FACULTY OF MEDICINE

Department of Medical English

(For Internal Use Only)

GENERAL ENGLISH III

COURSE POLICY
Table of Contents
I. COURSE OBJECTIVES ........................................................................................................ 2
1. In terms of listening skill ..................................................................................................... 2
2. In terms of speaking skill ..................................................................................................... 2
3. In terms of reading skill ....................................................................................................... 2
4. In term of writing skill......................................................................................................... 3
II. COURSE MATERIALS ...................................................................................................... 3
1. Required materials .............................................................................................................. 3
2. Supplementary materials ..................................................................................................... 3
III. COURSE SYLLABUS ......................................................................................................... 4
1. Assessment & Grading ........................................................................................................ 6
2. Speaking Assessments ......................................................................................................... 6
2.1. Task Description .......................................................................................................... 6
2.2. Task Objectives ............................................................................................................ 6
2.3. Task Completion .......................................................................................................... 7
Each student will be given a list of questions in Appendix 2.1. They are supposed to: ....................... 7
APPENDIX 2.1: Speaking Assignment Topic List .................................................................... 8
APPENDIX 2.2: Speaking marking rubric ............................................................................ 16
3. Writing assignment ........................................................................................................... 22
3.1. Task Description ........................................................................................................ 22
3.2. Guidelines on Task Completion .................................................................................. 22
3.3. Writing Topics ........................................................................................................... 22
3.4. Writing Timeline ........................................................................................................ 24
APPENDIX 3.1: Writing marking rubric ............................................................................... 34

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I. COURSE OBJECTIVES

This course is designed to assist students in reaching B2 level of CEFR (Common

European Framework of Reference) and/or Band 6.0 of IELTS (International English Language
Testing System). Upon the successful completion of the course, students are expected to develop
their abilities in listening, speaking, reading, writing, grammar and study skills as described below:

1. In terms of listening skill

Students should be able to understand the main points of clear standard speech on familiar
matters. More specifically, they can:

- Follow clearly articulated speech in everyday conversation.

- Follow the main points of a clearly articulated discussion.
- Understand the main points of recorded materials on familiar subjects.
- Raise awareness of features of informal spoken English.
- Highlight now intonation conveys mood and feelings.

2. In terms of speaking skill

Students should be able to use right pronunciation, stress, and intonation through task-based
communicative activities. More specifically, they can:

- Start, maintain, and close a simple face-to-face conversation on familiar topics.

- Express and respond to feelings such as surprise, happiness, sadness, interest, and
indifference.
- Make his/her opinions and reactions clear as regards finding solutions to problems or
practical questions.
- Express beliefs, views, and opinions in discussing topics of interest.

3. In terms of reading skill

Students should be able to develop reading sub-skills such as skimming and scanning through
extensive practices. More specifically, they can:

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 - Understand the main points in short newspaper articles.
- Skim short texts to find relevant facts and information.
- Understand information in everyday material such as brochures and letters.
- Understand the plot of a clearly structured story.
- Understand straightforward instructions.
- Understand short narratives about everyday things dealing with topics which are familiar.

4. In term of writing skill

Students should be able to write simple connected text on topic which is related to real life
situation.

II. COURSE MATERIALS

1. Required materials

Chris, R. (2019). Face2Face Upper-Intermediate. Cambridge: Cambridge University Press.

2. Supplementary materials

Raymond, M. (2016). Essential Grammar in Use Elementary. Cambridge: Cambridge

University Press:

3
III. COURSE SYLLABUS

Week Lesson Objectives

1 UNIT 1

1. Vocabulary about language ability, education

2. Auxiliaries
3. Verb patterns

2 UNIT 2

1. Expressions for frequency, feelings and opinions

2. Present and past habits, repeated actions and states (be used to, get used to)
3. Suffixes

3 UNIT 3

1. Vocabulary and collocations about crime

2. Verbs and prepositions
3. Second and third conditionals

4 UNIT 4

1. Phrasal verbs
2. Past perfect continuous
3. Relative clauses and reduced relative clauses
4. Connecting words: reason and contrast

