Chương trình World Scholar Cup – Cuộc thi học thuật quốc tế
Chương trình WSC bao gồm 2 giai đoạn: Kĩ năng nền tảng (Essential Skills) và Chinh Phục WSC (WSC Conquer)
1, Miêu tả chương trình
1.1, Chương trình Giai đoạn 1: Kĩ năn nền tảng
Mục tiêu của chương trình là phát triển các kiến thức và kĩ năng ngôn ngữ, kĩ năng học thuật và tư duy cho học sinh. Do đó, chương trình sẽ tập trung vào phát triển kĩ năng đọc, viết nâng cao, thuyết trình và tranh biện. Các kĩ năng này giúp học sinh tự tin trình bày quan điểm của mình trong văn bản nói và viết. Trong quá trình đó, học sinh sẽ phát triển các kĩ năng hợp tác, tư duy phản biện, kĩ năng tìm kiếm thông tin, kĩ năng phân tích và giải quyết vấn đề.
Các kĩ năng ngôn ngữ và tư duy sẽ được kết nối với nhau. Học sinh sẽ tìm hiểu, phân tích các dẫn chứng về ngôn ngữ và thông tin từ các văn bản như bài báo, tiểu thuyết, bài quảng cáo để hiểu được cấu trúc và cách viết 1 bài văn nghị luận. Từ đó học sinh sẽ phát triền kĩ năng viết và trình bày một bài văn nghị luận như cách đưa ra quan điểm, cách sử dụng ngôn ngữ để thể hiện và bảo vệ quan điểm.
1.2, Chương trình giai đoạn 2: Chinh phục WSC
WSC nhằm chuẩn bị kĩ năng và kiến thức để học sinh tham gia cuộc thi WSC. Cuộc thi gồm có 4 phần bao gồm:
- Scholar’s Bowl
- Scholar’s Challenge
- Collaborative Writing
- Team Debate
với các lĩnh vực: History, Science & Technology, Literature, Art & Music, Social Studies và Special Area. Do đó mục tiêu của chương trình là giúp học sih hiểu dược cách thức của các phần thi và cách đánh giá các phần thi. Chương trình cũng tập trung vào luyên tập các phần thi và mở rộng các kiến thức về 6 lĩnh vực theo chủ điểm của năm 2020. Qúa trình luyện tập sẽ giúp học sinh vận dụng tốt kĩ năng tranh biện, thuyết trình và kĩ năng đọc viết văn nghị luận ở giai đoạn kĩ năng nền tảng. Chương trình cũng nhằm giúp học sinh hiểu và phát triển kĩ năng làm việc nhóm, tư duy phản biện và sáng tạo.
Khóa học phù hợp cho học sinh từ 11 đến 15 tuổi.
2. Thời lượng: 104 tiếng/28 tuần
| Chương trình | Thời lượng | Học phí |
|---|---|---|
| Thuyết trình và tranh biện | 20 buổi/ 20 tuần, 2 tiếng/ tuần | 9 600 000 |
| Đọc & Viết văn nghị luận | 20 buổi/ 20 tuần, 2 tiếng/ tuần | 9 600 000 |
| Chinh phục WSC | 8 buổi/ 8 tuần, 3 tiếng/ tuần | 6 760 000 |
Thời gian học: Thứ 4: 5h30-7h30 pm , Thứ 6: 5h30-7h30 pm
Đăng kí học tìm hiểu và tham gia học TẠI ĐÂY. Hoặc gọi đến số 090 229 8558, email: info@sace.edu.vn
3. Nội dung chương trình
Chương trình Đọc và Viết văn nghị luận
| Nội dung | Mục tiêu | Tài liệu | Tuần |
|---|---|---|---|
| Course introduction Introduction to reading strategies | + Students will have an overview picture of the course including its aims, content, teaching methods, assessment, and resources. + Students will identify and apply a variety of appropriate reading strategies to make sense of persuasive text. | A handout “Strategies Strong Readers Use” A persuasive essay: Articles on current issues which are relevant to the students’ age, English Proficiency and interest | 1 |
| Reading for the main ideas | + Students will be able to determine the main idea or essential message in a text. + Students can use word recognition skills to comprehend text. | Unlock reading & writing 3, p.37 Stories/ Novels which are relevant to the students’ age, English proficiency and interest | 2 |
| Tracing an argument | Student will be able to: + Understand author’s point of view or purpose in a text and explain how it is conveyed in text. + Trace an argument by delineating between claims and evidence to form a conclusion in order to determine the author’s effectiveness and validity. | Unlock reading & writing 3 Advertisement on current issues A handout of “Logical Fallacies of Relevance” | 3 |
| Evaluating an argument | The student will evaluate the argument and specific claims in a text, distinguishing claims that are supported by reasons and evidence from claims that are not in order to assess the argument’s validity. | + Evaluating Arguments practice page + Generations: Technology Keeps Us Connected -Text Analysis Practice Page + The Impact of Technology on the Developing Child | 4 |
