English for Education

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<b>ENGLISH FOR EDUCATION</b>

<b>ENGLISH FOR EDUCATION</b>

(Amended and supplemerited 2nd_edition)

<i>Compiled by:</i>
<i>Le Kim Dung, MA (Chief author)</i>

<i>Nguyen Thi Ha, MA</i>

<b>INTRODUCTION</b>

<b>Brief description of the book</b>

Material collection. This book is a theme-based collection of units
developed for master learners at Hanoi University of Education. For the most part,
the texts were selected from various sources available on the Internet; the rest is
from other books. All the exercises, however, were designed by us. The selection
of the texts and the design of the exercises have been done with great concern for
the needs and interests of our learners who are teachers involving in different
fields of education (Nursery I Education, Primary Education, Special Education),
as well as educators and educational managers.

Construction of the book. The book contains ten units (about 350-400
words/each) dealing with different topics in education: educational system,
curriculum, testing, management, current issues... Each unit opens with
vocabulary work to prepare the learners for their later reading. The text will be
followed by the comprehension check with a wide range of tasks to make sure
that the learners have a thorough understanding of the text and to acquaint
learners with different reading skills. The speaking part will take learners back to
their real working environment to talk about facts and problems, to express their
own opinion on different aspects of education in Vietnam. The writing has been

compiled with a moderate aim of giving some guide and creating a favourable
ground to the development of summary writing skill based on notes (from a
discussion), or from a text. Each unit ends with consolidation which, as its name
suggests, focuses on the consolidation of vocabulary essential for the topic

<b>ENGLISH FOR EDUCATION</b>

<b>ENGLISH FOR EDUCATION</b>

(Amended and supplemerited 2nd_edition)

<i>Compiled by:</i>
<i>Le Kim Dung, MA (Chief author)</i>

<i>Nguyen Thi Ha, MA</i>

<b>INTRODUCTION</b>

<b>Brief description of the book</b>

Material collection. This book is a theme-based collection of units
developed for master learners at Hanoi University of Education. For the most part,
the texts were selected from various sources available on the Internet; the rest is
from other books. All the exercises, however, were designed by us. The selection
of the texts and the design of the exercises have been done with great concern for
the needs and interests of our learners who are teachers involving in different
fields of education (Nursery I Education, Primary Education, Special Education),
as well as educators and educational managers.

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discussed. At the end of the book, we also provide More supplementaryreadings
for those who wish to spend more time exploring the language, Used in
education. All the kind of language supplied in this book will be crucial for learners

to be partially successful in participating in some activities in which the language
is instructional tool.

<b>Intended conduction of the course</b>

For the formal study, the course should be conducted as follows:

Number of credit: 6 credits (90 class hours at 45 minutes each)

Time: for the second and final phase of the English Language Course for
master learners (Total class hours: 210) at Hanoi University of Education.

Pre-requisites: learners should have successfully completed the first phase
of the English Language Course for master learners. This means that they now
should have sufficient knowledge of the language and learning skills to
successfully deal with and to fully appreciate what is presented during this ESP
(English for specific purpose) course.

<b>Objectives</b>

<b>By the end of the course the students should be able to</b>

- Read and comprehend small pieces of authentic materials closely related
to their fields of study.

- Scan for needed information.

- Skim for general ideas.

- Identify main / supporting ideas in a reading.

- Guess the meaning of new words and terms based in the context of the
reading.

- Summarize an article/ a discussion within 100-150 words.

- Describe or comment on different topics of education.

- Build up a live vocabulary concerning learners' major of about 1000
words.

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- Get involved in follow-up activities (Qs and As, comments, etc.) after
reading a text.

- Translate small pieces of language (phrases, sentences, mini readings...)
from English into Vietnamese and vice versa.

<b>Assessment of this ESP course</b>

There are two types of assessment:

Informal: on-going assessment for which learners are not graded but it is a
way for the teacher to determine how well the learners are doing.

Formal: assessment of any work done by the learners that is evaluated and
results in grades. This will include:

- Class participation: 10%

- Completion of homework: 30%

- Midcourse test: 60%

The grading learners get from this ESP course will be added (at the rate of
40% on the total) to the final score of the whole English language course for
master learners.

UNIT 1. THE EDUCATION SUSTEM IN THE UNITED STATES
UNIT 2. SCHOOLING

UNIT 3. BASIC CURRICULAR STRUCTURE

UNIT 4. NURSERY AND PROSCHOOL EDUCATION

UNIT 5. EDUCATION OF STUDENTS WITH SPECIAL NEEDS
UNIT 6. CHOICES FOR SCHOOL LEAVERS

UNIT 7. COLLEGE AND UNIVERSITY

UNIT 8. REPORT ON THE COST OF UNIVERSITY LIFE
UNIT 9. STANDARDED TESTING

...

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<b>UNIT 1. THE EDUCATION SUSTEM IN THE UNITED STATES</b>

<b> </b>
ENGLISH FOR EDUCATION

<b>* VOCABULARY</b>

Below is the list of the new words which are used in the text. Look at the
sentences to see how each new word is used and try to guess its meaning.

<b>grade(n)</b>

1. School education is usually from grade 1 to grade 12.

2. At the end of grade 12, students prepare hard to go to university

<b>system(n)</b>

1. The public transport system in Hanoi is not good. They are only buses which
are usually crowded.

2. The United States has one of the best democratic systems of governments in
the world.

<b>include(v)</b>

1. This price does not include VAT, so you have to pay 10% more.

2. School education includes 12 years, while university education usually needs 4
years.

<b>graduate(n)</b>

1. A school graduate can either go, to university or start looking for a job.

2. A graduate is a student who has finished university.

<b>prepare(v)</b>

1. Every student has to prepare carefully for their exam to enter university.

2. Have you prepared everything for your trip?

<b>preparatory(adj.)</b>

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2. If they want to do this job, they need a preparatory training.

<b>vary(v)- various (adj.)</b>

1. They have tables of various sizes: small, big, and medium.

2. Not all sharks are the same. They vary in weight and in size.

<b>vocational(adj.)</b>

1. Vocational schools prepare students for various kinds of work.

2. Vocational schools train workers with various skills

<b>private(adj.)</b>

1. It looks like a hotel, but in fact it's a private house.

2. The public is usually interested in the private lives of the famous people.

<b>aid(v), (n)</b>

1. My lesson becomes more interesting when I use teaching aids, such as
pictures, films, cassette players and power point.

2. He needs a hearing aid to hear better .

<b>available(adj.)</b>

1. This is the only available room in the hotel. You do not have any other choice.

2. Stamps are available at any post office.

<b>tuition(n)</b>

1. Students in most universities have to pay tuition fee (money for their study).

2. Children in primary schools in Vietnam do not have to pay tuition.

<b>Use the new words given in Vocabulary in its correct form and tense to fill in</b>
<b>sentences 1 — 8:</b>

1. He should... everything well, so that he will be able to start his new life as
soon as he arrives.

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3. I am… in the afternoon, so you can come and see me any time then.

4. They did not go to the party for… reasons.

5. School leavers who do not wish to go to university need… guidance to know
which job is suitable for them.

6. School usually starts with…

7. His method of work has little…

8. Thang Long is the first… university in Vietnam .

<b>* READING</b>

<b>THE EDUCATION SYSTEM IN THE UNITED STATES</b>

Elementary school: Most children in the United States start school when they are
five years old. They go to kindergarten for one year and, then start first, grade when they
are six. The first school is called "elementary school", or "grade school". American
children usually start to read when they are in the first and second grades. The also
begin to learn arithmetic and simple science and history.

Junior high school: After elementary school, children go to "junior high school"
(sometimes it is called "middle school"). In most 'sehoO1 systems junior high school
includes seventh, eighth, and ninth grades, but sometimes it is only the seventh and
eighth grades. Junior high school students are usually 12 to 14 years old.

High school: High school (grades 10, 11 and 12) comes after junior high school.
Students usually graduate from high school when they are 17 or 18. There are different
kinds of high schools. Some high schools prepare students to go to college
(college-preparatory high schools). Other high schools prepare students for' various kinds of
work (vocational high schools). Many high schools have both college-preparatory
courses and vocational courses.

Higher education: When students graduate from high school, they may go to the

college or university. They are more than 3,000 colleges and universities in the United
States .

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to help students pay at least part of their tuition. Some form of higher education is
available to every high school graduate.

<b>Age</b> <b>Grade</b> <b>School</b>

5 Kindergarten Elementary School

6 – 10 1 - 5 Elementary School

11 – 13 6 - 8 Middle School / Junior High School

14 - 17 9 - 12 High School

18+ College / University

(Source: Developing Reading Skills, pp 67-68)

<b>COMPREHENSION CHECK</b>

<b>I. Read the following statements and say whether they are true (T), false (F) or not</b>
<b>given (NG) according to the information from the text.</b>

…1. Elementary school means the same as grade school.

…2. Children do not do the reading when they reach the third grade.

…3. Junior high school means the same as high school.

…4. Every junior high school includes seventh, eighth, and ninth grades.

...5. Students can graduate from high school when they are 17.

..6. All high schools have the same courses.

…7. Vocational courses are for those who are not academically good.

...8. You can not find both college-preparatory courses and vocational courses in
the same high school.

..9. School graduate can choose either a private or state college or university.

...10. Students can get money from the government for their study.

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a. kindergarten

b. elementary school

c. junior high school

d. high school

e. college

1. the six years between kindergarten and junior high
school

2. the three years after junior high school

3. the year before elementary school

4. the three years after elementary school

5. after high school

Answer: 1… 2… 3… 4… 5…

<b>* SPEAKING</b>

<b>Work in group and discuss these questions about your country.</b>
1. When do children start school in your country?

2. Do children go to kindergarten? How long is kindergarten? Is it compulsory? Is
it good for children?

3. How many years do children spend in elementary school, junior high school
and high school? Do you think this division is reasonable?

4. Do high schools prepare children for various kind of work? Or do they prepare
them to go to college only?

5. How many colleges and universities are there in Vietnam ? How many of them
are private ones?

6. Do students pay tuition when they go to school or university? Are they cheap or
expensive? Can they get financial aid? If yes, where can they get it?

<b>* WRITING</b>

Base on your answers in Speaking to write a short introduction (of about 150
words) about education system in Vietnam .

<b>* CONSOLIDATION</b>

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a. Tru?ng ti?u h?c

b. Tru?ng trung h?c co s?

c. Tru?ng trung h?c ph? thông

d. H? th?ng tru?ng h?c

e. H?c sinh t?t nghi?p ph? thơng

f. Nhi?u lo?i hình ngh? nghi?p khác nhau

g. Tru?ng d?y ngh?

h. Chuong trình ơn thi vào d?i h?c

i. Tr? c?p v? tài chính

k. H?c phí b?c d?i h?c

<b>2. Translate the following sentences into English:</b>

a. H?c sinh thu?ng t?t nghi?p ph? thông vào nam 18 tu?i

b. H?u h?t các t?nh trên c? nu?c d?u có các tru?ng d?y ngh?

c. H?c sinh l?p 12 thu?ng ph?i chu?n b? r?t c?n th?n cho kì thi vào d?i h?c

d. Sinh viên d?i h?c có th? nh?n du?c s? giúp d? v? m?t tài chính t? chính ph?

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<b>UNIT 2. SCHOOLING</b>

ENGLISH FOR EDUCATION

<b>* VOCABULARY</b>

Below is the list of the new words which are used in the text. Look at the
sentences to see how each new word is used and try to guess its meaning.

<b>compulsory (adj.)</b>

1. Is History a compulsory subject at school?. Does every student have to
learn it?

2. It is not compulsory for everybody to attend this meeting. You can stay at
home.

<b>mandatory (adj.)</b>

1. In our company, attendance is mandatory at all meetings.

2. In Vietnam, primary education is mandatory. Every child has to go to
school.

<b>require (v) — requirement (n)</b>

1. The situation requires quick actions. Otherwise, it will be too late!

2. Ourimmediate requirement is extra teachers for evening classes.

<b>data (n)</b>

1. Very little data on Vietnam's education system is available in our library.

2. If you want to do a survey, you have to collect data, then analyse it.

<b>enrol (v) — enrolment (n)</b>

1. For in-service programs, more students enroll in evening classes than in
day classes because during the day they have to go to work.

2. Every year, this school has an enrolment of about 800 students.

<b>participate (+in) (v)</b>

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2. Which countries will be participating in the World Cup this year?

<b>contrary (to) (adj.)</b>

1. It's surprising that they get on well. They have contrary beliefs about
different things.

2. 'Hot' and 'cold' have contrary meanings.

<b>curriculum (n)</b>

1. Our school's curriculum includes many subjects, such as maths, physics,
literature.

2. Who are responsible for the development of school curriculum in
your„country?

<b>pressure (n)</b>

1. I can not stand working at high pressure.

2. High blood pressure is very dangerous

<b>concern (n & v)</b>

1. There's no need to concern yourself with this matter. We are solving it
ourselves.

2. In recent years, public concern about education has considerably grown.

<b>extreme (n & adj.) - extremely (adv) - extremism (n)</b>
1. The north pole is in the extreme north of the earth.

2. He holds extremely odd views about politics.

<b>hamper (v)</b>

1. Our plan was hampered by the bad weather.

2. The traffic jam hampered him from getting there in time.

<b>social (adj.)- socialize (+with) (v)</b>

1. Every country has to face a lot of social problems.

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<b>Use the new words given in Vocabulary in its correct form and tense to fill in</b>
<b>sentences 1 - 10:</b>

1. Last year I attended a… development course in Bangkok.

2. This work… a good knowledge of deep sea life.

3. He was once terribly shy, but now he's gone to the opposite…

4. If you go to this party, you will have a good opportunity to… withyour new
colleagues.

5. Is military service… your country?

6. He was not able to get enough… for his research.

7. She left home to escape the… in her family's formal way of life.

8. Our main…is that they are not receiving enough help.

9. If you want to… in this college, you have to finish all the necessary
papers.

10. Few people will… in this competition. It's too dangerous.

<b>* READING</b>

<b>SCHOOLING</b>

<b>Read quickly through the text and match the headings (A-E) with their</b>
<b>appropriate paragraphs (1-4). There is one odd heading.</b>

A. The reasons for homeshooling.

B. School attendance.

C. Homeschooling - not a good alternative.

D. Schooling-study and break.

E. Popularity of public school.

1….

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attend school varies from state to state. Most children begin primary education
with kindergarten at the age of 5 or 6, and complete their secondary education at
the age of 18. Typically, mandatory education starts with first grade (kindergarten
is often not compulsory). Some states allow students to leave school at age 16,
before finishing high school; other states require students to stay in school until
age 18.

2….

Most parents send their children to either a public or private institution.

According to government data, one-tenth of students are enrolled in private
schools. However, approximately 85% of students enter the public schools,
largely because they are "free". Students attend school for around eight hours per
day, 185 days per year. Most schools have a summer break period for about two
and half months from June through August. This break is much longer than the
one in many other nations. Originally, "summer vacation" allowed students to
participate in the harvest period during the summer.

