Model Project: ENGLISH FOR KIDS

ENGLISH FOR KIDS
1. General Information:
Course:
- Code: EFK
- Contact hours: 28 periods
- Major: English Teacher
- Full name: Nguyen Thi Anh
- Email: nguyenanh@gmail.com
- Contact: Nguyen Viet Xuan primary school
2. Course description:
In this course, you will learn English through reading, writing, speaking and listening skill. Students will also learn lots of new words, how the English language is put together and how to speak English accurately.
Students will learn in a lot of different both ways and studying environment. Every week, students have an excursion to visit some places in Thai Nguyen and practice speaking English with new friends and teachers.
3. Learners description
Nguyen Viet Xuan Primary School is in Thai Nguyen City, including 15 classrooms, 30 teachers and 450 students. Research objects are 45 students at the age of 9 in class 3B. Regarding background information, most of students come from rich families, so they can be provided the best equipment to serve for studying. According to the psychologists, primary education plays an important role during students’ lives. In this age, students have started to form new psychological structures and physical changes. Last but not least, their style of thinking is more concrete and logical than in preschool year. They are able to not only express a variety of emotions but also be sensitized about being compared to their friends. Besides, they both are able to observe, evaluate others’ behavior and rely on feedback from important others.
4. Objectives:
At the end of the course, you will be able to:
• know about 200 new words and the ways to use them
• speak in groups with the speed normally (people in groups have the same English level
• act as a doctor, teacher, worker in a short play. The scripts have been given with the dialogue sentences in English
• give the name of animals, things which are around them
• sing about 10 simple English songs
• listen a short English audio and fill some missing words in the blanks
• ask and answer simple questions about individual and others
• spell the alphabet and letters in words
• listen, understand, and follow the simple instructions in the class
• write phrases and words exactly diction
• fill the personal information in simple forms
5. Testing:
Form content
Short interview speaking Topic of each lesson
15 minutes test Listening, reading and writing Topic of each lesson
One period test Listening, reading and writing Mid of the course
Final test Listening, speaking, reading and writing At the end of the course
Grading: Attendance: 10%
Midterm test: 40%
Final test: 50%
6. Required Texts:
Let’s learn English Student’s book (6th edition) by Nguyen Quoc Tuan, Pham Dang Binh, Phan Ha, Do Thi Ngoc Hien, Dao Ngoc Loc. Vietnam Education Publishing house.

7. Schedule
Week Unit Tasks Period Page
1 1.Hello Greeting, introducing oneself Section A: 1-4 10-13
Section B: 1-4 14-17
2 2.Thank you Greeting, saying goodbye Section A: 1-4 18-21
Section B: 1-4 21-25
3 3.Our names Asking someone’s name, Spelling Section A: 1-4 26-29
Section B: 1-4 30-33
4 4.My friend Introducing others
Expressing classroom commands Section A: 1-4 38-41
Section B: 1-4 42-45
5 5.My school Asking the name of school
Naming and identifying school subjects Section A: 1-4 46-49
Section B: 1-4 50-53
6 6.My classroom Describe school subjects
Expressing classroom commands and permissions Section A: 1-4 54-57
Section B: 1-4 58-61
7 One period test
8 7.Family Members Identifying family members
Asking the names of family members Section A: 1-4 66-69
Section B: 1-4 70-73
9 8.Ages Asking for and telling the age of family members
Counting 1-10 Section A: 1-4 74-78
Section B: 1-4 78-81
10 9.My house Naming and describing rooms and objects in the house
Asking about location of objects in the house Section A: 1-4 82-85
Section B: 1-4 86-89
11 10.The weather

Asking about the weather
Asking for and giving numbers Section A: 1-4 94-97
Section B: 1-4 97-100
12 11.Our pets Naming and identifying pets
Asking about possession Section A: 1-4 102-105
Section B: 1-4 106-109
13 12.Our toys Talking about quantity of pets and toys
Specifying location of pets and toys Section A: 1-4 110-113
Section B: 1-4 114-117
14 Final test







