VINH UNIVERSITY

FOREIGN LANGUAGE DEPARTMENT

********************

FINAL PROJECT

MODULE:COURSE DESIGN AND MATERIAL DEVELOPMENT

THE SPEAKING LAB 6

Supervisor: Đặng Thị Nguyên

Class: LT_05

Group: 2

Vinh, 2024

VINH UNIVERSITY
 FOREIGN LANGUAGE DEPARTMENT
**********************

Assignment title: The speaking lab 6

Name of module: Course design and material development

Group: 2
1. Vu Xuan Diu
25/06/2002 - (205714023110080)
2. Nguyen Thi Bang Nha
12/01/2003 - (215714023110300)
3. Nguyen Quynh Chi
01/05/2003 - (215714023110360)
4. Truong Thi Ngoc Ha
02/01/2003 - (215714023110267)
5. Nguyen Thi Lien Hang
06/04/2002- ( 205714023110147)

Semester: 2.1 (2024- 2025)

Date of submission: 30/12/2024

Word count: 3255 Words

1
 TABLE OF CONTENT

I. INTRODUCTION:...................................................................................................3
II. NEED ANALYSIS:.................................................................................................3
III. COURSE AIMS:....................................................................................................4
A. Primary Goal..........................................................................................................4
B. Secondary Goal.......................................................................................................5
IV. COURSE OUTLINE.............................................................................................5
V. ASSESSMENT PLAN.............................................................................................6
A. Formative Assessments..........................................................................................6
B. Summative Assessments.........................................................................................7
C. Feedback Mechani[Link]
VI. COURSE EVALUATION PLAN.........................................................................8
[Link] Assessment:............................................................................................8
[Link] Assessment:...........................................................................................8
Comparison with Other Evaluation Methods..............................................................8
Addressing Contextual Constraints.............................................................................8
VII. MATERIAL DESIGN..........................................................................................9
1. The reason for this book..........................................................................................9
2. Outstanding Features of the Book...........................................................................9
3. How to Use the Book Effectively.........................................................................10
VIII. CONCLUSION..................................................................................................12
Reference...................................................................................................................12
APPENDIX 1: NEED ANALYSIS TOOL...............................................................12
APPENDIX 3: SYLLABUS.....................................................................................14
APPENDIX 4: FINAL TEST....................................................................................17
APPENDIX 5: COURSE OUTLINE........................................................................23
Appendix 6 - Assessment plan..................................................................................26

2
 I. INTRODUCTION:
“THE SPEAKING LAB” is a course designed specifically for 6th-grade students,
aimed at developing English speaking skills in a dynamic and supportive learning
environment. The course focuses on building practical communication abilities and
enhancing confidence in using English, particularly suitable for students aged 11–12
with basic English proficiency, at the A2–B1 level according to the Common
European Framework of Reference (CEFR). This course, in addition to providing
vocabulary and grammar, is structured to meet the communication practice needs that
students are lacking.
The main goal of the course is to help students achieve fluency, accuracy, and greater
confidence in speaking English. They will learn how to participate in basic
conversations, improve pronunciation, and expand their vocabulary to develop
communication skills. The course provides opportunities for students to practice real-
life interactions, making learning English easier and more enjoyable.
The course applies the communicative language teaching (CLT) method, emphasizing
the use of the language in real contexts rather than memorizing theory. Students will
engage in pair work, group discussions, and interactive dialogues simulating real-life
situations. Pair and group activities not only encourage cooperation but also provide
opportunities for students to receive feedback and improve pronunciation and
grammar. The course content is age-appropriate, ensuring its appeal and relevance to
younger students.

An experienced teaching team, proficient in teaching middle school students and

holding B2-level qualifications according to the Common European Framework of
Reference (CEFR), will directly conduct this course using creative and interactive
methods. The course lasts for 5 weeks, with 2 sessions per week, each session lasting
45 minutes, and each class accommodating 15 students. Classes are conducted in
modern classrooms, fully equipped with multimedia teaching aids.

Upon completing the course, students will have a certain vocabulary base, be able to
use grammar structures, and improve pronunciation skills, becoming more confident
in English communication. They will speak English more fluently, engage in
conversations and presentations, while also improving listening and pronunciation
skills. The Speaking Lab serves as an important stepping stone for students to achieve
their language and personal development goals, ensuring that learning English
remains an exciting and meaningful journey.

