ORAL EXPRESSION
Weekly outline
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First semester
LISTENING SKILLS
Units
- Know your nutrients!
- Restaurant tales
- Homework help
- A wellplanned vacation
- Test preparation (1)
- Test preparation (2)
- Test preparation (3)
- Test taking
- Exam taking
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Table of Contents
FIRST SEMESTER
1- The research proposal in quantitative and qualitative research
2- Contents of a research proposal
4- The problem
5- Objectives of the study
6- Hypotheses to be tested and propositions
7- Study design
8- The setting
9- Measurement procedures
10- Ethical issues
11- Sampling
12- Analysis of data
13- Analysis of data
14- Structure of the report
15- Problems and limitations
16- Appendix
17- Work schedule
§ SECOND SEMESTER
1- Sections Unique to Research Report
2- General rules to consider
3- Format
3-1 Abstract
3-3 Discussion
3-4 Suggestion for further research
3-5 References
3-6 Footnotes
3-7 Figures
3-8 Tables
4- A few comments about qualitative research reports
5- An outline of a research report
6- A sample project proposal
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In this course, you will read about the purpose of research or project proposal in quantitative and qualitative research. You will read also about how research proposal is structured including all its fundamental elements; as, the problem, objectives of the study, hypotheses to be tested, study design, setting, measurement procedures, ethical issues, sampling, analysis of data, problems & limitations, appendix, work schedule and summary. Further, you will know how to write a research/ project proposal and research report too.
Keywords: conceptual framework, data analysis, data processing, hypothesis, limitations, literature review, research design, research problem, sampling, study design, study objectives, theoretical framework, time- frame.
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Students mustMark as done
Course InformationUniversity
Dr. Tahar Moulay
Faculty
Letters, Languages and Arts
Target audience
First Year Students.
The course title
Schools around the world
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THE CONTENTS OF A RESEARCH PROPOSAL
Course Information University Dr. Tahar Moulay Faculty Letters, Languages and Arts Target Audience First Year MA – didactics. The course Title THE RESEARCH PROPOSAL IN QUANTITATIVE AND QUALITATIVE RESEARCH -
Course InformationUniversity
Dr. Tahar Moulay
Faculty
Letters, Languages and Arts
Target audience
First Year Students.
The course title
Research proposal - qualitative and quantitative
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This video helps students recognize the main elements in writing a research proposal
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Students mustMark as done
Course Information
University
Dr. Tahar Moulay
Faculty
Letters, Languages and Arts
Target audience
First Year Students.
The course title
Class schedule
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Course Information University Dr. Tahar Moulay Faculty Letters, Languages and Arts Target Audience First Year MA – didactics. The course Title PREAMBLE / INTRODUCTION -
he type, extent and quality of a literature review are mostly dependent upon the academic level for which you are writing the proposal. The contents of this section may also vary greatly according to the subject area under study.
Start with a very broad perspective of the main subject area, before gradually narrowing the focus to the central problem under investigation. In doing so, cover the following aspects of your study area:
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An overview of the main area under study
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A historical perspective (development, growth, etc.,) pertinent to the study area
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Philosophical or ideological issues relating to the topic
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Trends in terms of prevalence, if appropriate
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Major theories if any
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The major issues, problems and advances in the subject area under study
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Important theoretical and practical issues relating to the central problem under study
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The main findings relating to the core issue(s)
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In this video, MA students will learn the skills of writing a liteature review
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Activity 01
- Suppose that you are conducting study investigate the impact of immigration on the family. The preamble/ introduction should include a brief description of the following
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The origins of the migratory movements in the world
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General theories developed to explain migratory behavior
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The reasons for migration
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Current trends in migration (national and state)
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The impact of immigration on family roles and relationships (e.g. on husband and wife, on children and parents, on parental expectations of children, etc.)
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Occupational mobility
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Etc
- Activity 02
Suppose your research project is to conduct a study of the attitudes of foster carers towards foster payment in … (name of the place/ state/ country). The preamble / introduction would include the following:
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The origins of foster placement, the philosophy of foster care, a historical overview of foster care and changes over the years
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Reasons for foster care and changes over time
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The origins of foster placement in … ( the country in which you are conducting your study)
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The effects of foster placement on children and parents
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Policies with respect to foster care in.. ( the region).
