VIETNAM NATIONAL UNIVERSITY

UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES

FACULTY OF ENGLISH LANGUAGE TEACHER EDUCATION

ACADEMIC ENGLISH 2

COURSE GUIDE
Course code: ENG2051
Course credit value: 3
Course status: core
Prerequisite: Academic English 1 (ENG2049)
Co-requisite: Social English 2
1. Course objectives
By the end of the course, students are expected to reach the C1 level in the Common European
Framework of Reference or Level 5 in the Vietnamese Standardized Test of English Proficiency.
Along with an improvement in language proficiency used for academic purposes, students can also
develop a comprehensive set of learning strategies and test-taking techniques to get ready for English
standardized tests. Apart from it, students can form the ability of critical thinking and boost their
creativity alongside communication skills in collaborative projects.
2. Course Learning Outcomes
2.1. Course Learning Outcomes (Knowledge, Skills, Attitudes)
By the end of the course, students will be able to:

No Course Learning Outcomes Code Cognitive In alignment

level in the with the
Bloom’s Program
Taxonomy Learning
Outcomes

1 Knowledge 1

- use a wide range of lexical resource to 1.1 3 4, 5

express him/herself on both familiar and

1
 unfamiliar academic topics with occasional
inaccuracies

2
- use grammar structures with full flexibility 1.2 3 4, 5
and precision in all topics

3
- use idiomatic language naturally and 1.3 3 4, 5
accurately

4 - use a full range of pronunciation features 1.4 3 4, 5

with precision and subtlety

5 - use a full range of linking devices to 1.5 3 4, 5

connect and develop ideas with flexibility

Skills 2 4, 5

Listening skills 2.1 4, 5

6 - understand main ideas and details of 2.1.1 2 4, 5

complex conversations, talks and
presentations

7 - evaluate speakers’ mood, tone, attitudes, etc. 2.1.2 5 4, 5

in talks and presentations delivered in
academic language

8 - analyze the essentials of lectures, talks and 2.1.3 4 4, 5

reports and other forms of presentation which
use complex ideas and language

9 - apply test-taking techniques in listening 2.1.4 3 4, 5

standardized tests

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 Reading skills 2.2 4, 5

10 - understand main ideas and details of 2.2.1 2 4, 5

academic passages in a wide range of topics

11 - analyze the author’s implications and 2.2.2 4 4, 5

purposes in academic passages

12 - apply test-taking techniques in reading 2.2.3 3 4, 5

standardized tests

Speaking skills 2.3 4, 5

13 - analyze questions in standardized speaking 2.3.1 4 4, 5

tests

14 - write speaking questions in standardized 2.3.2 6 4, 5

simulation tests

15 - speak fluently in a wide range of academic 2.3.3 6 4, 5

contexts with only occasional repetition or
self-correction

16 - develop topics coherently and appropriately 2.3.4 6 4, 5

Writing skills 2.4 4, 5

17 - write academic essays in different genres on 2.4.1 6 4, 5

a wide range of topics

18 - present a fully developed position in 2.4.2 6 4, 5

academic essays with relevant, fully extended
and well supported ideas

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19 - use cohesion in such a way that it attracts no 2.4.3 3 4, 5
attention

20 Transferable skills 2.5

- implement what has been instructed in 2.5.1 3 3

projects

21
- demonstrate the ability to plan, administer, 2.5.2 4,5,6 12
monitor, and evaluate learning activities, both
individually and in group work

22 - practice public speaking 2.5.3 3,6 3, 12

23 - develop critical thinking skills including 2.5.4 4,5,6 3

questioning, analyzing, evaluating,
synthesizing and creating

24 - reinforce the leadership skills 2.5.5 3,4,5 3

25 - develop digital literacy and computer 2.5.6 1,2,3 3

literacy

26 Attitudes 3

- demonstrate autonomy, accountability, 3

initiative, and cooperation in group work
activities 3.1 10,11,12

27 - listen, observe, and reflect to improve the 3.2 1,2,4,5 15

working process in projects

28 - show respects to peers and acknowledge 3.3 3 13,14

their opinions

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3. Assessment and grading
Students must complete all of the following assessment items to be able to pass the course.