5 UNIT 5

1. Common adjectives, phrasal verbs

2. Comparison
3. Future verb forms and present continuous

4
6 UNIT 6

1. Phrasal verbs with take

2. Compound adjectives describing character
3. Grammar: Gerund, modal verbs: level of certainty about the future

7 UNIT 7

1. Words related to business and trade

2. Prefixes
3. State verbs and Present Perfect Simple/ Present Perfect Continuous

8 UNIT 8

1. Vocabulary and phrasal verbs about money

2. Wish 1 and 2

9 UNIT 9

1. Vocabulary about movies, adjectives about entertainment

2. Grammar: Passive voice, as, like, such as, so, such

10 UNIT 10

1. Words to describe household jobs, adjectives for views and behaviors

2. Grammar: have/get sth done, get sb to do something, do sth yourself, quantifiers

11 UNIT 11

1. Work/Business Collocations
2. Future perfect, reported speech, verb patterns: reporting verbs

12 UNIT 12

1. Colloquial words/ phrases

2. Modal verbs (2,3)

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 IV. ASSESSMENTS

1. Assessment & Grading

Assessment components Type Weight

Speaking 20%

Writing 4 points
Mid-term Individual
20%
exam Listening and
6 points
Reading test

Final exam 60%

2. Speaking Assessments

(Please read carefully and do accordingly)

2.1. Task Description

Students will be divided into groups of 4-5 students. Each week, 5 random students from
each class will have face-to-face interviews with the lecturer.

Prior to the interview week, students will have the opportunity to consult with the
lecturers on how to prepare their ideas.

Appendix 2.1 provides students with suggested topics.

During the interview, each student is expected to answer questions within a 5-minute
time frame (excluding the review session), which will form the basis for the lecturer's
assessment. Following the interview, students will receive feedback and their grade.

2.2. Task Objectives

The main purpose of this task is to provide students with an opportunity to practice
speaking outside of the classroom. By engaging in this task, students can reinforce the

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 language they have studied in each unit, learn how to structure a presentation, enhance
their pronunciation skills, and improve their fluency in speaking.

2.3. Task Completion

Each student will be given a list of questions in Appendix 2.1. They are supposed to:

- Prepare answers for the questions.

- Prepare notes with keywords that will help you remember the main ideas.
- Have an interview with the lecturer at the end of each week.

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APPENDIX 2.1: Speaking Assignment Topic List

Topic 1: A life of learning

Task 1

1. What subjects are you studying this semester?

2. What is your major? Why did you choose that as your major?
3. What problems have you encountered while studying your major? How did you overcome
those problems?
4. What are the benefits of English in your major? (e.g., reading comprehension, writing
articles, etc.)
5. Do you think it is necessary for doctors to acquire good English skills? Why (not)?

Task 2

In one or two minutes, tell us about the most memorable exam you have taken. Please
include the following ideas.

- What kind of exam it was (i.e., oral or written) and what it was like (tough, interesting, etc.)
- When you took it.
- What subject it was.
- What happened before, during and after the exam.

Topic 2: Time for a change

Task 1

1. Is it good to move to a new place frequently? Why (not)?

2. What are the things that you are getting used to at the moment?
3. Were your parents strict about food and meal times when you were a child? If yes, in what
way?
4. Why is it normally hard to change your habits?
5. What are the differences between how the kids play now and how they did in the past?

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Task 2

It is often said that “Don’t judge the book by its cover”.

In one to two minutes, tell us your opinion about this saying. Follow the following guideline:

- Do you agree or disagree? Explain why (not).

- Give specific examples.
- What lesson have you learnt from your own examples?

Topic 3: It’s against the law

Task 1

1. What rules or laws are often ignored in Vietnam? Give examples.

2. Which crimes are common in HCM city? Give examples.
3. If you were legally allowed to commit a crime, which one would you choose? Why?
4. Do you think fine is enough to reduce speeding cases in Vietnam? Why (not)?
5. Do you think citizens should be allowed to use guns to protect themselves? Why (not)?

Task 2

In one to two minutes, tell us a crime story that you have read or witnessed. Please include
the following ideas.

- Where and when the crime took place.

- What kind of crime it was.
- What happened.
- How the criminal was punished in the end.

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Topic 4: Telling stories

Task 1

1. Do you like listening to urban legends? Why (not)?

2. Do you think being noisy at a café is impolite? Why (not)?
3. Is it easy for you to understand while watching an English film? If yes, explain why. If no,
then how can you work out the context?
4. Do you always flick through the books and read the contents page before you buy them?
Why (not)?
5. In your opinion, which one is better: reading books or listening to audio books? Why?

