TDT

CREATIVE LANGUAGE CENTER

TEACHER’S
HANDBOOK
 TDT CLC TEACHER’S HANDBOOK

HANDBOOK’S
CONTENT
WELCOME! 4
TEACHING AT TDT CLC 5
TEACHING APPROACH 6
LIBRARY AND E-LEARNING PLATFORM 7
CLASSROOM MANAGEMENT 8
ATTENDANCE CHECK 9
SCHEDULES SUBSTITUTIONS AND MAKE-UP CLASSES 10
DISCIPLINARY POLICY 11
OTHER 12
INFORMATION FOR FOREIGN TEACHERS 13
COURSES AND ASSESSMENT OVERVIEW 14
INTRODUCTION 15
KEY SKILLS AND OUTCOMES 16
CEFR AND PLACEMENT TEST 17
COURSE BOOKS 18
COURSE STRUCTURE 19
ASSESSMENT OVERVIEW 20
DESCRIPTIONS 21
RUBRICS 22
TIMELINE 23
PACING GUIDE 24
QUICK GUIDE THROUGH KEYNOTE 25

PAGE # 2
 CLC TEACHER’S HANDBOOK

WELCOME!

WELCOME ON BOARD! The aim of our Center’s staff is to make

your time at TDT CLC an enjoyable
It is our pleasure to welcome you to
and successful experience. We are
our Center. We are extremely proud of
committed to providing friendly, warm
the English programs we offer to our
and professional environment for you
students, and we encourage you to
to reach your best and develop your
make the most of your time with us.
professional career.
This handbook has been developed
by our faculty and administrators to CONTACT INFORMATION:
help you learn as much as possible TDT CLC – Ton Duc Thang University

about school policies, procedures and Address: 19 Nguyen Huu Tho, Tan
the English courses. Phong Ward, District 7, Ho Chi Minh
City Room: E0012

Telephone: (028) 3775 5064

FRAMEWORK Email: clc@tdt.edu.vn 

Our courses are offered to all non-
English majored students of Ton Duc 

Thang University and have been based
on The Common European Framework
of Reference for Languages (CEFR)
according to the Vietnamese
government’s decision to renovate
foreign language teaching and
learning throughout the national
education system (Decision 1400/QĐ-
th
TTg, Sep 30 , 2008).

PAGE #3
TDT CLC TEACHER’S HANDBOOK

TEACHING AT TDT CLC

SCHEDULE going to help you, but it will not answer
all of your questions. Please do not
Classes are held according to the
hesitate to contact our staff or senior
following schedule:
teachers if you have any questions.

Time Slot 1 6h50 – 9h15

You are expected to prepare each
Time Slot 2 9h25 – 11h50
period according to syllabus and pacing
Time Slot 3 12h30 – 14h55
guide. You also have to make sure that
Time Slot 4: 15h05 – 17h30
content distribution is appropriate in
Time Slot 5: 17h45 – 20h15
each period.

Each time slot (shift) consists of three 45-

TDT CLC teachers must ensure the
minute periods. There is one 10-minute
program length, curriculum teaching
break after first 75 minutes.
schedule (syllabus) of the school. If there
are some objective reasons leading to
TEACHING REQUIREMENTS prolong or shorten the duration of the
program, teachers must consult it
We expect from you as from a university immediately with the Director or
teacher to master your teaching Academic Coordinator for a resolution.
methods through self-study and TDT CLC does not accept that the
practice. We highly encourage you to teacher voluntarily extends or shortens
develop your professional skills by the duration of the program without the
taking extra courses, participating in approval. Teachers will be responsible
webinars or doing independent for any damages arising from not
research. To help you achieve this goal, following the teaching schedule and the
we are organizing regular training duration of the program
workshops for all TDT CLC teachers.

You have to familiarize with the program,

course objectives, testing and evaluation
system as well as requirements of each
assigned course. This Handbook is

PAGE # 4
 TDT CLC TEACHER’S HANDBOOK

TEACHING
APPROACH
"The mediocre teacher tells. The good teacher explains. The superior teacher demonstrates.
The great teacher inspires. — William Arthur Ward

At TDT CLC we would like to encourage you to use 5. TOTAL PHYSICAL RESPONSE
following teaching strategies:
Recommended to support and reinforce other
1. COMMUNICATIVE LANGUAGE methods
TEACHING Further readings about above strategies:
Recommended for all speaking activities. It
includes: discussions, debates or role-plays. The Richards, C. Jack (2006), Communicative Language
main feature of this approach is to place Teaching Today, Cambridge University Press.
communicative task in the real-life context. It is also
applicable for reading lessons – students along Murat, Hismanoglu & Hismanoglu, Sibel. (2011).
with using different reading techniques, share and Task-based language teaching: What every EFL
discuss their answers and opinions about the text. teacher should do. Procedia - Social and
Behavioral Sciences. 15. 46-52.
2. PROJECT BASED LEARNING
In this approach students learn through active Benwell, T. 5 Key Components of Project-Based
exploration of real-world problems. They are Learning
working on a subject over a longer period of time
in order to solve a problem or answer complex CLASSROOM ENVIRONMENT
question. You will use this approach during Group
Project. We want you to create a friendly and warm
atmosphere where students will not be afraid to
3. TASK BASED LANGUAGE LEARNING speak, ask questions or make mistakes.
- Recommended for writing tasks. Students are
expected to complete a task without strictly Also, we expect from you to use only English in the
defined grammar or vocabulary to use. classroom.

4. THE DIRECT METHOD

Recommended for Grammar. The rules are not
taught directly and teachers provide all the
information in English. Visuals are provided in the
course book (infographics + audio description)

PAGE #5
 TDT CLC TEACHER’S HANDBOOK

LIBRARY AND E-
LEARNING PLATFORM
LIBRARY For more information please
read “Inspire Library Guide for
As a Ton Duc Thang University
CLC” and visit Inspire Library
lecturer you will be granted an
website
access to the Inspire Library.
You will be able to prepare
your lessons in the Library E-LEARNING PLATFORM
building using one of the
most modern facilities in Asia.
More information in the next
In order to get the access, you edition.
will have to complete Library
Orientation, after that you will
receive an access card.

