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2LCE SPEAKING
Speaking (TPO) and Multimedia (lab) Here is the current speaking programme for second year English majors. Semester 1, 2003–2004 Instructors: Julie Alexander, Theresa Varney, Rebecca Schwartz, Peter Henry Below you will find information about the speaking class (portfolio, student-led TPO, presentations) and the multimedia lab sessions (syllabus). back
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SPEAKING (TPO)
Goals The purpose of this class is to: · improve fluency, pronunciation and grammatical accuracy in spoken English · develop presentation skills · increase interaction in English through a monthly listening/speaking portfolio Activities TPO includes two weekly sessions, one in the classroom and one in the multimedia lab. Classroom session: · Listening/speaking portfolio presentations: Each student will present one segment from his or her portfolio during the semester. · Interactive activities: Students will participate in activities and discussions to encourage spontaneous oral communication. · Student-led TPO: In pairs, students will be responsible for leading a TPO speaking activity. Lab/Multimedia component: This component involves alternating sessions in the language labs and in the multimedia lab. · Students will use the lab/multimedia time to practice their pronunciation of English and work on practical phonetics through tapes and the Internet. Mark Breakdown 20 points for continuous oral assessment (TPO): v 10 points: presentation v 10 points: participation (student-led TPO, activities & discussions, portfolio, lab/multimedia) 50 points for oral exams based on the listening/speaking portfolio Grading TPO will be evaluated, in part, based on the quality of your English and according to the following criteria: · whether your mastery of the English sound structure is sufficiently good to make you understandable – that is, whether your individual sounds are articulated correctly in context, the stress patterns of your words accurate and your rhythm of speech English-like · whether your grammar is appropriate to your level of study · whether you are able to have a conversation in English without undue halting and hesitation, and with appropriate discourse markers (fluency) These criteria, along with the content of your presentation, will be the main determinants of the grade of the oral exam. However, the continuous oral assessment grade (class work) will also take into account your participation, attendance, portfolio, and the quality of your presentation. Off-campus (non-assidus) students Off-campus students take only the oral exam, which is worth 70 points. This exam is based on the same listening/speaking portfolio as regular students. **Off-campus students must meet all portfolio requirements and will present the activities of the portfolio in the oral exam. Listening/Speaking Portfolio
The
listening/speaking portfolio will encourage you to engage regularly
with authentic spoken English and give you material to discuss in your
presentation and at the oral exam. Please note that: · Each portfolio is to contain six components as outlined below. Students must choose number 1 as an obligatory component, and can only choose each category once. · You are required to complete a written demonstration for each listening and to compile your experiences in a portfolio, according to the formatting requirements outlined below. · You will submit your portfolio to your lecteur or lectrice for intermediate evaluation and feedback on the following dates: November 12 and December 10. · You must submit your final portfolio activity, completed in full, no later than Friday, January 9. · Please respect the page number guidelines set for each activity. Listening Possibilities Please choose six of the possibilities listed below. You may only use each option once, and you must choose number 1. Your presentation will be based on one of the other 5 options. 1. Obligatory. Your presentation will be recorded and you will receive detailed feedback from your instructor. For one component of this portfolio, listen to yourself on tape and analyse the comments offered by your instructor. · What is your personal assessment of your spoken English? · Evaluate your mistakes. Were you aware you were making these mistakes? Which mistakes do you make consistently? How can you fix these errors? · How does it feel to hear yourself speak English on tape? (1 – 2 pages) 2. Attend a lecture of the English Society Lecture Series (or elsewhere). Take notes during the lecture and ask at least one question at the end. If you present this option, include a brief summary of the lecture and a piece on a similar topic. Be sure to include your opinions/ideas about the topic. · In your write-up (1 – 2 pages), include a summary of the main points of the lecture, the question you asked and the response you got, a list of synonyms or paraphrases for 10 key terms, and your view on the speaker’s arguments. 3. Watch a film in English. If you present this option, you must show a relevant scene from the movie in class. Consult with your instructor at least a week before your presentation to arrange this. · Write a brief summary of the plot and describe one of the characters based on a discussion of his or her language (register, key phrases, symbolism, special quirks, etc). Discuss how the language helps to create the character. (2 – 3 pages) OR · Choose a scene three to five minutes long. Transcribe the English and create your own French subtitles for the scene. If available, include a “professional” version of the subtitles and discuss the differences between the professional version and your version. (3 – 4 pages) 4. Watch a documentary in English. If you present this option, you must show part of the documentary to the class. Consult with your instructor at least a week before