Task 2

In one to two minutes, tell us about a book that you have read recently. Please include
the following ideas.
- Background information about the book (author, language, genre, etc.)
- How you found out the book.
- Short summary about the book.
- Lessons you’ve learned from the book.

Topic 5: Nature’s best

Task 1

1. Why do many people adopt exotic pets such as snakes, lizards and spiders?
2. What are the positive things about having trees and wildlife in HCM city?
3. Do you think cities are suitable places for keeping a pet? Why (not)?
4. What are the consequences of wildlife trafficking?
5. How does tree planting help wildlife?

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Task 2

In one to two minutes, tell us about a historical place in HCM city. Please include the
following ideas.
- Overview of the site (landscape, architecture, location, area, etc.)
- Historical events related to the place.
- Suitable times to visit the location.

Topic 6: Codes of conduct

Task 1

1. Should we always listen to other people’s advice? Why (not)?

2. What do you usually consider before making a big decision? Why?
3. Why do many people tend to take a lot of risks in life?
4. What topics do you think people usually avoid talking about in conversations?
5. What do you think about people who tend to cut in line while waiting for a service?

Task 2

In one to two minutes, tell us a time when someone criticized you for your mistake.
Please include the following ideas.
- Background information about the incident (when it happened, who were there and what
happened, etc.)
- Your response to their criticism.
- Lessons you learned from your mistake.

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Topic 7: Traveling by air/ Life online

Task 1

1. Do you like traveling alone or with other people? Why?

2. What are the pros and cons of low-cost air travel?
3. How often do use social media? What for?
4. Have you ever tried online dating sites/ apps before? Why (not)?
5. Do you think we can’t live without social media? Why (not)?

Task 2

Some people said: “With the advancement of social media, higher education is no longer
necessary to earn a living”.

In one to two minutes, share your opinion about this saying.

- Do you agree or disagree? Explain why (not).

- Give specific examples.
- Your conclusion.

Topic 8: Money

Task 1

1. Do you think it is a good idea for students to earn money while studying? Why (not)?
2. What do college students in your country do to earn some extra money?
3. Do you think college tuition fees in your university are expensive? Why (not)?
4. Do you often money from other people? What for?
5. Is it necessary to save money for the future? Why (not)?

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Task 2

In one to two minutes, tell us about something you regret not doing in the previous
semester. Please include the following ideas.
- What do you regret not doing? Why?
- Why didn’t you do act on the matter?
- If you had the chance to change your action, what would you have done differently?

Topic 9: Out and About (Entertainment)

Task 1

1. Can you name a film that has been released this month? What did the audience think of it?
2. Do you prefer foreign films to be subtitles or dubbed? Why?
3. What is more important for a film to be successful, a strong cast or a good plot? Why?
4. Do you enjoy watching reality TV shows like Rap Viet? Why (not)?
5. As the technology for home viewing improves, do you think people will stop going to the
cinema in the future? Why (not)?

Task 2:

In one to two minutes, tell us about a piece of art you like.

- Describe it (what kind of art it is (paintings, music, statues, architecture, etc.), the period it
appeared, how popular it is among GenZ, etc.)
- Why you like it.
- The values of such kind of art in the future (its influence on the future generations, how it
helps with further research, etc.)

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Topic 10: Real life situations

Task 1

1. Are there any differences in the way men and women communicate? Why (not)?
2. Is it practical for men to do housework and women earn money? Why (not)?
3. Do you think it is unfair to blame society’s problems on young people? Why (not)?
4. Do you prefer communicating with people by calling or texting? Why?
5. Are KOLs subjective when claiming someone is at fault? Why (not)

Task 2:

Some people said: “GenZ have worse study skills than previous generations”

In one to two minutes, share your opinion about this saying.

- What study skills are important for Gen Z (scheduling, arranging, note-taking skills, etc.).
- The factors that contribute to the problem (family, self, instruction, technology, etc.)
- Solutions to the problem.