Your course will be available

on Library’s platform. You will
be able to access course
books, teacher’s books ,
syllabi and other teaching
materials online.

Your students will access it

too. You will be able to add
extra materials or instructions
for your students.

PAGE #6
 TDT CLC TEACHER’S HANDBOOK

CLASSROOM
MANAGEMENT
You are responsible for students’ Please help us inform all your students
learning and behavior in class: that if they are absent 20% of total
- Do not allow students who are late, not periods (equivalent to 15 periods), they
dressing appropriate clothes (or the are not allowed to attend the final test.
uniform) and without the student ID Teachers ensure the students follow the
cards to enter the classroom. 
 three ethics regulations. You are
-  Remind students to have the right responsible for your students.
attitude to study. Students should
concentrate on the lesson and take Teachers guide students to participate in
notes if necessary. 
 teaching assessment activities, regularly
-  Do not allow students to make noise, update the information from the
chat or use mobile phones in class. students in order to handle, supply, and
(except activities that require use of perfect the method and content to
dictionary or internet)
 improve the teaching quality and
- Do not allow students to eat or drink effectiveness.
during the lesson. 
 You have to make sure that the students
-  Strictly adhere to all the rules and focus on the lessons, do not do private
regulations. 
 work during school hours, violate the
-  In case students violate one of those school disciplines or the classroom
rules and do not co-operate well, regulations, and vandalize the Center’s
teachers should consult with the property, chairs and equipment.
supervisors. Teachers must understand the
Teachers must check students’ presence advantages and the difficulties of
in every lesson and comply with the students during the lessons. Teachers
provisions of the school to ensure the are allowed to read emails, receive
students’ diligence. You must check your phone calls or contact students at school
students’ presence in the attendance to answer all questions related to the
register on our website (for details subject.
please read “Checking Attendance” file).

PAGE #7
 TDT CLC TEACHER’S HANDBOOK

ATTENDANCE
CHECK
Teachers must check students’ attendance in For detailed guidance of online attendance
every lesson and comply with the provisions of check system please see “Attendance Check
the school to ensure students’ diligence. You Instruction”.
must check your students’ presence in the
attendance register and note down very clearly Students’ make-up classes:
the late time for each student. Please help us Absent students at TDT CLC are allowed to
inform all your students that if they are absent attend make-up classes if they are able to
20% of total periods (equivalent to 15 periods), provide appropriate documents. They will
they are not allowed to attend the final test. receive a special form from the Center’s staff with
Teachers check students’ attendance based on assigned time and place of the class they can join
class lists provided by The Center in writing and in order to make up for their absences.
online. Students should show you the form at the
beginning of the class. You should carefully
Thorough checking must be guaranteed in both check his/her name in order to avoid any
writing and online for accuracy and concordance. mistake. Sign the form at the end of the class
- Attendance must be checked in every class and give it back to the student.
(paper and online). You should remember to NOTES:
tick the correct number of teaching periods + Don’t check attendance for those who are not
and the correct shift for errors free (Tick “2” for found on class attendance register.
two periods, “3” for three periods) + Check ‘absent’ for those who have valid
- Teachers have to announce regularly the reasons and forms, then ask them to contact The
number of absent periods for students and Center as soon as possible for a makeup class.
deal with their related concerns. + Don’t allow students to study at a make-up
- Students are updated with the number of class without justifiable forms (The valid one
absent periods before ending the course to includes official signature and seal from the
ensure no complaints afterwards. center).
- After the course, teachers turn in all + After students join a make-up class, The Center
attendance checking papers with the receives the valid form to finalize the attendance
signatures of yours, supervisor and one results. Therefore, teachers have no responsibility
student to use as evidence for any complaints for the matter.
afterwards. + There is a staff/teacher from our Center to
- check students’ attendance and teacher’s
teaching for each time slot.
PAGE #8
 TDT CLC TEACHER’S HANDBOOK

SCHEDULES, SUBSTITUTIONS
AND MAKE-UP CLASSES
For detailed information If you fail to find a substitute the Center about the
about University’s timetable, teacher you need to submit absence immediately. In
public holidays and other absence to the Center - 72 case of health issue please
breaks in teaching, please hours in advance. prepare a doctor’s note or a
see the file “University receipt from the hospital.
Timetable”. 2 absences/substitutions are
allowed per course. In case of absence without a
It is sometimes necessary to notice and suitable reason
alter teaching schedules at the Center has the right to
short notice, or for teachers MAKE-UP CLASS terminate your contract.
to temporarily do work that
In order to organize a make-
falls outside regular
up class please follow the
guidelines. Teachers are
steps below:
expected to be flexible and
• Pick up the form for
cooperate in these
make-up classes from Mr
circumstances. 

Phat (Room E0012)
• Fill in and collect
SUBSTITUTION signatures from at least
2/3 of students.
If you cannot teach due to
• Submit the form
force majeure - (i.e. doctor’s
appointment, important
• Receive the information
about the room (2-3
family matter) you can find a
days)
teacher from CLC to
substitute your class. You
have to inform the Center ABSENCE
72 hours in advance (fill-in a
In case of emergency, you
substitution form).
have to call the emergency
phone number and inform

PAGE #9
 TDT CLC TEACHER’S HANDBOOK

Creative Language Center Misconduct Policy

DISCIPLINARY Warnings: Supervisors, core teachers, group leaders and in some cases students are allowed to report
misconducts to the Center. They are allowed to enter the classroom and inform the lecturer about the

POLICY misconduct. Teacher will receive an email with the warning and information when the misconduct
occurred. There is no cancellation policy. Only in very special situations center director can waive the
warning/penalty e.g. emergency.