In alignment with the

Skill Assessment Time course learning
outcomes

Mini-test 2.2.1, 2.2.2, 2.2.3

Reading Week 12
25 %

Mini-test
2.1.1, 2.1.2, 2.1.3,
Listening 25 % Week 13
2.1.4

Mid-term test 1.1, 1.2, 1.3, 1.4, 1.5

Week 9
10%
Writing 2.4.1, 2.4.2, 2.4.3

End-of-term test
After Week 15
15%

Mock Interviews 1.1, 1.2, 1.3, 1.4, 1.5

10%
Week 6, 7, 14, 15
(Preparation 3 %, Performance: 2.3.1, 2.3.2, 2.3.3,
7%) 2.3.4
Speaking
2.5.1, 2.5.2, 2.5.3,
End-of-term test 2.5.4, 2.5.5, 2.5.6
After Week 15
15%
3.1, 3.2, 3.3

4. Course materials

Academic English 2 – Listening and Speaking Package. VNU University of Languages and
International Studies.

Academic English 2 – Reading and Writing Package. VNU University of Languages and
International Studies.

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 5. Course schedule:

Week Listening - Speaking Reading - Writing

1 Getting to know each other Unit 1. Reading for main ideas and text
Course orientation organization
Question type:
Speaking: Introduction to Individual long - Matching headings
turn task
Unit 1. Paragraph revisit
Exploring the essay (1)
- Structure of an essay
- Writing the introduction

2 Unit 1. Listening for main ideas Unit 1. Reading for main ideas and text
Question type: organization (cont)
- Global multiple choice Question type:
- Global multiple choice
Speaking: Introduction to Discussion Task
Unit 2. Exploring the essay (2)
- Writing the body
- Writing the conclusion
3 Unit 2. Listening for details (1) Unit 2. Reading for details
Question types: Question type:
- Detailed multiple choice - Detailed multiple choice

Speaking: Task Practice Unit 3. Problem-Solution Essays (1)

Topic: Education (1)
4 Unit 3. Listening for details (2) Unit 2. Reading for details (cont.)
Question types: Question types:
- Gap fill (form completion) - True/False/Not given
- Yes/No/Not given
Speaking: Task Practice
Topic: Education (2) Unit 3. Problem-Solution Essays (2)
5 Unit 4. Listening for details (3) Unit 3. Reading for details
Question type: Gap fill (map/diagram Question type:
completion) - Gap fill (sentence completion, note
completion, table completion, diagram
Speaking: Task Practice completion)
Topic: Technology
Unit 4. Discursive Essays: Advantages &
Disadvantages (1)

6 Mock Interview 1.1 Unit 3. Reading for details (cont.)

Question type:
- Short answer questions

Unit 4. Discursive Essays: Advantages &

Disadvantages (2)

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7 Listening Mock Test Reading Mock Test
Mock Interview 1.2 Unit 4. Reading for details
Question type:
- Matching sentence endings

Writing Feedback
8 MID-TERM REVISION & SELF-STUDY

9 MID-TERM TEST (Writing)

10 Unit 5. Listening for details (4) Unit 4. Reading for details (cont.)
Question type: Question type:
- Note completion - Matching features

Speaking: Task Practice Unit 5. Discursive Essays: Balanced views (1)

Topic: Environment (1)
11 Unit 6. Listening for details (5) Unit 5. Reading for details
Matching information Question type:
- Locating detailed information

Speaking: Task Practice Unit 5. Discursive Essays: Balanced views (2)

Topic: Environment (2)

12 Unit 7. Listening for speaker's opinion Reading Mini-test

Question types: Unit 6. Reading for implied meanings
- Multiple choice Question type:
- Multiple choice
Speaking: Task Practice
Topic: Arts (1) Unit 6. Argumentative Essays (1)

