - Making offers | - Two lives - Distinguish ending sounds with ‘s and -es - Activities and hobbies | - Write about your classmate; and and but | - A good match? |
Lesson 7 | - Frequency adverbs - Present simple questions Why- questions | - Daily rountines and times - Days and times - Prepositions with time - Expessions | - Word stress: days of the week | - Giving a mini-talk - Making an arrangement | - The Kawhia Kai Festival - Prepositions with time - Wh- questions for present simple | - Rountines around the world | - Making arrangements by text message and email |
Lesson 8 | - Can/can’t - Questions with can - Review of questions | - Things you do - Parts of the body | - Sounds: can and can’t - Word stresst: parts of the body | - Do a class survey - Making requests | - Parts of the body - Requets - Things you can do | - Amazing people - Seven international costoms | - Describe your skills and interests |
Lesson 9 | - Past simple of be: was/were | - Months of the year - Ordinal numbers and dates Years | - Strong and weak forms: was, wasn’t, were and weren’t - Sounds: dates and months | - Talking about your childhood | - Months and dates - Special days - Ordinal numbers | - Write about the past using past simple: In 1986… | |
Lesson 10 | - Past simple: regular verbs - Past simple: irregular verbs | - Live events | - Regular past simple form: -ed endings - Word stresst: jobs | - Apologies and thanks | - Distinguish ending sounds of regular and irregular verbs of past simple tense - Jobs | - Vivienne Westwood: Queen of fashion | - Apologies and thanks |
Lesson 11 | - Past simple: Yes/No questions - Past simple: Wh- questions | - Trasport and travel - Time phrases - Holiday activities | - Linking: Did you …? Were you …? | - Travelling by train - Interview your partner about a holiday | - An amazing bike ride - Listening past simple questions | - Transatlantic travel: the facts | - A blog about a journey |
Lesson 12 | - Want and want to - Going to | - Verb phrases about wants - Things you can buy - Describing objects: colours and sizes | - Sounds: want to and want a - Weak forms: going to | - Saying goodbye - Choose a present for someone you know | - Choose a present for someone you know - Distinguish want to and want a, going to | - Signing off | - A blog about a journey |