Group 1

Nonetheless our Misconduct Occurrence Penalty

teachers represent high
level of professionalism, • Tardiness or finishing 1st Written warning
TDT CLC has earlier
• Inappropriate clothing Written Warning; Meeting with a
implemented official 2nd
• Food in the classroom manager
disciplinary policy. • Inappropriate use of Review of the contract –
cellphones in the 3rd
reduction of the teaching hours
classroom*
Our full-time teachers, 4th Termination of the contract

during their assigned
*Phones are allowed only during exercises chosen by teacher.
duties, check
classrooms and are Group 2

allowed to interrupt in
order to remind teacher Misconduct Occurrence Penalty

about following the • Absence without notice;

Center’s rules. Written • Substitute/cover another
lecturer’s without notice 1st Written warning
warning will be send to
• Swapping class with
the teacher afterwards. another lecturer without
notice
Meeting with a manager; review
• Using Vietnamese in the 2nd
Warnings accumulate of the contract
classroom (more than
during one school year 10% of the lesson)
only. We are going to • Using outside materials
erase accumulated • Not following the pacing
guide (1 exercise per
warnings before the first page) 3rd Termination of the contract
day of the new school • Not teaching (letting
year. students sing karaoke,
sleep, play games in
Vietnamese)

PAGE #10
 TDT CLC TEACHER’S HANDBOOK

OTHER
LESSON OBSERVATIONS General rules:
- Smart and neat.
There are several types of lesson - No tops revealing shoulder and
observations at TDT CLC:
midriffs (chest).
- Observations by the director and the
- Tattoos covered
University - can be requested by the
For Women:
director and the University. They are
• A reasonable length skirt –(knee
intended primarily for professional
lenght) combined with a top – dress
development and can either be
shirt, sweater set with sleeves.
informal or formal. Informal
• Dress with appropriate length and
observations usually have oral
midriffs covered.
feedback and formal observations
• Tailored or cotton casual trousers
usually have written feedback.
• Modest shoes
- Observations by parents/prospective
students - can happen at any time and
during peak times, it is not For Men:
uncommon to have observations • dress shirt – tucked in, unbutton
every day. maximum 1 button, long or short sleeve
- Observations by other teachers - (toes hidden)
during a teacher’s training period • Tailored or cotton casual trousers
although it could also happen at other • Modest shoes with socks
times.
- Observations by other staff (officers CULTURAL DIFFERENCES
etc.) - necessary for other staff to
Be aware that misunderstandings
understand what goes on in the
happen in every international
classroom. These are never a test of a
organization and kindness as well as
teacher’s teaching ability. 

respect are the fundaments of a good
cooperation. Our staff is trying their best
APPEARANCE to support you and we also expect that
In order to meet University’s from you.

requirements and ensure professional

environment, our teachers have to
follow set of rules regarding their
appearance especially clothing:

PAGE #11
 TDT CLC TEACHER’S HANDBOOK

INFORMATION FOR
FOREIGN TEACHERS
PROCEDURE FOR RECEIVING SALARY: WORK PERMIT

• In order to receive your salary you have to submit filled and You will have to apply for a work permit
signed teaching record books before 26th of each month to with TDT University. You have to submit
Ms. My (Room E0004) these documents before signing the
• After submitting the teaching record you will receive an contract:
email with your salary. In case there are any missing hours in • Diploma legalized in Vietnam +
your teaching record, please inform us before 28th of the photocopy notarized
month. • Passport photocopy - notarized
• All updates on your teaching records submitted after 28th • Registration book
will be adjusted to your next salary. • Criminal check
• If your teaching record and salary are correct you still • Documents confirming 3 years of
have to confirm it by the due date. experience in teaching.
• You will receive your salary in cash from the Financial • Health check
Department on the 10th of each month.

PAGE # 12
COURSES AND
ASSESSMENT
OVERVIEW
 TDT CLC TEACHER’S HANDBOOK

INTRODUCTION
"Tell me and I forget, teach me and I may remember, involve me and I learn.
- Proverb

MAIN AIM OF OUR COURSES Therefore, we have chosen course

book that is both innovative in
The main goal of our programme is
methods and in contents. Thanks to
to provide a new generation of
TED Talks which connect the most
citizens equipped with competencies
inspirational speakers in the world,
fulfilling expectations of employers in
students will have a chance to get
the 21st century. In order to achieve
familiar with the most discussed
this goal, the 21st century skills were
issues around the globe.
implemented into course
Additionally, to the course book
programme. In today’s world, it is not
content, students will build up their
enough to be able to read, listen,
practical knowledge in the following
write and speak in English in different
topics: health, environment, global
situations. Employers expect from
issues, finance literacy and civic
candidates to solve complicated
literacy while working on their Group
problems, collaborate in
Projects.
international teams as well as to
know, understand and use innovative MODES OF COMMUNICATION
technologies, different types of Another fundamental objective of
media and information. On the other each course is to improve students’
hand, students in order to be communication in three vital modes:
competitive on the market not only •interpersonal – two-way
after graduation, but also in the communication mode in which
future, need to develop certain students have to be effective in
career and life-long development negotiating mutual understanding
skills •presentational – one way
THEMES communication mode in which
students have to present thoughts,
Along with the before mentioned
ideas and concepts.
skills students need to widen their
•interpretive – listening and reading
core knowledge of language and
in order to comprehend and
awareness in topics fundamental for
interpret the meaning.
global citizens in the 21st century.

PAGE # 14
 TDT CLC TEACHER’S HANDBOOK

KEY SKILLS AND

OUTCOMES
Communication They are able to explain and
Students communicate effectively in communicate innovative ideas. They
written and spoken exchange of are creative in their everyday work.
information. They are able to
Information, Technology and
participate in a meaningful Media Literacy
conversation and present ideas,
Students are able to access
concepts and information. They can
information in English using different
articulate their thoughts using verbal
technologies and media. They can
and non-verbal communication.
analyze and critically evaluate found
Collaboration information and use it in efficient way

Students collaborate effectively in in order to complete given tasks.

English through speaking and They understand how media
messages are constructed and are
writing. They are able to express their
ideas, share responsibilities as well as able to interpret them. They see
make compromises in order to cultural differences, and media

achieve common goals. influence on language.