II. NEED ANALYSIS:

To develop effective academic writing skills among students, a multi-faceted
approach is essential, encompassing data collection, consultations, and diagnostic

3
 assessments. Firstly, surveying students about their confidence, difficulties, and goals
in writing can provide a broad understanding of their needs. Questions like, “How
confident are you in writing academic essays?” or “What methods do you use for
writing?” can uncover key challenges, such as limited vocabulary or struggles with
essay structure. Additionally, interviews with students and educators offer deeper
insights into specific issues, such as the organization of ideas or mastery of grammar.
For example, educators can highlight areas where students typically underperform,
while students can express their personal struggles, like maintaining coherence in
long essays. Secondly, consulting with lecturers across various disciplines and
reviewing curricula can help identify the specific writing skills needed for success in
different academic contexts. By examining syllabi and assignments, educators can
align teaching strategies with the demands of diverse degree programs, ensuring
students are equipped to meet expectations in grammar, critical thinking, and
academic style. Lastly, administering diagnostic writing tests is crucial for
pinpointing students' strengths and weaknesses. A task like writing a 250-word essay
on “The Impact of Technology on Education” can reveal deficiencies in grammar,
coherence, and vocabulary. Using a detailed rubric, instructors can provide
constructive feedback, helping students focus on areas for improvement such as
argument structure, transitions, and clarity. This comprehensive strategy not only
identifies the gaps in writing proficiency but also establishes a clear pathway for
students to enhance their academic writing skills and achieve their goals. Through
surveys, interviews, curriculum reviews, and diagnostic assessments, educators can
design a targeted approach that empowers students to express their ideas clearly and
effectively.

III. COURSE AIMS:

The Grade 6 Speaking course is designed to help students develop English

communication skills and confidently use the language in real-life situations. The
objectives of this course are based on a needs analysis, aiming to create a supportive
learning environment where students can overcome their fear of speaking English,
expand their vocabulary, and enhance their communication effectiveness.

A. Primary Goal

The primary goal of the course is to help students overcome their fear of speaking
English. According to research by Dolly Jesusita Young in The Modern Language
Journal (1991), one major factor that hinders students' ability to communicate is a
lack of confidence or fear of making mistakes. To address this issue, the course
employs interactive methods such as pair work, group discussions, and role-playing.

4
These activities not only allow students to practice speaking but also create a safe
space where they can express themselves without fear of judgment, thereby reducing
anxiety. Over time, students will gradually gain confidence in using English in real-
life communication scenarios.

B. Secondary Goal

The secondary goal of the course is to improve students' vocabulary, grammatical

structure, and active listening skills. Language learners often face challenges in
expressing themselves due to limited vocabulary or incorrect sentence structure. This
course focuses on teaching essential yet simple vocabulary and grammatical structures
related to familiar topics such as sports, hobbies, and daily routines. For instance, in
Unit 5: Daily Routine, students will learn how to describe their daily activities, which
helps them effectively use the present simple tense to talk about habits. Through group
discussions, students not only learn new words but also practice using them in
sentences, thereby improving their ability to speak English more accurately.

These goals have been carefully designed to meet the needs of students. For students,
the course helps build their confidence and communication skills, better preparing
them for future learning and social opportunities. For teachers, the course provides a
clear teaching framework, enabling them to track students' progress and adjust lessons
as needed. For parents, the course establishes a strong foundation for their children to
communicate and learn effectively in real-world settings. Additionally, these goals
align with other courses discussed in the literature, particularly those emphasizing the
development of communication skills in academic and social contexts.

In conclusion, the Grade 6 Speaking course serves as a foundation for building

essential communication skills. It helps students become more confident, expand their
vocabulary, and develop the ability to express ideas clearly. Through engaging
activities and practical exercises, the course equips students with the tools they need to
succeed in an increasingly interconnected world.

IV. COURSE OUTLINE

The Speaking Lab for Grade 6 is a speaking-focused course tailored to A2-B1 level
learners, aiming to enhance their fluency, vocabulary, pronunciation, and confidence
in English. The course is structured around five key topics: My Neighborhood, My
Family, Subjects, Sports, and Daily Routine. It adopts a task-based learning (TBL)
approach combined with communicative language teaching (CLT), emphasizing real-

5
 life, meaningful communication through interactive activities. Each unit is designed
to address specific language skills, such as using prepositions of place to describe
neighborhoods, practicing possessive pronouns to talk about family, and engaging in
debates about favorite school subjects. Students also improve fluency through role-
plays where they practice giving directions, explaining sports rules, or discussing
daily routines. The course focuses on communication rather than isolated grammar
exercises, ensuring that learners can apply language in practical contexts like giving
presentations, asking and answering questions, and participating in group
discussions. Activities are designed to help students gain confidence in their
speaking abilities, making them comfortable with common conversational topics.
This approach aligns with learners' needs, as it fosters both linguistic competence and
social interaction skills, preparing them for real-world situations. Grammar is
integrated into the tasks, rather than treated as a separate focus, allowing students to
internalize structures naturally. By emphasizing active speaking and interactive tasks,
the course supports learners in becoming confident, effective communicators in
English.