3…

Less than 5% of parents choose to educate their own children at home.
They do so for various reasons. Some parents see nonreligious education as
contrary to their moral or religious systems. Others feel that they can more
effectively tailor a curriculum to suit their 'children's strengths and weaknesses,
especially those with learning disabilities. Still others feel that the negative social
pressures of schools (such as bullying, drugs, crime, and other school-related
problems) are bad for a child's development. Parents often form groups to help
each other in the homeschooling process.

4….

Many people are against homeschooling. Some of their concerns include
fears of poor academic quality, loss of income for the schools, and religious or
social extremism. Furthermore, some believe that removing children from the
school environment could hamper their ability to socialize with peers their own
age.

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<b>COMPREHENSION CHECK</b>

<b>I. Read the following statements and say whether they are true (T), false (F)</b>

<b>or not given (NG) according to the information from the text.</b>

…1. Every child in the States has to go to school at the same age.

…2. Children can leave school at 16 only when they have health problems.

…3. As many students enroll in public schools as they do in private ones.

…4. Like every other nation, the States allow a summer break of two and a
half months.

…5. Not as much as 5% of parents educate their children at home.

…6. Some parents feel that they can work out a more suitable curriculum
for their children.

…7. Parents who choose to educate their own children at home sometimes
meet and help each other with the education of their children.

…8. One opposition homeschooling is the concern that, children would not
have sufficient activities at home for their study.

…9. Teachers' organizations are not in favour of homeschooling.

...10. Children with homeschooling may lose their chance to socialize with
their peers.

<b>II. Read the text again and answer the following questions:</b>

1. What is usually the school age for children in the United States?

...

2. Does every state in the United States have the same age requirement at
which children can leave school?

...

3. What kind of school has a bigger student enrolment, public or private
schools?

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4. Why did students in the United States originally have a long summer
break?

...

5. Name one reason that makes parents choose to educate their own
children at home.

...

6. Name one argument that people give against homeschooling.

...

<b>* SPEAKING</b>

<b>Work" in group and discuss these questions about your country.</b>

1. When does mandatory education start in your country? How long is it?

2. Does the government require a certain age at which children can leave
school?

3. Is private school popular in your country? Which attracts more students,
public or private school? Why?

4. Do you have homeschooling? If yes, why do some parents choose to do
it?

5. 'Education should be mandatory to children'. Give one reason to support/
oppose this opinion.

<b>* WRITING</b>

Base on your answers in Speaking to write a short introduction (of about
150 words) about schooling in Vietnam.

<b>* CONSOLIDATION</b>

<b>1. Find from the text equivalents for the following Vietnamese words and</b>
<b>phrases:</b>

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b. Tu?i di h?c

c. Tru?ng công / tru?ng tu

d. Các s? li?u c?a chính ph?

e. Ð?n tru?ng h?c

f. Giai don? ngh? hè

g. Các ho?t d?ng trên l?p

h. Do nhi?u nguyên nhân khác nhau

i. Xây d?ng chuong trình

k. Áp l?c tru?ng h?c

l. S? phát tri?n c?a m?t d?a tr?

<b>2. Translate the following sentences into English:</b>

a. S? phát tri?n c?a tr? ph? thu?c vào nhi?u y?u t?: gia dình và xã h?i

b. Do nhi?u nguyên nhân khác nhau, ph?n l?n h?c sinh d?u ch?n h?c ?
tru?ng công l?p

c. Chúng ta c?n xây d?ng m?t chuong trình h?c phù h?p cho s? phát tr?n
c?a h?c sinh

d. H?c sinh thu?ng l?p nhóm d? giúp d? nhau trong h?c t?p

e. M?t trong nh?ng m?i quan tâm l?n nh?t c?a giáo viên là ch?t lu?ng d?y
và h?c

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<b>UNIT 3. BASIC CURRICULAR STRUCTURE</b>

<b> </b> <b> </b>
ENGLISH FOR EDUCATION

<b>* VOCABULARY</b>

Below is the list of the new words which are used in the text. Look at the
sentences to see how each new word is used and try to guess its meaning.

<b>counterpart(n)</b>

1. The manager phoned his counterpart, who is the other company's manager
to make an appointment.

2. Students in the United states do not study the same subjects as their
counterparts (other students) in other countries.

<b>specialize(v)</b>

1. Students who study at the Faculty of English specialize in English. Those
who study at the Faculty of History specialize in History.

2. He is a teacher of mathematics so he specializes in mathematics.

<b>sophomore(n)</b>

1. They are in the second year at university. They are sophomores.

2. In some colleges and university, students don't have to choose their majors
until their sophomore year.

<b>elective(adj. & n)</b>

1. Students can choose either English or German as one subject of foreign
language to study at this course. They are electives.

2. Students can take elective subjects in the field of their study. They don't have
to study all the subjects.

<b>typical(adj.)</b>

1. On a typical day, students at HUE have from ten to twelve class hours.

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<b>obtain(v)</b>

1. After finishing this course, you can obtain a master degree.

2. In order to obtain good degree, you have to study better.

<b>concept(n)</b>

1. He can't understand the basic concepts of mathematics.

2. Everybody in modern time knows the concept of freedom.

<b>offer(v)</b>

1. He offered me a job as a secretary in his company.

2. Colleges and Universities offer students a lot of opportunities to look for a
job.

<b>emphasize(v), emphasis (n)</b>

1. The teacher emphasized the importance of carefulness in doing the final test.

2. Some schools put great emphasis on language study.

<b>sequence(n)</b>

1. Sequence means a set of events or actions with each following the one
before in a particular order.

2. We should consider these events in historical sequence.

<b>rigidity(n) rigid (adj.)</b>

1. Rigid principles in a high school are very strict rules which make pupils obey
seriously.

2. The manager didn't agree with the rigidity of her views.

<b>Use the new words given above in its correct form and tense to fill in sentences</b>
<b>1 - 8.</b>

1. We should… the importance of language learning in modern time.

2. We are students of English so we have to… language study.

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4. The teacher explained the... of sexuality in a very simple way.

5. Can students choose their field of study in their… year.

6. If you can't pass this exam, you won't be able to…your diploma.

7. I have been… a good job in her company.

8. His… in that company is a reliable person.

<b>* READING</b>

<b>BASIC CURRICULAR STRUCTURE</b>

Some schools in the United States encourage students to take electives in the
areas they are considering for a career. Generally, at the high school level, they take a
broad variety of classes, without special emphasis. The curriculum varies widely in
quality and rigidity; for example, some states consider 70 (on a 100 point scale) to be
a passing grade while others consider it to be 75 and others 60.

The following are the typical minimum course sequences that one must take in
order to obtain a high school diploma.

- Science (biology, chemistry, and physics)

- Mathematics (usually three years minimum, including algebra, geometry, algebra II,
and/ or pre - calculus/ trigonometry)

- English (four years)

- Social Science (various history, government, and economics courses, always
including American history)

- Physical education (at least one year)

Many states require a "Health" course in which students learn anatomy,
nutrition, and first aid; the basic concepts of sexuality and birth control; and why to
avoid substances like illegal drugs, cigarettes, and alcohol.

<b>Electives</b>

High schools offer a wide variety of elective courses, although the availability of
such courses depends upon each particular school's financial situation.

Common types of electives include:

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- Performing Arts (drama, band, orchestra, dance)

- Shop (woodworking, metalworking, automobile repair)

- Computers (word processing, programming, graphic design)

- Athletics (football, baseball, basketball, track and field, swimming, gymnastics,
water polo, soccer)

- Publishing (journalism, yearbook)

- Foreign languages (French, German, and Spanish are common; Chinese,
Latin, Greek and Japanese are less common, though Latin is gaining popularity)

<i>(Source: Education in the United States.</i>
<i> />

<b>COMPREHENSION CHECK</b>
<b>I.Read the passage carefully and answer questions 1-6.</b>

1. What are students sometimes encouraged to do ?

……

2. What does the example of "some states consider 70 (on a 100 point scale) to
be a passing grade while others consider it to be 75 and others 607 prove?

……

3. What subjects are essential for a high school diploma?

……

4. Does every high school offer the same wide variety of elective courses?

……

5. What factors will decide how many or what electives to be included in the
school curriculum?

……

6. The main purpose of this passage is to...

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b. distinguish between compulsory and elective subjects.

c. introduce the subjects that the students do at school.

<b>II. Look at the table below and match the course with its content:</b>

<b>Course</b> <b>Content</b>

1. Science

2. Mathematics

3. Social Science

4. Visual Arts

5. Performing Arts

6. Athletics

7. Publishing

8. Computers

9. Shop

10. Health

11. Foreign languages

a. painting, photography

b. woodworking, automobile repair

c. journalism

d. word processing, programming

e. algebra, geometry

f. Chinese, Latin, Greek

g. drama, dance

h. football, baseball, gymnastics

i. biology, chemistry

k. government and economics courses,

l. nutrition, first aid

<b>* SPEAKING</b>

<b>Work in group and discuss these questions about your country.</b>

1. When do students begin to specialize into a narrow field of study?

2 Are there elective subjects in the curriculum for a career? If there are, what
are they?

3. What is your opinion about elective? Do you think they are useful for
students' future career?

4. Does the curriculum vary in different colleges and universities?

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6. What are some common types of electives in high schools?

<b>* WRITING</b>

1. Base on your answers in speaking to write a short introduction (of about 150
words) about the basic curricular structure in Vietnam .

2. Below is the summary of the text "Basic Curricular Structure" with some
words missing. Find the words from the text to complete the summary.

In the United States , most students start to (a)... into their majors in their (b)…
year of college.

At the high school level, students have a broad variety of subjects without any
special (c)… Thus, to obtain a high school (d)... students have to take such courses
as science, (e)… English, social science and physical education etc. Besides, many
(f)… courses are also given for students at high schools. Visual arts, (g)… which
include word processing, programming and graphic design are two (h)… types of
electives.

<b>* CONSOLIDATION</b>

<b>1. Find from the text equivalents for the following Vietnamese words and</b>
<b>phrases.</b>

a. Ngành h?c

b. Chuyên sâu vào

c. Nh?n m?nh d?c bi?t

d. Ch?t lu?ng d?y và h?c

e. Ph?n c?ng c?a chuong trình

f. Ði?m d?

g. Các mơn t? ch?n

h. Hồn c?nh kin t? / di?u ki?n tài chính

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a. M?t s? tru?ng ph? thông ? nu?c ta dã b?t d?u dua m?t s? môn h?c t? ch?n
vào gi?ng d?y t?i tru?ng

b. H?u h?t sinh viên Vi?t Nam d?u ch?n môn chuyên ngành ngay t? nam th?
nh?t

c. M?c dù giáo d?c th? ch?t không ph?i là môn h?c chính c?a h?u h?t sinh viên
nhung ph?i thi d? mơn này, các em m?i nh?n du?c b?ng t?t nghi?p

d. H?c sinh c?n bi?t và tránh ma tuý và ru?u

e. Ði?u ki?n tài chính c?a tru?ng quy?t d?nh s? lu?ng mơn t? ch?n ? tru?ng dó.

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<b>UNIT 4. NURSERY AND PROSCHOOL EDUCATION</b>

ENGLISH FOR EDUCATION

<b>* VOCABULARY</b>

Below is the list of the new words which are used in the text. Look at the
sentences to see how each new word is used and try to guess its meaning.

<b>attend (v) — attendance (n)</b>

1. Not many people attended the lecture yesterday. The lecturer was very
disappointed.

2. 80% of school attendance is required for semester exam.

<b>the former — the latter (pron)</b>

If I have to choose between fish and meat, I would prefer the former to the
latter. I've always liked fish.

<b>literacy — illiteracy (n)</b>

1. Illiteracy rate in remote areas in our country is still very high.

2. Literacy is the ability to read and write.

<b>mix (v)— mixture (n)</b>

1. Oil will not mix with water. It floats on the surface.

2. Air is a mixture of different gases: oxygen, nitrogen...

<b>individual (adj.)— individually (adv)</b>

1. Each individual is responsible for his own life.

2. The interviewer will talk to each applicant individually.

<b>foster (v)</b>

1. He has contributed a lot to foster the development of local industries.

2. They know how to foster their children's interests.

<b>rank (v)</b>

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nursery school attendance.

2. I rank her among the country's best writers.

<b>distribute (v) — distribution (n)</b>

1. Scholarship is well distributed among advanced students.

2. A fair distribution of profits .among the work-force is essential.

<b>proportion (n)</b>

1. A large proportion of the earth's surface is covered with water.

2. The proportion of advanced students to the whole class is 1/3.

<b>rate (n)</b>

1. This factory produces cars at a rate of 36 cars per week.

2. The pass rate of the university entrance examination is low.

<b>diverse (adj.)- diversity (n)</b>

1. Her interests are very diverse: reading, painting and even street skating.

2. At the conference you can listen to a wide diversity of opinion.

<b>fund (n)</b>

1. UNICEF stands for United Nations Children's Fund.

2. We can now send many people abroad under government funds.

<b>coordinate (v) — coordination (n)</b>

1. Swimming is a coordination of the whole body's movements.

2. The programs were not well - coordinated, so the result was not as good
as we expected.

<b>contribute (+to) (v)— contribution (n)</b>

1. Everybody in my department contributed one day's pay to help the
victims of the flood.

2. The whole country have made big contribution of money to charity.

<b>impact (+on/ upon) (v)</b>

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2. You can see the great impact of new technology on every industry.

<b>Use the new words given in Vocabulary in its correct form and tense to fill in</b>
<b>sentences 1 - 8:</b>

1. We must… our efforts to ensure the success of the project.

2. Is meeting... compulsory in your company?

3. The Chairman encouraged everyone… to the discussion.

4. The demonstrators... the leaflets to passers-by.

5. In a forest, one can observe the... of plan

6. It is difficult for a teacher to give… attention to all the students in a big
class.

7. How do you… Karpov as a chess player?

8. What is the… of men to women in your country?

<b>* READING</b>

<b>NURSERY AND PRESCHOOL EDUCATION</b>
<b>Characteristics of Nursery and Preschool</b>

Children served by nursery programs are usually three- and four-years-old.
In a nursery program, a child usually attends only two to four hours per day, for
three to five half-days per week, and for eight to ten months per year. Depending
on the program, a child typically encounters a mixture of "curriculum" and social
experience. The former tends to focus on oral language development and
pre-literacy skills, as preparation for elementary school. The social experience tends
to consist of a mixture of group games and freely - chosen plays organized
individually or in stile groups. The social experiences are to foster self-confidence
and social skills.