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 APPENDIX 2.2: Speaking marking rubric

Linguistic competence Grammar and Vocabulary Discourse Management Strategic competence

(40%) (20%) (20%) (20%)

The student maintains control Ideas are relevant, coherent

10 The student’s pronunciation The student demonstrates a
of a wide range of and varied.
is effortless to understand; good attempt to correct and
grammatical forms.
the L1 accent has minimal or avoid the mistakes he/she
The student uses a wide
nearly no effect on usually makes.
The student uses a wide range of cohesive devices
intelligibility.
range of vocabulary and and discourse markers.

The student uses a wide apply flexibly learnt

range of connected speech vocabulary to give opinions

features (assimilation,
linking, etc.) subtly and
sustains the use of these
features throughout.

The student can apply all

intonation features and

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 sentence stress with precision
and subtlety; sustains flexible
use of features throughout.

9 shows all the positive features of 8 and some, but not all, of the positive features of 10

The student shows a good Ideas are relevant and there

8 The student pronounces The student pays attention to
degree of control simple is a clear organization of
clearly and intelligibly the correction of his/her
grammatical forms and some ideas.
despite evident foreign frequently-made mistakes;
complex grammatical forms.
accent and occasional but some mistakes are still
The student uses a range of
mispronunciation or wrong occasionally repeated.
The student uses a range of cohesive devices and
word stress.
vocabulary and apply many discourse markers. .
The strong forms and weak learnt vocabularies to give

forms of words in the opinions.

sentences are appropriately

used despite occasional
lapses.

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 The student can apply a wide
range of intonation features
with mixed control.

7 shows all the positive features of 6 and some, but not all, of the positive features of 8

18
 The student shows a good Ideas are relevant and there
6 The student’s pronunciation The student recognizes their
degree of control simple is a very little repetition
is clear enough to be frequently-made mistakes
grammatical forms and
understood with a noticeable and attempts to correct them,
attempts some complex The student uses a range of
foreign accent; although their attempts are
grammatical forms. cohesive devices
mispronunciation of not always successful and
individual words or sounds sustainable
The student uses a range of
reduces clarity at times;
vocabulary and apply some

The student demonstrates an learnt vocabulary to give

awareness of connected opinions.

speech features (especially,

linking), but fails to sustain
the use of these features
throughout.

The student demonstrates an

awareness of sentence stress
but still confuse the strong
form and the weak form of
some functional words.

19
 The student can apply some
intonation features but they
are inappropriate or
unnatural.

5
shows all the positive features of 4 and some, but not all, of the positive features of 6

4 The student shows a good Ideas are mostly relevant, The student’s effort to
The student’s pronunciation of
degree of control of simple despite some repetition. correct their pronunciation
basic, familiar words can be
grammatical forms. mistakes and improve their
understood with effort by the
The student use basic speech is minimal
listeners; wrong word stress is
The student uses a range of cohesive devices.
frequent.
appropriate vocabulary,
Very few connected speech apply only 1 or 2 learnt
features are shown. vocabulary to give opinion.

20
 The important words in the
sentence are not stressed and
no positive features of
intonation are applied.

3
shows all the positive features of 2 and some, but not all, of the positive features of 4

2 cannot produce basics can only list ideas in random The student shows no effort
The student’s speech is often
sentence forms. order and there is no cohesive in improving their
unintelligible
device. pronunciation

0-1
The student does not hand in the recording or the recording is of such poor quality that the teacher cannot distinguish any
sounds.

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3. Writing assignment

3.1. Task Description

The students are required to prepare ideas in class, revise the works at home with
peer’s and teacher’s comments, then submit the entry in mid-term exam. The overall
purpose of the assignment – the Assignment is to enable the student to demonstrate to
others their “effort, progress and achievement” in learning.

3.2. Guidelines on Task Completion

- Idea development stage: Students will develop and share their ideas in class.
- Draft writing: Students will complete their ideas at home and write their first draft
in class under lecturer’s supervision – After receiving overall feedback from classmates
and lecturer, students will rewrite their assignment at home.
- Final version: Individual writing after peer’s and teacher’s comments in mid-term
exam in class.

Rewriting is homework and students can ask lecturers to review their work. Students
are expected to complete their assignment in class during mid-term exam without any
supplementary material during exam time

Scoring of students’ writing assignments will be based on the rubrics in Appendix 3.2.
The version on mid-term exam is considered the products to be assessed. The
Assignment score worth 4 point in mid-term exam.