V. ASSESSMENT PLAN

The Assessment Plan for “The Speaking Lab” Course for 6th-Grade Students is
carefully designed to align with the course’s learning outcomes, focusing on
enhancing students’ speaking proficiency, vocabulary acquisition, pronunciation
accuracy, and grammar application in real-life communication. It incorporates
formative and summative assessments that provide opportunities for feedback and
track students’ progress effectively.

A. Formative Assessments

Formative assessments are conducted throughout the learning process and are
designed to provide continuous feedback to help students refine their speaking skills.
These assessments include pair or group discussions, role-playing activities, and peer
or self-assessments.

1. Pair or Group Discussions: Students engage in discussions on various topics

such as family, hobbies, or school. This activity encourages students to practice
speaking in a natural setting, focusing on pronunciation, fluency, vocabulary, and
grammar. Teachers provide immediate feedback after the activity, emphasizing
students' strengths and areas for improvement. This helps reinforce positive
behaviors and correct errors in real-time, enhancing the learning process.

6
2. Role-Playing Activities: In role-playing, students simulate real-life situations,
like ordering food at a restaurant or introducing themselves and their family. This
gives them a chance to apply vocabulary and grammar in realistic contexts. The
focus is on fluency, appropriate language use, and interaction skills. Teachers
offer feedback on the students' ability to maintain conversation flow, correct usage
of grammar, and pronunciation accuracy.
3. Peer or Self-Assessment: After completing speaking activities, students assess
themselves or their peers based on a rubric. This reflective activity allows students
to identify their strengths and areas for improvement. Peer feedback encourages
collaborative learning, where students learn from one another’s strengths while
providing constructive feedback.

B. Summative Assessments

Summative assessments evaluate students’ overall speaking ability at the end of a unit
or course. These assessments allow teachers to assess the progress made over time and
determine if students have achieved the learning objectives. Summative assessments
include oral presentations, interviews, and conversational tasks.

1. Oral Presentation: In this activity, students give a short presentation on a given

topic, such as describing their family or talking about their favorite sport.
Presentations evaluate grammar, pronunciation, vocabulary, fluency, and overall
presentation skills. After the presentation, students receive detailed feedback on
areas such as grammar, pronunciation, and the organization of their speech. This
feedback helps students understand how well they have conveyed their ideas and
identify areas for improvement.
2. Interview or Q&A Session: In this format, teachers engage students in one-on-
one or small group interviews, asking questions related to personal experiences or
hypothetical scenarios. This test focuses on students' ability to interact
spontaneously, use appropriate grammar and vocabulary, and express themselves
fluently. Feedback is given based on the students' responses, conversational skills,
and language accuracy.
3. Conversational Task: This involves a 3-5 minute conversation between the
student and the teacher or a peer on a random topic, such as daily routines or
hobbies. The focus is on spontaneous interaction and fluency. Immediate feedback
is given on fluency, vocabulary usage, and conversational engagement. This type
of assessment tests students' ability to respond quickly and naturally in a
conversation.

7
C. Feedback Mechanisms:

Feedback will be provided regularly through:

1. Teacher Comments: Detailed comments on both formative and summative

assessments.
2. Peer Assessment: Students will engage in peer evaluations during role-play and
group activities to build collaborative skills and self-awareness.
3. Self-Reflection: Students will complete self-assessment checklists to reflect on
their strengths and areas for improvement.

VI. COURSE EVALUATION PLAN

The chosen evaluation method for the course is a combination of both formative and
summative assessments. This combined approach helps track the learning process
and provides a comprehensive assessment of students' overall learning outcomes.

1. Formative Assessment:
○ Group Discussions: Students discuss topics like family, hobbies,
and school, receiving immediate feedback on their pronunciation and
grammar.
○ Role-Playing: Students simulate real-life situations to practice
applying vocabulary and grammar.
○ Peer and Self-Assessment: Students assess themselves or their
peers, helping them identify strengths and areas for improvement.

2. Summative Assessment:
○ Oral Presentations: Students give short presentations on topics such
as family or favorite sports.
○ Interviews/Q&A: Students respond to questions and engage in
spontaneous conversations with the teacher.
○ Spontaneous Conversation: Students engage in a 3-5 minute
conversation on random topics with the teacher or a peer.

Comparison with Other Evaluation Methods

This combined approach differs from traditional courses that rely solely on final
exams. It offers continuous feedback throughout the course, enabling students to
improve their skills over time. Traditional methods often provide feedback only after
completing final assessments, which limits opportunities for students to enhance their
performance.

8
Addressing Contextual Constraints

1. Time Constraints: The evaluation activities are designed to be short and

efficient, allowing for feedback without taking too much class time.
2. Technology Constraints: Formative assessments can be conducted on
online platforms (LMS), allowing easy participation and immediate
feedback for students.
3. Student Diversity: The activities cater to students with diverse learning
strengths by using both spoken and written feedback, allowing all students
to demonstrate their abilities.
4. Institutional Policies: The evaluation plan aligns with the school’s policies
on academic integrity and regular feedback.

