Level
(Excerpt from Circular No. 01/2014/TT-BGDDT dated January 24, 2014 of the Minister of Education and Training)
2. Speaking skills
Level
Specification | |
Level 1 | - Can make and respond to simple statements related to very familiar topics such as yourself, family, school or basic daily communication needs. |
Level 2 | - Can communicate in simple and direct ways on familiar and routine matters related to work and leisure time. - Can convey your views and opinions in various situations. simple, short social situations but cannot maintain conversations. |
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Specification | |
Level 3 | - Can communicate with some confidence on familiar matters related to his/her interests, studies and work. Can exchange, check and confirm information and explain problems that arise. Can express opinions on cultural topics such as films, books, music, etc. - Can take part in unprepared conversations on familiar topics, express personal opinions and exchange information on familiar topics related to personal interests, studies, work or daily life |
Level 4 | - Can communicate independently on a wide range of topics, with coherent arguments and structures, connecting ideas in presentations, using fluent and accurate language. - Can present the significance of an event or personal experience, explaining and defending a point of view clearly using logical and appropriate argument |
Level 5 | - Can express ideas fluently and spontaneously, with almost no difficulty. difficult. Can use a large vocabulary well, able to cope with lack of words by circumlocution. |
Level 6 | - Can accurately convey subtle shades of meaning using a wide range of modifiers with a high degree of precision. - Use idiomatic and colloquial expressions with a clear awareness of the multiple levels of meaning. Can vary expressions to avoid communication difficulties and express oneself fluently to the extent that It is difficult for the interlocutor to realize that. |
Level
(Excerpt from Circular No. 01/2014/TT-BGDDT dated January 24, 2014 of the Minister of Education and Training)
3. Reading skills
Level
Specification | |
Level 1 | - Can understand very short and simple texts on familiar topics. learn from yourself, family, school, friends,... |
Level 2 | - Can understand short, simple texts on familiar matters. familiar and specific, can use common words in work or daily life. |
Level 3 | - Can read and understand texts containing clear information on a wide range of topics. related to your major and field of interest. |
Level 4 | - Can read relatively independently, able to adjust reading style and speed according to each type of text and reading purpose as well as use appropriate reference sources selectively. Has a large amount of active vocabulary to serve the reading process. but may still have difficulty with less common idioms. |
Level 5 | - Can understand in detail long, complex texts, including texts outside one's field of expertise, provided one has access to them. re-do the difficult passages. |
Level 6 | - Can understand, select and use critically most types of texts, including abstract, structurally complex, literary and non-literary works. - Can understand a wide range of long and complex texts, appreciating small differences between styles, between literal and figurative meanings. |
(Excerpt from Circular No. 01/2014/TT-BGDDT dated January 24, 2014 of the Minister of Education and Training)
4. Writing skills
Level
Specification | |
Level 1 | - Can write short phrases and sentences about yourself, family, school class, workplace. |
Level 2 | - Can write simple clauses and sentences and connect them with conjunctions. conjunctions like: and, but, because. |
Level 3 | - Can write simple, connected text on topics that are familiar or of personal interest by connecting isolated elements. into structured articles. |
Level 4 | - Can write clear, detailed articles on a wide range of topics of interest. each other, presenting information and arguments from a number of different sources. |
Level 5 | - Can write clear, well-structured, detailed texts on complex subjects, highlighting key ideas, expanding arguments and supporting viewpoints with evidence, specific examples and summaries to appropriate conclusions. |
Level 6 | - Can write clear, fluent, well-structured, detailed writing with appropriate style and logical structure, enabling the reader to see Key points in the article. |
(Excerpt from Circular No. 01/2014/TT-BGDDT dated January 24, 2014 of the Minister of Education and Training)
1.3.3. The relationship between English teaching activities and English proficiency development
1.3.3.1. The relationship between knowledge, skills and abilities
A competency is a measurable combination of knowledge, skills and attitudes that a person needs to apply to effectively perform a task in a real and changing context. To perform a task or a job, many different competencies may be required. Because competency is demonstrated through task performance, learners need to transform the acquired knowledge, skills and attitudes to solve new situations and occur in new environments.
Knowledge + Skills + Attitude = Ability
Knowledge is the basis for forming capacity, a resource for learners to find optimal solutions to perform tasks or have appropriate behavior.
in complex contexts. The ability to respond appropriately to real-world contexts is an important characteristic of competence, but it is based on the assimilation and deliberate use of the knowledge and skills required in each specific situation.
Skills in the narrow sense are operations, ways of practicing, applying existing knowledge and experience to perform a certain activity in a familiar environment. Skills in the broad sense include knowledge, understanding and experience... that help individuals adapt when circumstances change.
1.3.3.2. The relationship between teaching objectives and competence in English
The learner's competence in a particular subject is described as combining knowledge, skills, and attitudes into necessary behaviors that help the learner perform effectively real-life tasks.