Critical thinking and problem Career and life-long

solving development skills

Students are able to acquire Students are able to analyze their

information, synthesize and analyze it learning needs in order to set goals
in order to solve simple and complex and reflect on their progress. They
problems. They identify and ask can organize their work by defining,
meaningful questions that are prioritizing and completing tasks.
essential in that process. They make They demonstrate commitment to
decisions and choices based on their life-long learning and go beyond the
reasoning. curriculum in order to improve their
Creativity and innovation professional skills. Students improve
Students demonstrate new and their productivity and take
innovative ways of solving problems. responsibility for their learning
They are open for new perspectives. process.

PAGE #15
 TDT CLC TEACHER’S HANDBOOK

CEFR &
PLACEMENT TEST
As mentioned in the introduction, TDT CLC The students will be placed in classes based
follows The Common European Framework on their test scores as the following table.
Reference for Languages which provides a
“common basis for the elaboration of Course CEPT
language syllabuses, curriculum guidelines, English Foundation 1 < 15
examinations, textbooks, etc. across Europe‟ English Foundation 2 15 to < 20
English Foundation 3 20 to < 30
Community English 1 30 to < 40
C2 Mastery Proficiency Community English 2 40 to < 50
User Community English 3 50 to < 60
C1 Effective
English Fluency 4 60 to < 63
Operational
English Fluency 5 63 to < 66
Proficiency Advanced English 6 ≥ 66

B2 Vantage Independen
t User All students will start their training process at
B1 Threshold
the level assessed by CEPT score results.
A2 Wastage Basic User After completing the last stage of each
program, students are required to take a test
A1 Breakthrough
preparatory course and achieve an
international English certificate among of
PLACEMENT TESTS IN CLASSES
required options such as IELTS, TOEIC,
All first-year students are required to take the TOEFL iBT, PET or FCE.
Cambridge English Placement Test (CEPT).
This is a computer-based test which is
designed by Cambridge to assess students’
English ability in Reading, Use of English,
and Listening skills of any levels. The
duration of CEPT is approximately 30
minutes and the result will be instantly
informed to students at the end of the test.

PAGE # 16
 TDT CLC TEACHER’S HANDBOOK

COURSE BOOKS

KEYNOTE
The new programme of TDT Creative Language PLEASE VISIT KEYNOTE WEBSITE:
Center is based on Keynote series published by
HTTP://AME.ELTKEYNOTE.COM
National Geographic Learning which was awarded
ELTons 2016 for excellence in course innovation
and ESU English Language Award in Resources for
Secondary and Higher Learners category. It fuses
all necessary language skills with 21 century
competencies resulting in outcomes that are crucial
for preparing our students for their roles in the
future as citizens, managers, employees and
volunteers. Its authentic content (TED Talks,
infographics and readings) as well as presentation
sections teach transferable skills and strategies
helping to develop fluency and confidence. We will
use Keynote Combo Split version of the book. Each
level is divided into two parts A and B. Each part
covers 6 units + 2 Presentation Practice sections.

PAGE #17
 TDT CLC TEACHER’S HANDBOOK

STRUCTURE
Learning Outcomes
Course
Resources
Well Said Intro - understand and use short phrases and sentences
ENGLISH
FOUNDATION - give a short and simple multimedia presentation
+Additional
1 - improve the pronunciation and communication skills of
materials
students from all language backgrounds
A1 -
ENGLISH Keynote 1A -understand and use longer phrases and sentences
FOUNDATION -express their own simple opinions on familiar topics
2 +Workbook -provide descriptions of jobs, abilities, people and sequences.
-briefly communicate and ask questions about familiar topics
A1-A2
ENGLISH Keynote 1B -collaboratively solve real life problems and present solutions
FOUNDATION publicly
3 +Workbook -define, understand and monitor one’s learning needs
-access information in English efficiently
A1-A2
COMMUNITY Keynote 2A -express their own thoughts and justify them
ENGLISH1 -provide longer descriptions
+Workbook -make predictions about future
A2 – B1 -talk about past experiences
COMMUNITY Keynote 2B
-understand how media messages are constructed and how to
ENGLISH 2 interpret them
+Workbook
A2 – B1 -access information in English efficiently beyond the curriculum

COMMUNITY Keynote 3A -express their own thoughts on familiar and unfamiliar topics
ENGLISH 3 -narrate using connected sentences when discussing topic
+Workbook -comprehend ideas and details regarding variety of topics
B1-B2 -effectively manage a project
ENGLISH Keynote 3B
-understand how media messages are constructed and how
FLUENCY 4
+Workbook individuals interpret these messages differently.
B1-B2
ENGLISH Keynote 4A - narrate using connected sentences when discussing topics
FLUENCY 5 using abstract ideas
+Workbook
- communicate using advanced grammar structures
B2
- deliver a presentation using advanced presentation
Keynote 4B +
ADVANCED techniques
Workbook
ENGLISH 6 - speculate about the truth or future
- go beyond the curriculum in order to expand one’s own
B2 expertise on a variety of topics

Cambridge or -familiarise with the test formats

Test -gain exam tips/techniques to be ready for taking the
IELTS or
Preparation international examinations.

PAGE # 18
TOEIC
 TDT CLC TEACHER’S HANDBOOK

ASSESSMENT
OVERVIEW
The general objectives of the new
Participation
assessment focus on formative
10
evaluation. We are aiming at improving
students’ self-awareness of their learning Progress Tests Final Test
process in order to develop their life- 10 30
long learning skills. On the right you can
see the new assessment parts and it’s Speaking Portfolio
share in the final score. Below is a table 10
showing relation between the
assessment system and key skills.
Reflective Paper
10
As you can see, 70% of the students’
Group Project
score is in your hands. Therefore, we
30
expect from you highest levels of
objectiveness. In the Assessment Guide
you will find more information on how to
avoid common rater’s errors.