<b>Extent and Distribution of Nursery and Preschool Programs</b>

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nursery attendance vary from virtually 100% in France, Sweden, and Japan to
virtually 0% in India and most of Africa. Among the economically developed
nations, therefore, the United States ranks relatively low in nursery school
attendance. Its programs are also more diverse than other developed nations,
and less well -- funded and coordinated by national authorities and policies.
These facts probably contribute to the ongoing concerns and debates in the
United States about the quality and impact of nursery and preschool on children's
development.

(Source: Nursery and Preschool Education by Kelvin L. Seifert)

<b>COMPREHENSION CHECK</b>
<b>I. Read the text and answer the following questions:</b>

1. How long does a child usually attend in a nursery program?

……

2. What does a child typically encounter on the program?

……

3. What does the social experience of nursery school consist of?

……

4. How does the US rank in nursery attendance?

……

5. Which country ranks high in nursery attendance?

……

6. Which country has no nursery attendance?

……

7. What does "the former" in the first paragraph refer to?

……

8. What does "its" in the second paragraph refer to?

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<b>or not given (NG) according to the information from the text.</b>

....1. Children served by nursery programs attend school full-time.

....2. Nursery curriculum focuses on oral language development and
pre-literacy skills.

....3. A nursery programs prepares a child for elementary school.

....4. Plays chosen for nursery education are all children's plays.

....5. The social experiences are just for improving social skills.

....6. All Japanese children attend nursery school.

....7. In the United States, not as many children attend nursery schools as in
France.

...8. The US spends more money on nursery programs than France or
Japan.

....9. The U.S does not concern about the impact of nursery programs on
children's development.

<b>* SPEAKING</b>

<b>Work in group and discuss these questions about your country.</b>
1. Do you have nursery and preschool programs in your country?

2. Do you have any facts and figures concerning nursery education? (The
proportion of children attending nursery, the number of nursery school, the
distribution of nursery schools, the fund, the curriculum...)

3. What, in your own opinion, is the good points of sending a child to
nursery school?

4. What, in your own opinion, is the weak points of sending a child to
nursery school?

5. Does nursery attendance vary from city to the countryside, from area to
area? If yes, why?

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<b>* WRITING</b>

1. Write a short paragraph (about 50 words) on the main idea of the text.

2. Base on your answers in Speaking to write a short introduction (of about
150 words) about nursery education in Vietnam.

<b>* CONSOLIDATION</b>

<b>1. Find from the text equivalents for the following Vietnamese words and</b>
<b>phrases:</b>

a. Ð?c di?m c?a các tru?ng m?u giáo

b. Chuong trình h?c m?u giáo

c. S? phát tri?n ngơn ng? nói

d. Các k? nang d?c vi?t

e. Giao ti?p xã h?i

f. Trò choi t?p th?

g. T? l? di h?c m?u giáo

h. Các nu?c kinh t? phát tri?n

i. Nh?ng chính sách c?a nhà nu?c

k. Nh?ng cu?c tranh cãi dang di?n ra

<b>2. Translate the following sentences into English:</b>

a. Chuong trình m?u giáo là m?t bu?c chu?n b? cho các em bu?c vào b?c
ti?u h?c

b. Nh?ng trò choi t?p th? giúp cho h?c sinh phát tri?n các k? nang giao ti?p
xã h?i

c. Trong 10 nam qua, t? l? tr? em di h?c dã tang lên dáng k?

d. Các chuong trình m?u giáo thu?ng không da d?ng và không du?c h?
tr? t?t v? m?t tài chính

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<b>UNIT 5. EDUCATION OF STUDENTS WITH SPECIAL NEEDS</b>

ENGLISH FOR EDUCATION

<b>* VOCABULARY</b>

Below is the list of the new words which are used in the text. Look at the
sentences to see how each new word is used and try to guess its meaning.

<b>mental, physical (adj.) - mentally, physically (adv)</b>

1. At seventeen, most boys are physically developed: tall and strong.

2. The accident caused her mental suffering. She gets angry easily.

3. Mentally retarded children have some problem with their brain. They are
slow learners.

<b>structure (v & n)</b>

1. A good essay must be well-structured.

2. This company has an effective management structure. That's the key to
its success.

<b>separate (v & n)</b>

1. The children sleep in separate beds. No two sleep in the same.

2. This patient should be separated from the others.

<b>major, minor (adj.) majority, minority (n)</b>

1. He only took a minor part in the play. Few people noticed him.

2. The majority of people prefer TV to the radio. The radio has become less

popular.

<b>severe (adj.)— severity (n)</b>

1. He is suffering a lot from his severe injuries.

2. Most gold seekers could not stand the severity of the cold in the north
pole.

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1. Their earnings are adequate to their needs. So their life is alright.

2. Take adequate precautions. The cave is deep and dark.

<b>supplement (v), (n)</b>

1. The money I get from teaching evening classes is a useful supplement to
my ordinary income.

2. She supplements her diet with vitamin tablets.

<b>session (n)</b>

1. After several sessions at the gym, I feel a lot better.

2. Slower learners have to attend special sessions to supplement regular
class time.

<b>regular (adj.)</b>

1. He has no regular work, so it's difficult for him to support his family.

2. Regular exercise is good for your health. Try to do it every day or three
times a week.

<b>equal (adj.)</b>

1. They are of equal height. Both are 178cm tall.

2. Divide the cake into equal parts. No part should be bigger than the other.

<b>opportunity (n)</b>

1. People in the countryside have fewer opportunities for employment than
those in the city.

2. Don't miss this opportunity. It may never come again.

<b>Use the new words given in Vocabulary in its correct form and tense to fill in</b>
<b>sentences 1 — 8:</b>

1. The… school curriculum must suit education goals of a country.

2. We have special service for our... customers.

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4. I don't think we understand each other. It's time we go our… ways.

5. The child's parents are much worried about the… of his mental
problems.

6. If you want a room with separate shower, you have to pay a… of $10.

7. People have to create their own… Don't just wait.

8. Women are still struggling for true... with men.

<b>* READING</b>

<b>EDUCATION OF STUDENTS WITH SPECIAL NEEDS</b>

The following phrases (1-6) have been taken from the text. Read through
the text quickly and decide where (a-f) to place them:

1. as other students

2. often tinder the care of a guide

3. provide equal opportunity

4. in which they spend most of their day

5. commonly known as special education

6. than other students

In the United States, education of the mentally retarded, blind, and deaf is
structured to be as close as possible to the same experience received by normal
students. Blind and deaf students usually have separate classes (a)…, but may sit
in normal classes with guides or interpreters. The mentally retarded are required
to attend the same amount of time (b)…; however, they are almost always in
separate classrooms for the majority of the school day. These classes, (c)…, are

run by teachers who are often required to have special training. Depending upon
the degree and severity of any mental or physical problems, these students may
participate in normal classes and activities, (d)… Larger districts are often able to
provide more adequate and quality care for those with special needs.

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day to supplement regular class time; here they often receive extra instruction or
perform easier work. The goal of these programs, however, is to try and bring
everyone up to the same standard and (f)... to all students.

<i>(Education in the United States.</i>
<i>http:/en.wiklipedia.org/wiki/Education-in-the-United-States)</i>

<b>COMPREHENSION CHECK</b>

<b>Choose the best answer (a, b, c or d) for each question in the text.</b>

1. In the United States, education of the mentally retarded, blind, and deaf is…
that for normal students.

a. very different from

b. almost the same as

c. exactly the same as

d. not as well structured as

2. Blind and deaf students…

a. always have separate classes from ordinary ones.

b. can sometimes join normal classes with guides or interpreters.

c. can learn with normal students when they have interpreters.

d. spend most of their day with normal students.

3. Teachers who want to teach students with special needs should…

a. have special training.

b. spend most of his/ her time at school.

c. work the same amount of time as their students.

d. have come from classes for special needs themselves.

4. Whether a student with special needs may participate in normal classes and
activities depends on…

a. his/ her intelligence.

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c. the severity of his/ her problems.

d. his/ her physical health.

5. If a student is identified as being significantly slower in learning than other
students…

a. he can stay on after class to have extra hours of learning.

b. he/ she can still attend regular class time.

c. he/ she will attend special sessions away from normal students.

d. he/ she will never go to evening classes.

6. The goal of these special sessions is…

a. to give slow-learning students more confidence.

b. to bring every student up healthy and well-educated.

c. to provide these students with better curriculum.

d. to make sure that every student has the same opportunity of education.

7. The main idea of this text is…

a. to talk about the difficulties that students with special needs may have at
school.

b. to state all the facilities that are offered to students with special needs.

c. to remind teachers who work with these students of their responsibilities.

d. to explain briefly how and why special education is structured and
conducted at schools.

<b>* SPEAKING</b>

<b>Work in group and discuss these questions about your country.</b>

1. Do the mentally retarded, blind, and deaf in your country have a chance
to go to school?

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3. Are there enough schools for those students? How are they distributed in
the country?

4. Is the curriculum for the mentally retarded, blind, and deaf structured the
same as the one received by normal students?

5. Are there any special requirements for the teachers who run these
special classes?

6. What do you think is the better way to educate students with learning
difficulties, having them in the same school with normal students in separate
schools?

7. What can be done to help those students socialize with others?

<b>* WRITING</b>

1. Base on your answers in Speaking to write a short introduction (of about
150 words) about special education in Vietnam.

2. Below is the summary of the textCollege and University with some words
missing. Find these words from the text to complete the summary.

In the United States, mentally retarded, blind and deaf students receive a

more or less similar (1)… as the normal ones. They go to the same school; (2)…
the same amount of time; and although they spend most of their time in (3)…
classes (known as special education), they may still (4)… in normal classes and
activities under the care of a (5)… or interpreter.

Students who are very slow in (6)… may have special sessions where they
can receive (7)… instruction or C easier work.

The United States is trying to bring everyone the same standard and the
same (8)... in education.

<b>* CONSOLIDATION</b>

<b>1. Find from the text equivalents for the following Vietnamese words and</b>
<b>phrases:</b>

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b. Các l?p h?c riêng bi?t

c. Cùng kh?i lu?ng th?i gian nhu…

d. M?c d? tr?m tr?ng c?a…

e. Nh?ng v?n d? v? trí tu? và th? l?c

f. S? cham sóc d?y d? và phù h?p

g. M?c tiêu c?a nh?ng chuong trình này

h. S? ch? b?o c?n k? hon

i. Tr? em ch?m phát tri?n trí tu?

<b>2. Translate the following sentences into English:</b>

a. Chuong trình giáo d?c cho tr? em ch?m phát tri?n trí tu? du?c xây d?ng
g?n going v?i chuong trình cho h?c sinh bình thu?ng

b. Tr? em ch?m phát tri?n trí tu? cung ph?i tham gia h?c trên l?p b?ng s?
lu?ng th?i gian nhu tr? em bình thu?ng

c. Tu? m?c d? tr?m tr?ng c?a các v?n d? v? trí tu? và th? l?c, tr? em ch?m
phát tri?n trí tu? có th? tham gia các ho?c d?ng v?i các h?c sinh bình thu?ng
khác

d. Trong nh?ng bu?i h?c d?c bi?t này, h?c sinh du?c ch? b?o ki lu?ng và
th?c hi?n các công vi?c don gi?n hon.

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<b>UNIT 6. CHOICES FOR SCHOOL LEAVERS</b>

ENGLISH FOR EDUCATION

<b>* VOCABULARY</b>

Below is the list of the new words which are used in the text. Look at the
sentences to see how each new word is used and try to guess its meaning

<b>gcse</b>

1. GCSE stands for a General Certificate of Secondary Education.

2. In Britain you can get a GCSE when you are 16.

<b>professional (adj.)</b>

1. David Beckham is a professional footballer. He works full time as a
player in Real Madrid football club.

2. Many of the performers were of professional standard

<b>academic (adj.)</b>

1. The academic year usually begins in September and ends in June.

2. Physics is one of the academic subjects. It is not a technical subject.

<b>qualification (n)</b>

1. What sort of qualification do you need for the job?

2. He has all the right qualifications for this.job. He's a good applicant.

<b>strength (n) > < weakness (n)</b>

1. Your strengths mean your good points.

2. Your weaknesses mean your bad points.

<b>subjective (adj.), subjectively (adv)</b>

1. We shouldn't give our own subjective comments on her actions.

2. Our perception of things is often influenced by subjective factors.

<b>aptitude (n) for sth</b>

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2. Does she show any aptitude for games?

<b>confuse (v)</b>

1. I was confused by being asked so many questions

2. Don't confuse Austria with Australia

<b>guide(v), guidance (n)</b>

1. The teacher guided me to do this exercise.

2. I really need your guidance to make sure that I am going to choose the
right career.

<b>regret (v, n)</b>

1. I heard of his death with deep regret.

2. I regret to inform you that you've failed the exam.

<b>Use the new words given above in its correct form and tense to fill in</b>
<b>sentences 1- 8.</b>

1. He couldn't get this job, because he didn't have enough…

2. Different concepts of the same subject sometimes make us…

3. My Linh is… singer.

4. The teacher's… is very necessary for you before the exam.

5. Her… help her a lot in applying for the job.

6. Language learning requires good...

7. In some cases, things shouldn't be considered… but objectively.

8. I... to say the job has been filled.

<b>* READING</b>

<b>CHOICES FOR SCHOOL LEAVERS</b>

This is the information sheet about choices for school leavers in Britain.

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<b>Where do you go now?</b>

OK, you'll be 16 this year and you are doing your GCSEs in the summer.

Do you really know where you want to go and what you want to do after
you've done your GCSEs? You need to consider three key questions:

1. Do you want to continue studying at a university - or a college for a
professional or academic degree?

2. Do you want to continue studying in a less academic way — doing
training at a College of Further Education to get a vocational or technical
qualification that leads to a specific job?

3. Do you want to leave school and get a job that perhaps requires no
training or where you receive training 'on the job'?

<b>To answer these questions, you need to talk to four sorts of people:</b>

1. Talk to teachers who know you well. A teacher who knows your strengths
and weaknesses will advise you well. Ask your teachers what they think you
should do. You might not agree with the advice, but you should listen to it.

2. Talk to older teenagers. Find out if there is anything they regret. But
remember, their advice is subjective: the things that are important for them might
not be important for you.

3. Talk to a career adviser. Ask them which colleges are the best for the
subjects you want to study. Decide exactly which university, college or College of
Further Education you would like to go to. Find out about the entrance
requirements. You need expert guidance to make sure you are going to get the
right preparation for your chosen course.

4. VisitSixth-formCollege open days if possible. Talk to teachers who might
teach you next year - even if you don't know them well. Find out from them what
your studies will be like. Ask them if they can give you the names of some
textbooks, so that you can take a look at what you will have to study.

<b>And here are five points to remember:</b>

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2. Ask yourself what you are good at. Think about your personality, your
aptitudes, and your skills outside the classroom when deciding what your future
career might be.

3. Don't choose your future studies simply because you like or don't like a
particular teacher, or because of the way that teacher has taught his or her
subject.

