integration and socio-economic development. English in high school also contributes to the development of thinking and supports the transmission of the content of many other subjects, contributing to the formation and development of students' personalities, helping to achieve the goal of comprehensive education in high schools. Recognizing the important position and role of English in high schools, the Party and the State have issued many resolutions, directives and circulars on the innovation and continuous improvement of the quality of teaching English in high schools.
English is included in the high school education program to achieve three goals: using English as a communication tool, improving cultural level and cultivating moral qualities. All three goals are important and closely related to each other, but due to the characteristics of the subject, the goal of practicing communication becomes the most basic, while the other two goals are always closely linked to the first goal. The goal of teaching English in high school is to provide students with basic knowledge and skills in English and develop intellectual qualities to continue studying or enter the working world.
The goal of the English curriculum in high school is that after completing the program, students must use that language to carry out simple daily communication, and can use that language to read and understand books, newspapers, and reference materials appropriate to their educational level.
1.3.3. Objectives of teaching English according to competency approach
English is included in the high school education program to achieve the following goals: to provide students with basic knowledge and skills in English, to help students use English as a communication tool, to improve their cultural level and foster moral qualities, to develop intellectual qualities to continue studying at a higher level or to enter the working life.
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This goal is specific in the competencies that need to be developed in students, in each teacher's lecture and in each student's learning activity.
- About knowledge
After completing the high school program, students have grasped basic and relatively systematic knowledge of modern practical English, suitable for their age; have an initial general understanding of the culture of some English-speaking countries.
- Regarding skills, students have basic skills in using English as a communication tool at a simple level in the forms of listening, speaking, reading and writing. Specifically:
Listening skills include: Listening to and understanding English used in the classroom; Listening to and understanding English on topics with language content covered in the program.
+ Speaking skills include: Carrying out daily communication requirements in English in and out of class; expressing simple daily communication content related to topics and language content learned in the program.
+ Reading skills include: Reading and understanding the main content of short (about 150 words), simple (minimum 1500 words) passages on topics learned in the program; Reading and understanding information based on learned materials, combined with inference and dictionary lookup.
+ Writing skills include: Writing instructions, descriptive paragraphs or reports on individual or class activities within the language and theme of the program; Writing to serve simple personal and social communication needs (such as filling in personal forms, surveys, writing letters to friends...).
- About attitude, feelings
Learning English helps students have the right feelings and attitudes towards the country, people, culture, and language of the country they are learning the language of, on that basis, foster and develop good attitudes and feelings, knowing how to be proud, love, and respect for their own language and culture. Initially, there is a need to learn and know how to self-study to master and use foreign languages in study as well as in life. Build and develop awareness and capacity to work in the community through language activities.
1.3.4. Characteristics of teaching English
Language, as a means of human communication, is a close unity between language and speech. Language and speech are two sides of a phenomenon, in which language refers to one reality.
Language is objective and has a general social character; speech is the application of common language of each individual in specific communication situations, so it has an individual character. Language and speech form a dialectical unity between the general and the particular.
Language is a system of phonetics, vocabulary, grammar and is always static and stable; speech is a combination of language content in communication activities such as listening, speaking, reading, writing and is dynamic and constantly changing depending on each specific communication situation.
The language and culture of a community have a dialectical relationship with each other. Language is both a means of expression and a means of storing the cultural values of the people who produce that language. This means that teaching and learning a foreign language must aim at achieving two goals: equipping students with a new communication tool and at the same time, through the use of that communication tool, students absorb the cultural values of the peoples who use the language they are learning, including understanding of the country, people, customs, habits, science and technology.
In other words, teaching and learning a foreign language must have a dual purpose: to form and develop a new communication tool and through it to absorb the cultural values of the nation whose language is being learned. Of these two purposes, the first purpose is both the purpose of teaching and learning a foreign language and the way or path to achieve a longer-term goal than the second purpose. This helps the teaching and learning process to be more dynamic, more attractive, easier and therefore the teaching and learning results will be faster and more sustainable.