Group Reflective Speaking Participation Progress Final

Project Paper Portfolio Test Test

Communication

Collaboration

Critical Thinking and

Problem Solving

Creativity and
Innovation

Information,
Technology and Media
Literacy

Career and Life-Long

Development Skills

PAGE #19
 TDT CLC TEACHER’S HANDBOOK

ASSESSMENT DETAILS
In this part you can find brief the course. Topics are meaning to this assessment.
descriptions of each part of the appropriate for students’ level of Teachers will integrate
assessment system. On the English and guide students to recordings in their lesson twice
following page you can find expected outcomes. during each course, for example
rubrics that will be used to during “Presentation Practice”
assess students performance. days.
Speaking Portfolio
Detailed marking scheme with
During each course students will
description of each rubric and Progress Tests
make 8 audio recordings based
criteria can be found in the 2 Progress Tests will be
on activities from the book:
Assessment Guide. conducted after 3 units. Tests will
- 6 short speaking practices
cover grammar, vocabulary and
Group Project from lesson A - 1 point each
- 2 presentations (2 minutes) - 2 reading from the preceding
Project based task provides
units. The aim of this task is to
students a chance to work and points each from Presentation
consolidate essential content
collaborate independently module in the Keynote book.
studied in the class.
enforcing their learning (For details please have a look
autonomy and deep at “Quick Guide Through Participation
understanding. This assignment Keynote” in this Handbook) Participation positively correlates
is the most important one from with students learning process.
the 21st century skills Teachers do not have to check Especially, it improves their
perspective. Students will students’ pronunciation, ability to speak and listen. You
choose a topic at the beginning grammar or vocabulary. The will assess three criteria:
of the course, work on their task main purpose of this task is to attendance, contribution, and
during the course, submit written provoke more learning preparation and focus. In the
summary of their work and finally opportunities for students Assessment Guide we will show
present their results to their outside the classroom and to you how to objectively assess
classmates on the 24th day. motivate students to sharpen your students.
their speaking skills
Reflective Paper independently. However, the Final Test
Reflection is widely role of a teacher is still very
Final test will take place after
acknowledged as a learning important to encourage students
finishing and completing the
process that encourages to improve their recordings.
course. It will evaluate students’
students to demonstrate and Teachers will be responsible for general comprehension of
examine the knowledge they using the recordings in the
spoken and written language
have ingested. Students will classroom by organizing self and
(reading and listening skills).
write an essay, paragraph, email peer assessment session. The
or letter etc. reflecting on their main purpose of these “review
learning process and content of sessions” is to add more
PAGE # 20
 TDT CLC TEACHER’S HANDBOOK

ASSESSMENT
RUBRICS
Group Project Participation
Criteria 5 4 3 2 1 Criteria 3 2 1 0.5
Presenting skills Contribution
Language skills Preparedness and Focus
Organization Attendance
Content and critical
thinking
Visual aids and written part

Overall impression

Reflective Paper
Criteria/Points 2 1.5 1 0.5
Content Reflection

Personal Growth
Writing quality: Coherence cohesion

Lexical resources

Grammatical range and

accuracy

PAGE #21
 TDT CLC TEACHER’S HANDBOOK

ASSESSMENT
TIMELINE


PAGE # 22
 TDT CLC TEACHER’S HANDBOOK

PACING GUIDE FOR KEYNOTE

Unit 3 Lesson D Unit 5 Lesson E Communicate

Day Content 9 Unit 3 Lesson D 18 Unit 6 Lesson A

Unit 6 Lesson B Language
Unit 3 Lesson E Writing Focus

Course introduction Unit 3 Lesson E Writing Unit 6 Lesson B Speaking

1 Unit 1 Lesson A 10 Unit 3 Lesson E Communicate 19 Unit 6 Lesson C

Unit 1 Lesson B Language
Focus Review Unit 6 Lesson C

Unit 1 Lesson B Speaking Unit 6 Lesson D

2 Unit 1 Lesson C 11 Presentation Practice 1 20 Unit 6 Lesson D

Unit 1 Lesson C Unit 6 Lesson E Writing

Unit 1 Lesson D TEST 1 Unit 6 Lesson E Writing

3 Unit 1 Lesson D 12 Unit 4 Lesson A 21 Unit 3 Lesson E Communicate

Unit 4 Lesson B Language
Unit 1 Lesson E Writing Focus Unit 3 Lesson E Communicate

Unit 1 Lesson E Communicate Unit 4 Lesson B Speaking

4 Unit 2 Lesson A 13 Unit 4 Lesson C 22 TEST 2 + Reflective Paper

Unit 2 Lesson B Language
Focus Unit 4 Lesson C

Unit 2 Lesson B Speaking Unit 4 Lesson D Review

5 Unit 2 Lesson C 14 Unit 4 Lesson D 23
Presentation Practice 2
Unit 2 Lesson C Unit 4 Lesson E Writing

Unit 2 Lesson D Unit 4 Lesson E Communicate

6 Unit 2 Lesson D 15 Unit 5 Lesson A 24 Presentation Day 1

Unit 5 Lesson B Language
Unit 2 E Writing Focus

Unit 2 Lesson E Communicate Unit 5 Lesson B Speaking

Teacher's feedback on
7 Unit 3 Lesson A 16 Unit 5 Lesson C 25
students' assignments
Unit 3 Lesson B Language
Focus Unit 5 Lesson C

Unit 3 Lesson B Speaking Unit 5 Lesson D

8 Unit 3 Lesson C 17 Unit 5 Lesson D

Unit 3 Lesson C Unit 5 E Writing

PAGE #23
 TDT CLC TEACHER’S HANDBOOK

QUICK GUIDE
THROUGH KEYNOTE
According to our pacing
guide you can skip Warm-
up part and start-off your LIS

lesson with quick

introduction of the topic
(10-15 minutes) and go
directly to Vocabulary part. A
S

Each Vocabulary section

B
has audio/visual A

presentation. So you do not

need to worry about
presenting pictures of the
new words. Young children playing in the colorful C C
streets of Las Peñas, Ecuador E

In the neighborhood
SP
10A A
A
VOCABULARY Qualities of a neighborhood B
A
A Match the words in each set.
B
‘Vocabulary’ sections 1 clean traffic 5 low buildings
2 affordable streets 6 green crime rate A
teach key words and B
3 heavy housing 7 reliable space
phrases needed to talk 4 friendly neighbors 8 vacant public transportation A
about the main idea B
presented in the unit. B Which of the phrases above describe positive qualities of a neighborhood? Which describe negative
B P
qualities? Compare with a partner. Are there any you disagree on?