13 Listening Mini-test Unit 6. Reading for implied meanings (cont.)

Unit 8. Listening practice Question type:
- Multiple choice
Speaking: Task Practice
Topic: Arts (2) Unit 6. Argumentative Essays (2)
14 Mock Interview 2.1 Unit 7. Reading for attitudinal meanings
Question type:
- Multiple choice

Unit 7. Writing Exam Practice

15 Mock Interview 2.2 Unit 7. Reading for attitudinal meanings (cont.)
Question type:
- Multiple choice

Writing Feedback
6. Policies & Guidelines
Completion of all assessment items is a requirement for passing the course.
Attendance in class is expected. Students who are absent from more than 20% of the lessons
(~3 lessons or more) are not eligible for the end-term test, and thus cannot pass the course.
Students are encouraged to use as much English in their learning activities as possible.
Any form of plagiarism will receive a serious penalty and can result in the students’ failure in
the course.
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 GUIDELINE ON THE PROJECT “MOCK INTERVIEW”
1. Description
This is a speaking activity running throughout the semester.
Students are divided into pairs. Each pair is expected to perform the role of both interviewers and interviewees in 2 rounds.
ROUND 1:
Half of the number of pairs will be interviewers. Each pair will collect/ adapt/ compile one speaking test following the format of Academic 2 speaking test
(Appendix 1 & 2). References must be cited and all speaking tests need to be approved by the teacher before being used in in-class mock interviews.
The other half of the class will be interviewees. They are supposed to have a mock interview in class and their performance will be assessed by the teacher.

ROUND 2:
Students swap their roles, which means interviewers will become interviewees and vice versa.

Timeline
Week Activity Learning evidence
1 - Introduction to the project Pair formation
- Students form pairs and choose topics.
2 Interviewers (half of the number of pairs) submit their speaking Speaking tests
tests in soft copy for teacher’s feedback.
3 Teacher gives feedback.
4 Interviewers revise, send the final draft of their speaking tests to Speaking tests (revised)
the whole class & submit their speaking tests in hard copy.
5 Interviewees prepare all the tests in preparation for the Mock
Interview in class
6 Mock interview 1.1
7 Mock interview 1.2
10 Interviewers (half of the number of pairs) submit their speaking Speaking tests
tests in soft copy for teacher’s feedback.
11 Teacher gives feedback.
12 Interviewers revise, send the final draft of their speaking tests to Speaking tests (revised)
the whole class & submit their speaking tests in hard copy.
13 Interviewees prepare all the tests in preparation for the Mock
Interview in class
14 Mock interview 2.1
15 Mock interview 2.2

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3. Project assessment
Students will be assessed through their performance in mock interview (when they play the role of the interviewees). Assessment criteria can be found in Appendix 4.

4. Marking
Preparation as interviewers accounts for 3% of the total score
No submission of package of speaking tests means mark 0 for the project. Late submission of package of speaking tests will be penalized (minus 1 mark for each
day).

Performance as interviewees account for 7% of the total score

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APPENDIX 1: SPEAKING TEST SPECIFICATIONS
Duration: Approximately 12 minutes, taken in pairs
Part 1: (6 minutes)
Both students (interviewees) have 1 minute to read their task card and prepare for a talk about the topic.
They then take turns to deliver a short speech which may last up to 2 minutes.
After their partner's speech, each student answers one follow-up question.
Part 2: (6 minutes)
Both students (interviewees) take turns to answer 3 questions related to their topic card.
They should answer the questions immediately without any preparation.
Each student has at most 3 minutes for Part 2
Assessment criteria: Fluency and coherence, Lexical resources, Grammatical range and accuracy, Pronunciation

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 APPENDIX 2. SPEAKING TEST TEMPLATE

STUDENT A STUDENT B

PART 1 PART 1

Follow up: (For Student B) Follow up: (For Student A)

- Have you ever visited a similar shopping centre/ mall? - Have you ever helped anyone in a similar situation?
- Would you like to go to a shopping centre/ mall like this? - Would you offer the same help if you were student B?