3.3. Writing Topics

Topic 1: In 200-250 words (with a tolerance of no more than 10% in length), write a
reflective paper summarizing the main ideas from the provided article using your own
words. Additionally, choose one kind of pollution in your city and share your thoughts
and ideas on its current situation and propose practical and sustainable solutions.

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 Addressing Air Pollution in Cities: A Call for Cleaner Skies
Air pollution is a pervasive and detrimental form of pollution that plagues cities worldwide. The
release of harmful substances into the air poses a significant threat to public health and the
environment. This article focuses specifically on the issue of air pollution in urban areas, exploring
its causes, consequences, and potential solutions. By understanding the magnitude of the problem
and implementing effective measures, cities can work towards reducing air pollution and creating
healthier living environments for their residents.
Air pollution in cities arises from various sources, including industrial emissions, vehicular
exhaust, and the burning of fossil fuels. Industries, such as factories and power plants, release
harmful gases and particulate matter into the atmosphere. Transportation, particularly the high
volume of vehicles on urban roads, contributes significantly to air pollution. The burning of fossil
fuels for energy generation and heating further exacerbates the problem. Other sources include
construction activities, agricultural practices, and residential emissions. Identifying and
understanding these sources is crucial for developing targeted strategies to tackle air pollution
effectively.
The health impacts of air pollution are well-documented and alarming. Prolonged exposure to
polluted air can lead to respiratory problems, cardiovascular diseases, allergies, and even
premature death. Vulnerable populations, such as children, the elderly, and individuals with pre-
existing health conditions, are particularly at risk. Air pollution also harms the environment,
contributing to climate change, damaging ecosystems, and reducing agricultural productivity. The
deposition of pollutants can lead to acid rain, water contamination, and the depletion of ozone in
the atmosphere. Recognizing the severe health and environmental consequences of air pollution
underscores the urgency to address this issue.
Cities must implement a range of strategies and policies to combat air pollution effectively. This
includes adopting stricter emission standards for vehicles and promoting the use of cleaner fuels.
Encouraging the adoption of electric vehicles, improving public transportation systems, and
implementing traffic management measures can help reduce vehicular emissions. The introduction
of emission control technologies in industries, along with promoting cleaner production practices,
can mitigate pollution from industrial sources. Additionally, fostering the use of renewable energy
sources, such as solar and wind power, reduces reliance on fossil fuels and minimizes air pollution.
Implementing green building standards, increasing urban green spaces, and promoting energy-

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efficient practices in construction also contribute to reducing pollution. Collaborative efforts
between governments, industries, and citizens are essential to enforce regulations, raise awareness,
and drive sustainable change. Furthermore, public awareness and education campaigns play a
crucial role in addressing air pollution in cities. Educating the public about the health risks
associated with air pollution and providing tips on how individuals can contribute to reducing
pollution, such as practicing sustainable transportation and energy-saving habits, can empower
communities to take action. Engaging citizens in initiatives like tree planting, community clean-
up drives, and promoting sustainable lifestyles fosters a sense of ownership and collective
responsibility for improving air quality.
Air pollution remains a critical challenge in cities, affecting the health and well-being of urban
populations. By recognizing the sources and consequences of air pollution and implementing
targeted strategies, cities can make significant progress in mitigating this pervasive problem.
Through a combination of policy interventions, technological advancements, and public
engagement, we can pave the way for cleaner skies, improved public health, and a more sustainable
future for urban communities.
Source: United Nations Environment Programme (UNEP)

Example

The article entitled Addressing Air Pollution in Cities: A Call for Cleaner Skies explores the
causes, consequences, and solutions to address air pollution in cities worldwide. Industrial
emissions, vehicular exhaust, and the burning of fossil fuels contribute to the problem. It leads to
breathing problems, heart diseases, fatalities and environmental damage. To combat this, cities
must implement stricter emission standards, promote cleaner fuels, encourage electric vehicles
and public transportation, adopt emission control technologies and encourage the use of
renewable energy sources. Collaboration between governments, industries, and citizens is also
crucial. Additionally, public education, community involvement, and awareness campaigns play
a vital role. By recognizing the sources and consequences of air pollution and implementing
targeted strategies, cities can make significant progress in creating healthier living environments.
In Ho Chi Minh City, water pollution is a critical pressing issue. According to a study conducted
by the HCMC Department of Natural Resources and Environment in 2018, over 80% of the city's
water sources have been contaminated. The main contributors to the situation include industrial