4. Ask yourself what you really want to do. Don't choose a career out of a
sense of duty, because your parents want you to. Don't say, 'Yes, I think I'll do
that' just because your friends are doing it and you want to be like them.

5. Ask your parents and teachers what they think you'd be good at. Don't
confuse what you can do now with what you might be able to do in the future with
the right preparation.

<b>COMPREHENSION CHECK</b>
<b>Look at the passage and answer questions 1-8:</b>

1. When do students in Britain do their GCSEs?

……

2. What do they have to decide then?

……

3. What do they have to do if they want to go on to university?

……

4. Can they get a job without any kind of official training?

……

5. Who should you talk to before you can make any decision?

……

6. Who can you meet and talk to if you visit Sixth-formCollege open days?
And what is the purpose of your talk?

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a. Be sure which subjects you are good at.

b. Think about your characteristics and your skills before you make a
decision on your career.

c. A sense of duty is a good guide to you in your decision.

d. Your like or dislike for a teacher is a big influence on your decision.

e. Ask your teacher's advice because they will know what you are good at.

f. Be confident that what you can now do is certainly what you will be able
to do well in the future.

<b>* SPEAKING</b>

<b>Work in group and discuss these questions about your country.</b>

1. At what age can pupils in your country leave schools?

2. Are there a variety of choices for school leavers in your country?

3. What key questions do school leavers in your country have to consider?

4. Who can school leavers go to for advice? Why?

5. Are there any differences in choice for career between school leavers in
big cities and those in the country? Can you explain the reasons?

6. What advice in the article would you like to change?

7. What piece of advice can you give to school leavers in your country?

<b>* WRITING</b>

1. Base on your answers in speaking to write a short introduction (of about
150 words) about choices for school leavers in Vietnam.

2. Below is the summary of the text "Choices for School Leavers" with
some words missing. Find the words from the text to complete the summary.

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or you can apply for a job immediately. There are (d)… kinds, of people you can
ask for good advice. They are teachers who know you well, (e)…, (f)…, and
teachers who might teach you next year. Besides, you should remember(g)…
important points, one of which is (h)… yourself what you really want to do.

<b>* CONSOLIDATION</b>

<b>1. Find equivalents from the text for the following Vietnamese words and</b>
<b>phrases.</b>

a. B?ng t?t nghi?p Ph? thông Trung h?c

b. B?ng c?p chuyên môn

c. Ch?ng ch? h?c ngh?

d. Ði?m m?nh và di?m y?u

e. Chuyên gia tu v?n ngh? nghi?p

f. Nang khi?u

g. L?i khuyên mang tính ch? quan

h. Tiêu chí tuy?n sinh vào d?i h?c

i. Ngh? nghi?p trong tuong lai

k. Câu h?i (v?n d?) ch? y?u

<b>2. Translate the following sentences into English</b>

a. Sau khi t?t nghi?p ph? thông trung h?c, h?c sinh có th? l?a ch?n h?c
ti?p lên d?i h?c ho?c thơi h?c di tìm vi?c làm

b. H?u h?t h?c sinh t?t nghi?p ph? thông d?u mu?n h?c ti?p lên d?i h?c
nhung d? vào du?c d?i h?c h?c sinh ph?i d? k? thi tuy?n sinh r?t khó

c. Th?y cô giáo cu dã bi?t di?m m?nh và di?m y?u c?a b?n có th? cho b?n
nh?ng l?i khun b? ích trong s? ch?n l?a ngh? nghi?p tuong lai

d. Khi l?a ch?n ngh? trong tuong l?i, b?n nên suy nghi c?n th?n v? kh?
nang th?c s? c?a mình

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<b>UNIT 7. COLLEGE AND UNIVERSITY</b>

ENGLISH FOR EDUCATION

<b>* VOCABULARY</b>

Look at sentences below and see how each new word is used and try to
guess its meaning.

<b>undergraduate — graduate (n)</b>

1. Once entering university, a student will engage in undergraduate study,
which usually lasts 4 years.

2. After graduating university, advanced students can directly apply for
graduate programs.

<b>alternate (adj.) — alternately (adv)</b>

1. The four undergraduate grades are commonly called freshman,
sophomore, junior, and senior years (alternately called first, second, third and
fourth year.)

2. The wall is decorated with a pattern of alternate circles and squares: one
circle, one square, one circle, one square and so on.

<b>admit (v)— admission (n)</b>

1. Each ticket admit two people to the performance.

2. Admission to Vietnamese universities depends on the result of entrance
examination.

<b>compete (v)-competitive (adj.)- competitiveness (n)</b>

1. Entrance into some universities like Harvard or Yale is very competitive.

2. Universities differ greatly in their competitiveness: some are easy to
enter and some are difficult.

<b>reputation (n)</b>

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2. The school has worked hard to build up its reputation as an excellent
training institution.

<b>apply (to sb for st) (v) — application (n)</b>

1. If you want to apply for this job, you have to fill in this application form
first.

2. In order to reprint an extract from a book, you have to apply to the
publisher for permission.

<b>lenient (adj.)</b>

1. In America, public schools are viewed as more lenient than private
schools, i.e. it is easier to enter public than private schools.

2. Law should not be too lenient. Otherwise, it can not stop crime.

<b>prestige (n) — prestigious (adj.)</b>

1. One of the world's most prestigious banks is City Bank.

2. He completely lost his long-built prestige when his affair was publicized.

<b>criterion — criteria (n)</b>

1. Success in money is not always a good criterion of success in life.

2. Admission criteria into some gifted schools involve test scores and class
ranking. )

<b>in conjunction with</b>

1. We are working in conjunction with the police to find out the murderer.

2. After additional years of study and sometimes in conjunction with the
completion of a master's degree, one may earn a Doctor of Philosophy.

<b>deficient (adj.) — deficiency (n)</b>

1. Vitamin deficiency can lead to illness.

2. Vietnam is now deficient in skilled workers, especially in mechanical
fields.

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<b>sentences 1 — 7:</b>

1. What are the… for deciding who gets the prize?

2. Several companies are... with each other to gain the contract.

3. In order to go into the zoo you have to pay $2.

4. She can't hide her... in her knowledge of educational management.

5. His part in the corruption has ruined his…

6. It usually takes a long time for a school to establish its own…

7. Nowadays you can search and… for a job through emails.

<b>* READING</b>

<b>COLLEGE AND UNIVERSITY</b>

Post-secondary education in the United States is known as college or university
and commonly consists of four years of study at an institution of higher learning.
Students traditionally apply to receive admission into college, with varying
difficulties of entrance. Schools differ in their competitiveness and reputation;
generally, public schools are viewed as more lenient and less prestigious than the
more expensive private schools. Admission criteria involve test scores and class

ranking as well as extracurricular activities performed prior to the application date.

Once admitted, students engage in undergraduate study, which consists of
satisfying university and class requirements to achieve a bachelor's degree. The
most common method consists of four years of study leading to a Bachelor of Arts
(BA), or a Bachelor of Science (BS) degree. Some students choose to attend a
"community college" for two years prior to further study at another college or
university. Some community colleges have automatic enrollment agreements with
a local four-year college, where the community college provides the first two years
of study and the university provides the remaining years of study, sometimes all
on one campus.

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with the completion of a master's degree, students may earn a Doctor of
Philosophy (Ph.D.) or other doctoral degree, such as Doctor of Arts, or Doctor of
Education.

Entrance into graduate programs usually depends upon a student's
undergraduate academic performance or professional experience as well as their
score on a standardized entrance exam.

<i>(Source: Education in the United States.</i>
<i> />

<b>COMPREHENSION CHECK</b>

<b>I. Choose the most appropriate answer (a, b or c) to best answer questions.</b>
1. Admission into college...

a. is the same for every university.

b. depends on student's financial condition.

c. is different from university to university

2. Class ranking is… for university admission.

a. one of the essential criteria

b. considered as a bonus

c. not of importance

3. In order to achieve a bachelor's degree, a student has to...

a. satisfy university requirements

b. satisfy class requirements

c. satisfy both university and class requirements

4. Graduate study refers to…

a. study which may lead to a Master's Degree

b. study which may lead to a Doctor of Philosophy

c. any further study after university to obtain a MA or a Ph.D.

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a. is a 'must'

b. can be required

c. is as important as a student's undergraduate academic performance.

<b>II. Read the text again and decide which (a, b or c) is the main idea of each</b>
<b>paragraphs.</b>

<b>Paragraph 1</b>

a. Test score and class ranking are the most important for college entrance.

b. University study: criteria for admission and differences in difficulties of
entrance and prestige.

c. University study is usually 4 years long.

<b>Paragraph 2</b>

a. Undergraduate study which leads to a bachelor's degree.

b. The most common method to obtain a bachelor's degree.

c. One can attend a community college before going to university.

<b>Paragraph 3</b>

a. One has to get a master's degree before going on for a doctoral degree.

b. Work and study criteria which enables one to get a master or doctoral
degree.

c. Different kinds of master's and doctoral degrees.

<b>Paragraph 4</b>

a. Work experience is always essential for graduate study.

b. The score on a standardized entrance exam might be considered for a
graduate study.

c. Criteria for graduate study.

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<b>Work in group and discuss these questions about your country.</b>

1. What are admission criteria for college/ university in your country?

2. Are they the same for all colleges/ universities or do they vary from one
to another?

3. What college/ university has the best reputation? Why?

4. How long is a graduate study? What are the criteria for entering a
graduate program?

5. In your own experience explain why work experience is sometimes
essential for graduate study?

6. Is it fair to depend on the score of a standardized entrance exam as the
only requirement for undergraduate programs?

<b>* WRITING</b>

1. Base on your answers in Speaking to write a short introduction (of about
150 words) about higher education in Vietnam.

2. Below is the summary of the textCollege or University with some words
missing. Find these words from the text to complete the summary.

Colleges and universities in the United States differ in their competitiveness
and (1)... In general, to receive admission into college, a student's test scores,
(2)… and extracurricular activities will all be considered. Once admitted into the
four-year undergraduate study, the student will have to satisfy university as well
as class (3)… to receive a bachelor's degree. This study can also be done at a
(4)… college for the first two years before moving on to university.

(5)…studylead to a master's or a doctoral degree. (6)… for entrance into
graduate programs can be one or all of these: undergraduate academic
performance (7)… and score on a standardized entrance exam.

<b>* CONSOLIDATION</b>

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a. Giáo d?c sau ph? thông

b. S? c?nh tranh

c. Các tiêu chí d? du?c vào h?c

d. K?t qu? thi

e. X?p h?ng trong l?p

f. Các ho?t d?ng ngo?i khoá

g. Ngày n?p don

h. Cao d?ng c?ng d?ng

i. Song song v?i, d?ng th?i v?i

k. K?t qu? h?c t?p d?i h?c

l. Kinh nghi?m làm vi?c chun mơn

m. Kì thi chu?n vào d?i h?c

<b>2. Translate the following sentences into English:</b>

a. Giáo d?c d?i h?c thu?ng g?m 4 nam h?c t?i 1 tru?ng d?i h?c d? l?y
b?ng t?t nghi?p d?i h?c

b. Các tru?ng d?i h?c r?t khác nhau v? d? khó d? du?c ch?p nh?n vào h?c

c. Ð? nh?n b?ng c? nhân, m?t sinh viên ph?i tho? mãn du?c nh?ng dòi h?i
c?a l?p và c?a tru?ng

d. M? s? ngành dào t?o th?c si dịi h?i ph?i có vài nam kinh nghi?m làm
vi?c chuyên môn m?i du?c nh?p h?c

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<b>UNIT 8. REPORT ON THE COST OF UNIVERSITY LIFE</b>

<b> </b> <b> </b>

ENGLISH FOR EDUCATION

<b>* VOCABULARY</b>

Below is the list of the new words which are used in the text. Look at the sentences
to see how each new word is used and try to guess its meaning.

<b>survey(n)</b>

1. A public opinion survey is being carried out to see how people are reacting to the
new law.

2. Last week, a survey of 1,245 secondary school students was conducted to find out
how much they use IT in their learning.

<b>conduct(v)</b>

1. Our head teacher was appointed to conduct the extra activities for the whole
school.

2. The teacher of chemistry is conducting an experiment preparing carbon dioxide.

<b>findings(n)</b>

1. The findings of the survey shows that 36% of students are not interested in
science studies at school.

2. The research was not conducted in the proper way. That's why its findings are not
reliable.

<b>cost(v), (n)</b>

1. The cost of college life has increased dramatically over the past 5 years. Students
have to pay more now than they did 5 years ago.

2. Studies nowadays cost a lot. Some parents can not afford to send their children to
school.

<b>underestimate— overestimate (v)</b>

1. I overestimated his abilities. He could not finish the job I gave him.

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<b>accommodation(n)</b>

1. Students usually look for close-to-university accommodation. This can help them
save on transport.

2. Hotel accommodation is not easy to find in this town in tourist season.

<b>average(adj.) — on average</b>

I. He got 7, 8 and 9 for his exams. These marks are well above average. 2. On average,
the school canteen sells 100 packed lunches per day.

<b>manage(v)</b>

1. She's very good at managing her money. That's why she can live quite
comfortably on her small pension.

2. Do you think that you can manage this job without my help?

<b>cutdown (+on) (v)</b>

1. The cost of life is going up but we can not get a raise in our salary. So we have to
cut down on some of our expenses.

2. He's too fat, so the doctor told him to cut clown on fattening food.

<b>reality(n)</b>

1. His paintings are about the reality of everyday life, not his imagination.

2. You have to face reality no matter how hard it could be. Don't live in dreams.

<b>Use the new words given in Vocabulary in its correct form and tense to fill in</b>
<b>sentences 1 — 8:</b>

1. Cost of college life is increasing, especially in tuition and…

2. The… age of university students when they graduate is 23.

3. I am not smoking as many cigarettes as I used to because I am trying to… on
them.

4. … of university education in England is much higher than that in Singapore . It's
E20,000 per year on average.

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6. The… of the research has confirmed what scientists had suspected for a long
time.

7. They… of the danger of the expedition and it cost them 2 lives.

8. Despite his great disappointment, he… to smile at her.

<b>* READING</b>

<b>REPORT ON THE COST OF UNIVERSITY LIFE</b>

<b>Read quickly through the text and match the headings (a-e) with their appropriate</b>
<b>paragraphs (1-5).</b>

a. Reactions to the findings of the survey

b. Things which were cheaper

c. What students had to say

d. Aim of the report

e. Things which were more expensive

1….

According to a recent survey, many sixth formers could experience money trouble by
underestimating the cost of life at university. The survey which interviewed over 500
sixth-formers and 1,700 university undergraduates was conducted by NatWest Bank. It found
that sixth-formers had no idea about the real costs of college life.

2…

Areas where sixth-formers underestimated costs included going out with friends and
accommodation. The majority of sixth-formers expect to pay an average of E97 per month
in rent, while students already at university say the average rent is E173,

3…

However, although sixth-formers underestimated costs in some areas, they
overestimated spending on books, food and clothes. For example, undergraduates said
they spent E 55 a month on food, compared to sixth-formers' expectation of E74, and E28
on clothes compared with E54.

