Tiếng Anh 1A - Revision

Some k18 don’t know how to make a good composition, couldyou please guide them? The focus of 1A is on writing a paragraph. Some don’tknow how to organize a good one, or still use spoken language like introducingtheir name, ‘thanks for your reading’ or ‘hi everyone’, or use contractions, etc.

Writing guidelines
To complete your writing tasks successfully, you should take the following steps:
1. Pre-writing:
Step 1: Choose a topic. Generally, the topic will be provided by the teacher.
Step 2: Gather ideas. Think about what you will write about that topic. You do this by brainstorming. Write a list of all the ideas that come tomind about that topic. Do not worryabout grammar, spelling or accuracy. Just record all your ideas on paper in list form.
Step 3: Organize. Decide whichof the ideas you want to use and where you want to use them. Choose which idea to talk about first, whichto talk about next and which to talk about last. Remember that you may not use all of the ideasthat you recorded in step
2. Drafting:
Step 4: Write. Write your assignmentfrom start to finish. Use your notesabout your ideas and organization.
The 3 main parts of an essay areintroduction, body and conclusion.
The introduction is the firstparagraph of an essay. It explains thetopic with general ideas. It also has athesis statement. This is a sentencethat gives the main idea. It usuallycomes at or near the end of the paragraph.
The body is the main part ofyour essay. These are the paragraphsthat explain and support the thesis statement and come between the introductionand the conclusion. There must be one ormore body paragraphs in an essay.
The conclusion is the lastparagraph of an essay. It summarizes orrestates the thesis and the supporting ideas of the essay.
You may be asking yourself…. “How doI write a paragraph?”
A paragraph has 3 basic parts: thetopic sentence, the supporting sentences and the concluding sentence.
The topic sentence is the mainidea of the paragraph. It is usually thefirst sentence of the paragraph and it is the most general sentence of theparagraph.
The supporting sentences talkabout or explain the topic sentence. They are more detailed ideas that follow the topic sentence.
The concluding sentence may befound as the last sentence of a paragraph. It can finish a paragraph by repeating the main idea or just giving afinal comment about the topic.
3. Reviewing and Revising:
Step 5: Review structure and content. Check what you have written. Readyour writing aloud to yourself or a friend. Look for places where you can add more information and check to see ifyou have any unnecessary information. Ask a classmate to exchange papers with you. Getting a reader’s opinion is a good way toknow if your writing is clear and effective. Learning to give opinions about other people’s writing helps you toimprove your own. You may now want to goon to step 6 and revise the structure and content of your paper before youproofread it.
4. Rewriting:
Step 6:
Revise structure and content. Use ideas from step 5 to re-write your text, making improvements to thestructure and content. You may need toexplain something more clearly or add more details. You may even need to change your organizationso that your paper is more logical. Together, steps 5 and 6 can be called editing.
Proofread. Read your paper again. This time,check your spelling, grammar and think about the words you have chosen to use.
Make final corrections. Check that you have corrected the errors you discovered in steps 5 and6. Make any other changes you want tomake. Now your text is finished! J
Steps 5 and 6 can be repeated manytimes.
(College Writing: From Paragraph to Essay by Dorothy E.Zemach & Lisa A Rumisek)

I. ORAL EXAM
- Topic: Ss willchoose one question/topic & have 1 minute for preparation. Eachstudent will need to speak for about 5 minutes about the chosen question,and then answer the questions raised by the teacher.
- Pronunciation:1-2minutes. Ss will be asked to read out loud words, phrases or sentencesselected by teachers.


[size=24]SUGGESTED TOPICS

• Greeting: typical greetings in Vietnam, introducing yourself, greeting customs around the world.
  

• Work & job: your choice of job, jobs in tourism industry & their descriptions, ideal place of study, future job, daily schedule/ routine, free time, evening activities, part-time job,
  

• Shopping: your spending habit, spending habits of Vietnamese people, living cost/ prices in your hometown/ Hanoi/ Vietnam, shopping, kinds of shopping
  

• Music:kinds of music (Vietnam + the world) & their characteristics, kinds of entertainment, favorite kind of music, entertainment, musician, singer, actor/ actress, roles of music, Trinh’s music,
  

• Family: family members, advantages & disadvantages of being the only child, family facts, working women, divorce, remarrying, caring the elderly people,
  

• Sports and Exercises: popular sports and fitness activities for different groups in Vietnam, favorite sports & exercises, your fitness routine, how to keep fit, couch potato, fitness freak, sport fanatic, benefits of exercising
  