PART 2 PART 2

Shopping and society Helping neighbours

1. Why is shopping such a popular activity? 1. What are practical things people can do to help their neighbours?
2. What are the advantages to society of a highly developed shopping center? 2. Why should neighbours help each other?
3. Is society becoming increasingly materialistic? 3. Do people in small towns help each other more than people in the cities?

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APPENDIX 3.TRANSCRIPT FOR INTERVIEWERS
PART 1. (6 minutes)
Good afternoon, we’re [name of interviewer 1] and [name of interviewer 2]. We’re going to be your interviewers today.
What’s your full name?
Student A: …
Student B: …
Thank you.
Now the test begins.
I’m going to give each of you a topic card. You will have 1 minute to prepare a talk about the topic. After that, you will have up to 2 minutes to
talk about your topic.
[1 minute for preparation for both students)]
…
Are you ready? Student A, let’s start your talk first.
And Student B, please listen to your partner’s talk because I’m going to ask you one follow-up question related to his/ her talk.
[Student A talks within 2 minutes]
…
Thank you, student A.
[Ask student B one follow-up question]
--------------------------
Student B, let’s start your talk now.
And Student A, please listen to your partner’s talk because I’m going to ask you one follow-up question related to his/ her talk.
[Student B talks within 2 minutes]
…
Thank you, student B.
[Ask student A one follow-up question]
PART 2. (6 minutes)
You’ve just finished Part 1. Now let’s move to part 2.
In this part, I’m going to ask each of you 3 questions related to the topic you’ve talked about.
Let’s start with student A.
…
Now, it’s your turn, student B.
…
That’s the end of the speaking test. Goodbye!
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 APPENDIX 4. MARKING RUBRIC FOR MOCK INTERVIEW
Band Fluency & coherence Lexical resource Grammatical range & accuracy Pronunciation

10  speak fluently with only rare repetition or  uses vocabulary with full flexibility  uses a full range of structures  uses a full range of pronunciation
self-correction, and no hesitation andprecision in all topics naturally andappropriately features with precision and subtlety
 speak coherently with fully  uses idiomatic language naturally  produces consistently accurate structures  sustains flexible use of features
appropriatecohesive features andaccurately apartfrom ‘slips’ characteristic of native throughout
 develops topics fully and appropriately speaker speech  is effortless to understand
9  speak fluently with rare repetition or self-  uses a wide vocabulary resource  uses a wide range of structures  shows all the positive features of Band 8
correction; any hesitation is content-related readilyand flexibly to convey precise naturally andappropriately and some, but not all, of the positive features
rather than to find words or grammar meaning  produces a majority of error-free of Band 10
 speak coherently with appropriate  uses less common and idiomatic sentenceswith only very occasional
cohesive features vocabulary skillfully inappropriacies orbasic/ non-systematic
 develops topics fully and appropriately  uses paraphrase effectively as errors
required
8  speak fluently with occasional repetition or  uses a wide vocabulary resource  uses a wide range of structures flexibly  uses a wide range of pronunciation
self-correction; hesitation is usually content- flexibly to discuss unfamiliar topic with ease  produces a majority of error-free features
related and only rarely to search for language  uses less common and idiomatic sentences with occasional  sustains flexible use of features, with
 develops topics coherently and appropriately vocabulary skillfully, with occasional inappropriacies or basic/ non-systematic only occasional lapses
inaccuracies errors  is easy to understand throughout; L1
 uses paraphrase effectively as required accent has minimal effect on intelligibility
7  speaks at length without noticeable  uses vocabulary resource flexibly  uses a range of complex structures with  shows all the positive features of Band 6
effort orloss of coherence todiscuss a variety of topics someflexibility and some, but not all, of the positive
 may demonstrate language-related  uses some less common and idiomatic  frequently produces error-free features of Band 8
hesitationat times, or some repetition and/or vocabulary and shows some awareness of sentences, though some grammatical
self- correction style and collocation, with some mistakes persist
 uses a range of connectives and inappropriate choices
discoursemarkers with some flexibility  uses paraphrase effectively
6  is willing to speak at length, though may lose  has a wide enough vocabulary to discuss  uses a mix of simple and complex  uses a range of pronunciation features
coherence at times due to occasionalrepetition, topics at length and make meaning clear inspite structures, with mixed control
self-correction or hesitation of inappropriacies but with limited flexibility  shows some effective use of features
 uses a range of connectives and  generally paraphrases successfully  may make frequent mistakes with but this is not sustained
discoursemarkers but not always complexstructures, though these rarely  can generally be understood throughout,
appropriately cause comprehension problems though mispronunciation of individual
words or sounds reduces clarity at times