your presentation to arrange this. · Prepare a list of 10 key expressions with synonyms or paraphrases in English. Write a brief summary of the subject of the documentary and discuss the manner in which the information was presented and your response to it. How did the documentary-makers treat their subject? How did you react to it? (2 – 3 pages) 5. Choose a partner from your class. Watch a film, a play or a television show in English. **If you choose this option, it must be your presentation. · Choose a scene between five and ten minutes long (no shorter). Act it out, using costumes and props. Memorise your lines. Discuss afterwards with the class why you chose this scene and what made it challenging/interesting/fun to act out. How is the scene you chose important to the film? In your write-up (2 – 3 pages), discuss why you chose the movie and the specific scene you did. Analyse also the characters’ movements and language: how do they contribute to the overall effect of the movie? OR · Choose a scene between five and ten minutes long (no shorter). Memorize the lines to the movie and the characters’ ways of speaking. For your presentation, turn the sound down on the television, and speak the characters’ lines for them (pretend you are “dubbing” the movie). Make sure you choose a scene with a significant amount of dialogue. Discuss afterwards with the class why you chose this scene and what made the experience of speaking the characters’ lines challenging/interesting/fun. How is the scene you chose important to the film? In your write-up (2 – 3 pages), discuss why you chose the movie and the specific scene you did. Analyse also the characters’ movements and language: how do they contribute to the overall effect of the movie? 6. Take a tour of an art gallery or museum that offers commentary in English (either locally or elsewhere if you have the opportunity). · In your write-up (3 – 4 pages, may include photos), include a summary of the information you learned and a list of synonyms/paraphrases for 10 key terms. Consider the following question: Does experiencing art in English change your response to the art? Why or why not? 7. Conduct an interview with a native speaker of English. · Include in your write-up (2 – 3 pages) a summary or a transcript of the interview, as well as your reaction to the interview and your thoughts on the experience of interviewing a native speaker. 8. Observe an English-language classroom in a secondary or primary school. · Write a step-by-step account (2 – 3 pages) of how the class is conducted. Discuss the language level of the students and analyse the teaching techniques of the instructor. Include your personal assessment of the class: what teaching techniques were effective or ineffective? How did observing the classroom affect your decision to become (or not to become) a teacher? 9. Listen to a broadcast of English-language news from the radio, television or Internet. · In your write-up (3 – 4 pages), transcribe the recording, making sure to verify the spelling of proper names and unfamiliar words. Prepare a list of 10 key expressions with synonyms or paraphrases in English. Find two newspaper articles dealing with one item from the broadcast. Discuss your reaction to the broadcast and the articles. v Suggested sites for online news: www.cnn.com, www.feedroom.com, http://news.bbc.co.uk/, http://broadcast.yahoo.com, http://www.cbc.ca/, http://www.broadcasts.com/ 10. Listen to a recording of a short story (or a chapter of a novel) in English. · Write a summary (2 – 3 pages) of the plot and describe one of the characters or the setting for the story. Describe how the author’s language creates a picture of a character or a feeling of a place. Include your personal reaction to the story. v Suggested sites for online short stories: http://dir.salon.com/topics/fiction_audio/index.html v You can also find stories on tape in the Bibliothèque d’anglais. 11. Listen to a recording of a poem in English. Write a summary (2-3 pages) of the poem and address the following: · The speaker of the poem · The “story” of the poem, if one exists · The rhythm, form and/or rhyme scheme of the poem. · How do all three of the above contribute to the overall meaning of the poem? Include your personal reaction to the poem as well. v Suggested sites for online poetry recordings: www.poets.org/booth/booth.cfm, www.theatlantic.com/unbound/poetry/, www.favoritepoem.org/poems/index.html 12. Create your own opportunity to practice listening to or speaking English. ***You are very much encouraged to make your own listening/speaking activity. However, if you wish to come up with your own option, you must present it to your instructor first for approval.*** Formatting your Listening/Speaking Portfolio The portfolio is not evaluated on its external appearance. Please refrain from adding unnecessary embellishments. Please conform to the following guidelines: You must hand your portfolio in to your instructor every month so please keep it simple and respect the page guidelines! We are interested in reading about your experiences with the listening activity and we don’t need pages of background material. · Your portfolio should be typed to facilitate the job of your lecteur or lectrice and of your oral examiner. If it is handwritten, your instructor has the right to refuse to accept it. · Your portfolio should not contain any pictures unless you specifically analyse the picture in your discussion (if you are describing a trip to a museum, for example). · Your portfolio should not have a plastic cover – please simply staple the pages together. · Your portfolio must include a cover page with your name, your year and group, the name of your lecteur or lectrice and a table of contents. The table of contents should indicate the type of listening activity, the topic and the date of completion for each of the five segments. · Your portfolio must include one page on your overall impressions of the listening activities as language-learning exercises. If you had to advise a new 2LCE student, what would you tell him or her? · You must make a photocopy of your portfolio to hand in to your instructor and keep the original to prepare for your oral exam. Student-Led TPO