C T
Each lesson guides C Work with a partner. What are some other qualities of a good neighborhood? A bad neighborhood?
W
learners to apply skills, I think a good neighborhood needs a lot of stores nearby.
vocabulary, or grammar in I agree. And there need to be nice places for young people to hang out.
a speaking opportunity.

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 TDT CLC TEACHER’S HANDBOOK

QUICK GUIDE
THROUGH KEYNOTE K E Y N OT E A N N OTAT E D U N I T

LISTENING The neighborhood where I grew up Explicit listening strategies

Identifying pros and cons
help learners access the
Taking notes using a chart can help you understand the pros authentic listening input
(good points) and cons (bad points) of something.
that follows.
A 10.2 Listen to Craig Albrightson talking about his hometown in
South Africa. Circle the topics he mentions. ‘Listening’ sections feature
audio and video interviews
green space crime housing traffic
nightlife public transportation neighbors jobs with real people from
around the world including
B 10.2 Listen again. Complete the chart with words from A. musicians, students,
Add any extra details you hear.
journalists, and National
Pros Cons
Geographic explorers.

C CRITICAL THINKING
Evaluating Does Albrightson generally like or dislike his neighborhood?

SPEAKING What’s your neighborhood like?

A 10.3 What doesn’t speaker B like about her new neighborhood? Note: It is recommended
A: I hear you moved to a new place. apartment / house to finish Listening before
B: Yeah, I did. I moved last month. the break and start with
A: So how do you like your neighborhood?
B: Well, it’s OK. The streets are really clean and there are
speaking activity after the
a lot of parks nearby, but the traffic is really heavy. stores / restaurants break.
A: Yeah? Maybe you should take the train.
B: I thought about it, but I heard it’s not very reliable.
A: So why don’t you buy a bike? It’s good exercise. how about buying / why not buy
B: Yeah, that’s a good idea. I’ll think about it. not a bad idea / a great idea

B Practice the conversation with a partner. Practice again using the words on the right.

C Think about your neighborhood. What are its pros and cons? Write notes in the chart.
Learners listen and watch
Work with a partner. Share what you like and don’t like about your neighborhood. a model conversation in
Pros Cons the ‘Speaking’ sections,
followed by a guided
application activity.

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4
 TDT CLC TEACHER’S HANDBOOK

QUICK GUIDE
THROUGH KEYNOTE

10B Nice neighborhoods D M

1
2
In the ‘Language Focus’ LANGUAGE FOCUS Giving advice and making suggestions 3

section, an engaging A 10.4 Read the information. Which things describe your neighborhood?
4
5
infographic provides
real-life context for WHAT MAKES What do people look for when choosing a neighborhood? A recent E

A GREAT NEIGHBORHOOD?
survey found that personal safety tops the list, but many other things
key grammar points. also help. A

Students then listen to B

the grammar presented 1 SAFETY AND LOW CRIME

A
in context.
2 GREEN SPACE AND PARKS 4 AIR QUALITY 7 GOOD ROADS
B

A
8 GOOD SCHOOLS B

F C

3 AVAILABILITY OF JOBS 6 WATER QUALITY 1

5 ENTERTAINMENT AND NIGHTLIFE 2

The grammar from the B 10.5 Listen to a couple talking about where to move. Check [✓] the neighborhoods that 3
each person likes.
‘Language Focus’ is then
Brentwood Crestview Woodlands
embedded within a SP
The man
scripted listening activity.
The woman A R
f

C 10.6 Listen and study the language in the chart.

Offering suggestions

Let’s
Maybe (we/you) can
move to a new neighborhood.
(We/You) could
One thing (we/you) could do is
Why don’t (we/you) move to a new neighborhood?
How about moving to a new neighborhood? B W
e
We/You should live in Crestview.
What should (I/we) do?
We/You shouldn’t move to Woodlands.

The ‘Grammar Summary’ For more information on should/shouldn’t, see Grammar Summary 10 on page 158.

section in the appendix 112

provides additional
grammar support
related to the structure Pages are reproduced here at 70% of actual size
introduced in the lesson.
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5
 TDT CLC TEACHER’S HANDBOOK

QUICK GUIDE
THROUGH KEYNOTE K E Y N OT E A N N OTAT E D U N I T

If explaining and learning

D Match the sentence parts to make suggestions. Grammar from Language
1 You should walk alone at night. It’s not safe. Focus take you too much
2 Why don’t you check out the local nightlife together sometime. time, you can assign one
3 How about get a bike and use the bike lanes?
of these tasks as a
4 You shouldn’t planting some flowers to make your yard prettier?
5 Let’s use public transportation so that you can save money. homework and check it
E 10.7 Circle the correct words in the conversation. Then listen and check your answers. the next day.
A: I really like living in Ottawa, but I don’t like where we live now.
B: I know what you mean. Well, how about 1 (find / finding) a
new neighborhood?
A: Yeah. We could 2 (move / moving) downtown.
The shopping is great there.
B: Yeah, but housing isn’t very affordable. Maybe we
could 3 (move / moving) near the Greenbelt.
A: That’s not a bad idea. I have a few friends in that area.
B: Great. Why don’t you 4 (ask / asking) them what it’s like?

F Complete each suggestion with your own ideas.

1 A: I want to live in a fun, exciting part of the city.
B: You should . The Greenbelt surrounding Ottawa’s
downtown area
2 A: I’d love to move to an area with a lot of green space.
B: Maybe you could .
3 A: I want to find a cheap apartment downtown as quickly as possible.
B: Why don’t you ?

SPEAKING The right neighborhood In the ‘Speaking’ section,

A Read the descriptions below. Three people are moving to your city and are looking learners practice grammar
for a suitable neighborhood. communicatively through
John Makiko Miguel a controlled task.
“I’m a student, and I’d like a quiet “I just started a job in the “I’m an artist and would like to
neighborhood with affordable city, so I’d like to live in a fun live in an older part of the city.
housing. I want to live near the neighborhood close to downtown I’d love to find a place with huge You will start a new
university. It would be nice to with good public transportation. rooms for my studio. I don’t have
have some green space or a park I want to be close to nice cafés much money, so it needs to be session with this activity.
nearby.” and restaurants.” affordable.”
It is a good review of the
B Work with a partner. Recommend a neighborhood in your city that would be suitable for
grammar structure
each of the people above. Give reasons for your recommendations. practiced in the
I think John should live in Rochworth. It’s quiet, cheap, and near the university.
Language Focus and a
Good idea. Or maybe he could live in Whitdale. There are a lot of parks.
great warm-up before the
113
Reading section.

