COMPREHENSION AND ORAL EXPRESSION
Topic outline
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University: University of Abou-Bekr Belkaid Tlemcen
Faculty: Letters and Languages
Department: English
Module: Comprehension and Oral Production (COP)
Level: L2
Semester: S1 & S2
Unit Type: FUNDAMENTAL UNIT
Coefficient: 2
Credit: 4
Full names of Course Contributors & Instructors:
Dr. Sarra Menal FERKACHE (sarramenal.ferkache@univ-tlemcen.dz)Dr. Wafa ZEKRI (zekriwafa4@gmail.com): Course Leader
Dr. Benadla Lamia (benadla_lamia@live.fr)
Mrs Yahiaoui Nadjia (aliziya2011@hotmail.com)
Dr Dib Imane (imanedib12@gmail.com)
Course Description: The course of COE offers speaking and listening training for second-year bachelor students to help them be better communicators in the English language. The diversity of this course offers students key skills to show well-mastered communication skills in different real-life situations
Course Objectives: This course aims at:
1. This course helps EFL students develop content knowledge on real-life topics that boost their chances for future careers.
2. Students will learn to identify differences between word form and pronunciation.
3. Students will be able to speak appropriately reaching fluency level.
Prerequisites: students of this course should have basic knowledge of the English language, including a good command of grammar, vocabulary, and communicative competence.
Course Programme (Outline):
Pre-test: Introductory session + defining students' level of English language.Semester One:
Session One: Debating: Private Vs Public Schooling
Session Two: Employability Alternatives
Session Three: Employability Skills
Session Four: Civic CompetenciesSemester Two:
Session One: Oral Presentation
Session Two: Climate change Discussion
Session Three: Mastering group DiscussionEvaluation Method: Students assessment will be summative and formative (TD mark / 20; Final exam / 20)
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In this chat you need to introduce yourself, telling us what motivates you to speak English.
Robert Greene said " Be the master of your own image rather than letting others define if for you."
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Section A. Vocabulary, Meaning, and Grammar
Activity 1: Choose the appropriate word
1. Well, they were both in perfect running order only this morning, but this one is now definitely out of ............... . You’ll have to use the other one.
A) order B) business C) work D) employment E) job
2. I noticed that there were two buttons ................ from his coat.
A) falling B) losing C) departing D) dropping E) missing
3. You seem to have developed a number of extracurricular interests which ............... you from your studies.
A) distract B) obstruct C) arrest D) inhibit E) encourage
Section B. Fluency test
1. You can speak English without translating in your head: do you think in English and produce in English or do you think in Arabic / Amazigh and produce in English
Never Rarely sometimes Very frequently Always
2. You make few errors and when you do you can catch your own mistakes
Never Rarely sometimes Very frequently Always
3. You can use a wide variety of phrases and expression including phrasal verbs, idioms or slang
Never Rarely sometimes Very frequently Always
4. You can talk about technical or specific topics confidently
Never Rarely sometimes Very frequently Always
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Semester one has weekly sessions of 1hr and 30mnts.
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Session One:
Aim: This session aims to support students with the language of public debate of potential presidents of the US.
Objectives: This session assists students with vocabulary related to debate on supporting public schools 1. Collocation, 2. Phrasal verbs, 3. Expressions, 4. Nouns. 5. Idiom. -
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In the following section, you will have different activities to answer.
Click next page to proceed all activities. -
Session Two:
Aim:
This session aims to develop students' knowledge of the world's economy
Objectives:
Students through this session will develop lexis related to the entrepreneurial world to improve their fluency to communicate about the local economy using 1. phrasal verbs 2. collocations 3. words.Pre-listening discussions- What do you think of the current governmental strategies to solve ‘unemployability’?
- Do you think setting an ‘unemployability’ monthly wage is a good a solution?
- Do you think the initiative started by the current minister of Higher Education and Scientific Research to encourage start-ups and entrepreneurship can help in solving the issue of ‘unemployment’?
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Listening Phase One: Discussing the concept of employability
Activity 1: Read the following questions and listen to video 2
1. What is the alternative of a job seeker?2. What is the alternative option for students not to leave the country?
Activity 2: Using the two video summaries, tell a friend of yours about a start-up project you want to lead, and how you think it can impact your project.
Read further about the circular economy, then discuss.
Adopting a Circular Economy Approach | FORTNA
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This videoconferencing will enable you to share your imaginary projects that might become real one day, for this get yourself ready to think of how your idea can be part of a cycle of circular economy.