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The origins of foster care in ..( the region)
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Administrative procedures for foster care in .. ( the region)
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The training of foster parents in …( the region)
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The role and responsibility of foster parents
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etc
- Activity 03
Suppose that you plan to study the relationship between academic achievement and social environment. The preamble / introduction would include the following:
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The role of education in our society
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Major changes in philosophy of education over time
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Factors affecting attitudes towards education
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The development of education in… (country)
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Trends in education participation rates in …( country) with particular reference to the region in which the study is being carried out
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Changing educational values
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Role of parents and peers in academic achievement
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Impact of social environment on academic achievement
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etc
- Activity 04
Suppose you are undertaking a qualitative study to find out what it means to have a child with ADHD in the family. The preamble/ introduction should include your thoughts and arguments, and what the literature says around the following aspects of ADHD
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Defintions and symptoms of ADHD
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Causes of ADHD
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Medical perspective on ADHD
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Effects of ADHD on family life
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Treatment for ADHD
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Implications for a child if untreated
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Management of ADHD
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etc
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A book about research methodology from which MA students will have the opportunity to read about writing literature review
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MA students will be able to write a good literature review report
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Students mustMark as done
Course InformationUniversity
Dr. Tahar Moulay
Faculty
Letters, Languages and Arts
Target audience
First Year Students.
The course title
Useful hobbies -
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Course InformationUniversity Dr. Tahar Moulay Faculty Letters, Languages and Arts Target Audience First Year MA – didactics. The course Title RESEARCH PROBLEM -
Ø Activity
Based on what you studied, do a little research about the characteristics of a good research question
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Students mustMark as done
Course Information
University
Dr. Tahar Moulay
Faculty
Letters, Languages and Arts
Target audience
First Year Students.
The course title
Outdoor sports
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Course InformationUniversity Dr. Tahar Moulay Faculty Letters, Languages and Arts Target Audience First Year MA – didactics. The course Title FORMULATION OF RESEARCH OBJECTIVES -
Tip: each three students work in a team.
Based on what you have studied, form research questions and main and sub research objectives from the following areas of study:
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Students mustMark as done
Course Information
University
Dr. Tahar Moulay
Faculty
Letters, Languages and Arts
Target audience
First Year Students.
The course title
Life with pets
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Course InformationUniversity Dr. Tahar Moulay Faculty Letters, Languages and Arts Target Audience First Year MA – didactics. The course Title RESEARCH HYPOTHESES AND PROPOSITIONS -
Through this YT video MA students will have the opportunity to understand the types of hypotheses and how to formulate them.
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Students mustMark as done
Course Information
University
Dr. Tahar Moulay
Faculty
Letters, Languages and Arts
Target audience
First Year Students.
The course title
Animals up close
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Course InformationUniversity Dr. Tahar Moulay Faculty Letters, Languages and Arts Target Audience First Year MA – didactics. The course Title RESEARCH DESIGN -
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Students mustMark as done
Course Information
University
Dr. Tahar Moulay
Faculty
Letters, Languages and Arts
Target audience
First Year Students.
The course title
Know your nutrients (1)
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The MA students will be able to assess their answers and have a general idea about the main elements of research proposal and its functions.
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Students mustMark as done
Course Information
University
Dr. Tahar Moulay
Faculty
Letters, Languages and Arts
Target audience
First Year Students.
The course title
Know your nutrients (2)
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Course InformationUniversity Dr. Tahar Moulay Faculty Letters, Languages and Arts Target Audience First Year MA – didactics. The course Title The Setting
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Students mustMark as done
Course Information
University
Dr. Tahar Moulay
Faculty
Letters, Languages and Arts
Target audience
First Year Students.
The course title
Culture and people
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Course InformationUniversity Dr. Tahar Moulay Faculty Letters, Languages and Arts Target Audience First Year MA – didactics. The course Title Mesurement Procedures Teacher Lectures and Tutorial Classes Dr. Mohamed HADJI Contact I mohamed.hadji@univ-saida.dz
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Students mustMark as done
Course Information
University
Dr. Tahar Moulay
Faculty
Letters, Languages and Arts
Target audience
First Year Students.
The course title
Culture and people
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Course InformationUniversity Dr. Tahar Moulay Faculty Letters, Languages and Arts Target Audience First Year MA – didactics. The course Title ETHICAL ISSUES Teacher Lectures and Tutorial Classes Dr. Mohamed HADJI Contact I mohamed.hadji@univ-saida.dz
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Students mustMark as done
Course Information
University
Dr. Tahar Moulay
Faculty
Letters, Languages and Arts
Target audience
First Year Students.
The course title
Homework help
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Course InformationUniversity Dr. Tahar Moulay Faculty Letters, Languages and Arts Target Audience First Year MA – didactics. The course Title SAMPLING Teacher Lectures and Tutorial Classes Dr. Mohamed HADJI Contact I mohamed.hadji@univ-saida.dz
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Students mustMark as done
Course Information
University
Dr. Tahar Moulay
Faculty
Letters, Languages and Arts
Target audience
First Year Students.
The course title
Homework help
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Course InformationUniversity
Dr. Tahar Moulay
Faculty
Letters, Languages and Arts
Target Audience
First Year MA – didactics.