VII. MATERIAL DESIGN

"THE SPEAKING LAB 6"

Hello readers!

If you are looking for a book to help you start your journey to improve your English
communication - a popular language around the world and can be widely applied in
many fields - then this book is the ideal choice for you.

1. The reason for this book

With experience in teaching English to secondary school students and conducting
field surveys at secondary schools, I have found that most students can read and
understand English quite well, but when asked to speak, they encounter many
difficulties. Learning to speak is not simply memorizing sentence patterns, but also
the ability to apply vocabulary and grammar to real-life communication situations.
Therefore, I designed this book with the desire to help 6th grade students learn to
speak English easily and effectively.

This book is built according to the learning method through practice, helping
students not only master vocabulary and sentence structures but also practice
communication skills in real-life situations. In particular, the lessons in the book are
designed step by step, from easy to difficult, helping students become more confident
when speaking English without feeling overwhelmed.

9
2. Outstanding Features of the Book
Clear, easy-to-understand lesson structure: The book is divided into small lessons,
each focusing on a specific topic in the daily life of 6th grade students such as: My
hometown, Subjects, Daily routine, Friendship, Sports. Each lesson will include
sections such as: Vocabulary, Pronunciation, Grammar, Speaking. After 2 units,
students will be tested once and after finishing the course, they will be tested on all
the knowledge in this book. The purpose of dividing the lessons into small parts like
this is to help you easily absorb and apply knowledge in practice.

Practical Vocabulary: The book focuses on vocabulary that 6th graders really need
to use in their daily lives, such as: introducing themselves, asking about friends,
describing family, hobbies, or other familiar topics such as school, friends, etc. These
sentence patterns will help you feel confident when communicating with others and
easily start a conversation in English.

Rich practice exercises: Each lesson in the book comes with practice exercises,
helping students practice speaking and pronunciation skills. These exercises can be
open-ended questions for students to answer, role-play exercises, or situations that
require students to have a hypothetical conversation with their classmates. By
practicing, students not only memorize vocabulary and sentence patterns but also
improve their reflexive communication skills.

Detailed and easy-to-understand instructions: This book provides clear, detailed

instructions for each lesson. With easy-to-understand explanations, students can learn
effectively on their own without much help from teachers or parents. In addition, the
book also has notes on pronunciation and stress, helping students develop standard
pronunciation skills from an early age.

3. How to Use the Book Effectively

To learn to speak English effectively, you need to be persistent and practice
regularly. Here are some tips to help you use this book effectively:

Read carefully and practice each lesson: Each lesson in the book is designed for you
to study and practice on your own. Take the time to read the vocabulary, sentence
structure and understand how to use the sentence patterns in each situation. Then,
practice speaking a lot with friends, family or through the exercises in the book.

10
 Practice regularly: Learning to speak English cannot be quick if you only study
once. Maintain the habit of practicing every day. You can study and practice one
lesson a day or a week, depending on your time.

Real communication: Don't be afraid to communicate with others in English, even if

it's just simple sentences. Just practice, you will become more confident over time.
Use English all the time, when talking to friends, family or even when talking to
yourself.

To have effective lessons, how should teachers use books?

Introduce the lesson clearly: Before starting, the teacher needs to explain the lesson
objectives and the topics that students will practice. This helps students grasp the
requirements and direction of the lesson. Students will easily participate in the lesson
if they understand clearly what they will learn and why they will learn.

Encourage students to participate in communication activities: The activities in the

Speaking book are often designed in the form of real-life communication situations.
Teachers should encourage students to actively participate in these activities, such as
role-playing, exchanging information with classmates, or discussing in groups. This
helps students not only learn vocabulary and grammar but also practice speaking and
listening skills in real-life situations.

Model and guide pronunciation and intonation: Teachers need to pay attention to
students' pronunciation and intonation when practicing speaking. This can be done by
modeling sentences and vocabulary in the book. Teachers can also use the exercises in
the book to teach students how to pronounce correctly and use intonation naturally
and appropriately for the situation.

Divide activities by level: Speaking books for grade 6 are often divided into topics,
each topic will have activities from basic to advanced. Teachers should divide
activities into levels of increasing difficulty, from simple questions to more complex
communication situations. This helps students gradually improve their speaking skills
and become more confident in communication.

Create opportunities for students to practice on their own: In addition to following the
instructions in the book, teachers can create opportunities for students to practice
outside of class, such as assigning homework that requires students to conduct short
conversations or discuss topics. This not only helps consolidate knowledge but also
develops students' speaking skills.

11
Timely assessment and feedback: After each lesson, teachers need to assess students'
progress through speaking activities. Providing accurate and timely feedback helps
students recognize their strengths and weaknesses. Feedback should be constructive,
helping students recognize their mistakes and how to fix them.