Curriculum Development for students of Primary school
Introduction
Along with worldwide integration and communication tendency nowadays, demand for learning English language is inevitable. Regarded as the common language in the world for a long time English has become popular and second language of many countries in the world in general and in Vietnam in particular.
Actually, English has been taught and learned in almost every corner of the world with different purposes such as working and studying. In the process of integration into the world, Vietnam identifies the importance of English learning and teaching. Especially, studying English in primary school helps students form and develop communicative ability in English through four skills: listening, reading, speaking and writing, focusing mainly on speaking and listening. Meanwhile, studying English is a starting point which helps students form and develop learning skills, working abilities in the future. Moreover, this also create a foundation for studying English in higher level as well as other languages in the future. In addition, this helps students express their own ideas independently, creatively, and confidently.
English curriculum in primary school has been built by needs and abilities of elementary students. Elementary students are in this age when cognitive capabilities are formed and developed on the basis of concrete thinking. Therefore, studying and teaching English for elementary students must be based on students’ needs, abilities and hobbies.
For those above mentioned reasons, we have decided to carry out curriculum development for elementary students named: “ English For Kids”
I. Needs analysis
There are four categories of people may become involved in a needs analysis: the target group, the audience, the need analysts themselves, and the resource group. All play the important role in a need analysis. Therefore, we have mentioned to the factors detailed below.
The target group is 45 students, class 3b, Nguyen Viet Xuan primary school. The audience consists of the teachers of English of Nguyen Viet Xuan primary school who could provide English training and support students; and parents of 9-year-old students; teacher aids. The need analysts are 4 members of group 1: Dung, Thuy, Linh, Van. The resource group includes parents of 9-year-old children who could understand their children ,and teachers of English of Nguyen Viet Xuan primary school who have a lot of knowledge and skills about English teaching and learning, and students of Nguyen Viet Xuan primary school
According to Stufflebeam( 1977, cited in Stufflebeam, McCommick, Brinkerhoff, and Nelson 1985)four different philosophies can arise in need analysis: the discrepancy, the democratic, the analytic and the diagnostic. We found that we should gather analytic philosophy because this philosophy might lead o a survey of the existing literature on second language acquisition in search of the hierarchical steps involved in the language learning process.
*) Existing information: Learners
In preparation, we found a lot of useful information by meetings with students, their parents and teachers. In addition, based on Raising an Emotionally Intelligent Child, by John M.Gottman, Joan Declaire and Daniel P.Goleman. Fire 1996; Tam ly hoc lua tuoi va tam ly hoc sup pham, by Le Van Hong, Le Ngoc Lan, Nguyen Van Thang, 2008, we have given some results about our studying objectives:
We are studying about 45 students at the age of 9, class 3b Nguyen Viet Xuan Primary school. Regarding background information, all students come from rich families and their parents take care of them very carefully. They always encourage their children studying better and they can provide their children the best equipment to serve for studying.
Nguyen Viet Xuan Primary School is in Thai Nguyen City, including 15 classrooms, 30 teachers and 450 students. Research objects are 45 students at the age of 9 in class 3B. Regarding background information, most of students come from rich families, so they can be provided the best equipment to serve for studying. According to the psychologists, primary education plays an important role during students’ lives. In this age, students have started to form new psychological structures and physical changes. Last but not least, their style of thinking is more concrete and logical than in preschool year. They are able to not only express a variety of emotions but also be sensitized about being compared to their friends. Besides, they both are able to observe, evaluate others’ behavior and rely on feedback from important others.

