THE UNIVERSITY OF DANANG

University of Foreign Language Studies

FACULTY OF ENGLISH
DIVISION OF LANGUAGE SKILLS

COURSE SYLLABUS

Course Name: INTEGRATED ENGLISH SKILLS B2.2

Training Program: BACHELOR OF ARTS IN THE ENGLISH LANGUAGE
Compiler: Phan Thi Linh Giang
Date of Issue: 05. 2017
1. Course Information
- Course Name : Integrated English Skills B2.2
- Course Code : 4111891
- Course Credit : 04
- Course Type : Required
- Course Prerequisites : Integrated English Skills B1.4
- Time Allocation : 60 periods
• Theory : 20 periods
• Practice : 40 periods

2. Lecturer Information
- Lecturer Name : Phan Thi Linh Giang
- Lecturer Title : M.A.
- Working Time : Monday _ Friday
- Working Place : Faculty of English
- Mobile Phone : 0905466723
- Email : [email protected]
- Co-lecturer : Vo Thi Ngoc Thao, M.A; Lam Thuy Dung, M.A.;
Huynh Thi Minh Trang, M.A.

3. Course Objective

The course aims to:

 o provide learners with a sufficient range of vocabulary and grammar at level B2
CEFR to communicate effectively in real-life contexts;
o provide learners with effective skills to understand and analyze complex texts on
both abstract and concrete topics to enhance their performance in FCE exam;
o provide learners with effective skills to produce oral and written texts on a wide
range of topics in FCE exam;
o develop skills of critical thinking, teamwork, debate, and analysis.

4. Course Learning Outcomes

No Code Bloom Course Learning Outcomes (CLOs) PLOs

Taxonomy Upon completing the course, students will be able to …
EXPLAIN grammar rules, and word use in context at CEFR 1,2
1 CLO 1 Applying
B2 level
APPLY knowledge of grammar and vocabulary at CEFR B2 1,2,3,4
2 CLO 2 Applying
level to analyze written and oral texts of FCE exams
APPLY knowledge of grammar and vocabulary at CEFR B2 1,3,6
3 CLO 3 Applying
level to produce written and oral texts of FCE exams
DEVELOP skills of working individually and in a team 3,8,9
4 CLO 4 Applying
effectively via discussion, and role-play.

Matrix between Course Learning Outcomes and Program Learning Outcomes

Program Learning Outcomes
CLOs
PLO1 PLO2 PLO3 PLO4 PLO5 PLO6 PLO7 PLO8 PLO9
CLO1 L L - - - - - - -
CLO2 M M M L - - - - -
CLO3 M - M - - L - - -
CLO4 - - M - - - - L L
Course M M M L - L - L L
H: High M: Medium L: Low

5. Course Description
The FCE- oriented course provides the second-year students with English language proficiency
and FCE task types to prepare for FCE-based final exams. The course covers the knowledge of
English language at B2 level, including grammar, vocabulary, and use of English and the skills
of reading, listening, writing, and speaking. Students’ skills of critical thinking, teamwork,
debate, and analysis are also promoted through class activities: discussion, role-play,
presentation, and feedback.
6. Course Assessment

Assessmen Assessment
Assessment Components CLOs Weight
t Code Metrics
Attendance and 4
AS1 Rubric 5%
Participation
On-going In-class exercises 1 Marking 20%
AS2 5%
Assessmen guidelines
t Writing Portfolio 3 AS3 Rubric 10%
Listening Test (FCE 1, 2 Marking
AS5 30%
format) guidelines
Final 1, 3
Speaking Test (FCE
Assessmen AS6 Rubric 50%
format)
t