24
discharge, untreated sewage, and agricultural runoff containing harmful chemicals and
pollutants, posing risks to the environment and public health.
To alleviate the problem, stricter regulations on industries, improved waste management, and
sustainable agricultural practices are necessary. Furthermore, public awareness campaigns and
community involvement are crucial for educating and engaging citizens in protecting water
resources. In addition, collaborative efforts between the government, industries, and citizens are
essential for effective enforcement and sustainable change. Overall, implementing these measures
will help Ho Chi Minh City generally address water pollution and ensure a cleaner and safer
water supply.
265 words

Topic 2: In 200-250 words (with a tolerance of no more than 10% in length), write a reflective
paper summarizing the main ideas from the provided article using your own words. Additionally,
choose one food trend in Vietnam at the moment and share your thoughts and ideas on this
matter.
‘The lunch of suffering’: Chinese bloggers appalled by what they call ‘white people food’
such as salads, cheese and crackers
• Mainland Chinese bloggers are trying out ‘white people food’, or vegetable-heavy
meals inspired by Europeans
• The term takes aim at raw salads, boiled eggs, chicken breast, sliced ham and the
occasional piece of fruit
People in China are jumping on a new trend to express just how boring their lives are:
mimicking how Europeans take their lunch.
Chinese blogs and social media are awash with people trying out “white people food”, or
veggie-heavy meals cobbled together with whatever’s in the fridge.
They aren’t necessarily knocking Western cuisine. Rather, the term takes aim at the world of
raw salads, boiled eggs, chicken breast, sliced ham and the occasional piece of fruit.
That might sound like a simple, healthy lunch in another part of the world, but to the average
Weibo user, it’s absolute misery.

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“The point of the white people’s meal is to learn what it feels like to be dead, but I’ve taken
two bites and it was so bad it made me realize how alive I am,” wrote one poster who tried a
serving of plain crackers, cheese and ham.
“Ah, the intoxicating white people’s meal,” wrote another sarcastically, posting a photo of
sliced tomatoes and a banana.
The trend has come to represent a grudging acceptance of simple eating from people striving
to succeed in China’s grueling “996” work culture.
Some posters, who compared making light meals to cooking or buying Chinese dishes, said
the trend saves them time, money and a boatload of calories. It’s helped them realise that the
point of eating is just to keep yourself alive, they said.
One poster, declaring themselves an advocate for “white people food”, said roasted tomatoes
provided an “immortal’ taste.
“Self-cooking’s objective is, of course, to taste bad but be healthy,” wrote one user, showing
off two boiled eggs in a tin can. “As long as you have the nutrients, it’s good. Being alive is
good.”
One blogger wrote a particularly scathing review about a diet of broccoli, chicken, brown rice,
and raw garden vegetables, calling “white people food” the “lunch of suffering”.
“It’s so confusing and outrageous to eat, it’s so lawless and outrageous,” they complained.
The stereotype’s origins can be traced in part to an initial fascination with healthy eating in
Europe. A video posted on May 28 by a Chinese woman in Switzerland showed a European
woman making her lunch on a train with just a bag of lettuce and slices of ham.
People in the comments also said their European colleagues would eat a single raw vegetable,
like a bell pepper or carrot, for lunch.
“The locals’ tricks always shock me in new ways,” wrote the poster.
An article by the Yangtze Evening News documented several Chinese expatriates in Europe
similarly posting about their local colleagues’ lunches.
“Can they already generate their own energy without eating?” wrote one person living in
Denmark, who discovered a colleague had eaten only carrots and some spinach.
“My colleague’s lunch has not changed for more than 10 years, which is a handful of oatmeal
mixed with low-fat yogurt, with half an apple and a carrot,” wrote another expatriate living in
Germany.