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Undergraduates who were questioned commented on the ways they managed their
money. “Most of the books I need for my course are in the university library, so I don't
usually buy them,” said one student. “I try to cut down on the cost of transport by cycling to
university,” said another. And 36% of university students had part-time jobs to help them
pay for their studies.

5…

All in all, researchers were surprised by the findings. The survey showed that nearly
four out of ten of this year's sixth-formers had considered not going to university because of
the costs involved. One researcher commented: “The results arc quite worrying. Many
students don't seem to be prepared for the financial realities of life at college. The average
student debt at the end of their studies is E4,300 . This is putting some sixth-formers off
going to university at all.”

<i>sixthformers = students in the final two years of secondary school.</i>
<i>(Matrix Pre-Intermediate. Student's Book)</i>

<b>COMPREHENSION CHECK</b>

<b>I. Factual information</b>

<b>Quickly read through the report and complete the notes.</b>
1. Number of students interviewed:…

2. Number of sixth formers interviewed:…

3. Average cost of accommodation:…

4. Average cost of food:…

5. Average cost of clothes:…

6. Percentage of students with part-time jobs:…

7. Average student debt:…

8. Number of sixth formers worried about costs:…

<b>II. Word search</b>

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2. carried out by

3. most

4. a standard amount

5. guess that the amount of something will be less than it actually is

6. say what you think or feel about something

7. information discovered as the result of research

<b>III. Read the passage again carefully and say whether the following statements are</b>
<b>true (T), false (F) or not given (NG).</b>

... 1. Many sixth formers have problems with money as they do not have correct
information about the cost of college life.

... 2. In fact, going out with friends and" accommodation cost more than what the
sixth formers imagined.

... 3. Real cost of food is higher than that estimated by sixth formers.

... 4. Books at college cost as much as what sixth formers imagined.

... 5. Some students use books at the university library instead of buying them.

... 6. 64% of university students are well-supported and they do not have to get a
job to pay for their studies.

... 7. The findings of the survey surprised researchers, especially educators.

... 8. Over half of sixth formers do not consider going to university because they
thought university costs are too high.

... 9. Every student has a debt of E 4,300 at the end of their studies.

<b>* SPEAKING</b>

<b>Work in group and discuss these questions about your country.</b>

1. Is university education in your country subsidized? If not, who has to pay?

2. Do university students in your country have to face with money trouble? If yes,
how do they deal with this trouble?

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4. Do you have any suggestions/ advice for the to-be students on how to reduce
college cost?

<b>* WRITING</b>

<b>I. Below is some information on the average college prices in the 2005-06 academic</b>
<b>year . Average annual tuition charges for the major types of institutions are as</b>
<b>follows:</b>

- Public Two-year Community Colleges: $2,191

- Public Four-year Colleges and Universities: $5,491

- Private Four-year Colleges and Universities: $21,235

When room and board, transportation, and other expenses are added, the total
annual student budgets are as follows:

- Public Two-Year Community Colleges (commuter students): $11,692

- Public Four-year Colleges and Universities (commuter students): $15,991

- Public Four-year Colleges and Universities (resident students): $15,566

- Public Four-year Colleges and Universities (out-of-state students): $23,239

- Private Four-year Colleges and Universities (commuter students): $32,070

- Private Four-year Colleges and Universities (resident students): $31,916

<b>NOTE: T</b> hese figures do not reflect student aid that reduces the amount students
and families must pay. Three out of four full-time students receive financial aid.

<i>(SOURCE: The College Board, Trends in College Pricing: 2005.)</i>
<i>(llAM/Template.cfm?Section=Horne)</i>

<b>Write 5 sentences of comparisons between different types of institutions:</b>
1. ………..

2. ………..

3. ………..

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5. ………..

<b>II. The table below shows the average annual figures of the percentage of full-time</b>
<b>undergraduates who receive financial aid and the amount they get in 2003-2004.</b>

<b>%</b>
<b>Receiving</b>

<b>Any Aid</b>

<b>Avg Aid</b> <b>%</b>

<b>Receiving</b>
<b>Grants</b>
<b>Avg</b>
<b>Grant</b>
<b>%</b>
<b>Receiving</b>
<b>Loans</b>
<b>Avg</b>
<b>Loan</b>

Public Four-year 76 $8,735 59 $4,650 51 $5,771
Public, Two-year 61 $4,944 53 $3,362 23 $4,054
Private Four-year 89 $16,265 82 $9,424 66 $7,249
Proprietary 92 $11,078 70 $4,232 80 $7,876

Other 74 $8,482 54 $4,525 49 $5,946

All Institutions 76 $9,899 62 $5,565 50 $6,206

<i>(Source: U.S. Department of Education, National Center for Education Statistics, National</i>
<i>Postsecondary Student Aid Study: 2003-2004)</i>

<b>Write 5 sentences interpreting the information from the table</b>
1. ………..
2. ………..
3. ………..
4. ………..
5. ………..

<b>* CONSOLIDATION</b>

<b>1. Find from the text equivalents for the following Vietnamese words and phrases:</b>
a. Phí t?n h?c d?i h?c

b. Cách qu?n lý ti?n b?c

c. C?t gi?m phí t?n di l?i

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e. K?t qu? di?u tra

f. M?c n? trung bình c?a sinh viên

g. Các kho?n chi phí khác

h. Tr? giúp v? m?t tài chính

i. Sinh viên h? t?p trung

<b>2. Translate the following sentences into English:</b>

a. Nhi?u sinh viên g?p khó khan tài chính do h? dã tính tốn th?p hon th?c t? các
kho?n chi phí ? d?i h?c

b. G?n dây tru?ng dã ti?n hành m?t di?u tra trên 500 sinh viên t?i 8 khoa

c. K?t qu? di?u tra dã ch? ra r?ng c? 10 sinh viên thì có 8 em khơng d? ti?n d? mua
sách v? h?c t?p

d. M?t s? h?c sinh không vào d?i h?c vì khơng ch?u du?c h?c phí q cao

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<b>UNIT 9. STANDARDED TESTING</b>

ENGLISH FOR EDUCATION

<b>* VOCABULARY</b>

Below is the list of the new words which are used in the text. Look at the
sentences to see how each new word is used and try to guess its meaning.

<b>ensure (v)</b>

1. Please ensure that all the lights are switched off at night.

2. These pills should ensure you a good night's sleep.

<b>adequate (adj.) to/for sth.</b>

1. Their earnings are adequate to their needs.

2. Your work is adequate but I'm sure you could do better.

<b>progress (n, v)</b>

1. She has made much progress in listening skill this term. Now, she is very
good at listening comprehension.

2. She is progressing in her studies. Last term, she gained mark 5 in
mathematics but this term, she's gained mark 8.

<b>evaluate (v) evaluation (n)</b>

1. I can't evaluate his ability without seeing his work.

2. I don't accept that emir/at/cm of the situation.

<b>comprehensive (adj.)</b>

1. This is 'a comprehensive description of our university, which helps new
comers to have an overview about their new place.

2. She has a comprehensive understanding of the subject. She is very good
at it.

<b>error (n)</b>

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2. The accident was the result of human error.

<b>magnify (v)</b>

1. To magnify means to make something appear larger.

2. We can see the very small bacteria clearly if they are magnified to 1,000
times their actual size.

<b>attempt (n, v)</b>

1. The prisoners attempted to escape but failed.

2. They made an attempt to arrive at the station in time but they were late.

<b>quiz (n)</b>

1. I really like quiz show on TV such as "who is a millionaire?", "who is this
person?"

2. We prefer shorter quizzes to long essays.

<b>ban (v)</b>

1. Smoking is banned in public places.

2. He was banned from attending the meeting. He was not allowed to join
the meeting.

<b>grasp (v, n)</b>

1. She grasped the rope and pulled herself up.

2. She has a good grasp of the subject.

<b>criticize (v)</b>

1 .It is very difficult to teach students how to criticize poetry.

2. He was criticized by the manager for being late.

<b>Use the new words given in Vocabulary in its correct form and tense to fill in</b>
<b>sentences 1 - 8.</b>

1. The students have made little… in their speaking skill.

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3. The teacher spoke very quickly so the students couldn't… the key points
of the lecture.

4. We have made… to pass the exam.

5. It isn't easy to… the difficulty of the last test.

6. The government has… the use of chemical weapons.

7. She has… grounds/reasons for a divorce.

8. Stop… my work. I have made no mistake.

<b>* READING</b>

<b>STANDARDIZED TESTING</b>

All American states must test students in public schools to ensure that they
are achieving the desired level of minimum education; students being educated at
home or in private schools are not included. The Act also requires that students
and schools show "adequate yearly progress", some improvement each year.

In some schools, most course credit is earned through midterm and final
examinations (at the middle 'and the end of the semester) also known as
midterms and finals. Because they are usually the most important tests, any
errors made will be magnified. These tests have been criticized for not evaluating
a student's knowledge correctly, while being granted too much weight in the
calculation of the student's course grade. Shorter quizzes or extensive long-term

projects may provide a more comprehensive picture of a student's grasp of the
material). Also in many schools are yearly tests called midterms and finals. Most
attempts to ban these types of tests in the United States have been unsuccessful.

During high school, students, usually in their junior year (grade 11), may
take one or more standardized tests depending on their postsecondary education
preferences and their local graduation requirements (some students choose not to
take the tests at all). In theory, these tests evaluate the level of knowledge and
learning aptitude they have attained.

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not all students move on to postsecondary education, and may not need to take
the tests.

<i>(Source: Education in the United States.</i>
<i> />

<b>READING COMPREHENSION</b>
<b>I. Answer the following questions:</b>

1. Why do all American states test students?

……..

2. Which students aren't tested under the Act?

……..

3. Why have midterm and final exams been criticized in some schools?

……..

4. Why do some students in their junior year take one or more standardized
tests?

……..

5. What does "they" in paragraph 1 refer to?

<b>II. Choose the best answer for each question</b>
1. What is the main idea of the first paragraph?

A. Students need show some improvement next year:

B. The explanation of the No Child Left Behind Act.

C. The testing system.

2. What is the main idea of the second paragraph?

A. Some critics on midterm and final examinations.

B. Unsuccessful types of tests.

C. The successful testing system.

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A. Taking standardized tests in high school.

B. The importance of standardized tests.

C. Evaluation of standardized tests.

4. What is the main idea of the fourth paragraph?

A. standardized tests in colleges.

B. the most popular standardized tests for college admission.

C. the advantage of standardized tests.

5. Which of the following statements is not true?

A. The SAT and ACT are the most popular tests taken by students when
applying to college.

B. There have been unsuccessful attempts to ban midterm and final tests.

C. According to the Act, self - educated students must be tested to show
some improvement each year.

6. The standardized tests for students during high school can evaluate

A. the students' level of knowledge correctly.

B. the students’ level of knowledge and attained learning aptitude.

C. the students' improvement each year

7. When applying to college, a student

A. has to take the test given by the No Child Left Behind Act.

B. has to do different types of test successfully.

C. may take either the SAT or ACT, or both.

<b>* SPEAKING.</b>

<b>Work in group and discuss these questions about your country.</b>
1. Is there a system of standardized testing all over your country?

2. Name some popular standardized tests in your country.

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tests?

4. How does cheating in the exam influence on students' results?

5. How have mid term and final exams been criticized in some colleges and
universities?

6. Are there any organizations which are responsible for the secret of the
standardized tests?

<b>* WRITING</b>

1. Base on your answers in speaking to write a short introductions (of about
150 words) about standardized testing in Vietnam.

2. Below is the summary of the text "Standardized testing" with some words
missing. Find the words from the text to complete the summary.

American students in public schools must take a test to show some… (a)

each year. In some school midterm and final examinations have been criticized
for not… (b) students' knowledge accurately and… (c) too much on the students'
average grade. However,… (d) to bun these tests in the United states have not
been successful.

In theory,… (e) tests can evaluate the level of knowledge and… (f) aptitude
the students have obtained. The most popular standardized tests that students
take when… (g) to college are the SAT and ACT.

<b>* CONSOLIDATION</b>

<b>1. Find equivalents from the text for the Vietnamese words and phrases.</b>
a. Ki?m tra gi?a k?

b. Thi cu?i k?

c. Ðánh giá dúng ki?n th?c c?a h?c sinh

d. Kh? nang h?c

e. B?c tranh toàn di?n v? kh? nang hi?u bài c?a h?c sinh

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g. Các bài thi chu?n

h. V? m?t lý thuy?t

i. Ði?m trung bình c?a h?c sinh

<b>2. Translate the following sentences into English</b>

a. Chúng ta có th? dánh giá ph?n nào thái d? h?c t?p c?a h?c sinh, sinh
viên thông qua bài ki?m tra gi?a k?

b. Tuy nhiên, nh?ng bài ki?m tra gi?a k? và cu?i k? v?n không th? dánh giá
dúng ki?n th?c c?a sinh viên

c. V? lí thuy?t, các bài thi chu?n nh?m dánh giá trình d? ki?n th?c và kh?
nang h?c c?a h?c sinh

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<b>UNIT 10. DECENTRALIZATION – A RADICAL SOLUTRION?</b>

ENGLISH FOR EDUCATION

<b>* VOCABULARY</b>

Below is the list of the new words which are used in the text. Look at the
sentences to see how each new word is used and try to guess its meaning.

<b>overhaul (v)</b>

1. To overhaul means to examine something carefully and make any
necessary repairs.

2. You should go to the doctor's to overhaul your health.

<b>renovate (v), renovation (n)</b>

1. This old building should be renovated.

2. The college is closed for renovation.

<b>lag (v) behind sb/sth.</b>

1. The small boy soon became tired and lagged far behind the rest of the
walkers.

2. Prices are rising sharply, while incomes are lagging behind.

<b>contingent (n)</b>

1. A large contingent from Japan was present at the conference.

2. These active students are from the anti-smoking contingent.

<b>promote (v), promotion (n)</b>

1. This organization works to promote friendship between nations.

2. If you are successful in your job, you can expect promotion.

<b>urgent (adj.)</b>

1. My car is in urgent need of repair.

2. It is most urgent that we operate.

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1. The new laws empower the police to stop anybody in the street.

2. Colleges and Universities are gradually given empowerment by The
Ministry of Education and Training.

<b>decentralize (v), decentralization (n)</b>

1. If we decentralize, universities and college will have move power.

2. We should think about decentralization if we expect to have effective
management in universities.

<b>radical (adj.)</b>

1. Our educational system need radical reforms.

2. A radical error in grammar can make your writing difficult to understand.

<b>fundamental (adj.)</b>

1. There are fundamental differences between your religions belief and
mine.

2. Hard work is fundamental to success.

<b>vicious (adj.)</b>

1. I need experience to get a job but without a job I can't get experience
-it's a vicious circle.

2. You haven't found a good solution to this problem. This one is a vicious
solution.

<b>Use the new words given above in its correct form and tense to fill in</b>

<b>sentences 1 - 8.</b>

1. The new job with higher salary is a… for her.

2. It is really… to move chemical factories far from the city.

3. The… question is a political one.

4. The Ministry of Education and Training always… colleges and
universities suddenly.

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6. In the near future, all the universities and colleges in our country will be…
to manage themselves.