7. Course Schedule
7. 1 Lesson outline
Week Unit Content Teaching and Learning Activities CLO Assessment
Code
1 1 Course Teacher Introduces the course (course 1, 2, AS1, AS2,
Introduction syllabus, course requirements, CLOs, 4 AS5
teaching and learning approach, assessment,
The Circle of
Life coursebook and reference books).
Lead-in
Group work: Students work in group to
brainstorm some ideas about the unit topic
in the Lead-in section
Reading -Multiple-choice questions (Part 1)
Individual work and discussion: Teacher
instructs Students to individually read the
text and answer reading comprehension
questions, and then do post-reading group
discussion.
Vocabulary - Describing personality
 Group work: Students work in group to
discuss the meaning of personality adjectives
together before describing people with the
given adjectives.
Grammar - Future tenses
Presentation and individual work: Teacher
explains forms and uses of future tenses, and
then Students finish exercises 1,2,3,4, and
finally apply future tenses to answer
questions in exercise 6.
Listening -Multiple-choice (Part 4)
Individual work and group discussion:
Students look at and read questions in
exercise 2, listen to the text twice, and
choose correct answers. Teacher asks
Students to form groups to do the post-
listening discussion.
Home task: Workbook, p.4-8
2 1 The Circle of Speaking - Part 1 1, 3, AS1, AS2,
Life 4 AS6
Pair work: Students work in pairs, asking and
answering personal questions given in
exercise 1.
Use of English - Key word transformations
Presentation and individual work: Teacher
presents the meaning of phrases in Exercise
1 and then Students individually rewrite the
sentences in exercise 3 keeping the meaning
the same.
Vocabulary - Use a dictionary
Presentation and individual work: Teacher
instructs Students to read entries and learn
synonyms, antonyms, phrasal verbs… and Ss
practice exercises 2 and 3.
Writing - Informal letters (Part 2)
Presentation and individual work: Teacher
tells Students how to open and close the
letter, make a paragraph plan, and practice
writing a letter as instructed in exercise 8.
 Home task: Workbook, p.9
3 1 The Circle of Writing - Informal letters (Part 2) 1, 2, AS1, AS2,
Life 4
Feedback: Teacher reads and gives feedback
on students’ writing work.
2 Wild Lead-in
Group work: Students brainstorm some
ideas about the unit topic in the Lead-in
section.
Reading - Multiple matching (Part 3)
Individual work and group discussion:
Students individually read the text and
answer reading comprehension questions,
and then do post-reading group discussion.
Vocabulary - Describing natural landscapes
Group discussion and pair work: Students
discuss the meaning of words in exercise 2
and then describe natural landscapes in
exercise 4 in pair work.
Home task: Workbook, p.10-12
4 2 Wild Grammar - Verb patterns 1, 2, AS1, AS2,
3, 4 AS5, AS6
Presentation and individual work: Teacher
explains the forms and uses of Infinitives and
-ING forms and Students practice exercise 6.
Listening - Sentence completion (Part 2)
Individual work and group discussion:
Students look at and read questions in
exercise 3, listen to the text twice, and
complete sentences. Students form groups
to do the post-listening discussion.
Speaking - Part 2
Pair work: Students work in pairs, describing
and comparing the 2 photos and express
opinions
Use of English - Open cloze (Part 2)
Individual work: Students individually
choose prepositions to fill in sentences in
exercise 1 and then move to exercise 3,
 working out what part of speech the missing
word is.
Home task: Workbook, p.13-15
5 2 Wild Vocabulary - Collective nouns 1, 2, AS1, AS2,
Pair work and Individual work: Students 3, 4 AS3
work in pairs and discuss the meaning of
collective nouns in exercises 1 and 2 and
then individually complete exercise 3 with
given collective nouns.
Writing -Formal letters (Part 1)
(Portfolio entry 1)
Presentation and individual work: Teacher
and Students analyze the sample letter in
exercise 1, including formal language and
style. Students use the input in exercise 4 to
produce a formal letter by themselves.
Teacher reads and gives feedback on
students’ writing work.
3 What’s so Lead-in
funny?
Group work: Students brainstorm some
ideas about the unit topic in the Lead-in
section.
Reading - Gapped text (Part 2)
Individual work and group discussion:
Students individually read the text and
complete gaps in exercise 2, explain their
answers, and then do post-reading group
discussion.
6 3 What’s so Vocabulary - Extreme adjectives 1, 2, AS1, AS2,
funny? 3, 4 AS5, AS6
Presentation and individual work: Students
compare between common adjectives and
extreme forms and introduce adverbs that go
with extreme adjectives. Students do
exercises 1, 2, and 3.
Grammar - Past tenses
 Individual work: Students summarize forms
and uses of past tenses and then do
exercises 1,2,3, and 4 individually
Listening - Multiple-choice (Part 1)
Individual work and group discussion:
Students look at and read questions in
exercise 3, listen to the text twice, and
choose the correct answer.
Speaking - Problem-solving task and
discussion questions (Parts 3+4)
Pair work: In Part 3, Students work in pairs to
exchange ideas, express and justify opinions,
agree and disagree through negotiation.
Individual work: In part 4, Students express
and justify opinions, agree and/or disagree
with given questions on certain topics
Use of English - Multiple-choice cloze (Part
1)
Individual work: Students read and choose
the correct answer for each gap in exercise 3
and justify their choice.