The course Title
Analysis of Data
Teacher
Lectures and Tutorial Classes Dr. Mohamed HADJI
Contact
I mohamed.hadji@univ-saida.dz
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Students mustMark as done
Course Information
University
Dr. Tahar Moulay
Faculty
Letters, Languages and Arts
Target audience
First Year Students.
The course title
A well- planned vacation
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Course InformationUniversity
Dr. Tahar Moulay
Faculty
Letters, Languages and Arts
Target Audience
First Year MA – didactics.
The course Title
Structure of the Research Report
Teacher
Lectures and Tutorial Classes Dr. Mohamed HADJI
Contact
I mohamed.hadji@univ-saida.dz
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What are the rules that should be considered when start writing a research report ?
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Students mustMark as done
Course Information
University
Dr. Tahar Moulay
Faculty
Letters, Languages and Arts
Target audience
First Year Students.
The course title
A well- planned vacation
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Course InformationUniversity
Dr. Tahar Moulay
Faculty
Letters, Languages and Arts
Target Audience
First Year MA – didactics.
The course Title
PROBLEMS & LIMITATION, APPENDIX, AND WORK SCHDULE
Teacher
Lectures and Tutorial Classes Dr. Mohamed HADJI
Contact
I mohamed.hadji@univ-saida.dz
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Explore the essence of research boundaries in our concise video. Learn about limitations (inherent constraints) and delimitations (intentional parameters) shaping research integrity
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Students mustMark as done
Course Information
University
Dr. Tahar Moulay
Faculty
Letters, Languages and Arts
Target audience
First Year Students.
The course title
Test training
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You will take a look on this weblink to see how the IELTS test or exam will be conducted.
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In this course, students will explore the intricacies of research report writing under the guidance of Dr. Mohamed Hadji. The course covers essential sections unique to research reports and general rules for clear and concise writing. Students will learn about formatting, including abstracts, results, discussions, and suggestions for further research, along with guidelines for references, footnotes, figures, and tables. Special attention is given to qualitative research reports, focusing on narrative style, active voice usage, and confidentiality considerations. By the end of the course, students will have a solid foundation in producing high-quality research reports.
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You will take a look on thisweblink to have an idea how the IELTS test or exam will be conducted.
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Learn the essential formatting principles for crafting your thesis or dissertation in APA style in this concise lesson. Covering paper size, margins, font, and spacing, you'll discover how to structure chapters, headings, and sections effectively. Dive into the intricacies of formatting tables, figures, footnotes, and endnotes while mastering the art of creating a comprehensive list of references and appendices. With clear guidance on structuring the opening, body, and conclusion of your document, this lesson equips you with the skills to present your research professionally and in accordance with APA standards.
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This book, "Guide to Master’s thesis/Dissertation Format (Version 1)" from Ahmed Draia University in Adrar, provides comprehensive guidelines for formatting academic documents according to APA style. Covering aspects such as paper size, margins, font, spacing, and indentation, it offers detailed instructions for structuring chapters, sections, and tables. Additionally, it outlines the main components of a thesis or dissertation, including the opening, body, and conclusion, while also addressing specific format guidelines for various sections such as dedication, acknowledgements, abstract, and references. With clear explanations and examples, this guide serves as a valuable resource for students undertaking research projects in the fields of language and literature.
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"Welcome to our chat on APA formatting! In this session, we'll delve into the intricacies of APA style, discussing its rules and guidelines for formatting academic papers and citations. Whether you're a seasoned writer or just starting out, this conversation aims to provide clarity and insights into mastering APA formatting. Let's get started!"
What are the elements that should be included in writing a general introduction for MA dissertation or research report ?
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You will take a look on this IELTS test to see how the IELTS test or exal wlll be conducted.
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The course on abstract writing provides a focused exploration of the fundamental concepts and practical techniques essential for crafting effective abstracts. Participants will gain insights into the various types of abstracts, learn how to structure and format them appropriately, and develop the skills needed to assess and enhance the quality of their abstracts. Through interactive learning experiences, this course equips students with the tools to communicate their research findings succinctly and persuasively. This course covers two main objectives:
1. To understand the different types of abstracts and their respective structures, lengths, and purposes.
2. To develop the skills necessary to assess and improve the quality of abstracts through adherence to guidelines, clarity of presentation, and effective use of language.
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Participants will learn the art of writing concise and informative abstracts through practical exercises. They will analyze a sample abstract, identify key components, and then compose their own abstract based on provided guidelines. This interactive session fosters skill development in abstract writing essential for effective communication of research findings.