Encourage students to speak more: Teachers should create a friendly learning

environment, encouraging students to speak as much as possible. This helps students
improve their reflexes and use English naturally. Group activities, sometimes
language games, are also a way for students to practice communication in a fun
atmosphere.

Flexibly adjust lessons according to students' needs: Each class has students with
different abilities and learning needs. Teachers need to flexibly adjust the teaching
speed and activities to suit the level of each group of students. Strong students can
practice more complex communication situations, while weaker students can get used
to simple exercises first.

Tools Teachers Should Use to Teach: Laptop, projector, TV, video, canva,
powerpoint.

VIII. CONCLUSION
Finally, "Speaking 6" is not only an English learning book but also a companion,
helping students overcome all barriers in learning the language, getting closer to the
goal of fluent communication. This is a great choice for those who want to conquer
English speaking skills.

Reference
1. British Council. (n.d.). Teaching Speaking Skills. Lấy từ
[Link]
managing-lesson/teaching-speaking.
2. MM Publications, & Đại Trường Phát. (n.d.). i-Learn Smart Start 6: Student
Book. MM Publications. Lấy từ [Link]
3. Young, D. J. (1991). Creating a low-anxiety classroom environment: What
does language anxiety research suggest? The Modern Language Journal, 75(4),
426–439. Creating a Low‐Anxiety Classroom Environment: What Does
Language Anxiety Research Suggest? - YOUNG - 1991 - The Modern
Language Journal - Wiley Online Library

12
 4. Hutchinson, T., & Waters, A. (1987). English for Specific Purposes: A
Learner-Centered Approach. Cambridge: Cambridge University Press.
5. Nunan, D. (1991). Language Teaching Methodology: A Textbook for Teacher.
Prentice Hall

APPENDIX 1: NEED ANALYSIS TOOL

Questionnaires for learners
Survey on Speaking Topics for 6th Grade Students.
Collect students' opinions about their favorite topics and the difficulties they face
when practicing speaking skills in English, in order to design appropriate lessons."
1. How long have you been learning English?
● 1 years
● 3-4 years
● More than 4 years
2. What topics do you like to discuss the most?
● School and Friends
● Family
● sport
● Environment
● Daily life
● Sport and Hobbies
● Travel
● Environment and Animals
● Technology
3. Are you confident speaking English?
● Very confident
● Quite confident
● low self-confidence
● No confidence
4. In what situations do you have the most difficulty speaking English?
● Think and find vocabulary quickly
● Pronounce words correctly
● Maintain long conversations
● Understand others and respond
● Afraid of being wrong so afraid to speak
● Grammar is uncertain
[Link] do you like to practice speaking skills?
● Role-play real-life situations
● Chat with friends (Pair work)
● Play games or creative activities

13
 ● Answer simple questions (Q&A)
● Short presentation
● Practice speaking with sample dialogue
6. Which skill would you like to improve the most in Speaking?
● Accurate pronunciation
● Natural intonation
● Fluency in speaking
● Expanding vocabulary to discuss a variety of topics

APPENDIX 2: COURSE AIMS

By the end of the course, students will be able to:

Goal 1: Develop core speaking skills

● Speak with clear and accurate pronunciation.

● Use natural intonation and rhythm in conversations.
● Respond appropriately to questions and prompts in English.
● Construct grammatically correct sentences during discussions.
● Express ideas confidently and fluently on familiar topics.

Goal 2: Expand communication abilities

● Discuss a variety of topics using a broader vocabulary.

● Use topic-specific phrases and expressions effectively.
● Adapt speaking style to suit different contexts, such as informal chats or formal
presentations.
● Engage in group discussions and express opinions with confidence.
● Demonstrate improved listening comprehension to enhance speaking
responses.

APPENDIX 3: SYLLABUS

Week Unit Lesson Period Content Supplement

Unit 1: My Neighborhood
1 1 1 1,2 -Vocabulary: Park, Market, Supermarket, Vocabulary
Fresh, noisy, quiet, peaceful, friendly related to
-Grammar: Preposition of place: in, on, near, topic my
next to, in front of, behind neighborhoo
d

14
 2 3,4 -Pronunciation: Sound /r/ and /l/ Grammar
-Speaking: speaking for topic my related to
neighborhood simple tense
Unit 2: Subjects
2 2 1 1,2 - Vocabulary : Geography, - Vocabulary
Literature,Biology related to
Information technology, History subjects
Chemistry, Civic Education, Physical
education

-Grammar:
Using “ and” / “ or” for listing

Possessive pronouns: “ mine” and “ your”

2 3,4 -Pronunciation:
1. Intonation for lists goes up, up, then
down.