The competency approach in education begins with changing the way of defining teaching and educational goals. Instead of writing general, abstract goals, researchers propose ways to build goals in a specific direction, quantifying the knowledge, skills, and attitudes that need to be achieved after completing a lesson, subject, or course. Teaching goals are expressed by verbs such as: state, list, name, distinguish, describe, calculate, compare, explain, synthesize, analyze, evaluate, etc. This way of stating goals replaces the previous vague and difficult-to-measure statements: grasp, understand, or understand deeply, etc.
Objectives are the basis for choosing teaching content, teaching methods and evaluating the effectiveness and value of a lesson, a course or an entire program.
Objectives are also milestones to evaluate the progress of learners in the learning process. Verifying the exact and clear objectives of the lesson helps learners to self-evaluate their progress in the learning process and self-organize their learning process in a clear direction.
With clear goals in front of them, learners know how to choose activities that lead to success.
An objective is considered credible and valuable when it accurately conveys the educator's intentions and is understood by others as the educator himself understands it. To do this, three questions must be answered:
- What should students do?
- Under what conditions? How?
- How much can you do?
Thus, a goal is credible and valuable when it identifies:
- An action that can and must be completed,
- The conditions (in which the action is completed).
- Standards (quality, acceptable level of completion).
An objective is only reliable and valuable when it specifies what the learner can and must “do” or “perform” to demonstrate the achievement of the objective. All human capacities are still in the potential form, and they are realized when “getting started” to perform a certain practical task. That is, actual performance is a measure of the capacity formed inside. Therefore, the capacity goal also needs to be determined on the basis of specific behaviors. We can only determine a person’s capacity through observing their behavior or ability to perform a certain action. The learner’s behavior can be words or actions, it can be answering orally or writing a report, or solving a problem...
As an important tool subject, English plays a very important role in forming and developing general competencies for students. To form and develop competencies for students, it is necessary to build teaching objectives according to the approach of developing learners' competencies according to the levels of standards and higher to ensure differentiation requirements in the teaching and learning process. When approaching teaching English according to the competency approach, it is necessary to first base on the subject's objectives, so the basic competencies that need to be achieved are first of all professional competencies. From general professional competencies (reading - comprehension,
Listening and speaking) can determine general competencies, both according to the content and teaching objectives of the subject, and contribute to creating a general competency model for junior high school students.
1.3.4. Teaching English according to the approach of developing learners' capacity
The competence of secondary school students is formed and developed mainly during the teaching and learning process and through the teaching and learning process. Therefore, to develop the competence of students effectively, it is necessary to organize and implement well the basic elements of the teaching and learning process: determining teaching objectives, implementing teaching content, using teaching methods, testing and evaluating teaching results,...
1.3.4.1. Objectives of teaching English
The English General Education Program helps students have a new communication tool, forming and developing students' English communication skills through listening, speaking, reading and writing. At the end of the General Education Program, students have the ability to communicate at Level 3 of the 6-level Foreign Language Competency Framework for Vietnam, creating a foundation for students to be able to use English in their studies, forming lifelong learning habits to become global citizens in the integration period.
Specifically, the English General Education Program helps students:
(1) Have good attitudes and feelings towards the country, people, culture and language of English-speaking countries;
(2) Have a general understanding of the country, people and culture of some English-speaking countries;
(3) Forming in students the qualities and capacities necessary for workers: awareness and responsibility for work, orientation and career choice suitable to capacity, interests, and adaptability in the context of the new industrial revolution.
(4) Develop in students the qualities and abilities necessary for workers: awareness and responsibility for work, orientation and choice
Career suitable for capacity, interest, adaptability in the context of the new industrial revolution.
The orientation of innovation in English teaching methods is to transfer the results of innovation in teaching methods of the current English program from the "outside" to the "inside" to promote the effectiveness of innovation in teaching methods, meeting the goal of forming and developing students' capacity. In the process of implementing the teaching program, knowledge and skills of each lesson must be transformed into students' capacity. Therefore, teachers must pay special attention to the stage of guiding students to practice and apply knowledge.
1.3.4.2. English teaching content
The teaching content in the English General Education Program is designed with a multi-component structure, focusing on communication skills in four skills: listening, speaking, reading and writing. The teaching content of both communication skills and language knowledge is based on the requirements of communication skills at Levels 1, 2 and 3 in the 6-level Foreign Language Competency Framework for Vietnam. Specifically, the teaching content at the secondary school level:
(1) Information describing family and self;
(2) Descriptive information about simple, familiar daily topics such as shopping, asking for directions, jobs, etc.
(3) Simple descriptive information about the surrounding environment;
(4) Information that simply describes essential needs.
The above information shows the English communication ability of secondary school students, demonstrating the ability to use language knowledge (phonetics, vocabulary, grammar) to participate in communication activities (listening, speaking, reading, writing) in meaningful situations or contexts with different communication objects to meet their own communication needs or the communication requirements of society.
1.3.4.3. Methods of teaching English
Teachers use a combination of teaching methods appropriate to the students and local learning conditions, effectively use modern teaching aids and equipment in the teaching process, and guide students in using them.
Synchronously use learning materials and tools such as textbooks, reference materials,
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