Last but not least, we have found out some information involved in developmental landmarks. Their style of thinking is concrete, meaning that their thinking and reasoning is more logical than it was during the preschool year. They are able to understand and express a variety of emotions. In addition, they are also able to sequence things and see patterns and their memory improves. Reading skill still continues to develop and improve. Especially, they are able to remember rules and standard but don’t need adult reminders. They are sensitive about being compared to peers, even they are able to observe and evaluate own behavior. However, they still rely on feedback from important others about skills and abilities. They can speak in full sentences and ask many questions and understand and talk about others’ perspective. In the age, they talk more with their friends. They can recognize the influence their own behavior can have on others.
NEED ANALYSIS
1. Parents:
12/15 parents want their children to learn English in grade 3 because they believe that English is an important and necessary subject nowadays and their children are able to speak English well to have chance to go abroad. Moreover, they also send their children to English tutor outside to help them improve their knowledge. In addition, they always equip with school supplies: English books, stories, pictures…or reading pens to serve for their children’s study.
However, 3/15 parents said that studying English in grade 3 is not necessary because they are too young to learn English and studying English is compulsory in school. Then, the school also serves enough essential things for their children. Furthermore, family’s economic conditions can not satisfy the demands for children. Thus, beside English textbooks, they can not equip with other supplies.
2. Teachers:
All of teachers (4/4 teachers) realize that English is a novelty subject and it is the first time students have been in contact with the second language. So, their pronunciation, vocabularies…are not exact. Because their Vietnamese is not accurate, learning English is more difficult. Therefore, teachers always change teaching methods to help students get excited and pay attention to English.
For examples: Teaching by English music, games or pictures…Sometimes, they organize outdoor lessons to help students apply in practice, animals, objects…around their life. Thanks to these lessons, students are able to learn more quickly and remember more.
For active students in the classroom, teachers can held more mini-games in lessons to encourage them to raise their hands, to pay attention to the lectures. Then, teachers can use real objects or activities to create excitement for students. At the end of the lesson, who has good results can receive small presents (candy, cake, bimbim…)
3. Students:
34/45 students prefer learning English because of their novelty which they have not been learned before, but 6/45 students think that English is too difficult to learn and remember. However, most of them rarely speak English at home due to they are afraid of getting mistakes and at home, there is no one to talk to them. Instead, they listen to English music, watch English cartoon despite of incomprehensibility.
At school, they like studying English because their teachers are humorous and friendly, make laughter in class, so they always feel comfortable. Teachers always know how to apply lessons in our life. Thus, students can understand and remember the lessons easily.
With their knowledge, they can talk to friends about animals, objects, things around their life by simple sentences.
=> In conclusion, we make this plan to help students have a firm English knowledge basic. Thanks to this, they can be confident to make their dreams in the future. However, their results are base on many elements. Although English is a difficult subject to learn and remember, they can get high results if they learn hard-working and the teachers always change new methods. In addition, the parent is an also very important element which affects to their study.

II. Goals and Objectives
The Saylor, Alexander and Lewis Model claimed about curriculum: ‘A plan for providing sets of learning opportunities for persons to be educated’. Curriculum planners begin by specifying the major educational goals and specific objectives they wish to be accomplished. Each major goal represents a curriculum domain and the advocated four major: personal development, human relations, continued learning skills, specialization.
According to the English book from grade 3 to 5, we have given some results as follow. The book was edited under the direction of communication. That help student formed initially and developed the communicative competence. In English through four skills: listening, speaking, reading and writing. Specially, concentrating on speaking and listening skill. For English Primary school, the students are the center of the teaching process in a cultural environment. In addition, we have based on Common European Framework of Reference for language: learning, teaching, and assessment. From the theory above, we have given some goals and objectives of the course.

 Goals:
• Helps students form and develop communicative ability in English through four skills: listening, reading, speaking and writing, focusing mainly on speaking and listening.
• Helps students have basic knowledge about English language consisting of vocabulary, grammar, phonetic and through English they have basic understandings about country, people and culture of the countries speaking English
• Builds positive attitudes for learning English to increase understandings and respectful for their language and culture
• Forms the strategies learning English effectively and create a foundation for learning other languages.
 Objectives: By the end of the course, student will be able to:
• know about 200 new words and the ways to use them
• speak in groups with the speed normally (people in groups have the same English level
• act as a doctor, teacher, worker in a short play. The scripts have been given with the dialogue sentences in English
• give the name of animals, things which are around them
• sing about 10 simple English songs
• listen a short English audio and fill some missing words in the blanks
• ask and answer simple questions about individual and others
• spell the alphabet and letters in words
• listen, understand, and follow the simple instructions in the class
• write phrases and words exactly diction
• fill the personal information in simple forms
III. Testing
The studying results of students must be assessed by Criterion-Referenced Achievement tests that were based on the objectives of the course. These tests were developed by the teachers in each skill area to directly reflect the objectives of course and the types of activities that were going on the course. Moreover, the results of students must be implemented through 2 testing ways: regular tests, periodic tests, based on the proofs of communicative ability of students which they achieve during the learning process. The assessment also must base on observation and comments of the teachers during the course. The ways to test need be various, consist of spoken tests and written tests.
- Regular tests: during the teaching process, consisting of 2 kinds: interview and 15 minutes tests
- Periodic tests: after the course : one period test and one final test
Form content
Short interview speaking Topic of each lesson
15 minutes test Listening, reading and writing Topic of each lesson
One period test Listening, reading and writing Mid of the course
Final test Listening, speaking, reading and writing At the end of the course

- The test below have been given with the aims:
• Testing about vocabulary
• Testing about grammar
• Testing about listening skill.
- Base on the objectives of the course, so we give the test below to evaluate the learner’s attitude and learner’s result.
• In task 1: we test about Student’s vocabulary
• In task 2 and 3: we test about grammar
• In task 4 and 5: we test about listening skill.