7. With… each university must be responsible for itself.

8. Many parents are now worried that the quality of teaching and learning in
high schools is…

<b>* READING</b>

<b>DECENTRALIZATION - A RADICAL SOLUTION?</b>

Mr. Nguyen Minh Hien, Minister of Education and Training (MoET) has put
forward nine solutions to overhauling the tertiary education sector. Firstly, "to
continue renovating the curriculum and teaching methods." This solution, so
frequently discussed, is always topical. This is because Vietnam's tertiary
curriculum lags for decades behind those of developed countries, and the
teaching method has not changed for several decades now. The Minister stresses
the educational sector is focusing on completing skeletal curricula for general and

specialized subjects by the end of the 2001-2002 school year in accadance with
the Law on Education. Other solutions include: to expand credit-based training
and, examine conditions for ensuring the quality of training; develop the scientific
and technological background; consolidate the contingent of lecturers; improve
material facilities and financial conditions; promote international exchanges; and
renovate the management of tertiary education.

Two solutions that are regarded as more urgent are: to revise the, system
for university enrolment, and push up empowerment to universities. The Minister
reveals MoET will, in the immediate future, experiment such solutions as reducing
the number of exams and the number of candidates registering for each exam;
and giving more power to universities in their enrolment.

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<b>COMPREHENSION CHECK</b>
<b>I. Answer the following questions:</b>

1. What is the first solution suggested by the minister of Education and
Training to improve the tertiary education sector?

2. Why is this solution considered topical one?

3. What are the more urgent solutions?

4. Why is decentralization by far the best of the proposed solution,
according to Deputy Minister Tran Van Nhung?

<b>II. Are these following statements true (T) or false (F) according to the</b>
<b>article?</b>

…1. Renovating the management of tertiary education is one of the most

urgent solutions to overhaul this sector.

…2. MoET will reduce the number of exams in the near future.

…3. Universities will be encouraged to share exam papers and qualification
criteria for next year's enrolment.

…4. MoET will set a limit on the number of candidates for some of their
majors:

…5. Just technical issues, but not fundamental matters were discussed in
the conference.

<b>III. Vocabulary in Context</b>

Circle the answer that is closest to the meaning of the underlined word.
Look back at the reading to find the word if necessary.

1. In paragraph 1, to put forward probably means…

A. to think

B. to suggest

C. to discuss

2. In paragraph 1, to focus probably means…

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B. to point

C. to suggest

3. In paragraph 1, to renovate probably means…

A. to reform

B. to introduce

C. to expand

4. In paragraph 1, material facilities probably means…

A. lecture halls

B. teaching staff

C. lecture halls, libraries, laboratories, etc.

5. In paragraph 2, enrolment probably means…

A. exam

B. registration

C. candidate

6. In paragraph 3, decentralization probably means…

A. giving different universities different responsibility for training

B. giving universities their own responsibilities for management

C. giving each university its own responsibilities for organization,
management, training, and use of financial and human resources.

7. In paragraph 3, to assign probably means…

A. to give tasks

B. to do tasks

C. to complete tasks

8. In paragraph 3, potentialities probably means…

A. the money each university owns/has

B. the financial and human resources each university has

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<b>* SPEAKING</b>

<b>Work in group and discuss the following questions.</b>

1. What is your opinion about decentralization in tertiary education in
Vietnam?

2. Do you think it is urgent to decentralize in all education levels, in your
,country? Why?

3. Can you give your own solutions to examine the tertiary education sector

in your country? What are they?

4. Do you agree with nine solutions to overhaul the tertiary education sector
by Mr Nguyen Minh Hien in the article? Which one is not urgent? Which solution
can you add?

5. Do you agree with Mr Tran Van Nhung's view? Why

<b>* WRITING</b>

<b>Read the text again and write the summary of the text (in about 150</b>
<b>words) which should include:</b>

- solutions given by Mr. Nguyen Minh Hien to overhauling the tertiary
education sector.

- the urgent solutions.

- different views about decentralization in the conference.

<b>* CONSOLIDATION</b>

<b>1. Find equivalents from the text for the following Vietnamese words and</b>
<b>phrases.</b>

a. Gíao d?c ? b?c d?i h?c

b. Hồn thành khung chuong trình

c. Nh?ng mơn h?c chuyên nganh

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e. Chuong trình dào t?o theo don v? h?c trình

f. Co s? v?t ch?t

g. C?i cách qu?n lí giáo d?c d?i h?c

h. S? lu?ng thí sinh dang kí trong m?i h?c k? thi

<b>2. Translate the following sentences into English</b>

a. Ch?t lu?ng c?a giáo d?c d?i h?c là m?i quan tâm ch? y?u c?a B? Giáo
d?c và Ðào t?o

b. M?t trong nh?ng gi?i pháp c?p bách cho giáo d?c d?i h?c là s? t?p trung
hoá

c. Ð?i m?i phuong pháp gi?ng d?y là n?n t?ng co b?n trong c?i cách giáo
d?c

d. Trong tuong lai, B? Giáo d?c và Ðào t?o s? trao quy?n tuy?n sinh v?
cho các tru?ng d?i h?c

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<b>SUPPLEMENTARY READING</b>

ENGLISH FOR EDUCATION

PASSAGE 1
PASSAGE 2

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<b>PASSAGE 1</b>

ENGLISH FOR EDUCATION à SUPPLEMENTARY READING

<b>SCHOOL LEADERSHIP</b>
<b>* VOCABULARY</b>

Below is the list of the new words which are used in the text. Look at the
sentences to see how each new word is used and try to guess its meaning.

<b>principal (n)</b>

1. The principal of Lieu Khe school is Mr Nguyen Bac.

2. A Principal plays an important role in managing his/her school.

<b>clarity (n)</b>

1. His clarity of expression made his speech very interesting.

2. Clarity is much concerned in management. Everything should be made
clear.

<b>consensus (n)</b>

1. The two parties have reached a consensus. They agreed with each other
about that issue.

2. There is a broad consensus of opinion in the country on this issue.

<b>integrate (v)</b>

1. Should we integrate private schools into state education system?

2. The buildings and the landscape are well integrated.

<b>observe (v), observer (n)</b>

1. The police observed the man entering the bank.

2. He was sent as an observer of the conference.

<b>discourage (v) sb from doing sth</b>

1. Parents should discourage their children from smoking.

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<b>leadership (n), leader (n)</b>

1. Uncle Ho is a brilliant leader of Vietnamese people.

2. He should be responsible for his leadership in the company because
every worker is dependent on him.

<b>diminish (v)</b>

1. His strength has diminished over the years. Now he is not1as strong as
when he was younger.

2. Nothing could diminish her enthusiasm for the project. She was very
interested in it.

<b>multiplicity (n)</b>

1. A multiplicity of questions were given to the minister of education and
training in the conference.

2. Nowadays, a computer has a multiplicity of uses and functions.

<b>priority (n)</b>

1. You will have priority to get the job if you are experienced.

2. Rebuilding the area is a top priority.

<b>contemporary (adj.)</b>

1. My Linh and Hong Nhung are very famous now. They are contemporary
singers.

2. Many contemporary writers picture our modern life in a bad way.

<b>facilitate (v)</b>

1. If we want to cooperate, we should facilitate everything.

2. Please facilitate the difficult problem, I really don't understand what you
are talking about.

<b>collaborate (v)</b>

1. Schools should collaborate with families to educate children.

2. She and her sister collaborated on a biography of her father.

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1. He's a man of integrity, he won't break his promise

2. Personal integrity is highly appreciated in accounting career.

<b>Use the new words given above in its correct form and tense to fill in</b>
<b>sentences 1 - 8.</b>

1. Children should be… from smoking.

2. The… is the top leader of a school, college or university.

3. Vehicles coming from the right have…

4. We should… with each other to solve that problem.

5. It is very necessary to have good… for reforming some changes in this
company.

6. A teacher is also an… in the class.

7. Foreign immigrants haven't been able to… well with the new culture.

8. Don't make it more complicated. Try to… it.

<b>* READING</b>

<b>SCHOOL LEADERSHIP</b>

Determining the principal's role is not just an abstract exercise. If schools
lack clarity and consensus about the principal's mission, they may simply add new
duties to an already extensive list, creating job overload. Van Cooley and Jianping
Shen (2003) found that secondary principals reported they were engaged in new
roles that had simply been "layered" over the old job. That is, instead of replacing
former responsibilities or being integrated into the job, the new duties were simply
added to what was already there.

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2001).

The multiplicity of demands also creates role conflict. Surveys persistently
find that principals feel torn between the instructional leadership that almost
everyone agrees should be the top priority and the daily management chores that
are almost impossible to ignore; often, the managerial responsibilities seem to
take precedence (Cooley and Shen; Rebecca Goodwin and colleagues 2003; Tak
Cheung Chan and Harbison Pool 2002; Diane Ricciardi and Joseph Petrosko
2001; Karen Osterman and colleagues 1997).

<b>DEFINING SCHOOL LEADERSHIP</b>

In a standards-oriented age, contemporary visions of leadership can easily
be found in the professional standards established by policymakers, practitioners,
and university professors. Foremost among these are the guidelines developed
by the Interstate School Leaders Licensure Consortium (ISLLC), which have
gained rapid acceptance. The six key themes are as follows:

- facilitating shared vision

- sustaining a school culture conducive to strident and staff learning

- managing the organization for a safe, efficient, and effective learning
environment

- collaborating with families and community members

- acting with integrity, fairness, .und in an ethical manner

- influencing the larger political, social, economic, legal, and cultural contest

<b>COMPREHENSION CHECK</b>
<b>I. Answer the following questions:</b>

1. What did secondary principals say in Van Cooley and Jianping Shen's
report?

……

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principal?

……

3. What can give bad effects on talented educators?

……

4. What is the role conflict that principals confront?

……

5. How many key themes are there to define school leadership?

……

6. What does "that" in paragraph 3 refer to?

……

<b>II. Are these statements true or false?</b>

…1. It is really difficult to determine the principal's role.

…2. Secondary principals complained that their new duties were simply the
former responsibilities.

…3. The perceived workload may help talented educators to diminish the
pool of qualified candidates.

…4. Principals' instructional leadership is the managerial responsibility.

…5. Contemporary visions of leadership can be found in the professional
standard created by university teachers.

…6. School leadership requires managing the organization for a safe,
efficient and effective learning environment.

…7. The main idea of the passage is the role of the school leader.

<b>III. Choose the best answer</b>

1. In paragraph 1, "mission" is closest in meaning to…

A. duties

B. job

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2. In paragraph 2, talented is closest in meaning to…

A. well-educated

B. good

C. gifted

3. In paragraph 3, conflict is closest in meaning to…

A. demand

B. for and against state

C. leadership

4. In paragraph 3, chores is closest in meaning to…

A. repeated work

B. responsibilities

C. role

5. In paragraph 4, professional is closest in meaning to…

A. well-educated

B. specialized in particular area

C. standardized

<b>* SPEAKING</b>

<b>Work in group and discuss these questions about your country.</b>
1. What is the role of a school principal?

2. What do you think about the role of the school leadership?

3. Does the school leadership play a very important role in training quality?

4. What are the qualities of a good school leader?

5. In your own opinion, how many key themes are considered to define
school leadership? What are they?

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1. Base on your answers in speaking to write a short introduction (of about
150 words) about school leadership in Vietnam.

2. Below is the summary of the textCollege or University with some words
missing. Find the words from the text to complete the summary.

In recent years, many experts reported that secondary principals were

given the new (a)… which were already done. As a result they had to overwork
and the workload makes (b)… educators unwilling to accept the leadership,
challenge. Moreover, a lot of (c)… also creates role conflict. Principals feel torn
between the (d)… of the top (e)… and the daily (f)… There are (g)… main points
of (h)… school leadership which are developed by ISLLC and facilitating shared
(i)… is the first key theme.

<b>* CONSOLIDATION</b>

<b>1. Find equivalents from the text for the Vietnamese words and phrases.</b>
a. Ban lãnh d?o tru?ng h?c

b. Nhi?m v? c?a hi?u tru?ng

c. Quy?n uu tiên hàng d?u

d. Cơng vi?c qu?n lí hàng ngày

e. Ph?i h?p v?i gia dình và nh?ng thành viên trong c?ng d?ng (xã h?i)

f. ?ng c?a viên có trình d?

g. T?o ra s? quá t?i trong công vi?c

h. Trách nhi?m qu?n lí

i. Các nhà ho?ch d?nh chính sách

<b>2. Translate the following sentences into English</b>

a. H?u h?t hi?u tru?ng các tru?ng ph? thông d?u ph?i làm vi?c quá t?i

b. Ban lãnh d?o nhà tru?ng ph?i ch?u trách nhi?m qu?n lí m?i ho?t d?ng
di?n ra trong tru?ng

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nhân cách cho tr?

d. Hi?u tru?ng là ngu?i lãnh d?o cao nh?t trong tru?ng

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<b>PASSAGE 2</b>

ENGLISH FOR EDUCATION à SUPPLEMENTARY READING

<b>CHANGING STANDARDS</b>
<b>* VOCABULARY</b>

Below is the list of the new words which are used in the text. Look at the
sentences to see how each new word is used and try to guess its meaning.

<b>decline (v, n)</b>

1. Her influence declined after she lost the election.

2. There has been a sharp decline from 1,000 to 500 in the number of
students to enter this university.

<b>target (n)</b>

1. The embassy is an obvious target for terrorist attacks.

2. The main training target of our college is to educate good teachers.

<b>scrutinize (v)</b>

1. You have to scrutinize your exam paper once again to check for
mistakes after you have finished it.

2. All the causes for the unemployment should be scrutinized.

<b>diploma (n)</b>

1. After finishing this course in English, you will get a diploma.

2. If you pass the exam with a high mark you can get a good diploma.

<b>commission (n)</b>

1. A commission is a group of people officially set up to make an inquiry
and write a report.

2. A national commission has been established to help poor people.

<b>recommend (v), recommendation (n)</b>

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recommend a good restaurant for me?