Home task: Workbook, p.19-p.20
7 3 What’s so Vocabulary: Phrasal verbs with Put 1,3 AS1, AS2
funny?
Individual work: Students use dictionaries to
look up the meaning of the phrasal verbs
that they don’t know in exercise 1 and then
do exercise 4.
Presentation: In exercise2, Teacher explains
formal alternatives to phrasal verbs.
Progress test 1 - FCE result: Teacher’s book
p. 110
- Students have a class test to test
vocabulary, use of English, and grammar
covered in Units 1-3
Writing - A story (Part 2)
Presentation and individual work: Teacher
and Students analyze grammatical features
 included in story writing: reported speech,
reporting verbs, extreme adjectives
- Students write a story as instructed in
exercise 7 by themselves.
- Teacher reads and gives feedback on
students’ writing work.
Home task: Workbook, pp.21-25
8 4 Inspired Lead-in 1, 2, AS1, AS2,
Group work: Students brainstorm some 3, 4 AS5
ideas about the unit topic in the Lead-in
section
Reading - Gapped text (Part 2)
Individual work and group discussion:
Students individually read the text and
complete gaps in exercise 3, explain their
answers, and then do post-reading group
discussion
Vocabulary - Films
Group discussion: Teacher holds a class
discussion on types of films, and adjectives to
describe films in exercise 1 and 2.
Individual work: Students do individual work
by telling a film they really liked and one they
didn’t like, using the instructed vocabulary.
Grammar - Simple and continuous tenses
Individual work: Students compare the
forms and uses of simple and continuous
tenses and then to do exercises 1, 2, 3, and 4
individually.
Listening - Multiple-choice (Part 1)
Individual work: Students look at and read
questions in exercise 2, listen to the text
twice, and choose the correct answer.
Home task: Workbook, pp.26-28.
9 4 Inspired Speaking - Individual long turns and brief 1,3, AS1, AS2,
responses (Part 2) 4 AS3, AS6
 Pair work: Students work in pairs, describing
and comparing the 2 photos.
Use of English - Open cloze (Part 2)
Individual work: Students read and choose
the correct answer for each gap in exercise 1
and explain their choice.
Vocabulary - Phrasal verbs with Take
Individual work: Students use dictionaries to
look up the meaning of the phrasal verbs
that they don’t know in exercise 1 and then
do exercises 2 and 3.
Writing - A review on films (Part 2 )
(Portfolio entry 2)
Presentation and individual work: Teacher
and Students analyze grammatical features
included in review writing: present simple
tense, and adjectives to describe films.
Students are instructed to divide the review
into 4 paragraphs: introduction, plot, reasons
for liking the film, overall opinion and
recommendation to see it.
Students write a story as instructed in
exercise 7 by themselves.
Teacher reads and gives feedback on
students’ writing work.
Home task: Workbook, p.29
10 Mid-term Listening 1, 2 AS5
tests
11 5 Real or fake? Lead-in 1, 2, AS1, AS2,
4 AS5
Group work: Students brainstorm some
ideas about the unit topic in the Lead-in
section.
Reading - Multiple-matching (Part 3)
Individual work and group discussion:
Students individually read the text and
answer reading comprehension questions,
and then do post-reading group discussion.
Vocabulary - Verbs connected with speech
 Individual work: Students do individual
work: use dictionaries to look up the
meaning of the speech verbs and distinguish
between them in exercise 1 and 2.
In exercises 3, Students identify correct
prepositions for each verb.
Grammar - Reported speech
Individual work: Students summarize
changes when direct speech is made into
reported speech: tenses, pronouns, adverbs
of time and places, reporting verb forms.
Students finish exercises 1-7.
Listening - Multiple-choice (Part 4)
Individual work: Students look at and read
questions in exercise 3, listen to the text
twice, and choose the correct answer.
12 5 Real or fake? Speaking - a conversation (Part 1) 1, 3, AS1, AS2,
4 AS3, AS6
Pair work: Students work in pair, asking and
answering personal questions given in
exercise 1.
Use of English - Word formation (Part 3)
Presentation and individual work: Students
learn negative prefixes added to certain
verbs, adjectives, and adverbs and then Ss
practice exercise 2.
In exercise 4, Students look at the context of
each missing word and work out what part of
speech it must be, and then make word
formation based on negative prefixes.
Vocabulary - Idioms connected with speech
Individual work: Students use dictionaries to
look up the meaning of the idioms and do
exercises 1 and 2.
Writing - An essay (Part 2)
(Portfolio entry 3)
Presentation (Individual and pair work):
Teacher gives students phrases to introduce
a point of view, paragraph outline.
 Students pair up and brainstorm ideas for an
essay in exercise 3 and then to write an essay
as instructed in exercise 8 by themselves.
Home task: Workbook, p.35
13 5 Real or fake? Writing 1,2,4 AS1, AS2,
Feedback: Teacher reads and gives feedback
on students’ writing work.
6 Journeys Lead-in
Group work: Students brainstorm some
ideas about the unit topic in the Lead-in
section.
Reading - Multiple choice (Part 1 )
Individual work and group discussion:
Students individually read the text and
answer reading comprehension questions,
and then do post-reading group discussion.
Vocabulary - Travel
Individual work: Students do exercises 1, 2,
and 3 to learn vocabulary used for travel
purposes.
Home task: Workbook, pp.36-38.
14 6 Journeys Grammar - Modal verbs: advice, ability, 1, 2, AS1, AS2,
prohibition, and obligation 3, 4 AS5, AS6