TEST ENGLISH
GRADE:03
TIME: 45 Mins
I- Matching the word in column A with the suitable meaning in column B.
A B Answer
1, apple a, cái ghế
2, pencil b, cục tẩy
3, cake c, quả táo
4, school d, cái bút chì
5, book e, trường học
6, cat f, quyển sách
7, eraser g, cái bánh
8, chair h, con mèo

II- Arranging the sentences below to make a dialogue.

Sentences Answer
1, Bye see you again
2, Hello
3, He is my friend
4, what is your name?
5, It’s very big
6, My name’s Peter
7, Hi
8, good bye
9, This is my school.

III- Circle the best answer A,B, or C.
1, Hello, My …….is Hoa.
A. Spell B. name C. school
2, Hi, Lan. This is Hoang. He is………
A. my friend B. school C. Home
3. what’s …………name?
A. he B. you C. your
4. How …….are you? – I’m 13
A. number B. old C. much
5. …………..do you spell your name?
A. that B. what C. How

IV- Listen and write the number in order.









V- Listen and fill the missing word in the blank.
Lan: Hello, Hoa.
Hoa: Hi, Lan.How are you?
Lan: I’m fine,and you?
Hoa: fine thanks.
Lan: How many ……….. in your family?
Hoa: There are ……… peoples in my family: my mother, my father and me.
Lan: what does your ………. do?
Hoa: My father is a ………..
Lan: And your mother.
Hoa: My mother is a ………………
Lan: Good bye.
Hoa: Bye, see you later.

Answer.
I. Matching the word in column A with the suitable meaning in column B.
1 – C 2 – D 3 – G 4 – E 5 – F
6 – H 7 – B 8 – A
II. Arranging the sentences below to make a dialogue.
2, 7, 4, 6, 3, 9, 5, 1, 8.
III. Circle the best answer A,B, or C.
1. B 2. A 3. C 4. B 5. C
IV. Listen and write the number in order.
3 – 1 – 2 – 4
V. Listen and fill the missing word in the blank.
People – three – father – doctor(other answer) - teacher

This is the final test of the course:
Nguyen Viet Xuan primary school
Class: 3b
FINAL TEST
Subject: English
Year: 2013-2014
Marks Q.1 Q.2 Q.3 Q.4 Q.5 Q.6 Q.7 Oral test Total


PART 1. LISTENING ( 20 minutes)
Question 1: Listen and draw the line. (1 pt)
a , b, c,

d. e,






Question 2: Listen and tick. (1 pt)
1. Tom: What is this?
Linda


A:


B:
2. Nam: What is that?
Mai


A:


B:

3. Tom: Who’s this?
Linda:


A:


B:
4. Nam: Where are the balls?
Mai:

A:



B:



Question 3: Listen and write the words and numbers (2 pts)
1. What is she doing? - She is ...............a dinner.
2. Where is the schoolbag? - It’s ................. the desk
3. What are the children doing? - They are …………in the garden.
4. How many rooms are there in your house? - There are ……….rooms in my house.
PART 2. READING AND WRITING ( 20 minutes)
Question 4: Look, read and match. (1 pt)
1. She is reading a book.
A
2. There are five flowers. B
3. There are 2 balls under the desk. C

4. This is brother and sister.
D


* Your answers:
1.......................... 2......................... 3........................ 4........................

Question 5: Look and read. Put a tick () in the box (1 pt)
1. Is she a doctor?
A. Yes, she is .
B. No, she isn’t.


2. What’s the weather like today in Thai Nguyen?
A. It’s cloudy.
B. It’s sunny.


3. Is he cycling?
A. Yes, he is.
B. No, he isn’t.
4. What is she doing?
A. She’s cooking.
B. She’s reading.


Question 6: Look at the pictures and the letters. Write the words (1 pt)

This is my grand........................
I have got a parrot ……….the tree.

There is a book ........... the desk.
He is ................................




Question 7: Look at these pictures and write (1 pt)

This is the picture of my friends. Alex and Lucy are skipping. Linda and Mai are (1)________________ with paper boats. Ken is (2)_______________. And I am flying kites with Tony.