| Audience and Opposing Arguments | Students will evaluate the appropriateness of the writer’s supporting statements for the intended audience. | Unlock reading & writing 3, p. 55 Articles on current issues which are relevant to the students’ age, English proficiency and interest | 5 |
| Using a Think -Aloud to Understand Persuasion | Students can use think-aloud strategies to talk about their own thinking in order to share it with their friends how they identify the purposes of persuasion and analyze and evaluate the use of persuasion within a passage. | Stories/ Novels which are relevant to the students’ age, English proficiency and interest | 6 |
| Reading beyond the gist | Students can make reasonable inferences from information that is implied but not directly stated and by making connections between separated sections of a text. | Unlock reading & writing 3 P.127-129 | 7 |
| Structuring a persuasive eassay | Student will understand the structure of a persuasive eassay including the organization of the introduction, body paragraph and concluding paragraph. | Writing essay from paragraph to essay p. 56 | 8 |
| Developing Evidence-Based Arguments from Texts | Students understand the differences between persuasive writing and evidence-based argumentation. Students become familiar with the basic components of an argument and then develop their understanding by analyzing evidence-based arguments about texts. Students then generate evidence-based arguments of texts using a variety of resources. | Writing essay from paragraph to essay p. 33 | 9 |
| Fact and opinion | Students will examine the difference between fact and opinion. | Unlock reading & writing 3 P.145-147 | 7 |
| Persuasive techniques | Students understand how authors often play with language features to achieve particular aesthetic, humorous and persuasive purposes and effects | A persuasive essay: Articles on current issues which are relevant to the students’ age, English proficiency and interest | 11 |
| Identifying tones | Students will identify and use connotative language to set tone | A persuasive essay: Articles/novels on current issues which are relevant to the students’ age, English proficiency and interest | 12 |
| Planning and organization: Choosing evidence and integrating evidence into argument | Students know how to search for the evidence and bring that to their essay | Research papers, p. 23 | 13 + 14 |
| Planning and organization: Buiding background knowledge, Citing Sources | Students can build up the audience’s background knowledge about the topic by describing the problems or situations Students know how to cite sources appropriately | Research papers, p. 23 | 15 |
| Planning and organization: Find a topic and write a thesis statement | Students identify the topic of their interest and analyse how they develop a persuasive essay about that topic Students know how to write a thesis statement and write that for their essay. | Research papers, p. 8 p. 60 | 16 |
| Planning and organization: Transition, Title, Hook, and Closing | Students will be able to identify the characteristics of effective leads and conclusions for a persuasive text and apply these techniques in their writing | A persuasive essay: Articles/novels on current issues which are relevant to the students’ age, English proficiency and interest Handouts | 17 |
| Wrap it up: Self-revision/ editing and Peer revision/editing | Students know the criteria and use them to evaluate their own essay and their peers’ essay. | Research papers, p. 85 | 18 - 20 |
Chương trình Thuyết trình và Tranh biện
| Nội dung | Mục tiêu | Tài liệu | Tuần |
|---|---|---|---|
| An introduction to the course and Public speaking | Students acknowledge the outcomes of the course and get familiar with presentation skills | + Effective presentation by Jeremy Comfort + Other resources from diffrent sources such as Youtube,TED Talks | 1 |
| Keys features of an effective presentation | Students can understand and use techniques to make them confident with speaking in front of an audience. | + Effective presentation by Jeremy Comfort + Other resources from diffrent sources such as Youtube,TED Talks | 2 |