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Not everyone is convinced by the purported benefits of “white people food”.
“If such a meal is to extend life, what is the meaning of life?” wrote a commenter.
Source: South China Morning Post

Example

In my opinion, this article explores Chinese bloggers' reactions to "white people food" like
salads, cheese, and cold sushi. They express their surprise and disappointment, citing reasons
such as blandness and unfamiliarity. This highlights the complex relationship between food
culture, personal identity, and cross-cultural perceptions.
It can be seen from the article that a European may like eating cheese and salad, but a Chinese
considers the menu being boring as he was not introduced to the flavor while he was growing.
This is the evidence demonstrating the influence of cultural backgrounds and personal
experiences on a person’s food preference.
Meanwhile in Vietnam, a current food trend gaining traction is plant-based cuisine. As
awareness grows regarding the environmental and health impacts of animal agriculture, there
is an increasing interest in vegetarian and vegan options. Traditional Vietnamese dishes such
as phở, bánh mì, and gỏi cuốn have been reinvented with plant-based ingredients, offering an
alternative that caters to a wider range of dietary preferences.
This food trend in Vietnam reflects a global movement towards sustainability and conscious
eating. By embracing plant-based cuisine, Vietnam not only caters to the needs of individuals
seeking healthier choices but also contributes to reducing the ecological footprint associated
with animal agriculture. It represents a progressive shift towards more inclusive and
environmentally friendly food practices.
In conclusion, there is a strong relationship between food, culture, and personal identity.
Therefore, to fully exploring diverse culinary tradition, one must be more open-minded about
the origin. An excellent of cultural empathy is Vietnam's adoption of plant-based cuisine. The
new trend showcases its adaptability and commitment to sustainability, contributing to an
inclusive culinary landscape while preserving its cultural heritage.
277 Words

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3.4. Writing Timeline

WEEK 1 Writing Topic introduction, analyze the situation and tone

WEEK 2 Building ideas for writing

WEEK 3 First draft

WEEK 4 Second draft at home

WEEK 5
At home writing revision. Any questions must be asked during this
period.
WEEK 6

WEEK 7 Mid-term exam

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APPENDIX 3.1: Writing marking rubric

4 (Excellent) 3 (Strong) 2 (Fair) 1 (Needs Score

Category
improvement)

Content Clearly introduce the Introduce the topic. Introduces the topic but Topic is unclear …../4
topic. the focus is unclear.
Use some details to Don’t use any details to
Use important details support the topic. Need to use more support the writing.
and information to details to make the
Use clear explanation Use little to no
support the topic. writing complete.
and analysis that explanation or analysis
Use clear and concrete discusses most of the Use explanation and of the information
explanation and information presented. analysis attempt to presented.
analysis that thoroughly discuss the information
discusses the but is unclear and lacks
information presented. depth.

34
Organization Write a strong Some parts need to be Most of the writing is No introduction-body- …../4
introduction, body and put in order. not organized. conclusion
conclusion/ ending.
Use more transition There are missing Have mixed-up ideas.
Use appropriate words to make the ideas paragraphs.
There are no transition
transitions to connect flow.
The writing seems to be words.
ideas.
more an outline; there
are no transition words.

35
 Style Use descriptive words Most words address the Use few descriptive Use no descriptive …../4
that help readers ‘see’ prompt. words. words.
their ideas.
Needs to choose a Have little sentence Sentences all begin with
Sentences are varied in variety of words. variety. the same word or are
length, word usage, and not complete.
Do not use different Tone and voice are
structure.
types of sentences. inappropriate and Tone and voice are
Tone and voice are inconsistent. inappropriate and
Tone and voice are not
appropriate and inconsistent.
always consistent.
consistent.

Mechanics Almost entirely free of May contain a few Several spelling, Contains many spelling …../4
spelling, grammar and spelling, grammar, or grammar or punctuation grammar, or
punctuation errors. punctuation errors but errors that distract the punctuation errors.
they don’t impede reader.
No 10% above or below 40% above or below
understanding.
word limit. 10%-30% above or word limit.
No 10% above or below below word limit.
No 20% above 30% above plagiarism.
word limit.
plagiarism.

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 No 20% above No 20-30% above
plagiarism. plagiarism.

…. out of 4
𝑪𝒐𝒏𝒕𝒆𝒏𝒕 + 𝑶𝒓𝒈𝒂𝒏𝒊𝒛𝒂𝒕𝒊𝒐𝒏 + 𝑺𝒕𝒚𝒍𝒆 + 𝑴𝒆𝒄𝒉𝒂𝒏𝒊𝒄𝒔
𝑨𝒗𝒆𝒓𝒂𝒈𝒆 𝒔𝒄𝒐𝒓𝒆 =
𝟒

37