Topic outline
- General
- Course Details
Course Details
University: University of Abou-Bekr Belkaid Tlemcen
Faculty: Letters and Languages
Department: English
Module: Comprehension and Oral Expression (COE)
Level: L1
Semester: S1 & S2
Unit Type: FUNDAMENTAL UNIT
Coefficient: 2
Credit: 4
Contact Details
Course contributors & Instructors' Names:
Pr. Faiza HADDAM BOUABDALLAH (fayza.haddam@univ-tlemcen.dz)
Dr. Sarra Menal FERKACHE (sarramenal.ferkache@uni-tlemcen.dz)
Dr. Soraya Halfaoui (sorayahalfaoui@gmailcom / soraya.halfaoui@univ-tlemcen.dz)
Ms. Bochra Benaicha ( benaichabochra1@gmail.com)
Course Description: The course of COE offers speaking and listening training for first year students in order to assist them to become better communicators in English language. This course also encourages students to practice their English language and put them in different situations such as: introducing yourself, disagreement and agreement situations, discussions …Course Objectives: This course aims at:
1- Helping students communicate effectively in English language
2- Developing students’ listening and speaking skills
3- Assisting students to adapt to different speaking situations
Prerequisites: students of this course should have a basic knowledge in English language.
Course Programme (Outline):
Pre-test: Diagnostic test
Unit One: Introducing yourself
Unit Two: Expressing agreement and disagreement
Unit Three: Improving your listening skills + Idiomatic expressions
Unit Four : Daily Routines
Unit Five: Public Speaking BasicsEvaluation Method: Students assessment will be summative and formative (TD mark / 20; Final exam / 20)
- Pre-test / Diagnostic Test
Pre-test / Diagnostic Test
Students should take these tests and share results with your instructor.
BBC Learning English - Course: Test Your Level / Unit 1 / Session 1 / Activity 1
BBC Learning English - Course: Test Your Level / Unit 1 / Session 2 / Activity 1
BBC Learning English - Course: Test Your Level / Unit 1 / Session 3 / Activity 1
P.s. The test results will help educators to identify language problems and work with students to help them develop their English. These results will be shared discussed in a video-conferencing session.
- Unit One
Unit One
Time required: This unit requires 04h and 30 mnts.
Aim: This unit aims at teaching students how they introduce themselves. By the end of this unit, students will learn some useful language to use when they first meet new people.
Check the following video and answer the questions below:
1 Why is Laura going to the supermarket in this video?2 How does having a list help Laura when she goes shopping?3 What special offer does Laura find on chocolate products at the supermarket?4 Where does Laura go to find ingredients like flour, baking powder, and sugar?5 What beverages does Laura buy for her son's party?6 How does Laura pay for her groceries at the checkout?7 What do the kids enjoy the most at the party according to Laura?- Assignment One: Check the video below and learn some useful phrases that you can use when you meet new people. After you finish, do task 1.
Task 1. Are the sentences true or false?
1. Paul meets Vanya when she arrives.
2. Emir offers to show Vanya the office.
3. Vanya had a bad journey.
4. Vanya is happy to be at the office.
5. Emir offers Vanya a glass of water.
6. Emir introduces Vanya to Yuna.
Assignment Two: Now, listen to the audio recording and practice with your peer during the video-conferencing session on Google Meet.
- Unit Two
Unit Two
Time required for this unit: 3 hours
Aim: The main aim of this unit is to teach students new phrases to express agreement and disagreement in different situations.
Pre-listening phase:
Imagine a friend of yours said: 'online education is flexible and offers more free time', How would you agree or disagree to their opinion ?
Listening phase: check the videos below and try to depict the different phrases that express agreement and disagreement.
Ps. You can use the table below to organise your answers and keep them a reference for you.
- In a pair-work, students will design an interview about any topic of their own choice and use different phrases of agreement and disagreement.
Ps. Make sure you use the Google meet link below to access the video conferencing session for practice.