PART 3: ORAL TEST( 5 minutes) ( 2 pts)
1. I’m eight/ nine....(years old).
2. Yes, I do./ No, I don’t.
3. It’s sunny/ windy/ cloudy/ rainy.
4. I have hot a dog/ three birds....
Answer:

Nguyen Viet Xuan Primary School
Name:................................................... Class:................ Final Test
Subject: English Grade 3
Year: 2013- 2014
Time : 45 mins

HƯỚNG DẪN VÀ ĐÁP ÁN CHẤM MÔN TIẾNG ANH 3
NĂM HỌC 2013-2014
PART 1. LISTENING ( 20 minutes)
Question 1: Listen and draw the line. (1 pt)
(Mỗi ý đúng cho 0,25đ)
1  B 2  A 3  D 4  E 5  C
Question 2: . Listen and tick. (1 pt)
(Mỗi ý đúng cho 0,25đ)
1  A 2  B 3  B 4  A
Question 3: Listen and write the words or number (2 pts)
(Mỗi ý đúng cho 0,5đ)
1. cooking 2. in 3. playing 4. 4

PART 2. READING AND WRITING:
Question 4: Look, read and match. (1 pt)
(Mỗi ý đúng cho 0,25đ)
1. C 2. D 3. A 4. B
Question 5: Look and read. Put a tick () in the box (1 pt)
(Mỗi ý đúng cho 0,25đ)
1. B 3. A
2. A 4. A

Question 6: Look at the pictures and the letters. Write the words (1 pt)
(Mỗi ý đúng cho 0,25đ)
mother on in running


IV. Teaching.

In this course, all teachers have graduated English Education major in level B2 in Common European Framework of Reference for Language: Teaching, learning, assessment. The orientation consists of 2-hour meeting during which teachers are oriented toward the program, mostly on topics that are also covered in a reference document that we call the Teacher’s Handbook ( Brown et al 1989). The topics covered in both the meeting and reference document are displayed as follow:
• Introduction: overview about the course
• Need analysis: give reasons from students, and their family and the teachers to have this course
• Goals and Objectives: give specific goals and objectives
• Materials:
• Testing and Assessment
• Teaching
• Program Evaluation
After that, we will introduce to the teachers some essential about the learners( learner description)
At the end of the meeting, the textbooks and reference materials are checked out to the teachers. Through the meeting, the guideline information have conveyed to the teachers. Each teacher’s performance is motored on a regular basis in a number of ways. One constant is the administrator observation, which happens at least once per teacher during the course. It bases on Teacher’s Handbook of Brown et al(1989)
Student evaluations are also an important source of information for our program. The evaluation forms will be collected after delivering for students and discuss. These forms are reviewed by the director and added for some teachers; esp we also based on Common Framework of Reference for language.

This is table of classroom observation:
Nguyen Viet Xuan primary school
English for kids
Classroom Observation
Teacher………………………………………..Observer…………………………………………
Class………………….Date…………………………Time………………………………
Name of Lesson…………………………………………………………………………..
Positive aspects Suggestions/ ideas
Pace of lesson
Teacher presentation
Class Management
Teaching aids
Student production
Overall Impression : ………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………


And we have used descriptors to help EFK classroom observers.
Descriptors to help EFK classroom observers
1. Pace of class:
• Teacher’s enthusiasm for lesson
• Good eye contact with students
• Friendly communication with students
• Active body language
• Moved about the room well
• Adequately loud voice
• Presentation at suitable speed
• Teacher in control of learning process
• Variety of different techniques and exercises used during class

2. Teacher presentation
• Previous lesson reviewed
• Lesson well-organized
• Objectives clear
• Lesson related to previous lesson, knowledge or interests
• Funny, interesting examples, demonstrations and illustrations
• Used learner-centered activities( individual, pair or group work)
• Provided opportunities for language practice
• Combined using actions and music
3. Classroom management
• Instructions simple and clear
• Class time utilized efficiently
• Pleasant seating order
• Comfortable atmosphere in class
• Appropriate division in class
4. Teaching aids
• CD, casette, computer, computer
• Blackboard, chalks
• Textbook, lesson plan
• Pictures and posters
• Realia used
• Touch talk pen, multi-purpose dictionary
5. Student characteristics
• Seemed highly motivated
• Curious and active, mischievous
• Remember quickly, and forget quickly
• Actively involved in learner-centered portions of lesson
After finishing the course, we will use some evaluation to assess the teachers by their student evaluation form. We found a lot of information from 2005 National Schools of Character: Award Winning Practice about student evaluation and some criterions. Thus, we have decided to give this form for our course


