Comprehension and Oral Expression
Aperçu des sections
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Welcome to our students in online lectures of English (FAD)
Please join us on Wednesday, October 18th, 2023 for the Welcoming session organized by the department of English. Click the link below to join the meeting! All the details concerning the Online Licence FAD will be explained in this session.
F.A.D Welcome Day
Google Meet
Meeting link : https://meet.google.com/gcf-fjci-bbw
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Please, open the document in order to check the planning of lectures during the first semester (2023-2024)
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U.E.F. 1
Cred. 04
Coef. 02
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Welcome to COE
This subject / module introduces L1 EFL students to COE of English. It generally aims at attaining the following learning objectives:a. Students will be able to demonstrate their oracy skills by developing their listening and speaking skills.
b. Students will be able to gain and show their confidence and capability through speaking in different topics and real-life situations.
c. Students will be able to communicate effectively in English.
About the Subject / About the Lecturer
Pre-requisites
University: Abou-Bekr Belkaid University of Tlemcen
Faculty: Letters and Foreign Languages
Department: English Department
Module / Subject: Comprehension of Oral Expression (COE)
Level: 1st year EFL students
Semester: 1
Unit Type: Fundamental unit (UEF1)
Coefficient: 2
Credit: 4
Class Meeting Time: Online course (FAD)
Instructor Name: Dr. Sarra Menal FERKACHE
Email Address / Teams Account: sarramenal.ferkache@univ-tlemcen.dz
Course Period: 4 weeks (8 sessions)Before embarking in the course, students should have a general knowledge in English language. Students should at least know the basics of English.
Evaluation methodsDuring each session, students’ participation is counted and at the end of each unit, a set of listening or speaking activities will be given to students with a one-week deadline. As a demonstration of formative assessment, these activities will be marked and all points that students are going to collect will be counted as their TD mark.
For a summative assessment, the final exam will demonstrate it at the end of the semester. Students who do not obtain a 10 average will then be invited to take the make-up exam.
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Time required for this unit: 3hrs
Aims: This unit aims at teaching students how to be good listeners and good communicators in English through building conversations with their classmates and peers.
Pre-listening:
Warm-up
What is a conversation?
What was the last conversation you had with family or friends about?Listening: Listen to videos 1 and 2 and discuss key ideas with your classmates and your lecturer
Video 1:
Video 2:
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Post Listening:
Task: With your peer, create a conversation about one of the following topics
Friends Food Sports Technology Travelling
Your favourite film Your favourite celebrity Family Hobbies Games / Books
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Time required for this unit: 3hrs
Aims: This unit aims at encouraging students speak about their own personalities and describe their friends'. Along this unit, students will learn new vocabulary to describe their personalities and understand how their personalities have been shaped due to different changes that take place at different stages of their lives.
Pre-ListeningWarm-up:
What are the different types of personalities you know about?
How would you describe your personality? and how do usually people describe your personality?
Do your think people’s personalities change?
Why do you think we have different personalities? And how do you think the way we were raised, education, languages or friends can shape our personalities? And why?
Listening:
Listen to the following videos and discuss the main points during the session
Video 1:
Video 2:
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Post-listening activities
Task One: In a 5-7 mnts presentation, describe yourself to your classmates and share how your personality has changed from childhood to adolescence.
Task Two: In 5 to 7 mnts, speak about how speaking different languages ( English, French, Arabic and Berber) may have shaped your personality.
Use the word bank for help!
Word bank
Optimistic, pessimistic, introvert, extrovert, friendly, funny, grumpy, brave, clever, easy-going, annoying, generous, honest, lazy, polite, selfish, rigorous
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Time required for this unit: 3hrs
Aim: This lesson aims to introduce students to ‘Public speaking skills’Pre-listening:
What do you see in the image presented?
What are the materials showed in the image?
Who is involved in the image?
Listening:
Listen to the video and give your comments.1. Who do you think is the speaker in the video?