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Session Three
Aim: This session supports students with employability skills.
Objectives: Through this session, students will learn how to broadcast for themselves to get better job opportunities.
Pre-listening phase
- Can you think of three jobs that you can do?
- Now, select only one of your dream jobs and think of what skills you need to develop to be good at this job.
Activity 1: Listen to the video and answer the following questions and mention if the statement is true/false
1. The skills Tonny Walker developed from his education are breaking down data to achieve statistics.2. He did personal work outside of class3. He thinks the current business is based on a top-down approach
Activity 2: Listen and answer the following question1. what skills did Tonny Walker provide to university students?2. What was Tonny Walker career plan after university? -
You will have a quiz to answer after listening to the audio attached.
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Aims: Teaching civic competencies to EFL students is important because they will be empowered with different skills namely: personal, cultural, social ... The main aim of this is to raise awareness among students about the importance of acting as good / active citizens. Knowing that Abou Bekr Belkaid university of Tlemcen is a diverse university where different people from different nationalities are enrolled as students, this lesson sheds light on different types of citizenship such as: active citizenship, digital citizenship and global citizenship which will teach 'inclusiveness' and 'acceptance of the other' to EFL students.
By the end of this lesson, students will learn different skills of citizenship and will learn how they can best practice them in democratic contexts.
This lesson will be broken into three different sessions: Discussion the concept of citizenship, Discussing different types of citizenship, and discussing 21t century citizenship skills. Each of these sessions will require 1h. 30 mnts.Session Four
Warm-up discussion:
What does the status as ' a citizen ' mean to you ?
What are the rights and responsibilities do you have as a citizen ?
What are the different types of citizenship you may know ?
Part One: Discussing civic engagements
Listening Phase:
Check the videos to the following video
Video 1:
video 2:video 3:
Part Two: Discussing different types of civic qualities
Listening phase :Check the following videos
video1:
video2: Digital Citizenship | Things Explained | PBS LearningMedia
Video3:Part Three: Civic responsibility Skills
Now that you have dealt with the concept of citizenship and discussed different types of it, discuss and share with your friends during the video-conferencing session some citizenship skills that are essential in the 21st century.
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Discuss with your peers the followings:
To which country do you belong?
What is your current citizenship status?
How do you feel as a citizen to your nation and state? -
Instruction One: Discuss the content of videos 1, 2 and 3.
Instruction Two: Find answers to the following questions in Global citizenship video and discuss with your classmates and instructor.1. Why does the speaker suggest that we should look within ourselves before seeking to help others?2. What is the concept of In-Group bias, and how can it be both beneficial and harmful?3. Why does the speaker advocate for humanity as our in-group rather than focusing on specific groups or cultures?4. How can global citizenship and global mindedness lead to better career, financial, and life outcomes according to the speaker?5. What are the four approaches to acculturation mentioned by the speaker, and what do they entail?6. How did the speaker initially approach acculturation when adapting to a new environment, and why did they feel disconnected and isolated?7. According to the speaker's personal experience, what mindset shift was necessary to embrace global citizenship without compromising core values? -
Discuss citizenship skills that makes you a good, active, global and digital citizen in the 21st century.
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Semester two has weekly sessions of 1hr and 30mnts
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Session One:
Aim: The following sessions provide simple and Effective Public Speaking Tips for Scientists by Scientifica, presenting practical tips on how to make public speaking easier.
Objectives:
The course of COE in Semester 2 targets the students' fluency.
1. Improved Communication Skills: Tp enhance students' ability to convey their thoughts, ideas, and messages effectively through verbal communication, focusing on clarity, coherence, and persuasiveness.
2. Building Confidence: To help students overcome their fear of public speaking by providing a supportive environment and practical exercises to build confidence in expressing themselves in front of an audience.
3. Practical Application: To povide students with opportunities to apply their public speaking skills in real-life scenarios, such as presentations, debates, or role-playing exercises.
Resources: You can click on these links to read and to learn how to give oral presentations
https://www.scientifica.uk.com/neurowire/9-simple-and-effective-public-speaking-tips-for-scientists
Out With It: How Stuttering Helped Me Find My Voice by Katherine Preston
https://virtualspeech.com/blog/public-speaking-books
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What are your challenges when facing an audience? -
Most of the time we focus on what we present the product. Why even how we do it? The process is very important and even it might be more important than what you are going to present.
Most students, they consume all their energy. Thinking about what to say to the extent that they forget to care about how they are going to sit Is someone who knows how to communicate effectively with the audience.