Individual work: Students list modal verbs

used for advice, ability, prohibition, and
obligation and then do exercises 1, 5, and 6.
Pair work: Students work in pairs, listening
to their friend’s problems and giving advice.
Listening - Multiple-choice (Part 1)
Individual work: Students look at and read
questions in exercise 2, listen to the text
twice, and choose the correct answer.
Speaking - Two-way interaction between
candidates (Part 3)
Pair work: Students work in pairs to
exchange ideas, express and justify opinions,
agree and disagree through negotiation.
 Use of English - Keyword transformations
(Part 4)
Presentation: Teacher explains the meaning
and use of conjunctions to make complex
sentences
Individual work: In exercise 3, Students
rewrite sentences, using the conjunctions
above.
Home task: Workbook, pp.39-43.
15 6 Journeys Vocabulary - Idioms with come and go 1, 3 AS1, AS2,
Individual work: Students do individual
work: use dictionaries to look up the
meaning of the idioms and do exercises 1
and 2.
Writing - An informal email (Part 1)
Presentation and individual work: Teacher
and Students analyze email in exercise 1,
including informal language and style,
purpose, paragraph division, and check the
length. Ss are required to use the input in
exercise 1 to produce an email by
themselves.
Teacher reads and gives feedback on
students’ writing work.
Progress test 2 - FCE result: Teacher’s book
p. 113
Students have a class test to test vocabulary,
use of English, and grammar covered in Units
4-6

7.2. Practice

7.2.1. Individual assignment

Porfolio

8. Time allocation for 4 credits (1 credit= 15 periods)

No. of periods
Topic Content
Theory Practice Sum
 1 The Circle of Life 3,5 6,5 10
2 Wild 3,5 6,5 10
3 What’s So Funny? 3,5 6,5 10
4 Inspired 3,5 6,5 10
5 Real or Fake? 3 7 10
6 Journeys 3 7 10
Sum 20 40 60

9. Teaching Strategies:
- Lecture
- Brainstorming
- Discussion (Pair/Group)
- Review/Feedback
- Role play

10. Student responsibilities

- Organizing self-study hours actively

- Compulsory class participation and portfolio
- Reading course books and reference recommended by lecturers
- Finishing all individual and group assignments
- Attending final exams
- Being honest, focused, no cheating or using phones while taking the final exam.

11. Course Readings

11.1 Required course book
Davies, T.A & Tim Falla (2008) FCE Result Student’s Book, Oxford University Press
11.2 Reading references
Davies, T.A & Tim Falla (2008) FCE Result Workbook, Oxford University Press

12. Assessment Scale:

With reference to the credit-based training system as specified in UFLS-UD study
guide.

Approved by Approved by Prepared by

(Faculty/University) (Head of Division) (Lecturer)
Ngu Thien Hung, Ph.D Thai Le Phuong Thao, M.A. Phan Thi Linh Giang,
M.A.