This room is designed for students to access in order to do the post-listening task for this unit.
- Unit Three
Unit Three
Time required for this session: 3hrs
Aim: The main aim of this unit is to teach students different strategies to improve their listening skills. This unit is divided into two different parts: part one will be about listening skills and part two will be about idiomatic expressions.
Part One: Listening Skills
Pre-listening phase:1. What are the four language skills?
2. Which one do you think is the most difficult to master? And why?
Listening phase :
Listen to the audio recording attached and try to summarise it by depicting the main ideas.
Now that you have listened to the audio recording from the British Council, try to do task 1.
Ps. Your answers should be submitted in a week's time to your instructor via email. This task will be evaluated and your mark will added to your TD as a continuous evaluation of your performance.Pre-listening phase:
Do you know what idioms or idiomatic expressions are ?
Listening Phase:a. Listen to the video below and try to explain what an idiom is based on the examples that are given to you in the video.
b. Now, go back and listen again to the recording you listened to in part one of this unit and try to depict any idiomatic expressions you have heard. discuss their meaning with your peers and your instructor.
Ps. Make sure you access the video conferencing room dedicated for discussion.
- Unit Four
Unit Four
Talking about daily routines is an interesting communicative activity people enroll in to share more about who they are. For pre-intermediate students, making them express themselves about their respective daily routines will help them share their experiences that mostly resonate with their classmates. Through the different sections of the unit, learners will successively acquire many vocabulary words, phrasal verbs, and idiomatic expressions that will help them construct interesting accounts of how they plan their days. The (video) listening session as well as a couple of exercises proposed at the end of the unit will contribute to building their overall knowledge about the topic under study and will develop their communicative competence as a whole.
Aims: By the end of this unit, learners will have a general grasp of :
- The necessary vocabulary to use when speaking about daily routines.
- The appropriate phrases/ phrasal verbs to use when communicating about daily routines
- Interesting idiomatic expressions about the topic
- The different elements build a coherent and well-organized description of their daily routines.
- Students
should be able to present their daily routines orally ( 5 min presentation)
Warm-up questions: group discussion about routine
- How could you define a routine?
- What time do you usually wake up?
- Are you a morning shower person?
- Do you take your time getting ready,
- Do you always rush in the morning?
- What do you usually do for lunch?
- What time do you usually get home?
- What do you usually do for dinner?
- Do you watch any TV shows regularly?
- Even if you are not thrilled to stick to any particular routine, what could be the added value of having one?
Necessary elements to know before speaking about routines:
Bank of words: in the morning, at lunch, in the evening, at night, at bedtime, at noon, down, late at night, early in the morning, every day, never, from time to time, every evening, etc.
The use of present simple
Logical sequencers: first, second, third, firstly, secondly, thirdly, then, after that, finally, etc
Adverbs of time/frequency: always, usually, from time to time, now and then, regularly sometimes, rarely, every day, every night, regularly, etc.
Listening session:
Smashing English! Free and Fun English Lessons!
How Native English Speakers Talk About Their Morning Routines!
Post-listening activities
Activity one:
Listen to video 1 up to three times and try to depict the daily routines related vocabulary. ( pair work)
Activity two
Listen to the video below and try to depict the different phrasal verbs. Then, practice by inserting them into your daily routine presentation.
In a 5/10 min presentation, tell us about your typical daily routine, and what changes during the holy month of Ramadan.
Reminder: You should include the necessary phrases and sequencers in your presentation.
Related vocabulary about Ramadan: fasting, pre-dawn meal, dawn to dusk, daylight hours, breaking a fast, iftar, etc
In a pair-chat or a group-chat discuss the possible meaning of the underlined idioms, and try to use some of them in your presentations.Examples
- He was tired after a long day and decided to hit the hay early.
- A home away from home: The coffee shop was his home away from home, where he could relax and work on his laptop.
- She needed some me time after a busy week, so she took a long bath and read a book.