-Speaking: speaking for topic subjects

Unit 3. Sports
3 3 2 1,2 -Vocabulary: sport; team; football; - -
basketball; badminton; surfing; swimming; Vocab
cycling ulary
related
-Grammar: using "Can" for ability to
sports
2 3,4 -Pronunciation: Stress the first syllable of
two-syllable words.
Football, Basketball, Badminton

-Speaking: speaking for topic sports

Unit 4: Family

15
4 4 1 1,2 - -
- Vocabulary: Sociable, Honest, Shy, Vocab
Polite, Confident, Hardworking, ulary
Generous,Kind. related
to
charac
ter.
-
- Grammar: Possessive forms (my, his,
her), Prepositions of relationship (with).

2 3,4 -Pronunciation: Sound Changes (linking

sounds “my uncle” → /maɪ ˈʌŋkl/ and
flapping sounds “my little sister” → /ˈlɪtl/
becomes /ˈlɪdəl/).
-Speaking: speaking about
family(introducing my family).

Unit 5: Daily routine

5 5 1 1,2 - Vocabulary: wake up, brush teeth, eat Vocabulary
breakfast, study, exercise, relax, cook related to
dinner, go to bed. topic daily
routine.
- Grammar: Use “should” and
“shouldn't” to give advice.

2 3,4 - Pronunciation:
Write a short paragraph (5-7 sentences)
using at least 5 words with /θ/ or /ð/, then
practice reading it aloud.

- Speaking: speaking for a daily routine.

Final Test
6 1 1, 2 - - Testing part 1 (20 sentences)
- Pronunciation, Grammar, Vocabulary.
- - Testing part 2: Talking about random
themes.
-

16
APPENDIX 4: FINAL TEST

Part 1
I. Pronunciation
Choose the word that has a different stressed syllable from the rest.
1. A. Market B. Supermarket C. Friendly D. Peaceful

Choose the word whose underlined part is pronounced differently.

1. A. Relax B. Research C. Replace D. Honor

2. A. Loyal B. Literature C. Polite D. Sociable

II. Choose the correct answer:

1. Lisa ___ swim very fast.

A. can
B. should
C. can't
D. shouldn't

2. Is this pencil ___, or is it his?

A. mine
B. yours
C. hers
D. our

3. The keys are ___ the table.

A. on
B. in
C. near
D. behind

4. Peter has a headache. He ___ take some rest.

A. shouldn't
B. should
C. can
D. must

5. Tom is playing football ___ his friends.

A. in
B. on
17
C. with
D. near

6. This book is ___. It belongs to me.

A. mine
B. yours
C. her
D. his

7. She bought apples ___ bananas from the market.

A. and
B. or
C. with
D. but

8. You can choose to stay at home ___ go out with your friends.
A. or
B. and
C. in
D. behind

9. This is Anna. ___ brother is very kind.

A. Her
B. His
C. My
D. Their

10. Your room is messy. You ___ clean it.

A. shouldn't
B. should
C. can't
D. won't

11. ___ you ride a bike?

A. Should
B. Can
C. Are
D. Do

12. You have a test tomorrow. You ___ stay up too late.
A. should
B. shouldn't

18
C. can
D. are

III. Look at these pictures. Match the words in Column A with their definitions
in Column B.

Column A Column B Answer

1. Biology A. A large store where you can buy food, clothes, 1.

19
 and other items.

2. Wake up B. The study of plants and animals. 2.

3. Supermarket C. Moving in the water using your arms and legs. 3.

4. Surfing D. Feel sure and not afraid. 4.

5. Confident E. Feel sure and not afraid. 5.

Part 2: Speaking

Create a wheel with 5 different topics. Each time a student spins the wheel,
students will have to answer a question or discuss a topic assigned by the wheel
for 5 minutes.

1. Sport
● What is your favorite sport? Why do you like it?
● How often do you play sports?
● Who do you usually play sports with?
● What sport do you think is the most difficult to play?
● Do you prefer playing sports indoors or outdoors? Why?

2. Family
● Can you tell me about your family? How many people are there in your family?
● What does your mother/father do?
● Who do you spend the most time with in your family? Why?
● What do you like to do together with your family?
● Do you think your family is big or small? Why?

3. Neighborhood
● Where do you live?

20
 ● What do you like most about your neighborhood?
● Is your neighborhood noisy or quiet? Why?
● Can you tell me about a place near your house that you often go to?
● Do you have friendly neighbors? What do they do?

4. Daily Routine
● What time do you usually wake up?
● What do you do in the morning before going to school?
● What time do you have lunch, and what do you usually eat?
● How do you spend your evenings after school?
● What time do you go to bed?

5. Subject
● What is your favorite subject at school? Why do you like it?
● Which subject do you find the most difficult?
● Who is your favorite teacher, and what does he/she teach?
● How many lessons do you have every day?
● Do you like studying English? Why or why not?