2. I got some recommendations to apply for this job.

<b>standard (n)</b>

1. Living standard in big cities is higher than that in the countryside.

2. There is an international standard of measure system.

<b>achieve (v), achievement (n)</b>

1. You should work harder to achieve success in your job.

2. Scientific achievements have brought us better life.

<b>competence (n)</b>

1. My mother has good competence in solving problems.

2. Her language competence has much been improved.

<b>conducive (adj.)</b>

1. The noisy conditions aren’t really conducive to concentrated work.

2. Quiet environment / surrounding is conducive to learning.

<b>assess (v), assessment (n)</b>

1. It is difficult to assess the impact of the presidents speech.

2. Continuous assessment is made of all students work.

<b>formulate (v)</b>

1. A new rule of working hours has been formulated.

2. You should formulate your thoughts carefully in the interview.

<b>Use the new words given above in its correct form and tense to fill in</b>
<b>sentences 1 - 8.</b>

1. Some… have been made for reforming teaching methods.

2. … in education are gradually changing.

3. Medical… help people have a long life expectancy.

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5. … the difficulty of the test requires experts.

6. The number of road accidents has not… for the last six months.

7. Politicians have to… the causes for corruptions.

8. I don't know how to… my opinion about it in an appropriate way.

<b>* READING</b>

<b>CHANGING STANDARD</b>

By the 1980s, parents and educators were taking a concern on the slow but
steady decline of American students' average scores on mathematics, reading,
and science.

At the same time, college administrators and business executives began to

complain... About 99 percent of American adults reported in the 1980 census that
they could read and write. But critics claimed that about 13 percent of America's
17-year-olds were "functionally illiterate." That is, they were unable to carry out
such everyday tasks as understanding printed instructions and filling out a job
application.

Experts scrutinized causes for this decline. One target was television.
American children, critics said, watched too much TV, an average of 25 hours a
week. School boards were criticized for paying teachers too little, with the result
that good ones tended to leave the field of education, and for giving students
easier material to work with so that all of them could get a diploma — a
phenomenon known as "dumbing down" the curriculum.

The U.S. Department of Education established a national commission to
examine the question. In 1983 the commission made several recommendations:
lengthen the school day and year, formulate a new core curriculum for all
students, and raise the standards of performance in each subject. As a result, test
scores for American children have been rising.

In 1989 President George Bush and the governors of all 50 states gave the
movement to reform American education a new impetus when they set six goals
to be achieved by the year 2000:

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- That 90 percent of all high school students will graduate.

- That all students will achieve competence in core subjects at certain key
points in their progress.

- That American students will be first in the world in math and science
achievement.

- That every American adult will be literate and have the skills to function as
a citizen and a worker.

- That all schools will be free of drugs and violence and offer a disciplined
environment that is conducive to learning.

President Bill Clinton speaking to the National Governors Association
education summit in 1996, he said, "I believe the most important thing you can do
is to have high expectations for students - to make them believe they can learn...
to assess whether they're learning or not, and to hold them accountable as well as
to reward them."

<b>COMPREHENSION CHECK</b>
<b>I. Answer the following questions:</b>

1. On which areas did American students' average scores get worse?

……

2. A few America's 17 year-olds were “functionally illiterate". How do you
understand the expression "functionally illiterate"?

……

3. What was one of the causes for this decline of the students' average
scores?

……

4. How many goals were set to be achieved by the year 2000 in the
Movement to reform American education?

……

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students in 1996?

……

6. What does "they" in paragraph 2 refer to?

……

7. What does "they" in paragraph 4 refer to?

<b>II. Choose the best answer</b>

1. The slow but steady decline of American students' average scores on
mathematics, reading and science was taken much concern by…

A. the government

B. parents and teachers

C. teachers and students

2. Good teachers with low salary…

A. tended to give up their jobs.

B. tended to give students easier exercises

C. tended to be criticized by school boards.

3. Test scores for American children have been rising thanks to…

A. a new core curriculum for all students

B. several recommendations made in 1983

C. the high standards of performance in each subject

4. Which of the following statements is not mentioned in the six goals in the
movement to reform American education in 1989?

A. 90% of all high school students will graduate

B. all schools will be free of drugs and violence

C. American students will be the first in the world in maths and scientific
and technological achievements.

5. In paragraph 3, school boards is closest in meaning to…

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B. school teachers

C. school staff

6. In paragraph 4, impetus is closest in meaning to…

A. discouraging situation

B. encouraging situation

C. new achievement

7. In the third goal which has been set to be achieved by 2000, core is closest in
meaning to…

A. standard

B. main

C. official

8. In the sixth goal of the movement to reform American education, disciplined is
closest in meaning to…

A. strictly kept in rules

B. fresh with rules

C. very large

<b>* SPEAKING</b>

<b>Work in group and discuss these questions about changing</b>
<b>standards in your country.</b>

1. Have there been any changes in our educational system in recent years?

Why?

2. Do changes in curriculum give good or bad influence on students and
teachers?

3. What do you think about the recommendation of lengthening the school
day?

4. Do you think that it's best for students to concentrate on main subjects in
their majors?

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6. Do you know any goals which should be achieved in educational system
in the next 10 years? What are they?

<b>* WRITING</b>

Base on your answers in Speaking to write a short introduction (of about
150 words) about some changing standards in Vietnam.

<b>* CONSOLIDATION</b>

<b>1. Find from the text equivalents for the following Vietnamese words and</b>
<b>phrases.</b>

a. Các nàh qu?n lí ? tru?ng d?i h?c

b. Mù ch?c nang

c. Ban lãnh d?o tru?ng h?c

d. Chuong trình h?c t?p trung

e. Mơi tru?ng h?c t?p có k? lu?t

f. Ði?m trung bình

g. Ngành (linh v?c) giáo d?c

h. Các nhà phê bình cho r?ng…

i. Phong trào c?i cách giáo d?c

j. Ð?t nhi?u hy v?ng vào sinh viên

<b>2. Translate the following sentences into English.</b>

a. C?i cách giáo d?c ? nu?c ta dã du?c th?c hi?n t? nhi?u nam nay

b. H?c sinh ti?u h?c c? ngày ? tru?ng v?i khung chuong trình m?i

c. Sinh viên ch? t?p trung vào m?t s? mơn chính trong chun ngành c?a h?

d. V?n có s? chênh l?ch v? ch?t lu?ng d?y và h?c ? thành ph? và nông
thôn

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nh?t

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<b>MINI SUPPLEMENTARY READINGS</b>

<b> </b>

ENGLISH FOR EDUCATION

<b>Passage 1</b>

<b>KINDERGARTEN IN SOUTH KOREA</b>

In South Korea , children normally attend kindergarten between the ages of 5 and 7
(Korean children's ages are calculated differently from Western children's ages: when they
are born they are one year old, rather than one day old. Also, every January 1, everyone
ages one year regardless of when their birthday is: they do not age on their birthday). The
school year begins in March. It is followed by primary school. Normally the kindergartens
are graded on' a three-tier basis. They are called "Yuchi won."

Korean kindergartens are private schools. Costs per month vary. Oftentimes, Korean
parents send their children to English kindergartens 10 give them a head start in English.
Such specialized kindergartens can be mostly taught in Korean with some English lessons,
mostly taught in English with some Korean lessons, or completely taught in English.

Because the education system in Korea is very competitive, kindergartens are
becoming more intensely academic nowadays. Children are pushed to read and write at a
very young age. They also become accustomed to regular and considerable amounts of
homework. These very young children may also attend other specialized afternoon schools,
taking lessons in art, piano or violin, taekwondo, ballet, soccer or math.

<i>( />

<b>Passage 2</b>

<b>EDUCATION IN AUSTRALIA</b>

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Government or State schools are run by the respective state government. They do

not charge fees, with the majority of their costs met by the relevant State or Territory
government, and the rest by voluntary leuy4 and fundraising. They can be divided into two
categories: open and selective. The open sc-FoTigac7ept all students from their
government defined catchment areas. Selective government schools mostly cater for
academically gifted students (the top 5 per cent), although there are performing arts and
sports schools that could be considered part of the selective system. They are considered
far more prestigious than open government schools, and generally achieve better results in
the school-leaving exams than independent or open government schools. Entrance to
selective schools is often highly competitive and they cater to a large area.

<i>(from />

<b>Passage 3</b>

<b>DISTANCE LEARNING</b>

Distance education, or distance learning, is a field of education that focuses on the
pedagogy, technology, and instructional systems design that are effectively incorporated in
delivering education to students who are not physically "on site" to receive their education.
Instead, teachers and students may communicate asynchronously (at times of their own
choosing) by exchanging printed or electronic media, or through technology that allows
them to communicate in real time (synchronously). Distance education courses that require
a physical on-site presence for any reason including the taking of examinations is
considered to be a hybrid or blended course or program.

Modern distance education has been around at least since Isaac Pitman taught
shorthand in Great Britain via correspondence in the 1840s. Commercial correspondence
colleges provided distance education to students across the country:

Computers and the Internet have only made distance learning easier, just as it has
for many other day-to-day tasks.

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language), and these are listed below

<i>(from</i>
<i> />

<b>Passage 4</b>

<b>ELECTRONIC LEARNING</b>

Electronic learning or E-learning is a general term used to refer to
computer-enhanced learning. It is used interchangeably in so many contexts that it is critical to be
clear what one means when one speaks of “e-Learning”

Key advantages of e-learning are flexibility, convenience and the ability to work at
any place where an internet connection is available and at one's own pace. E-classes are
asynchronous which allows learners to participate and complete coursework in accordance
with their daily commitments. This makes an e-learning education a viable option for those
that have other commitments such as family or work or cannot participate easily e.g.
depending on a disability. There are also transportation cost (and time) benefits with not
having to commute to and from campus.

Other advantages of e-learning are the ability to communicate with fellow classmates
independent of metrical distance, a greater adaptability to learner's needs, more variety in
learning experience with the use of multimedia and the non-verbal presentation of teaching
material. Streamed video recorded lectures and MP3 files provide visual and audio learning
that can be reviewed as often as needed. For organizations with distributed and constantly
changing learners (e.g. restaurant staff), e-learning has considerable benefits when
compared with organizing classroom training.

Disadvantages of e-learning include the lack of face-to-face interaction with a

teacher. Critics of e-learning argue that the process is no longer "educational" in the highest
philosophical sense (for example, as defined by RS Peters, a philosopher of education).
The feeling of isolation experienced by distance learning students is also often cited,
although discussion forums, and other computer-based communication can in fact help
ameliorate this and in particular can often encourage students to meet face-to-face,
although meeting face-to-face is often not possible due to the disarray of student's physical
locality. Discussion groups can also be formed on-line. Human interaction,
faculty-to-student as well as faculty-to-student-to-faculty-to-student, should be encouraged in any form.

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<b>Passage 5</b>

<b>LIFELONG LEARNING</b>

Lifelong learning is the concept that "It's never too soon or too late for learning", a
philosophy that has taken root in a whole host of different organizations. Lifelong learning is
attitudinal; that one can and should be open to new ideas, decisions, skills or behaviors.
Lifelong learning throws the axiom "You can't teach an old dog new tricks " out the door.
Lifelong learning sees citizens provided with learning opportunities at all ages and in
numerous contexts: at work, at home and through leisure activities, not just through formal
channels such, as school and higher education.

Lifelong education is a form of pedagogy often accomplished through distance
learning or e-learning, continuing education, homeschooling or correspondence courses. It
also includes postgraduate programs for those who want to improve their qualification, bring
their skills up to date or retrain for a new line of work. Internal corporate training has similar
goals, with the concept of lifelong learning used by organizations to promote a more
dynamic employee base, better able to react in an agile manner to a rapidly changing
climate. In later life; especially in retirement, continued learning takes diverse forms,
crossing traditional academic bounds and including recreational activities.

One of the reasons why lifelong education has become so important is the
acceleration of scientific and technological progress. Despite the increased duration of
primary, secondary and university education (14-18 years depending on the country), the
knowledge and skills acquired there are usually not sufficient for a professional career
spanning three or four decades.

<i>( />

<b>Passage 6</b>

<b>WHAT IS PROGRAM ASSESSMENT?</b>

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- Is the program, as implemented, consistent with its design?

- How well is the program achieving its goals and objectives (e.g., are administrators,
teachers, students and staff more effectively managing conflict, are teachers' spending less
time dealing with student conflicts and more time teaching?)

- Are participants satisfied with program implementation and outcomes?

- What changes may he needed to improve the program?

Assessment data are useful in finding out 'what works and what does not work in a
program and may be a critical factor in decisions to modify or expand a program. Officials
and funders are looking for assessment data as they make decisions about future funding
and support for programs. Schools that are able to describe what they are producing in the
way bf positive outcomes will be better positioned to receive continued program support.

Planning for assessment at the time that you are setting up your program allows for
appropriate data collection mechanisms to be established early on and avoids the
potentially difficult and time-consuming process of trying to reconstruct useful data.

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<b>ANSWER KEY</b>

ENGLISH FOR EDUCATION

UNIT 1
UNIT 2
UNIT 3
UNIT 4
UNIT 5
UNIT 6
UNIT 7
UNIT 8
UNIT 9
...

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<b>UNIT 1</b>

ENGLISH FOR EDUCATION à ANSWER KEY
<b>Vocabulary</b>

1. prepare

2. aid

3. available

4. various

5.preparatory

6. grade

7. systems

8. private

<b>Comprehension check</b>
I.

1.T 2.NG 3.F 4.F 5.T

6.F 7.NG 8.F 9.T 10.T

II.

a.3 b.1 c.4 d.2 e.5

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<b>UNIT 2</b>

ENGLISH FOR EDUCATION à ANSWER KEY
<b>Vocabulary</b>

1. curriculum

2. require

3.extreme

4. socialize

5. compulsory

6. data

7. pressure

8. concern

9. enroll

10. participate

<b>Comprehension check</b>
Matching:

1.B 2.D 3.A 4.C

I.

1.F 2.NG 3.F 4.F 5.T

6.T 7.T 8.NG 9.NG 10.T

II.

1. From 5-6 to 16-18

2. No, they don't

3. Public

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5. One of the followings:

They can tailor a more suitable curriculum to suit their children's strengths
and weaknesses.

They think that the negative social pressures of schools are bad for their
child's development.

6. One of the followings:

Some fear of poor academic quality/ loss of income for the schools/
religious or social extremism.

Some believe that removing children from the school environment could
hamper their ability to socialize with peers their own age.

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<b>UNIT 3</b>

ENGLISH FOR EDUCATION à ANSWER KEY
<b>Vocabulary</b>

1. emphasize

2. specialize

3. electives

4. concept

5. sophomore

6. obtain

7. offered

8. counterpart

<b>Comprehension questions</b>

1. To take electives in the areas they are considering for a career.

2. It proves the curriculum varies widely in quality and rigidity.

3. Science, Social Science, Maths, English, physical education.

4. No, it doesn't.

5. The availability of such courses depends upon each particular school's
financial situation.

6.c

<b>Matching</b>

1.k 2.f 3.b,1 4.a 5.h 6.i

7.d 8.e 9.c 10.m 11. g

<b>Writing</b>

b. sophomore

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c. emphasis

g. computers

d. diploma

h. common

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<b>UNIT 4</b>

ENGLISH FOR EDUCATION à ANSWER KEY
<b>Vocabulary</b>

1. coordinate

2. attendance

3. contribute

4. distributed

5. diversity

6. individual

7. rank

8. proportion

<b>Comprehension check</b>
I.