The goal of teaching a foreign language is for learners to develop the ability to understand and use the language they are learning. Language skills are divided into two types: receptive skills including listening and reading skills and receptive skills including speaking and writing skills. Teachers need to distinguish the requirements of each skill in order to have appropriate teaching methods and learners have corresponding learning methods.
Teaching foreign languages is a specific type of human activity, which means it also includes elements that are related and affect each other: motivation, purpose,
conditions and activities, actions, operations. Thus, to satisfy the proposed motive, specific actions must be performed in turn to achieve specific goals. In the teaching and learning process, learning outcomes depend mainly on the learner. Therefore, the main task of the teacher is to organize and guide the learning activities of the learner so that through their learning activities, the learner can acquire the necessary skills to serve their work after graduation.
Teaching foreign languages in general and teaching English in particular is an activity of imparting and acquiring a foreign language with a purpose, program, content, method, and clear organization plan to form in learners the ability to understand, acquire, reproduce, and use the learned language.
More specifically, the process of teaching English in high school is to impart to students a basic, relatively systematic grasp of basic knowledge, along with listening, speaking, reading, and writing skills in English and to use it as a communication tool.
English is a language of communication, so this subject does not require students to think or reason a lot to absorb like other subjects. Because, the language of communication does not affect thinking, but is only a way to reflect thinking and reasoning. In other words, when thinking, thinking, there is no need for language. There are only cultural differences, so there are special differences between Vietnamese and English: voice quality, phonetics, intonation, and semantics. As long as there is a reasonable method of practice to change phonetics, intonation, and voice quality, anyone can speak English. But to speak English fluently, it is also necessary to have the right structure, have a large vocabulary, listening methods, express ideas, and clearly know the requirements for the content of the answer, which are language skills.
Teaching and learning English is not the same as other subjects. In the teaching and learning process, students must always participate in a more proactive manner. Listening-speaking-answering skills always require students to have the ability to think quickly and especially students must respond promptly and boldly to have good communication skills in class. In order to achieve that requirement, teachers must play a role.
The role of a teacher is extremely important, as the person who plans, organizes, arranges, tests, evaluates and encourages students in the process to help them gradually acquire knowledge of English. In fact, foreign language teaching activities in general and English teaching in particular must pay attention to the four functions of Listening - Speaking - Reading - Writing and English teaching activities must be a continuous process, helping learners gradually master the four skills of the language they learn. Because in reality, learning English is learning a language, a language that is not the mother tongue to know and use that language as a communication tool. The choice of specific English teaching methods must optimally coordinate the creative abilities of teachers, the cognitive experience of students and the characteristics and content of the subject.
1.3.5. Content of teaching English in high school
- Providing knowledge about English language: Consolidating basic knowledge and practical skills, improving and expanding English language knowledge and providing cultural knowledge. Cultural knowledge content of foreign language subject includes two parts: language knowledge and knowledge of the country being studied.
- Providing knowledge about the UK: Students will be equipped with knowledge of vocabulary, grammar, phonetics and Listening, Speaking, Reading and Writing skills according to a system of topics related to daily activities (society, nature, culture, economy and environment...). From there, providing more knowledge about the UK.
- Practice teamwork skills: Students are improved and know how to use English effectively in communication situations and on some common topics. This is the amount of English in the basic general knowledge to expand and improve knowledge and practical English skills. Through learning activities, students will develop teamwork skills, to together improve the effectiveness of learning English.
- Fostering political qualities: Students are able to use basic language structures confidently and master a certain amount of vocabulary.
many fields, applying appropriate communication strategies in different communication situations. Ability to understand and analyze at the text level the main and detailed information, structure and layout of the text. Ability to compose texts of different genres, describe or report events, present viewpoints or argue about a certain social issue. Through this, students' political qualities will be fostered.
- Cultivating moral ideology: As a basic cultural subject, foreign languages have the ability to contribute to forming a progressive worldview and outlook on life for the young generation through lessons with extremely diverse and rich content, helping students build for themselves the most necessary moral habits and civilized behavior in social life, scientific political views on nature, society, and the noble lifestyle of humans.