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So, focus on how you do it to do perform well
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The way you appear counts a lot, public speaking is directly related to self confidence, which doesn't come just by pressing a button 😉
So, how can a person raise his self confidence, and what are criteria that one should respect when facing an audience, to give the impression that they are confident? Comment on his physical appearance, body language, way of speaking -
Session Two
Aim: This session carries on the previous session discussion of oral presentation skills.
Objectives: Students will develop their confidence in speaking skills and presentation in particular with regards to several key factors.
So watch the video and take notes of how we can fake it till we make it
When it comes to body language and eye contact during a presentation, there are several key factors to consider to project confidence and engage your audience effectively. Here are some essential tips:
1. Maintain Eye Contact: Direct eye contact is crucial for establishing a connection with your audience. Aim for 2-3 seconds of eye contact with each audience member, moving your gaze around the room to include everyone. This helps to build trust and credibility.
2. Posture: Good posture is vital for projecting confidence. Stand up straight, with your feet shoulder-width apart and your weight evenly distributed on both feet. Avoid leaning forward or backward, which can give the impression of being nervous or uncertain.
3. Hand Gestures: Use hand gestures naturally and sparingly to emphasize key points. Avoid fidgeting or using gestures that may be distracting or unprofessional.
4. Facial Expressions: Smile and use facial expressions to convey enthusiasm and engagement. Avoid frowning or looking anxious, as these can undermine your confidence and credibility.
5. Relaxed Flow: Speak at a natural pace and avoid rushing through your presentation. Pause occasionally to allow your audience to absorb the information and maintain a relaxed flow.
6. Avoid Closed-Off Body Language: Steer clear of closed-off body language such as crossing your arms or legs, which can give the impression of being defensive or unapproachable. Instead, use open body language like uncrossed arms and legs, which can convey confidence and approachability.
7. Vocal Vigor: Speak clearly and confidently, using a strong and steady tone. Avoid filler words like "um" or "ah," and pause briefly before important points to add emphasis.
8. Engage Your Audience: Engage your audience by asking questions, responding to their comments, and encouraging participation. This helps to build a connection and keeps the audience engaged.
By incorporating these body language and eye contact tips into your presentation, you can effectively project confidence and connect with your audience, ultimately enhancing your public speaking abilities.
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Session Three
Aim: This session aims to discuss the difference between the product and process in giving oral presentation.
Objectives: Through this session, students will develop fluency on differentiating between product and process in designing presentations.
In our case the Product is the presentation per se
Watch the following video and summarize how would we consider your presentation as adequate
It's important to use a stunning visual presentation using slides to attract the attention of the audience. It's boring and distructing to see some slides containing too much colors, unreadable script, too long , too short, overcharged with details, containing long paragraphs, grammar mistakes..... watch the next video and let's discuss criteria of a good powerpoint presentation
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Watch the provided video above, to respect the dos and the donts
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We will discuss your presentation tips, your content, your mastery of the topic, and your facing the audience mastery
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Session four
Aim: This lecture aims at developing students' knowledge about climate change
Objective: students will possess vocabulary related to the topic through listening as they will be able to discuss and do different activities. They will also improve their writing skills.
Look at the following pictures and comment
- Picture1
- Picture 2
Picture 3
- Pre-Listening: answer the following questions
1-What is the difference between ‘weather’ and ‘climate change’?
2-How do we say ‘we tackle climate change’?
3-How to say ‘decrease temperature’?
4-What does CO2 do? How does it affect the temperature?
5-How can cutting down trees affect the atmosphere?
6-What are renewable energies? While-listening: listen to the video and take notes, compare your notes in pairs.
Activity 1: Listen and answer the following questions
1-When did the CO2 begin to change?
2-What are the reasons leading to climate change?
3-How high is our planet’s temperature now?
4-When did the experts expect the planet temperature to become 1.5 degrees?Activity Two: Explain the words in the table:
Words
Meaning
Climate crisis
CO2
Greenhouse Effect
Activity Three: Listen and discuss what catastrophes can occur due climate change?Post listening:
After discussing the topic of Climate change and listening to the video, it's your turn to summarize the reasons that lead to climate change using the different vocabulary learnt in this session.
- Picture1
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Session Five
Aim: this lecture aims at helping students to present their perspectives and participate effectively in group discussions
Objective: at the end of this lecture, students will improve their leadership skills, listening skills and teamwork.
Listen to the following videos and take notes
Video 1
Video 2
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After listening to two different videos, choose one topic and make group discussions.
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