- Public Speaking Basics
Public Speaking Basics
Overall Aim: This unit aims to introduce students to the basics of public speaking, help them structure a speech, develop techniques to manage public speaking anxiety, and practice delivering a short speech with constructive feedback.
Lesson Objectives:
- Understand the structure of a basic speech.
- Develop skills to manage public speaking anxiety.
- Practice delivering a short speech in front of peers.
- Give and receive constructive feedback on speech performance.
Warm up Questions:
1. Have you ever experienced such a situation? Share it with us and tell us about your reaction at that moment?
2. How would you define public speaking?
3. What is the first aspect that attracts you in a speech or a presentation?
4. While speaking in public or in front of your peers, What are the common challenges and issues that you face?
While Listening
Task 1: Watch and listen to the following video then answer the questions below
1. What percentage of the population has an intense fear of public speaking?2. What is glossophobia, and why is it significant in relation to public speaking?3. How did a study by Texas Christian University link trait anxiety to physical symptoms of distress during public speaking?4. Why is being prepared important for overcoming the fear of public speaking?5. What are some key tips for maintaining good posture and physicality during a speech?6. How can a speaker engage with their audience effectively during a presentation?Becoming a confident public speaker7. What are the main components of the Triple P method for successful public speaking?Task 2: Watch and listen to the video again then answer then choose the suitable option
1. Which of the following accurately characterizes the video's description of public speaking as a phobia among Americans?a/ It is seen as the most terrifying phobia, surpassing even the fear of snakes.b/ It is a highly prevalent phobia, affecting an estimated 70% of the population.c/ It is a relatively uncommon phobia, affecting only a small minority of the population.d / It is a phobia that primarily affects individuals with pre-existing anxiety disorders.2. According to the video, what is the primary purpose of the "posture and physicality" step in the "Triple P" method for effective public speaking?a/ To ensure the speaker projects a confident and poised physical presence.b/ To teach the speaker techniques for controlling nervous habits and fidgeting.c/ To demonstrate the proper way to hold and reference notes during the speech.d/ To provide the speaker with exercises for improving their vocal projection.3/ The video suggests that incorporating humor and casual asides into a speech is primarily intended to:a. Entertain the audience and keep them engaged.b. Demonstrate the speaker's relaxed and personable demeanor.c/ Cover up any awkward silences that may arise during the speech.d/ Establish a sense of rapport and connection with the audience.4. Which of the following is highlighted in the video as a key aspect of effectively "pandering to the audience" during a public speech?a/ Maintaining a serious and formal tone throughout the presentation.b/ Strictly adhering to a pre-written script or set of speaking notes.c/ Actively seeking to gain the sympathy and goodwill of the audience.d/ Avoiding any personal anecdotes or attempts at humor or levity.5. What does the video suggest is the primary purpose of the "prepare" step in the "Triple P" method?a/ To ensure the speaker has thoroughly rehearsed and memorized the speech.b/ To enable the speaker to present the material in a logical and compelling manner.c/ To allow the speaker to anticipate and address potential questions from the audience.d/ Both B and C are accurate representations of the video's emphasis on the "prepare" step.6. According to the video, what is the recommended approach for dealing with any silences that may occur during a public speech?a/ Apologize to the audience and explain the reason for the pause.b/ Quickly resume reading from the prepared speaking notes.c/ Maintain a poised and composed demeanor until the audience responds.d/ Actively acknowledge the silence and turn it into a lighthearted moment.7. What does the video identify as a key benefit of the speaker maintaining good posture and physical control during a public presentation?a/ It allows the speaker to project a sense of authority and command over the audience.b/ It enables the speaker to better control their vocal delivery and modulate their tone.c/ It helps the speaker avoid distracting nervous habits that can undermine their credibility.d/ All of the above are accurately reflected in the video's discussion of posture and physicality.The following powerpoint presentation seeks to introduce the basic structure of a speech and a presentations to the students, providing them with some useful tips and expressions that they can apply to start,structure, finish their speeches and presentations
- SECTION8
SECTION8