- Practice English communication skills: English, like any foreign language, functions as a communication tool. The content of English communication skills includes four types of communication activities: listening, speaking, reading, and writing. All four contents appear constantly intertwined throughout the English teaching process. The content of communication practice skills is presented in the form of a system of exercises corresponding to the requirements for forming listening, speaking, reading, and writing skills.
Thus, the content of English teaching is the basic and minimal scientific knowledge of the foreign language being studied, helping students to perceive and be able to actively and voluntarily apply English as a communication tool. At the same time, teaching English also combines introducing learners to basic cultural knowledge, helping learners to understand more about the country and people of the nation whose language they are learning, contributing to supporting the study of other subjects, developing the necessary intelligence to continue studying or entering the working life.
1.3.6. Competency-based English teaching methods in high schools
There are many different methods to conduct English teaching based on the students' competency approach. Each method has certain advantages and limitations.
For English in high schools, the methods that have advantages and are quite effective in ensuring the good implementation of teaching goals for all students, encouraging the maximum development and optimization of individual students' abilities are often used in high schools, including:
- Interpretation: Interpretation is the most common teaching method, but not always the most effective. Teachers use speech along with information technology and audio-visual aids such as: Board - chalk, printed text, video/film, computer, etc. to explain to learners, to discover and understand the meaning of words, the content of conversations, etc. in learning English.
- Conversation: is a method in which teachers skillfully set up a system of questions for students to answer in order to help students clarify new issues; self-discover new knowledge by reproducing learned documents or from experiences accumulated in life, to help students consolidate, expand, deepen, summarize, and systematize acquired knowledge for the purpose of testing, evaluating, and helping students self-test, self-evaluate the acquisition of knowledge, skills, and techniques in the process of teaching English.
- Raising and solving problems: is when teachers ask questions or raise problems and exercises with problems, and students think, discuss, and answer on their own under the guidance of teachers. The process of thinking, discussing, and answering is a good condition to stimulate creativity and independent thinking, students gradually acquire creative activity experiences to form new learning and working styles.
- Practicing listening, speaking, reading and writing skills: This is a method in which teachers enhance students' practice activities to form and develop listening, speaking, reading and writing skills through the practice process.
- Project-based learning: Is a form of learning activity in which a group of learners identifies a working topic, agrees on a working content, independently plans and carries out the work to lead to a meaningful conclusion, often resulting in a presentable product. Project-based learning emphasizes the role of the learner.
- Situational teaching and case study teaching: is teaching based on real or real-like situations, requiring learners to research, think, and make the most appropriate decisions.
- Teaching by drama project: is a method of organizing students to practice, "try" some behaviors in a hypothetical situation. This method is to help students think deeply about a problem by focusing on a specific event that they have just performed or observed. The "acting out" is not the main part of this method, the important thing is the discussion after the performance.
To have a good English teaching method, teachers need to be well-trained, have solid professional qualifications and skills, be able to harmoniously combine teaching methods and techniques, effectively use teaching equipment, tools and supporting materials to create interest in learning for students.
1.3.7. Form of organizing English teaching according to competency approach in high school
The form of teaching organization is one of the most important factors that determine the quality of teaching and learning, and the quality of human resources for society. When the information explosion process takes place strongly, globally, the amount of knowledge increases exponentially, the teaching content is no longer within the framework of textbooks, lecture notes, even teachers' lectures, but learners can access it anytime, anywhere with any means from computers, internet connections, ... allowing teachers to combine many forms of teaching flexibly and effectively.
The principal takes the capacity that needs to be formed in students after finishing the English teaching program at high school as a basis, directs the professional team and teachers to choose teaching organization forms that are capacity-oriented and action-oriented to teach English: Project-based learning; Experiential learning; Learning through situation handling; Learning in the form of case studies; Learning through role-playing, learning through the Elerning environment, self-study English, English Lovers Club,... All of the above teaching organization forms