Oral exam rubrics

+ Content / TopicPresentation: 2 points

Grade	Description
2	provides detailed presentation on question selected; shows competence in understanding and expressing ideas with relevant information in a clear, logical format/progression
1.5	provides a relevant presentation on question selected; shows a good basic understanding of the topic, but ideas and progression not always clear
1	lack of general understanding of question selected; poor and/or confusing ideas
0.5	very limited understanding of question selected; ideas are repeated or no clear connection to question selected
0	provides no presentation or irrelevant presentation

+Fluency: 2 points

Grade	Description
2	natural, fluent and persuasive language; little or no hesitancy before speaking; communication flows at a smooth pace
1.5	fluent and persuasive language; minimal delay before speaking; communication flows smoothly
1	short delay between expression of thoughts; occasional errors, but communication continues
0.5	long pauses; repetition of words; over-dependence on gestures and use of isolated words

+ Accuracy: 2 points

Grade	Description
2	accurate and appropriate use of grammar; wide range of vocabulary; no difficulty in communication
1.5	high level of accuracy and appropriate use of grammar with occasional errors; above average range of vocabulary; clear
1	correct use of grammar; fairly limited vocabulary; occasional errors that don’t impede communication or understanding
0.5	inaccurate use of grammar; incorrect use of terminology causing problems in communication; limited vocabulary
0	inaccurate and confusing use of grammar; very limited vocabulary; incomprehensible speech; communication impeded

+ Question and answer: 2 points

Grade	Description
2	clear, complete answers to questions; many supporting ideas
1.5	good, complete answers to questions
1	basic, sufficient answer to only the question asked
0.5	incomplete, unclear answers; lack of quality ideas
0	no understanding of questions asked; cannot answer

+ Pronunciation: 2 points

Grade	Description
2	comprehensive knowledge of sounds and pronunciation rules; clear, accurate production; minimal errors that don’t affect understanding
1.5	good knowledge of sounds and pronunciation rules; clear, comprehensible pronunciation; some errors may affect understanding
1	knowledge of sounds and pronunciation rules, but requires concerted effort to produce; some hesitation; noticeable errors affecting understanding
0.5	vague knowledge of sounds and pronunciation rules, but incapable of comprehensible production
0	no understanding of sounds and pronunciation rules; merely reading as required by the teacher

III. Learning Outcomes ( REMIND SS TO SELF-CHECK FOR REVISION)
After the course,students SHOULD have been able to:
1. Speaking:
- Introduce themselves and others, greet eachother; ask and check for personal information;
- Describe work and school; ask for and giveopinions; talk about daily schedules;
- Talk about prices; give opinions, express theirpreferences when buying and selling things;
- Talk about likes and dislikes; give opinions andidentify musical styles;
- Make invitations and excuses;
- Talk about families and family members;
- Talk about routines and free time.
2. Listening:
- Develop a wide varietyof listening skills: listening for specific words, listening for gist,listening for details, and inferring meaning from context;
- Listen to and identifya variety of topics: personalinformation, description of work, daily schedules, shopping, music preference,invitations, events, and family.
3. Writing:
- Develop the compositional skills for writing a paragraphon a specific topic;
- Produce the writing form “description” on the topics including leisure time, occupation,family life and favorite activities.
4. Reading:
- Develop a variety ofreading skills: reading for details, skimming, scanning, and making inferences;
- Read and obtainknowledge and language related to various topics: meeting and greeting customs,daily grinds, different types of shopping, biography of famous singers andmusicians, care of the elderly, and exercises.
5. Pronunciation:
- Produce unstressed words, especiallyprepositions; produce stressed syllables in sentences;
- Produce linked sounds & blending with “does”
- Make correct intonation for Yes/No questions and Wh-questions
- Clarify the number of syllables in one word andin a sentence;
- Pronounce – edending of past form of regular verbs correctly;
- Drop sounds and clarify silent letters of oneword.
6. Grammar:
- Use verb “Tobe” and Yes/No questions, Wh-questions
- Manage present simple tense and its timeexpressions
- Make comparisons with adjectives
- Manage the demonstratives: this, that, these, those; one, ones
- Manage object pronouns, model verb would; verb pattern Verb + to + verb
- Manage present continuous and determiners all, nearly all, most, many, a lot of, some,not many, a few, few.

thanks.but it's useless.I think so.why don't you tell us 'bout the differences between skeakin language n writin language???

Mr.Brose đã viết:

thanks.but it's useless.I think so.why don't you tell us 'bout the differences between skeakin language n writin language???

I think:

When we write, we must not abbreviate.
Don't write "I'm or don't"....
We have to write as: I am or do not ...
When we speak, we can speak "Hello or Thanks ... ". But in writing, we do not use it.

is that all???

In my opinion.....

tomorrow will be a long day