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5  usually maintains flow of speech but uses  manages to talk about familiar and  produces basic sentence  shows all the positive features of Band 4
repetition, self-correction and/or slow speech to unfamiliar topics but uses vocabulary with forms withreasonable accuracy and some, but not all, of the positive
keep going limited flexibility  uses a limited range of more complex features of Band 6
 may over-use certain connectives  attempts to use paraphrase but with structures, but these usually contain errors
anddiscourse markers mixedsuccess andmay cause some comprehension
 produces simple speech fluently, but problems
morecomplex communication causes
fluency problems
4  cannot respond without noticeable pauses and  is able to talk about familiar topics but can  produces basic sentence forms and some  uses a limited range of pronunciation
may speak slowly, with frequent repetition and only convey basic meaning on unfamiliar correct simple sentences but subordinate features
self-correction topics and makes frequent errors in word structures are rare  attempts to control features but lapses
 links basic sentences but with repetitious use choice  errors are frequent and may lead to are frequent
of simple connectives and some breakdowns in  rarely attempts paraphrase misunderstanding  mispronunciations are frequent and
coherence cause some difficulty for the listener
3  speaks with long pauses  uses simple vocabulary to convey personal  attempts basic sentence forms but with  shows some of the features of Band 2
 has limited ability to link simple sentences information limited and some, but not all, of the positive
 gives only simple responses and is  has insufficient vocabulary for less success, or relies on apparently memorized features of Band 4
frequentlyunable to convey basic message familiartopics utterances
 makes numerous errors except in
memorized
expressions
2  pauses lengthily before most words  only produces isolated words or  cannot produce basic sentence forms  speech is often unintelligible
 little communication possible memorizedutterances
1  no communication possible
 no rateable language

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APPENDIX 5. ESSAY MARKING RUBRIC
Band Task Response Coherence & Cohesion Lexical Resource Grammatical Range and Accuracy
10 • fully addresses all parts of the task • uses cohesion in such a way that it • uses a wide range of vocabulary with very • uses a wide range of structures with full
• presents a fully developed position in attracts no attention natural and sophisticated control of lexical flexibility and accuracy; rare minor errors
answer to the question with relevant, fully • skilfully manages paragraphing features; rare minor errors occur only as occur only as ‘slips’
extended and well supported ideas ‘slips’

9 • sufficiently addresses all parts of the task • sequences information and ideas • uses a wide range of vocabulary fluently 
uses a wide range of structures,
• presents a well-developed response to the logically and flexibly to convey precise meanings the majority of sentences are error-free
question with • manages all aspects of cohesion well • skilfully uses uncommon lexical items but • makes only very occasional errors or
relevant, extended and supported ideas • uses paragraphing sufficiently and there may be occasional inaccuracies in inappropriacies
appropriately word choice and collocation
• produces rare errors in spelling and/or
word formation

8 • addresses all parts of the task • logically organises information and • uses a sufficient range of vocabulary to • uses a variety of complex structures
• presents a clear position throughout the ideas; there is clear progression allow some • produces frequent error-free sentences
response throughout flexibility and precision • has good control of grammar and
• presents, extends and supports main • uses a range of cohesive devices • uses less common lexical items with some punctuation but may make a few errors
ideas, but there may appropriately although awareness of style and collocation
be a tendency to over-generalise and/or there may be some under-/over-use • may produce occasional errors in word
supporting ideas • presents a clear central topic within choice, spelling
may lack focus each paragraph and/or word formation