Student Evaluation Form for EFK
English for kids
Nguyen Viet Xuan primary school
Evaluation form
Teacher’s name:………………………………………………
To the student: As you complete the evaluation below, please remember that your HONEST and THOUGHTFUL answers will be used to improve EFK course and teaching for the benefit of future students. The number rating stands for the following:
1=rarely, 2=once in a while, 3=sometimes, 4=most of the time, 5=almost always. If it doesn’t apply, leave it blank
Criteria 1 2 3 4 5
1.Teacher prepares for the class
2. Teacher knows his/her subject
3. Teacher is organized and neat
4. Teacher plan class time and assignments that help students to problem solve and think critically
5. Teacher is flexible in accommodating for individual student needs
6. Teacher is clear in giving directions and on explaining what is expected on assignments and tests
7. Teacher allows you to be active in the classroom learning environment
8. Teacher manages the time well
9. teacher returns homework in a timely manner
10. teacher has clear classroom procedures so students don’t waste time
11. teacher grades fairy
12. I have learned a lot from this teacher about this subject
13. Teacher is creative in developing activities and lessons
14. Teacher encourages students to speak up and be active in the class
15. Teacher is fun to be with
16. Teacher helps you when you ask for help
17. Teacher likes and respects students
18. I trust the teacher
19. Teacher is willing to learn from students
20. Teacher listens and understands students’point of view; he/she may not agree but students understand
21. What is one thing that your teacher does well?

22. What is one thing that you can suggest to help teacher improve?
………………………………………………………………………………………………….

According to Mc Kay, functional syllabus focuses on semantic uses and selecting functions bases on their perceived usefulness to the students and then we sequence them on the basis of some ideas of chronology, frequency . Therefore we build the syllabus of the course based on mainly functional syllabus, and we also combine with skill-based syllabus and functional syllabus.
Textbook: Let’s learn English students’ book,(6th edition) by Nguyen Quoc Tuan, Pham Dang Binh, Phan Ha, Do Ngoc Hien, Dao Ngoc Loc. Vietnam Education Publishing house
Time: 2 periods/1 week ⋆ 14 weeks = 28 periods
Week Unit Tasks Period Page
1 1.Hello Greeting, introducing oneself Section A: 1-4 10-13
Section B: 1-4 14-17
2 2.Thank you Greeting, saying goodbye Section A: 1-4 18-21
Section B: 1-4 21-25
3 3.Our names Asking someone’s name, Spelling Section A: 1-4 26-29
Section B: 1-4 30-33
4 4.My friend Introducing others
Expressing classroom commands Section A: 1-4 38-41
Section B: 1-4 42-45
5 5.My school Asking the name of school
Naming and identifying school subjects Section A: 1-4 46-49
Section B: 1-4 50-53
6 6.My classroom Describe school subjects
Expressing classroom commands and permissions Section A: 1-4 54-57
Section B: 1-4 58-61
7 One period test
8 7.Family Members Identifying family members
Asking the names of family members Section A: 1-4 66-69
Section B: 1-4 70-73
9 8.Ages Asking for and telling the age of family members
Counting 1-10 Section A: 1-4 74-78
Section B: 1-4 78-81
10 9.My house Naming and describing rooms and objects in the house
Asking about location of objects in the house Section A: 1-4 82-85
Section B: 1-4 86-89
11 10.The weather

Asking about the weather
Asking for and giving numbers Section A: 1-4 94-97
Section B: 1-4 97-100
12 11.Our pets Naming and identifying pets
Asking about possession Section A: 1-4 102-105
Section B: 1-4 106-109
13 12.Our toys Talking about quantity of pets and toys
Specifying location of pets and toys Section A: 1-4 110-113
Section B: 1-4 114-117
14 Final test

*) Language knowledge
Vocabulary
Words to greet friends: Hello, hi, goodbye, see you later
The alphabet English
English names: tom, lyly….
Words about school: school, library, bag, pencil
Words to describe school objectives: big, small, beautiful
Words to indicate actions: open, close, read….
Numbers: 1-20
Words describing pets and toys: big, small, fat, thin….
Words to name pets, toys and flowers: dog, cat, chicken………..
*) Grammar:
Present simple, Present continuous
Simple sentences
Determiners: This/That/ These/Those
Let's
There is/There are
Wh- questions: what, where, who, how old, how many
Yes/Noquestions
Imperatives: (e.g. Stand up, please/ Don’t talk, please.)
Modal: may
Personal/impersonal pronouns: I, you, he, she, it, we, the
Possessive adjectives: my, your, his, her, its, our, their
Nouns (singular and plural): pen(s), book(s), chair(s)
Numbers: 1-20
Descriptive adjectives: tall, short, big, small, new, young,…
Quantifiers: a lot, many, some,...
Conjunctions: and
Articles: (a)n, the
Prepositions (of place): in, at, on,,
V. Evaluation.