| Making a good and creative introduction | Students can introduce themselves/their group, open the talk. | + Effective presentation by Jeremy Comfort + Other resources from diffrent sources such as Youtube,TED Talks | 3 |
| Ways of organising a preparation | Students use key words/ phrases for linking ideas and signposting the organization off a presentation | Students use key words/ phrases for linking ideas and signposting the organization off a presentation + Effective presentation by Jeremy Comfort + Other resources from diffrent sources such as Youtube,TED Talks. | 4 |
| Presentation styles and common mistakes | Students differentiate personal and impersonal language styles and practice changing written languages into spoken language | + Effective presentation by Jeremy Comfort + Other resources from diffrent sources such as Youtube,TED Talks | 5 |
| Using visual aid | Students practice designing and using good visual aids | + Effective presentation by Jeremy Comfort + Other resources from diffrent sources such as Youtube,TED Talks. | 6 |
| Body language | Students practice using body language to communicate messages clearly and persuasively | + Effective presentation by Jeremy Comfort + Other resources from diffrent sources such as Youtube,TED Talks | 7 |
| Making an effective ending to a presentation | Students learn to end an presentation | + Effective presentation by Jeremy Comfort + Other resources from diffrent sources such as Youtube,TED Talks | 8 |
| Using assessment rubric in evaluating peer presentation | Students assess peer presentation using rubrics provided | + Effective presentation by Jeremy Comfort + Other resources from diffrent sources such as Youtube,TED Talks | 9 |
| Presentation Preparation | Students use the techniques they learnt to prepare a presentation | + Effective presentation by Jeremy Comfort + Other resources from diffrent sources such as Youtube,TED Talks | 10 |
| Presentation practice | Students give and evaluate presentations | Assessment rubric in evaluating peer presentation | 11 |
| An introduction to Debate | Students remember the format and timing of a formal debate | + Basic Dabat, McGraw-Hill Education + Learning English through Debating + Digital texts – TV and radio programs, popular shows such as The Project, Behind the News and The Simpsons | 12 |
| Affirmative Argumentation | Students learn how to use sound reasoning and good evidence to argue their point of view in a debate | + Basic Dabat, McGraw-Hill Education + Learning English through Debating + Digital texts – TV and radio programs, popular shows such as The Project, Behind the News and The Simpsons | 13 |
| Opposing Points of View Roles of Team Members | Students remember and apply techniques to tactfully question arguments from the opposing side of a debate. Students understand the role each member of a debate team plays within a debate. | + Basic Dabat, McGraw-Hill Education + Learning English through Debating + Digital texts – TV and radio programs, popular shows such as The Project, Behind the News and The Simpsons | 14 |
| Taking Notes Students Criticizing an Argument Persuasive and Emotional Words Euphemisms | Students learn how to use specialized flow charts to keep track of the arguments by debaters. Students learn how to criticize the opposing side's argument in a debate in a non-offensive way. Students learn various words and phrases that can impact the effect of an argument in a debate. Students know about how to use politically correct language in debate to avoid offending others | + Basic Dabat, McGraw-Hill Education + Learning English through Debating + Digital texts – TV and radio programs, popular shows such as The Project, Behind the News and The Simpsons | 15 + 16 |
| Effective Research | Students know how to conduct good research on a particular topic for a debate. | + Basic Dabat, McGraw-Hill Education + Learning English through Debating + Digital texts – TV and radio programs, popular shows such as The Project, Behind the News and The Simpsons | 17 |
| Presentation of Research | Students present the research they have collected for the final debate topics | Learning English through Debating | 18 |