7 • addresses all parts of the task although • arranges information and ideas • uses an adequate range of vocabulary for • uses a mix of simple and complex
some parts may be more fully covered than coherently and there is a clear overall the task sentence forms
others progression • attempts to use less common vocabulary • makes some errors in grammar and
• presents a relevant position although the • uses cohesive devices effectively, but but with some inaccuracy punctuation but they
conclusions may become unclear or cohesion within and/or between • makes some errors in spelling and/or rarely reduce communication
repetitive sentences may be faulty or mechanical word formation, but
• presents relevant main ideas but some • may not always use referencing they do not impede communication
may be inadequately developed/unclear clearly or appropriately
• uses paragraphing, but not always
logically

6 • addresses the task only partially; the • presents information with some • uses a limited range of vocabulary, but • uses only a limited range of structures
format may be inappropriate in places organisation but there may be a lack of this is minimally adequate for the task • attempts complex sentences but these
• expresses a position but the development overall progression • may make noticeable errors in spelling tend to be less accurate than simple
is not always clear and there may be no • makes inadequate, inaccurate or over- and/or word formation that may cause sentences

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 conclusions drawn use of cohesive devices some difficulty for the reader • may make frequent grammatical errors
• presents some main ideas but these are • may be repetitive because of lack of and punctuation may be faulty; errors can
limited and not sufficiently developed; there referencing and substitution cause some difficulty for the reader
may be irrelevant detail • may not write in paragraphs, or
paragraphing may be inadequate

5 • addresses the task only partially; the • makes inadequate, inaccurate or over- • uses only basic vocabulary which may be • uses only a limited range of structures
format may be inappropriate in places use of cohesive devices used repetitively or which may be • attempts complex sentences but these
• expresses a position but the development • may be repetitive because of lack of inappropriate for the task tend to be less accurate than simple
is not always clear and there may be no referencing and • may make noticeable errors in spelling sentences
conclusions drawn substitution and/or word formation that may cause • repetitive grammar errors that can cause
• presents some main ideas but these are • may not write in paragraphs, or some difficulty for the reader difficulties to the reader
difficult to identify paragraphing may be inadequate
4 • responds to the task only in a minimal way • presents information and ideas but • uses only basic vocabulary which may be • uses only a very limited range of
or the answer is tangential; the format may these are not arranged coherently and used repetitively or which may be structures with only rare
be inappropriate there is no clear progression in the inappropriate for the task use of subordinate clauses
• presents a position but this is unclear response • has limited control of word formation • some structures are accurate but errors
• presents some main ideas but these are • uses some basic cohesive devices but and/or spelling; errors may cause strain for predominate, and
difficult to identify and may be repetitive, these may be the reader punctuation is often faulty
irrelevant or not well supported inaccurate or repetitive
• may not write in paragraphs or their
use may be confusing

3 • does not adequately address any part of • does not organise ideas logically • uses only a very limited range of words • attempts sentence forms but errors in
the task • may use a very limited range of and expressions grammar and punctuation predominate
• does not express a clear position cohesive devices, and those used may with very limited control of word formation and distort the meaning
• presents few ideas, which are largely not indicate a logical relationship and/or spelling
undeveloped or between ideas • errors may severely distort the message
irrelevant

2 • barely responds to the task • may attempt to present one or two • uses an extremely limited • cannot use sentence forms except in
• does not express a position ideas but there is no development range of vocabulary; essentially memorised phrases
• has very little control of organisational • no control of word formation and/or
features spelling

1 • answer is completely unrelated to the task • fail to communicate any message • can only use a few isolated words • cannot use sentence forms at all

0 • does not attempt the task in any way

• writes a totally memorised response
• commit plagiarism

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