**The student-led TPO is not graded like a presentation but does count toward the 10 points you receive for participation. Presentation Guidelines For your presentation, you are responsible for conducting the class for approximately 20 minutes. During this time, you will present one segment from your portfolio (10 – 15 minutes) and then lead the class in an activity or a discussion based on the presentation. Please prepare a handout outlining your presentation as well as any additional information that will contribute to the other students’ participation in your discussion and activities. TPO Guidelines For your TPO, you are responsible for leading one 20-minute TPO activity. Remember that this is not a presentation; you do not need to speak for 20 minutes. Instead, your goal should be to stimulate 20 minutes of discussion among your classmates. Presentation and TPO Sign-up Sheet Each student must sign up for one presentation. Presentations and student-led TPOs will start the week of November 5th and there can only be one presentation and one TPO per class. The instructor will tape your presentation and provide you with written feedback of it. You will include your response to this feedback in your portfolio (see #1 of the listening possibilities). Wednesday November 5: Presentation: ___________________________________________________________________ TPO: ________________________________________________________________________ Wednesday November 12: Presentation: ___________________________________________________________________ TPO: ________________________________________________________________________ Wednesday November 19: Presentation: ___________________________________________________________________ TPO: ________________________________________________________________________ Wednesday November 26: Presentation: ___________________________________________________________________ TPO: ________________________________________________________________________ Wednesday December 3: Presentation: ___________________________________________________________________ TPO: ________________________________________________________________________ Wednesday December 10: Presentation: ___________________________________________________________________ TPO: ________________________________________________________________________ Wednesday December 17: Presentation: ___________________________________________________________________ TPO: ________________________________________________________________________ Wednesday January 7: Presentation: ___________________________________________________________________ TPO: ________________________________________________________________________ Wednesday January 14: Presentation: ___________________________________________________________________ TPO: ________________________________________________________________________ MULTIMEDIA (lab)
Course Outline Week 1 (October 22) TPO: Presentation of new syllabus; speaking activities **Instructor-led example of TPO activities LAB: Introduction to Lab; establish email accounts; view trailer for Cookie’s Fortune Week 2 (October 29) TPO: Speaking activities, Instructor-led presentation/discussion LAB: Headway Chapter 1/ listening exercises from www.unice.fr/testanglais Week 3 (November 5) TPO: Presentations; speaking activities LAB: Cookie’s Fortune exercise/ Phonetics & pronunciation practice Week 4 (November 12) NOTE: PORTFOLIO DUE TPO: Presentations; speaking activities LAB: Headway Chapter 2/ listening exercises from www.unice.fr/testanglais Week 5 (November 19) TPO: Presentations; speaking activities LAB: Cookie’s Fortune exercise/ Phonetics & pronunciation practice Week 6 (November 26) TPO: Presentations; speaking activities LAB: Headway Chapter 3/ listening exercises from www.unice.fr/testanglais Week 7 (December 3) TPO: Presentations; speaking activities LAB: Cookie’s Fortune exercise/ Phonetics & pronunciation practice Week 8 (December 10) NOTE: PORTFOLIO DUE TPO: Presentations; speaking activities LAB: Headway Chapter 4/listening exercises from www.unice.fr/testanglais Week 9 (December 17) TPO: Presentations; speaking activities LAB: Cookie’s Fortune exercise/ Phonetics & pronunciation practice Week 10 (January 7) NOTE: PORTFOLIO DUE TPO: Presentations; speaking activities LAB: Headway Chapter 5/listening exercises from www.unice.fr/testanglais Week 11 (January 14) TPO: Presentations; speaking activities LAB: Cookie’s Fortune exercise/ Phonetics & pronunciation practice Oral Presentations: Peer Evaluation Person Presenting: ____________________________ Please rate each of the following criteria on a scale of 1 to 5: (needs improvement) 1 2 3 4 5 (good) 1. The presenter spoke clearly and at a good volume. 1 2 3 4 5 2. The presenter spoke at a good pace. 1 2 3 4 5 3. The presenter was immediately comprehensible and the phonemes were accurate. 1 2 3 4 5 4. The presenter’s intonation seemed natural and there were not too many stresses. 1 2 3 4 5 5. The presenter appeared relaxed. 1 2 3 4 5 6. The presenter did not make many mistakes and did use some complex grammar. 1 2 3 4 5 7. The presenter used effective hand gestures and made eye contact with me. 1 2 3 4 5 8. The presenter’s vocabulary was interesting and varied. 1 2 3 4 5 9. The introduction caught my attention. 1 2 3 4 5 10. The presenter provided some good examples. 1 2 3 4 5 11. I found this topic interesting. 1 2 3 4 5 Comments/Specific Notes on Strengths and Weaknesses: back
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