PAGE #27
 TDT CLC TEACHER’S HANDBOOK

QUICK GUIDE
THROUGH KEYNOTE

You have around 2

periods to finish the
UND
reading section. During Theaster Gates’s first art project Read
in the UK saw nonstop musical
this time you will practice performances held in the ruins of
P

an old church for 24 days. P

with your students some P

reading techniques useful P

P
during their final test. You
can always provide more
UND
reading tips for your Are t
Circl
students and create more
1
test style questions .
Reshaping a city
2
10C 3
4
5
PRE-READING Previewing
6
Read the first paragraph. What problems on the South Side of Chicago are mentioned?
Discuss with a partner.
BUI

10.8 A M

T
1 he South Side of Chicago is a part of the starting to reshape how people imagined the South 1
Reading passages prepare city that has seen better days. Crime is Side of the city.” 2
learners to access the a problem, and there are few jobs. Many 4 One building, named Listening House, has 3
blocks contain vacant buildings. But one resident a collection of old books that were donated by
topic and vocabulary is using his art to bring new life to the place. publishing companies5 and bookstores. Another
4
5
they will encounter later 2 Theaster Gates saw the decline of his building was turned into a movie theater and named
6
in the TED Talk, while neighborhood firsthand. As he grew up, he Black Cinema House. It became so popular that
watched as buildings were demolished1 by the local soon there wasn’t enough room for all the visitors
developing useful reading government or abandoned2 by their owners. But as and a new location needed to be found.
B C
A
skills and strategies. a potter,3 Gates knew how to make beautiful things 5 Gates is now a well-known international artist.
a
from very little. In 2008, he decided to buy a vacant He has taken part in art shows in Germany and the D
house not far from his own home, and he started to United Kingdom, and in 2014, he was named as
renovate it. one of the most powerful people in contemporary
3 He used the house to stage exhibitions4 and art6 by Art Review magazine. But Gates hasn’t
meetings, and the site soon attracted many visitors. forgotten his neighborhood, and his work in
The success of the project led Gates to buy more Chicago continues. Gates has helped design a
properties—turning them into cultural centers and million-dollar art project for one of the South Side’s
meeting places. As Gates says, “We were slowly subway stations.
1
demolish: v. to completely destroy something 4
exhibition: n. an event in which art is shown to the public
2
abandon: v. to leave something 5
publishing companies: n. companies that make books
3
potter: n. a person who makes pots, dishes, etc., from clay 6
contemporary art: n. art made by artists in the modern period

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7
 TDT CLC TEACHER’S HANDBOOK

QUICK GUIDE
THROUGH KEYNOTE
K E Y N OT E A N N OTAT E D U N I T

After completing
UNDERSTANDING PURPOSE
reading questions it
Read the passage. Match each paragraph with its purpose.
Paragraph 1 explains why Gates started his first renovation project. is important for your
Paragraph 2 describes how Gates’s first project led to more.
students to build
Paragraph 3 introduces and describes Chicago’s South Side.
Paragraph 4 gives examples of two of Gates’s projects in Chicago. vocabulary essential
Paragraph 5 describes how Gates continues to work in Chicago
despite international fame.
for the next lesson -
TED Talks.
UNDERSTANDING DETAILS
Are the following statements true, false, or not given according to the passage?
Circle T for true, F for false, or NG for not given. Do not forget about
1 Theaster Gates grew up in Chicago. T F NG
critical thinking…
2 The first house Gates renovated was near his home. T F NG
3 Listening House is much bigger than Black Cinema House. T F NG
4 Few people visited Black Cinema House. T F NG
One critical question
5 Gates has had art shows in Europe. T F NG
6 Gates continues to work in Chicago. T F NG a day, keeps the
doctor away…
BUILDING VOCABULARY

A Match the words in blue from the passage to their definitions.

uth 1 block to produce a play, performance, musical, etc.
2 resident to make repairs to improve a place’s condition
3 renovate someone who lives in a particular place
4 stage an area of land with streets on all its sides
5 location a decrease in quality or importance
ed
6 decline a place where something happens

B CRITICAL THINKING ’Critical Thinking’ sections

Applying In what other ways could you renovate develop skills like
a vacant building to create community gatherings?
he Discuss with a partner.
applying, evaluating, and
interpreting information
y
to help learners achieve a
Theaster Gates's first deeper understanding of
renovated property in the main idea.
e’s his neighborhood

115

PAGE #29

8
 TDT CLC TEACHER’S HANDBOOK

QUICK GUIDE
THROUGH KEYNOTE

Lesson D uses a segmented 10D How to revive a D

TED Talk to enable learners

to better understand and
neighborhood
respond to a TED speaker’s
main idea.
Theaster Gates decided to tackle his Chicago neighborhood’s
problems by reshaping and reimagining abandoned buildings. His
idea worth spreading is that art can be a force for social change,
bringing new life to buildings, neighborhoods, and entire cities. V

PREVIEWING
Read the paragraph above. Choose the correct meaning of each bold word. You will hear these
words in the TED Talk.
P
1 When you tackle a problem, you (ignore / deal with) it.
2 To reshape something means to (make a copy / change the structure) of it.
3 An abandoned building is one that the owner (left / just bought).

Learners use different VIEWING

segments of the TED Talk A 10.9 Watch Part 1 of the TED Talk. What problem in his neighborhood does Gates talk about?
A

to reinforce vocabulary, a high crime b vacant buildings c not many jobs

practice sequencing
B 10.10 Watch Part 2 of the TED Talk. Put the events in the order they happened. One option is extra.
information, and develop
a Gates renovated the building. d Gates began to sweep as a kind of performance art.
listening and viewing
b Gates bought other buildings. e People started to come to Gates’s building.
skills. c Gates got a new job to earn money. f Gates used the building to stage exhibitions.
B

Gates bought a building.