2. What did he use in the video to illustrate his idea?
Tips on how to plan for your public speech:·Clear and well-organised: a good speech is a clear and well organised flow of ideas which reflects a well-structured chain of thoughts.·Purposeful: a good speech should have a purpose and goes straight to the point without redundancy or beating around the bush.·Active not passive: a good speech should be well prepared beforehand, and a good speaker should select the best strategy to deliver their speech and catch the audience’s attention.· Ensures immediacy: a good speech reflects a connection of three main elements: the speaker, the topic, and the audience.. Knowing your audience: ´Aim & message (what do they need to know); ´Audience (adults, academics)
. Planning for your presentation: Structure: content (what do they need to know); Sequencing (pointing to the future, varied speech, avoid being boring; your listener will tune out)Keep your listen enthusiastic about your topic; Timing (how long do we speak)
. Anecdote: ´Storytelling': (techniques: share our stories, engage the audience in real stories, anecdotes, jokes)
. Design: ´colours, alignment …; ´Data visualisation: graphs, charts, clips, images, canvas
. Body language: ´Non-verbal element (body language, voice, props); Overcoming fear (techniques)
. Speech delivery: Vocal elements (voice, pitch, stress on words, intonation) -
Prepare a public speech about any topic you are interested in and present it.
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Time required for this unit: 3hrs
Aim: This unit prepares students for job interviews and gives them tips on how they can professionally answer specific questions. This unit also manifests the application of theory that students learnt in unit one S1 which is entitled: Conversation skills.
Pre-listening Phase:
Warm-up discussion:a. What is a job interview?
b. Have you ever been invited to a job interview? if yes, how did it go? can you share your experience with us?
c. What do you think of job interviews? do you think they require a specific structure to follow, specific etiquette to comply with or specific answers to have for specific questions ?
Listening Phase:Check the following videos and comment on them.
Post-listening Phase:Summarise the essential tips for job interviews.
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In pairs, prepare a job interview. Imagine you are an employer and you are doing a job interview to your friend who will play the role of the job seeker. Use the following resources to help you build your interview. -
Part One: Tech Addiction
Pre-listening PhaseWhat do you do in your free time?
How many times do you check your phone?
How much time do you spend on social media
In what way you think social media is helping you in your daily life or wasting your time?
Listening PhaseListen to the recording and discuss
Post-listening Phase
After you have listened to the recording, do the following activity
Activity: Listening Comprehension•According to research done, how much time does teenagers and pre-teenagers spend on their phones?•How did the presenter define addiction?•Listening to the recording, can you list some of the consequences of being all day on our phone?•Why does the presenter think that kids are mostly harmed by technology?•What was Mary’s viewpoint about the consequences of technology on kids?
Part Two: Social Media Detox
A quick warm-up•Have you ever thought of the negative effects of being all day long on your phone ? If yes, have you ever thought of what you can do to minimise your addiction to your phone?Post-Listening Phase:•What are the possible solutions that you have thought of / tried to end your digital addiction?
Listening Phase
Listen to the recording, comment on it, and share perspectives with your classmates.
1. Do the activity.
2. Discuss: According to you, how do you think you can do a digital detox in the digital era that we live in today. Suggest some strategies. -
Time required: Time allocated for this unit is 3hrs.
Aim: The main aim of this unit is to shed light on a new emerging job in the 21 century: 'influencer'.
Pre-listening phase:•What are traditional and up-to-date jobs? give examples.
•What are the different type / domains of influencing on social media?•What do you know about influencers on social media? Do you always trust them?•Can you name some of your favourite influencers on social media platforms?
Listening phase:
Listen to the audio-recording attached, discuss and learn some new vocabulary as you listen.
Post-listening:
Answer questions 1 and 2
Q1: answer the following:
1. What is the recording about? What did it discuss?2. What did the interview say about traditional and modern jobs?
3. Who were the beauty influencers invited for the interview? And where are they from?
Q 2. Find explanations in the audio-recording for the followings: Influencers / Do's and don’ts / Crack a joke / Intrigued -
Task One: Choose your favourite influencer on social media: YouTube, Instagram or Facebook and tell us about their activities.Task Two: Imagine you are active on social media, what is the domain that you would like to influence your followers in and WHY.
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This unit is made up of a variety of different games in order to help students enhance their speaking skills in English language.
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