Gronlund (1981) writes: “Evaluation may be defined as a systematic process of determining the extent to which instructional objectives. There are two important aspects of this definition. First, note that evaluation implies a systematic process, which omits casual, uncontrolled observations of pupils. Second, Evaluation assumes that instructional objectives have been previously defined”. In addition, we have adapted from Brown 1989a in order to give some evaluation components as follow:

Curriculum points Sample questions
Need analysis - Are there need analysis procedures effective?
- Do they provide useful information for the course?
Do they provide useful data on subjective and objective need?
- Can the data be translated into content?
Content - Are goals and objectives began from the need analysis?
If not, from where are they began?
- Are goals and objectives approriate for the specified groups of learners?
- Do the learners think the content is approriate?
- Is the content approriately graded?
Methodology - Are the materials, methods, and activities consonant with the prespecified objectives?
- Do the learners think the materials, methods, and activities are approriate?
Resources - Are the resources approriate?
Teacher - Are the teacher’s classroom management skills approriate?
Learners - Are the learners strategies of the student efficient?
- Do learners attend class regularly?
- Do learners pay attention in class?
- Do learners practise their skills outside the classroom?
- Do learners appear to be enjoying the course?
- D learners have personal problems which interfere with their learning?
Assessment and evaluation - Are the assessment procedures approriate to the prespecified objectives?
- Are the opportunities for self-assessment by learners? If so, what?
- Are the opportunities for learners to evaluate aspects of the course such as learning materials, mehtods…?
- Are the opportunities for self-evaluation by the teacher?




Evaluation components and viewpoints
I. Focusing an evaluation.
1. what are you going to evaluate?

2. what is the purpose of evaluation?

3. who will use the evaluation?

Who/ users How will they use the information?




4. what questions will the evaluation seek to answer?



5. what information do you need to answer the questions?

What I wish to know Indicators – How I will know it?





6. when is the evaluation needed?


7. what resources do you need?
a. Time available to work on evaluation:


b. Money:

c. people – professional, volunteers, paticipants:


II. Collecting the information
8. what sources of information will you use?
- Existing information:
- people:
- observation:
- Pictorial records:
9. what data collection methods will you use?











Instrumentation: what is needed to record the information?


10. What data collection procedures will be use?
When will you collect data for each method you have choosen?
Method Before program During program Immediately after Later




III. Using information.
11. How will the data be analyzed?
Data analysis methods:

Who is responsible:

12. How will the information be interpreted – by whom?



Who will do the summary?

13. How will the evaluationbe communicated and shared?

To whom When/ where/ How to present





IV. Managing the Evaluation.
14. Implimentation plan: timeline and responsibilities.
Management chart:
Budget:

Sample of lesson plan:
After researching about teaching method in primary school, we have found out that we must apply a variety of teaching methods to teach English for children. Therefore, we have decided to give the sample lesson plan for the teacher.
Date of planning: 14/4/2013
Date of teaching: 14/5/2013

UNIT 1: HELLO
Lesson 2: PART 1, 2
I. Aims: By the end of the lesson Ss will be able to keep practicing on greeting and introducing names in different situations.
II. Language focus: phonics: Hello. Hi
III. Teaching aids: Text book, picture, cassette, workbook
IV. Procedure:
Time Teacher’s activities Student’s activities Note
5’











10’

















15’












5’


1. Warm up: - Tell Ss that the lesson today is to keep practicing on greeting and introducing the names.
- Sing a song:
2. New lesson:
1. Greeting:
2. Check up: Ask 2 Ss to greet and introduce their names.
3.1. Listen and repeat:
- Student practice how to pronounce the letter h and the letter i
- look at two letters h and i in the words.
- Open the tape and listen the sound of the words.
- Turn on the tape and ask Ss to listen and repeat.
- Call some Ss to read aloud before class.
- provide the way to remember the pronunciations of “h” and “I” .
3.2. Listen and number:
- Pre-listen: Ask Ss to tell about the differences between the pictures.
+ Tell Ss the way to listen
While listen: + Ask Ss to listen to the tape and choose , number the right picture
- Listen and write the number in the picture you hear.
- Who are they in the picture?
+ Play the tape three times to listen.
+ Listen and number the mentioned picture.
+ Listen and give the correct
- Check the answer, open the tape once and check.
C. Consolidation and home links:
- Consolidate grammar about greeting and introducing
- Home links: Learn by hear new words and pattern sentences.
- Listen and practice

-They are greeting and introduce.