Score Pronunciation Vocabulary Fluency Grammar

10 Consistent use of
Clear, accurate, Rich and varied Fluent, no pauses correct grammar
no pronunciation vocabulary, or interruptions. with no errors.
errors. appropriate to the
topic.

8-9
Accurate Adequate vocabulary Occasionally Some minor
pronunciation but with some pauses, but grammar errors,
with minor errors repetition. conversation is but they don’t
that don’t affect smooth. affect
understanding. understanding.

21
 6-7
Some Limited vocabulary, Frequent pauses, Frequent grammar
pronunciation frequent repetition. speech is errors that affect
errors, but still somewhat clarity.
understandable. disjointed.

4-5
Frequent Basic vocabulary Frequent pauses, Continuous
pronunciation lacks the ability to difficult to grammar mistakes,
errors, making expand ideas. maintain affecting overall
understanding conversation. understanding.
difficult.

2-3
Many Extremely limited Continuous Major grammar
pronunciation vocabulary, lacks interruptions, hard issues, difficult to
errors, very hard expression. to understand. comprehend.
to understand.

0-1
Pronunciation Inappropriate No correct
errors are so vocabulary, cannot Unable to maintain grammar usage,
frequent, it’s express ideas. a conversation. unclear meaning.
impossible to
understand.

APPENDIX 5: COURSE OUTLINE

Week Session Topic Homework

Activity

1 4
My Vocabulary - Write 5 sentences
Neighborhood using vocabulary

22
 words.
- Words: Park, Market,
Supermarket, Fresh, Noisy, - Draw a simple map
Quiet, Peaceful, Friendly of a neighborhood and
write sentences
- Activity: Matching pictures describing the location
with vocabulary; describing of at least 5 places
places in their neighborhood. using prepositions of

Grammar place.

- Focus: Prepositions of Place - Prepare a short

(in, on, near, next to, in front paragraph (4–5
of, behind) sentences) describing
your neighborhood.
- Activity: Create sentences Practice reading it
describing the location of aloud.
places in a picture.

Pronunciation

- Focus: Sounds /r/ and /l/

- Activity: Minimal pairs

practice (e.g., "light" vs.
"right"); tongue twisters.

Speaking

- Focus: Speaking about their

neighborhood

- Activity: Students describe

their neighborhood, including
places and their locations.

2 4 Subjects Vocabulary - Match the vocabulary

- Words: Geography, words to their
Literature, Biology, definitions.
Information Technology,
History, Chemistry, Civic - Write 5 sentences
Education, Physical listing school subjects
Education. using “and” or “or.”
- Activity: Subject matching
with definitions; discussing - Prepare to talk about
favorite subjects. your favorite and least
Grammar favorite subjects (4–6

23
 - Focus:Using “and” / “or” for sentences). Include
listing. Possessive Pronouns: reasons.
“mine” and “yours”.
- Activity: Create sentences
listing subjects or using
possessive pronouns in
questions and answers.
Pronunciation
- Focus: Intonation for lists
(goes up, up, then down)
- Activity: Practice listing
subjects with proper
intonation.
Speaking
- Focus: Speaking about
school subjects
- Activity: Group discussion
on favorite and least favorite
subjects, and why.
3 4 Sports Vocabulary - Write 5 sentences
- Words: Sport, Team, about your favorite
Football, Basketball, sports using
Badminton, Surfing, vocabulary words.
Swimming, Cycling.
- Activity: Categorizing team - Write 5 questions
and individual sports; sharing using “Can” about
favorite sports. sports.
Grammar
- Focus: Using "Can" for - Prepare a 1-minute
ability. talk about your
- Activity: Ask and answer favorite sport. Answer
questions like, “Can you play questions like:
basketball?” and “What sports
can you do?” ● What sport do you
Pronunciation like?
- Focus: Stress on the first ● Why do you like it?
syllable of two-syllable words ● Who do you play it
(Football, Basketball, with?
Badminton)
- Activity: Listening and
repeating drills; word stress
identification.
Speaking
- Focus: Talking about sports
- Activity: Discuss favorite

24
 sports, why they like them,
and who they play with.

4 4 My Family Vocabulary - Write a sentence for

- Words: Sociable, Honest, each adjective.
Shy, Polite, Confident,
Hardworking, Generous, - Write 5 sentences
Kind. using possessive
- Activity: Match adjectives forms.
with family members in
sentences; describe family - Prepare a short
members' personalities. introduction of your
Grammar family (6–8 sentences).
- Focus: Possessive forms Practice presenting it.
(my, his, her); Prepositions of
relationship (with)
- Activity: Fill-in-the-blank
and sentence construction
tasks.
Pronunciation
- Focus: Sound Changes
(linking and flapping sounds)
- Activity: Practice sentences
like “my uncle” /maɪ ˈʌŋkl/
and “my little sister” /ˈlɪtl/
→ /ˈlɪdəl/.
Speaking
- Focus: Introducing their
family
- Activity: Students prepare
and present a short speech
about their family

5 4 Daily Routine Vocabulary: - Write your daily

- Words: Wake up, Brush routine in 5–7
teeth, Eat breakfast, Study, sentences using the
Exercise, Relax, Cook dinner, vocabulary words.
Go to bed.
- Activity: Match verbs with - Write 3 pieces of
pictures of daily activities; advice using “should”
sequencing a daily routine. and 3 pieces of advice
Grammar using “shouldn’t”
- Focus: Using “should” and related to daily
“shouldn’t” to give advice routines.

