This document describes a course designed to teach English at an A level to learners in Vietnam. The course utilizes ICT like Moodle to facilitate learning and overcome limitations of classroom time. It includes 9 units covering topics like greetings, jobs, and daily routines. Three sample units are described in detail, outlining their lessons, learning objectives, and vocabulary. ICT like online exercises and quizzes are meant to supplement classroom learning and promote learner motivation and autonomy. The goal is for learners to communicate confidently in English after completing this course.

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Group 3:
Nguyễn Hai Khoa – khoanh.gnomio.com
Nguyễn Ngọc Bích – bichnguyen83.gnomio.com
Phạm Nguyễn Thảo Nguyên – thaonguyen.gnomio.com
Trần Nguyễn Minh Khuyên – minhkhuyen.gnomio.com
COURSE DESIGN FOR TEACHING A LEVEL
It is evident that ICT facilitates teaching and learning process thanks to its benefits. Our
group’s project is to design a course that help learners to get A level of English. When designing
a course to teach learners to achieve level A with Listening and Reading and Writing skills, it
would be an effective syllabus if there is integration of the teaching methods as well as ICT. In
the era of technology, there are many ways for both learners and teachers to approach to modern
technology. However, based upon the learning and teaching situation as well as available
facilities in the own context, teacher can design the course differently. For the mentioned course
to teach learners at A level, we based on following principles to design the course:
+ ICT assists learners and teacher during the learning and teaching process; however,
ICT does not play the key role of the course, methodologies of teacher take the decisive role,
ICT helps to facilitate learning and teaching process
+ Teacher uses ICT to help learners develop listening and reading skills via listening
exercises posted on the web or provide online readings with relevant exercises posted on the
web by teacher
+ When organizing ICT learning activities, teacher always plays an active role to
consult, promote, supervise and evaluate learners on their participation
+ Before engaging learners into ICT learning and teaching, teacher will instruct learners
carefully on how to use, access and maintain regular involvement.
+ For such those learners who have limited time at English class, ICT plays a significant
role to promote learners’ motivation along with learners’ autonomy.
This level A course is designed for learners who would like to develop their English
knowledge and communication skill based on many topics about family, school, job, hobbies

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and places. Learners of this course are ones who have finished Basic level or who are going to
take the national certificate of level A, CEFR oriented exam level A1 – A2. After this course,
learners are expected to be able to communicate confidently with their friends or native
speakers and to pass the quiz or test to achieve Level A certificate. In fact, the time bank in
class is not enough for the teachers to help learner meet the objectives of the course. Therefore,
the teacher should provide more practiced exercises or quiz for learners to do at home. In
addition, many learners do not seem to have much motivation, so the teacher can motivate them
by creating interesting learning environment outside the classroom. Moreover, we are living in
a high technology developing time; we can use it in teaching and learning English. Based on
the above reasons, our group use Moodle in this course to help teacher and learners deal with
classroom problems.
There are nine units in our course; however, we pick out three topics to demonstrate
how we deal with classroom problems as stated above. These three units are described as
below:
UNIT 1
- Lesson 1A: This first lesson covers basic greetings, and the verb “be” in
affirmative sentences, as well as numbers and days of the week. The lesson also introduces
the 45 sounds of American English.
- Lesson 1B: In this lesson a world quiz provides the context for students to
learn/review countries and nationalities. The lesson also covers all simple present forms of
the verbs “be”, numbers, and six more vowel sounds.
- Lesson 1C: The topic of where students go to study English abroad and an
interview in a US language school provide the context for students to review countries,
learn how to give personal information, and practice the alphabet.
- Lesson 1D: In this lesson, students learn or review the vocabulary of the
classroom environment and personal possessions. This lexis is then used to practice articles,
plurals, and this/that/these/those. The lesson ends with a focus on classroom language,
which helps students to understand and respond to common classroom instructions and to
ask the teacher in English for information and clarification.
UNIT 2
- Lesson2A: The lesson is based on interviews with foreigners living in the US
who talk about the way American people live. Some of their comments are not the typical

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stereotypes and may surprise students. Students learn or review the simple present in
affirmative and negative sentences. They also learn a group of common verb phrases in this
lesson.
- Lesson 2B: In recent years, Internet dating has become increasingly common.
This lesson introduces simple present questions through the context of an unsuccessful date
between two people who have met through an Internet dating service.
- Lesson 2C: The topic of jobs is introduced through an interview with an
illustrator, and later practiced through a job quiz. Students get further practice with the
vocabulary and grammar for talking about their and other people’s jobs.
- Lesson 2D: Students learn family vocabulary and the possessive ‘s in the
context of famous people’s relatives, and then they talk about their own family.
UNIT 3
- Lesson3A: In this lesson, students learn or review common adjectives and the
two basic rules governing the position of adjectives.
- Lesson 3B: This lesson is based on an article that looks at the daily routine of
two people – a mother and a commuter. A stress expert assesses their stress levels and gives
advice on how they could improve their daily lives. This provides the context for students
to learn/review telling the time and describing their own day using the simple present.
- Lesson 3C: Information from the Okinawa study provides the context for
students to learn and practice adverbs and expressions of frequency.
- Lesson 3D: The main focus in this lesson is expressing time: how to say what
the date is and how to use common prepositions of time correctly. The context is three
unusual “throwing” festivals that are held in different countries around the world.
In order to develop the course, multiple Moodle activities will be applied together with
Violet-a software is popularly used in teaching. Forums will also be created and it is the place
where learners can join in and post their own ideas.