- Whole class.

- Greeting.
- Answer and introduce.



- Ss listen and repeat.

- Read aloud.

- Read : Hi i
Hello Hi

- Ss answers

- Let’s some students to stand up and read.


- Listen to the tape carefully and number hear


- Ss listen and take note


- Compares.

- In pairs or groups and guess.

- Listen and give their answer in the class.

- Correct the answer and write in their notebooks.





- Learn the vocabularies, grammar by heart.


- Cassette, book






- Cassette, book








- Tape, cassette and book




Book and workbook



Cassette and picture


Appendix
Interview and meeting for parents, teachers and students
I. The 1st day:
Through the consent of the School Managing Board and the teachers, a meeting will be held to consult with the parents about English Curriculum Development for students in grade 3 in Nguyen Viet Xuan Primary School.
II. The 2nd day:
• Time: 8a.m to 10a.m
• Place: Nguyen Viet Xuan Primary School’s hall
• Components: Principal, Vice principal, teachers and parents
• Activities:
- Give a list of questions related to the topic “English Curriculum Development for Students in Grade 3”
• Questions:
1. Suy nghĩ của anh (chị) về tầm quan trọng của Tiếng Anh trên thế giới cũng như tại Việt Nam hiện nay?
2. Anh (chị) có muốn con mình biết thêm một thứ tiếng ngoại ngữ (Tiếng Anh) không? Vì sao?
3. Anh (chị) nghĩ con mình học Tiếng Anh vào lớp mấy là phù hợp?
4. Anh (chị) muốn sau khi kết thúc khóa học này thì con mình sẽ học được những gì để giúp ích cho những năm học tiếp theo?

- Collect, summarize and report the results after the meeting
- End meeting
- After meeting, we interview some teachers and parents
III. The 3rd day:
- Choose any class (Class 3B) in Nguyen Viet Xuan Primary School; the head teacher is Nguyen Thi Lan
- Gives questionnaires for students
- Collect, summarize and report the results
QUESTIONNAIRE
I. Parents:
1. Tại sao anh (chị) lại muốn con mình học Tiếng Anh ngay từ lớp 3?
2. Anh (chị) có cho con học thêm môn Tiếng Anh ở ngoài không hay chỉ đơn giản là học ở trường?
3. Anh (chị) có thường xuyên chuẩn bị những đồ dùng phục vụ cho con trong việc học tập môn Tiếng Anh (bút chấm đọc, sách, truyện hay tranh ảnh bằng Tiếng Anh…)
II. Teachers:
1. Anh (chị) có hay thay đổi phương pháp giảng dạy để làm tăng sự hấp dẫn, thú vị cho bài học không?
a. Thường xuyên b. Thỉnh thoảng c. Hiếm khi d. Không bao giờ
2. Anh (chị) cảm thấy việc dạy Tiếng Anh cho học sinh tiểu học là dễ hay khó? Vì sao?
3 Anh (chị) thường làm gì để thu hút sự tập trung của những học sinh hiếu động trong lớp?
4. Dựa vào kinh nghiệm giảng dạy, anh (chị) thấy học sinh lớp 3 học Tiếng Anh còn yếu về mặt nào (phát âm, từ vựng…)
III. Students:
1. Các em có thích học Tiếng Anh ở trường không? Vì sao?
2. Các em có thường xuyên nói Tiếng Anh ở nhà hay với bạn bè không?
3. Các em có hay nghe những bài hát dành cho thiếu nhi hay là những bộ phim hoạt hình của nước ngoài không? Kể tên một vài bài hát hay bộ phim mà em thích.
4. Các em cảm thấy việc học môn Tiếng Anh ở lớp như thế nào?
a. Vui, thú vị b. Bình thường c. Nhàm chán, buồn tẻ
5. Với những gì các em được dạy ở trường thì các em có thể nói chuyện với bạn bè bằng những câu Tiếng Anh đơn giản (hỏi tên, tuổi, nơi ở, đồ vật…) nhiều chưa?

Nhóm 1:
Nguyễn Văn Dũng………gmail: bongtuyettrang1710@gmail.com
Diêm Thị Thu Thủy….gmail: thuthuyanhb.tnu@gmail.com
Nguyễn Thị Thùy Vân….gmail: thuyvan.tn92@gmail.com
Hoàng Mỹ Linh…………gmail: mylinh.knn@gmail.com