C
C 10.11 Watch Part 3 of the TED Talk. Circle the correct option to complete each sentence.

1 The Arts Bank project was difficult to finance because

(no one was interested in the neighborhood / the costs were very high).
2 The Arts Bank is now used as a
(free school for adults / place for exhibitions and performances).
3 Gates is now (giving advice to others / doing art exhibitions) around the country.

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PAGE # 30
 TDT CLC TEACHER’S HANDBOOK

QUICK GUIDE
THROUGH KEYNOTE Loca
revie
units
creat
According to our pacing
guide, you will start
lesson E with writing and
it will usually be your last
period of the session. We
decided that it is easier
for students to continue
and finish the writing task
in the following session
A mural painted on the side of
than the speaking one. the Cultural Museum in Santa Fe,
United States

We highly recommend to 10E A better neighborhood

use Workbook for the
writing task. COMMUNICATE Planning neighborhood improvements

A A city has some problems in one of its neighborhoods, and many of the residents are
A communicative task unhappy. You have been asked by the local government to plan some changes to
guides learners to solve the problems. Turn to page XX, look at the map, and read about the problems.

collaborate in pairs and B Work in a group. Brainstorm ideas together and choose the best suggestions to make
groups to discuss and a plan. Sketch the changes you want to make on the map.

think creatively about the OK. I think we should build a park somewhere.

main idea. Good idea. How about here near the river?

C Work with a member from another group. Explain the changes that your group wants
to make. Did you have any different ideas?

Describing steps
First, … / Firstly, … Second, … / Secondly, … Third, … / Thirdly, …

KN1_SB_650

Learners communicate WRITING Creative suggestions

Imagine your town or city wants to renovate a large old building downtown. The local
their own opinions government have set up a website to ask the community to suggest creative ideas for
about the main idea in a how to use the building. Write a post for the website with some suggestions.
controlled writing task.
For flexible instruction I have a good idea for how to use the building. We could turn it into an eco-
aquarium. We could include endangered species from around the world and
options, this task is further
power the whole place with solar energy ...
supported in the print
workbook. 118

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PAGE # 31
 TDT CLC TEACHER’S HANDBOOK

QUICK GUIDE
Located after every three units, ‘Presentation’ pages
THROUGH KEYNOTE
review the presentation skills presented in the previous
units and guide learners to apply those skills as they
K E Y N OT E A N N OTAT E D U N I T
create and deliver their own presentations.

Presentation Practice is
Presentation 2 very important for your
MODEL PRESENTATION students. This is probably
A Complete the transcript of Mark’s presentation using the words in the box. Learners reinforce their only chance to
after can quickly expensive fun health vocabulary by completing
heavy many much play talk tell
the transcript of a level- practice their
I’d like to 1 to you about a new piece of appropriate student presentation skills
technology—a virtual reality headset. How many of you have one? Not so
many. Well, I bought mine around a month ago, and I use it quite a lot. presentation. publicly.
First, I’d like to 2 you about the good points. I
use it mainly to 3 video games. It makes the
games much more 4 . It feels very realistic, and
it’s amazing when you first try it. I 5 also use it to
A sample presentation
It is crucial from the
watch films, which is really cool.

There are some bad points, though. I’m not sure if it’s good for my gives students a model to perspective of the
6
or not. Sometimes, 7
I use it for a long time, I feel a little dizzy for a while. It’s also quite
consolidate language and course’s goals.
8
, so it’s a little uncomfortable to wear presentation skills from
for a long time. It was 9
, too—nearly $500—and there aren’t 10

games for it right now. preceding units.

So, would I recommend it? I’d say no, not yet. I think it’s best to wait for the price to come
down and for the technology to improve. But I think this will happen very
11
.

Thank you very 12 .

YOUR TURN
B P.2 Watch / Listen to the presentation and check your answers.
A You are going to plan and give a short presentation to a partner introducing a new
C P.2 Review the list of presentation skills from Units 1–6 below. Which does the piece of technology. It could be an app, a gadget, or a video game. Use some or all of
speaker use? Check [✓] them as you watch / listen again. the questions below to make some notes.

Presentation Skills: Units 1–6

What is it?
The speaker …
• introduces himself / herself • uses effective hand gestures What does it do?

• uses effective body language • involves the audience How does it work?
• introduces his topic • thanks the audience
What are the good points about it?

What are the bad points about it?

75
Would you recommend it to others? Why or why not?

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B Look 5/25/16
at the10:41
useful
AM
phrases in the box below. Think about which ones you will need in
your presentation.

Using prompts and

Useful Phrases
relevant language, Describing how something works: It can … / Using it, I can … / I can use it to …
It has a lot of … / It doesn’t have much / many …
learners create their own Positive words to describe gadgets: modern, easy to use, fast, light, strong, fun, cheap
Negative words to describe gadgets: old-fashioned, difficult to use, slow, heavy,
short presentations. weak, boring, expensive
Describing sequence: When / After I use it, I …
To use it, first you need to …
Then, …

C Work with a partner. Take turns giving your presentation using your notes. Use some of
the presentation skills from units 1–6. As you listen, check [✓] each skill your partner uses.

Presentation Skills: Units 1–6

When delivering their own The speaker …

• uses effective hand gestures
• introduces himself / herself
presentations, learners • uses effective body language • involves the audience
• introduces his topic • thanks the audience
integrate the presentation
skills presented in the D Give your partner some feedback on his or her talk. Include two
things you liked, and one thing he or she can improve.
previous units and give That was great. Your body language was good, and you involved
the audience. But you forgot to thank the audience at the end.
constructive feedback on
their peers’ presentations. 76

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PAGE #32
TDT CREATIVE LANGUAGE
CENTER

TDT CLC – Ton Duc Thang University


Address: 19 Nguyen Huu Tho, Tan Phong Ward,
District 7, Ho Chi Minh City Room: E0012

Telephone: (028) 3775 5064