1. two to four hours per day

2. a mixture of "curriculum" and social experience.

3. a mixture of group games and freely - chosen plays organized
individually or in small groups.

4. theUnited States ranks relatively low in nursery school attendance.

5. France, Sweden, and Japan.

6. India and most countries in Africa.

7. curriculum

8. theUnited States'

II.

1.F 2.T 3.T 4.NG 5.F

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<b>UNIT 5</b>

<b> </b> <b> </b>

ENGLISH FOR EDUCATION à ANSWER KEY

<b>Vocabulary</b>
1. structure

2. regular

3. major

4. separate

5. severity

6. supplement

7. opportunity

8. equality

<b>Matching</b>

1.b 2.d 3.f 4.a 5.c 6.e

<b>Comprehension check</b>
I.

1.B 2.B 3.A 4.C 5.C 6.D 7.D

<b>Writing</b>

1. education 2. attend 3. separate 4. participate

5. guide • 6. learning 7. extra 8.opportunity

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<b>UNIT 6</b>

ENGLISH FOR EDUCATION à ANSWER KEY
<b>Vocabulary</b>

1. qualifications

3. professional

6. aptitude

2. confused

4. guidance

7. subjectively

5. strengths

8. regret

<b>Comprehension check</b>
1. When they are 16

2. To choose whether or not you continue at school.

3. They continue studying for A levels.

4. Yes, they can.

5. To teachers who know you well; to older teenagers - those who have left
school already, or those who are doing the A-level exams that you are going to do
and to a career adviser.

6. To teachers who might teach you next year, to find out from them what
your studies will be like.

7. c, d and f

<b>Writing</b>

a. continue

d. four

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b. choices

e. older teenagers

h. asking

c. qualification

f. career advisers

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<b>UNIT 7</b>

ENGLISH FOR EDUCATION à ANSWER KEY
<b>Vocabulary</b>

1. criteria

2. competing

3. admission

4. deficiencies

5. reputation

6. prestige.

7. apply

<b>Comprehension check</b>

1.c 2.a 3.c 4.c 5.b

Para 1.b Para 2.a Para3.b Para 4.c

<b>Writing</b>

1. reputation

2. class ranking

3. requirements

4. community

5. Graduate

6. Criteria

7. professional experience

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<b>UNIT 8</b>

<b> </b> <b> </b>
ENGLISH FOR EDUCATION à ANSWER KEY

<b>Vocabulary</b>

1. accommodation

2. average

3. cut down

4. cost

5. conduct

6. findings

7. underestimated

8. managed

<b>Reading</b>

Matching

1.d 2.e 3.b 4.c 5.a

<b>Comprehension</b>

I. Factual information

1. 1,700 2. 500 3. Ê173 4. Ê 55

5. Ê28 6. 36% 7. Ê4,300 8. 40%

II. Vocabulary

1. according to

2. conducted by

3. the majority

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5. underestimate

6. comment

7.findings.

III.

1.T 2.T 3.F 4.F 5.T 6.NG 7.NG 8.F 9.F

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<b>UNIT 9</b>

<b> </b> <b> </b>
ENGLISH FOR EDUCATION à ANSWER KEY

<b>Vocabulary</b>
1. progress

4. attempt

7. adequate

2. errors

5. evaluate

8. criticizing

3. grasp

6. banned

<b>Comprehension check</b>
A.

1. to ensure that sts are achieving the desired level of minimum education and
require that students and schools show adequate yearly progress.

2. Students being educated at home or in private schools.

3. For not evaluating a student's knowledge correctly, while being granted too much
weight in the calculation of student's course grade.

4. These students may take one or more standardized tests depending on their
postsecondary education preferences and their local graduation requirements.

5. Students in public schools statewide.

B.

1.B 2.A 3.A 4.B 5.0 6.B 7.C

<b>Writing</b>

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b. evaluating

c. granting

d. attempts

e. standardized

f. learning

g. applying

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<b>UNIT 10</b>

<b> </b> <b> </b>
ENGLISH FOR EDUCATION à ANSWER KEY

<b>Vocabulary</b>

1. promotion

4. overhaul

7. decentralization

2. urgent

5. renovated

8. lagging

3. fundamental

6. empowered

<b>Reading Comprehension.</b>
* Answer the questions.

1. To continue renovating the curriculum and teaching methods.

2. Because Vietnam's tertiary curriculum lags for decades behind those of developed

countries.

3. To revise the system university enrolment, and push up empowerment to universities

4. Because only when universities are assigned the responsibilities for their organization;
management, training,' and use of financial and human resources, can their potentialities be
brought into full play, helping to speed up educational reform.

* True or false ?

1.F 2.T 3.T 4.F 5.T

* Choose the best answer:

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<b>SUPPLEMENTARY READING</b>

<b> </b>
ENGLISH FOR EDUCATION

<b>Passage 1:</b>
<b>Vocabulary</b>

1. discouraged

2. principal

3. priority

4. collaborate

5. leadership

6. observer

7. intergrate

8. facilitate

<b>Comprehension check A.</b>

1. They said that they were engaged in new roles that had simply been "layered" over the
old job.

2. a few "superleaders".

3. the perceived workload.

4. the conflict between the instructional leadership and the daily management chores.

5. six key themes.

6. the instructional leadership.

B.

1. F 2.T 3.F 4.F 5.F 6.T 7.T

C.

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<b>Writing</b>

a. duties

b. talented

c. demands

d. instructional leadership

e. priority

f. management chores

g. six

h. defining

i. vision

<b>Passage 2:</b>
<b>Vocabulary</b>

1. recommendations

4. competence

7. scrutinize

2. standards

5. assessing

8. formulate

3. achievements

6. decreased

<b>Comprehension check</b>
A.

1. On mathematics, reading and science.

2. That means they were unable to carry out such everyday tasks as understanding
printed instructions and filling out a job application.

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4. Six

5. He believed the most important thing you / we could do was to have high expectations
for students.

6. America 's 17 year - old.

7. President George Bush and the governors of all 50 states.

B.

1. B 2. A 3.B 4.C 5.A 6.B 7.B 8.A

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<b>GLOSSARY</b>

ENGLISH FOR EDUCATION

<b>UNIT 1</b>

a. Tru?ng ti?u h?c

b.Tru?ng trung h?c co s?

c.Tru?ng trung h?c ph? thông

d.H? th?ng tru?ng h?c

e. H?c sinh t?t nghi?p ph? thơng

f. Nhi?u lo?i hình ngh? nghi?p khác nhau

g. Tru?ng d?y ngh?

h. Chuong trình ơn thi vào d?i h?c

i. Tr? c?p v? tài chính

k. H?c phí b?c d?i h?c

a. primary school

b. junior high school

c. high school

d. school system

e. high school graduate

f. various kinds of work

g. vocational high schools

h. college-preparatory course

i. financial aid

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<b>UNIT 2</b>

a. Giáo d?c b?t bu?c

b. Tu?i di h?c

c. Tru?ng công / tru?ng tu

d. Các s? li?u c?a chính ph?

e. Ð?n tru?ng h?c

f. Giai do?n ngh? hè

g. Các ho?t d?ng trên l?p

h. Do nhi?u nguyên nhân khác nhau

i. Xây d?ng chuong trình

j. Thi?u nang trong h?c t?p

k. Áp l?c tru?ng h?c

l. S? phát tri?n c?a m?t d?a tr?

a. mandatory education

b. the age to attend school

c. public / private school

d. government data

e. school attendance

f. summer vacation

g. class activities

h. for various reasons

i. tailor a curriculum.

j. learning disabilities

k. pressures of school

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<b>UNIT 3</b>

a. Ngành h?c

b. Chuyên sâu vào…

c. Nh?n m?nh d?c bi?t

d. Ch?t lu?ng d?y và h?c

e. Ph?n c?ng c?a chuong trình

f. Ði?m d?

g. Các mơn t? ch?n

h. Hoàn c?nh kinh t? / di?u ki?n kinh t?

a. field of study

b. specialize into

c. special emphasis

d. teaching and learning quality

e. curriculum’s rigidity

f. passing grade

g. electives

h. financial situation

<b>UNIT 4</b>

a. Ð?c di?m c?a các tru?ng m?m non

b. Chuong trình h?c m?u giáo

c. S? phát tri?n ngôn ng? vi?t

d. Các k? nang d?c vi?t

e. Giao ti?p xã h?i

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g. T? l? di h?c m?u giáo

h. Các nu?c kinh t? phát tri?n

i. Nh?ng chính sách c?a nhà nu?c

k. Nh?ng cu?c tranh cãi dang di?n ra

a. characteristics of nursery schools

b. nursery programs

c. oral language development

d. literacy skills

e. social experience / communication

f. group games

g. rates of nursery attendance

h. economically developed nations

i. national policies

k. ongoing debates

<b>UNIT 5</b>

a. H?c sinh câm di?c

b. Các l?p h?c riêng bi?t

c. Cùng kh?i lu?ng th?i gian nhu…

d. M?c d? tr?m tr?ng c?a…

e. Nh?ng v?n d? v? trí tu? và th? l?c

f. S? cham sóc d?y d? và phù h?p

g. M?c tiêu c?a nh?ng chuong trình này

h. S? ch? b?o c?n k? hon

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a. deaf and dumb students

b. separate classes

c. the same amount of time as..

d. severity of

e. mental and physical problems

f. adequate and quality care

g. the goal of these programs

h. extra instruction

i. mentally retarded children

<b>UNIT 6</b>

a. B?ng t?t nghi?p Ph? thông trung h?c

b. B?ng c?p chuyên môn

c. Ch?ng ch? h?c ngh?

d. Ði?m m?nh và di?m y?u

e. Chuyên gia tu v?n ngh? nghi?p

f. Nang khi?u

g. L?i khuyên mang tính ch? quan

h. Tiêu chí tuy?n sinh vào d?i h?c

i. Ngh? nghi?p trong tuong lai

j. Câu h?i (v?n d?) ch? y?u

a. General Certificate of Secondary Education

b. qualification

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d. strengths and weaknesses

e. career adviser

f. aptitude

g. subjective advice

h. (university) entrance requirements

i. future career

j. key questions

<b>UNIT 7</b>

a. Giáo d?c sau ph? thơng

b. S? c?nh tranh

c. Các tiêu chí d? du?c vào h?c

d. K?t qu? thi

e. X?p h?ng trong l?p

f. Các ho?t d?ng ngo?i khoá

g. Ngày n?p don

h. Cao d?ng c?ng d?ng

i. Song song v?i, d?ng th?i v?i

j. K?t qu? h?c t?p d?i h?c

k. Kinh nghi?m làm vi?c chuyên môn

m. K? thi chu?n vào d?i h?c

a. post-secondary education

b. competition

c. admission criteria

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e. class ranking

f. extracurricular activities

g. application date

h. community college

i. in conjunction with

k. undergraduate academic performance

l. professional experience

m. standardised entrance exam

<b>UNIT 8</b>

a. Phí t?n h?c d?i h?c

b. Cách qu?n lí ti?n b?c

c. C?t gi?m phí t?n di l?i

d. Trang tr?i vi?c h?c hành

e. K?t qu? di?u tra

f. M?c n? trung bình c?a sinh viên

g. Các kho?n chi phí khác

h. Tr? giúp v? m?t tài chính

a. cost of university life

b. the way to manage money

c. cut down on the cost of transport

d. pay for studies

e. the findings (of the survey)

f. the average student debt

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h. financial aid

<b>UNIT 9</b>

a. Ki?m tra gi?a kì

b. Thi cu?i kì

c. Ðánh giá dúng ki?n th?c c?a h?c sinh

d. Kh? nang h?c

e. B?c tranh toàn di?n v? kh? nang hi?u bài c?a h?c sinh

f. Ti?n d? hàng nam

g. Các bài thi chu?n

h. V? m?t lí thuy?t

i. Ði?m trung bình c?a h?c sinh

a. midterm tests

b. final examination

c. evaluating a student's knowledge correctly

d. learning aptitude

e. comprehensive picture of a student's grasp of the material.

f. yearly progress.

g. standardised tests.

h. in theory

i. student's course grade

<b>UNIT 10</b>

a. Giáo d?c ? b?c d?i h?c

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c. Nh?ng môn h?c chuyên ngành

d. Ch?t lu?ng dào t?o

e. Chuong trình dào t?o theo don v? h?c trình

f. Co s? v?t ch?t

g. C?i cách qu?n lí giáo d?c d?i h?c

h. S? lu?ng thí sinh dang kí trong m?i kì thi

a. tertiary education

b. completing skeletal curricula

c. specialized subjects

d. the quality of training

e. credit based training

f. material facilities

g. renovate the management of tertiary education

h. the number of candidates registering for each exam

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<b>ACKNOWLEDGEMENTS</b>

ENGLISH FOR EDUCATION

Special thanks to HUE, who initiated the project for this book; Elizabeth for
her valuable guide and advice in working out the curriculum; and all our
colleagues, friends and families for their continuous encouragement in the
completion of this book.

We are grateful to the following for the reading materials and photographs
used in the book:

Markstein, Linda. Developing Reading Skills.Heinle & Heinle Publishers.

A division of Wadsworth, Inc. Boston, Massachusetts 02116 for The
Education System in the United States.

Kelvin L. Seifert.Nursery and preschool education. Faculty of Education,
University of Manitoba, Winnipeg, Manitoba, CANADAR3T 2N2 for Nature and
Extend of Nursery and Preschool.

Gude K. & Duckworth M. (2002).Matrix.Pre-intermediute.OxfordUniversity
Press for Report on the Cost of University.Life.

for
Schooling, Basic

Curricular Structure, Education of Students with Special Needs, College
and University, Standardized Testing.

The College
Board, Trends in College Pricing: 2005 and U.S Department of Education,
National centre for Education Statistics, National postsecondary Student Aid
Study: 2003-2004 for Writing, Unit 7.

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<b>CONTENTS</b>

Introduction

Unit 1. The school system of the United States

Unit 2. Schooling

Unit 3. Basic curricular structure

Unit 4. Nursery and preschool education

Unit 5. Education of students with special needs

Unit 6. Choices for school leavers

Unit 7. College or university

Unit 8. Report on the cost of university life

Unit 9. Standardized testing

Unit 10. Decentralization - a radical solution?

Passage 1.School leadership (Supplementary reading)

Passage 2. Changing standard (Supplementary reading)

MINI SUPPLEMENTARY READINGS

ANSWER KEY

GLOSSARY

ACKNOWLEDGEMENTS

---//---HanoiNationalUniversity of Education

Faculty of English

<b>ENGLISH FOR EDUCATION</b>
Compiled by:

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Nguyen Thi Ha, MA

(Amended and supplemerited)

2nd_edition

UNIVERSITY OF EDUCATION PUBLISHING HOUSE

</div>

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