25
 - Activity: Role-play giving
advice to a friend about - Prepare to talk about
managing their daily routine. your daily routine (5–7
Pronunciation sentences). Practice
- Focus: Words with /θ/ saying it fluently.
and /ð/
- Activity: Write and read
aloud a short paragraph using
at least 5 words with these
sounds.
Speaking
- Focus: Talking about daily
routines.
- Activity: Students present
their daily routine and discuss
how they manage their time.

Appendix 6 - Assessment plan

Formative
Assessments 1. Pair or Group Discussions
● Activity: Students engage in discussions on various topics (e.g.,
family, hobbies, school) in pairs or small groups.
● Focus: Pronunciation, fluency, vocabulary, and grammar.
● Feedback: Immediate feedback after the activity focusing on
strengths and areas for improvement.
● Time: 10-15 minutes per group

2. Role-Playing Activities
● Activity: Students role-play real-life situations such as ordering
food at a restaurant, asking for directions, or introducing themselves
and their family.
● Focus: Use of appropriate vocabulary, grammar, and fluency in
conversation.
● Feedback: Teacher provides feedback on language use, fluency, and
interaction.
● Time: 10-15 minutes

26
 3. Peer or Self-Assessment
● Activity: Students assess their own or their peers' speaking
performances using a rubric.
● Focus: Reflection on strengths and areas for improvement in their
speaking skills.
● Feedback: Peer feedback to encourage collaborative learning.
● Time: 5-10 minutes

Summative
Assessments 1. Oral Presentation
(Final ● Activity: Students give a short oral presentation on a given topic
Evaluation) (e.g., "Describe your family," "Talk about your favorite sport").
● Focus: Grammar, pronunciation, vocabulary, fluency, and overall
presentation.
● Feedback: A final grade based on the rubric criteria. Detailed
feedback on areas such as pronunciation and grammar.
● Time: 5-7 minutes per student

2. Interview or Q&A Session

● Activity: One-on-one or small group interviews where the teacher
asks questions related to personal experiences or hypothetical
situations.
● Focus: Interaction, grammar, vocabulary, and fluency.
● Feedback: Individual feedback on responses, conversational skills,
and language accuracy.
● Time: 5-10 minutes per student

3. Conversational Task
● Activity: Students engage in a 3-5 minute conversation with the
teacher or a peer on a random topic (e.g., daily routine, hobbies,
etc.).
● Focus: Spontaneous interaction, fluency, and vocabulary usage.
● Feedback: Immediate feedback after the task, with comments on
fluency and conversational engagement.
● Time: 5 minutes per student

27
 Grammatical
Fluency and Range and
Score Coherence Lexical Resource Accuracy Pronunciation

9-10 Speak fluently Use flexible and Use a variety of Use all
with very little precise grammatical pronunciation
repetition or vocabulary for structures naturally features with
hesitation; any topic; use and appropriately; accuracy and
develop the topic idioms naturally produce accurate nuance; easy to
fully and and accurately. structures understand in a
appropriately. consistently. natural way.

7-8 Speak fluently Use a diverse and Use a variety of Use a diverse
with a few flexible range of flexible structures; range of
instances of vocabulary; very few mistakes pronunciation;
repetition or occasional minor that do not affect occasional minor
hesitation; mistakes. the meaning. errors.
develop the topic
clearly and
appropriately.

5-6 Can speak at Has enough Uses a combination Uses

length, but vocabulary to of simple and pronunciation
occasionally lacks present the topic complex structures, features with
coherence due to clearly, although but with limited limited control;
hesitation; uses there are still flexibility; pronunciation
basic linking some mistakes. mistakes errors sometimes
words. occasionally affect reduce clarity.
the meaning.

3-4 Unable to answer Uses simple Only creates basic Limited range of
without pauses; vocabulary to sentences with pronunciation;
frequently repeats convey basic many grammatical frequent
ideas; limited ideas; makes errors; the mistakes pronunciation
ability to develop many word often obscure the errors make it

28
 the response. choice errors. meaning. difficult for the
listener to
understand.

1-2 Almost unable to Very limited Severe grammar Unclear

form complete vocabulary; mistakes make pronunciation;
sentences; unable to convey understanding communication is
frequently pauses. basic ideas. almost impossible. completely
disrupted.

29