| Final Debate Preparation (Topic 1) | Students gather their research and prepare arguments and rebuttals in preparation for one of the final debates | Learning English through Debating | 19 |
| Final Debate Preparation (Topic 2) | Students gather their research and prepare arguments and rebuttals in preparation for one of the final debates | Learning English through Debating | 20 |
Chương trình Chinh phục WSC – WSC CONQUER
| Nội dung | Mục tiêu | Tài liệu | Tuần |
|---|---|---|---|
| An introduction to WSC | Students understand the components of WSC and how to participate in each event | https://onepwaa.weebly.com http://www.scholarscup.org | 1 |
| WSC Debate Assessment WSC Collaborative Writing Assessment | Students understand the criteria for assessment each event | https://onepwaa.weebly.com http://www.scholarscup.org | 2 |
| WSC Conquer Trial | Students listen and read to improve knowledge in six subject about the theme of WSC 2020. Students listen and read to improve knowledge in six subject about the theme of WSC 2020. Students listen and read to improve knowledge in six subject about the theme of WSC 2020. Students have strategies to search information and answer the questions. Students practice debating/ collaborative writing/ Scholar’s Bowl/ Scholar’s Challenge using techniques learnt and assessment using rubrics. | https://onepwaa.weebly.com http://www.scholarscup.org | 3 |
| WSC Conquer Trial | Students listen and read to improve knowledge in six subject about the theme of WSC 2020. Students listen and read to improve knowledge in six subject about the theme of WSC 2020. Students listen and read to improve knowledge in six subject about the theme of WSC 2020. Students have strategies to search information and answer the questions. Students practice debating/ collaborative writing/ Scholar’s Bowl/ Scholar’s Challenge using techniques learnt and assessment using rubrics. | https://onepwaa.weebly.com http://www.scholarscup.org | 4 |
| WSC Conquer Trial | Students listen and read to improve knowledge in six subject about the theme of WSC 2020. Students listen and read to improve knowledge in six subject about the theme of WSC 2020. Students listen and read to improve knowledge in six subject about the theme of WSC 2020. Students have strategies to search information and answer the questions. Students practice debating/ collaborative writing/ Scholar’s Bowl/ Scholar’s Challenge using techniques learnt and assessment using rubrics. | https://onepwaa.weebly.com http://www.scholarscup.org | 5 |
| WSC Conquer Trial | Students listen and read to improve knowledge in six subject about the theme of WSC 2020. Students listen and read to improve knowledge in six subject about the theme of WSC 2020. Students listen and read to improve knowledge in six subject about the theme of WSC 2020. Students have strategies to search information and answer the questions. Students practice debating /collaborative writing/ Scholar’s Bowl/ Scholar’s Challenge using techniques learnt and assessment using rubrics. | https://onepwaa.weebly.com http://www.scholarscup.org | 6 |
| WSC Conquer Trial | Students listen and read to improve knowledge in six subject about the theme of WSC 2020. Students listen and read to improve knowledge in six subject about the theme of WSC 2020. Students listen and read to improve knowledge in six subject about the theme of WSC 2020. Students have strategies to search information and answer the questions. Students practice debating/collaborative writing/ Scholar’s Bowl/Scholar’s Challenge using techniques learnt and assessment using rubrics. | https://onepwaa.weebly.com http://www.scholarscup.org | 7 |
| WSC Conquer Trial | Students listen and read to improve knowledge in six subject about the theme of WSC 2020. Students listen and read to improve knowledge in six subject about the theme of WSC 2020. Students listen and read to improve knowledge in six subject about the theme of WSC 2020. Students have strategies to search information and answer the questions. Students practice debating/ collaborative writing/ Scholar’s Bowl/ Scholar’s Challenge using techniques learnt and assessment using rubrics. | https://onepwaa.weebly.com http://www.scholarscup.org | 8 |
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