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Writing an Abstract for Your Research Paper: In this informative video, you'll learn the essential steps to create a concise and effective abstract for your research paper. The video covers the purpose of an abstract, key elements to include such as research objectives, methods, results, and conclusions, as well as tips for writing clear and engaging summaries. Whether you're a student or a professional researcher, mastering the art of abstract writing is crucial for effectively communicating your work to a wider audience. Tune in to discover practical strategies and expert advice to craft a compelling abstract that highlights the significance of your research."
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This lesson focuses on essential skills and strategies for effectively writing and presenting research results in academic papers. Participants will learn about structuring the Results section, highlighting key discoveries, addressing unexpected findings, and maintaining clarity and objectivity in reporting results. The lesson covers techniques for organizing data, using figures and tables, choosing appropriate tenses, and adopting a formal writing style. Participants will engage in activities such as analyzing sample Results sections, planning result presentations, revising drafts, providing peer feedback, and self-assessing their results writing skills. Overall, the lesson aims to equip participants with the necessary tools and techniques to create impactful and well-structured Results sections in their research papers.
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This video discusses the essential elements of a research findings section in academic writing. It emphasizes the importance of structuring the findings section effectively to ensure clarity and coherence. Key elements such as highlighting key discoveries, addressing unexpected findings, maintaining objectivity, organizing data using figures and tables, and choosing appropriate tenses are highlighted. The video also emphasizes the need for critical analysis and revision of the findings section to improve its overall impact in communicating research results.
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Quiz: Essential Skills for Writing Results in Research Papers
What are some key skills required for effectively writing the Results section of a research paper?
a) Extensively interpreting and discussing findings.
b) Including only positive results that support the hypotheses.
c) Reporting results clearly and concisely.
d) Omitting any negative results to avoid confusion.
True or False: Some journals integrate the Results section with the Discussion under the title "Results and Discussion."
Which of the following is NOT one of the inquiries that the Results section should address?
a) What were my discoveries?
b) What unexpected findings contradicted my hypotheses?
c) What was the longest section of the research paper?
d) What was absent or not discovered?
What is the recommended approach for structuring the Results section?
a) Presenting extensive interpretations and discussions.
b) Organizing results in a random order.
c) Following the order of protocols or procedures outlined in the Methods section.
d) Including all data without any analysis or commentary.
When should significant negative results be included in the Results section?
a) Never, as they may confuse readers.
b) Only if they support the research hypotheses.
c) Always, as they contribute to the scientific discussion.
d) Only if they are unexpected and relevant to the research aims.
Which tense is commonly used when reporting research findings?
a) Present continuous
b) Past simple
c) Future perfect
d) Present perfect
Which of the following is an example of an impersonal style in reporting results?
a) "We found that..."
b) "There was a perceived..."
c) "The experiment was conducted..."
d) "Our findings indicated..."
What is the purpose of commenting on figures and tables in the Results section?
a) To confuse readers with unnecessary details.
b) To highlight key findings and their significance.
c) To exclude any contradictory results.
d) To add personal opinions and interpretations.
True or False: The Results section should conclude with a summary of key findings and their implications for further research.
How can you assess the quality of your Results section?
a) By including all data, regardless of relevance.
b) By using vague language to describe results.
c) By refraining from mentioning methodological aspects.
d) By following a self-assessment checklist and seeking feedback.
Answers:
c) Reporting results clearly and concisely.
True
c) What was the longest section of the research paper?
c) Following the order of protocols or procedures outlined in the Methods section.
d) Only if they are unexpected and relevant to the research aims.
b) Past simple
b) "There was a perceived..."
b) To highlight key findings and their significance.
True
d) By following a self-assessment checklist and seeking feedback.
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ANSWER SHEET FOR IELTS EXAM
Group : 01
Section A and B
1. 3000/ 3,000/ three thousand words
2. surprise/surprising ending
3. 16/sixteen
4. August
5. COMP4SS/comp4ss
6. Post
7. famous authors
8. Online
9. Public
10. Spain
11. world of water/World of Water
12. (the) splash ride
13. (at) noon/midday/12 o’clock/12 pm
14. feed (the) sharks
15. birthday party
16. (the) government
17. (the/a) quiz
18. E
19. C
20. B
ANSWER SHEET FOR IELTS EXAM
Group : 02
Section A and B
1. S-Y-M-O-N-D-S/S-y-m-o-n-d-s
2. 1996
3. full(-)time
4. swimming
5. monthly
6. (go/do) jogging
7. bad ankle
8. fitness level
9. charity worker
10. (on) (the) radio
11. C
12. B
13. A
14. B
15. C
16. E
17. A
18. ring a bell
19. lounge
20. speeches/speakers
ANSWER SHEET FOR IELTS EXAM
Group : 03
Section A and B
1. white
2. office
3. camera
4. umbrella
5. 13th May/13 May
6. airport
7. taxi
8. Docherty
9. river
10. 7979605437
11. G
12. D
13. A
14. E
15. C
16. B
17. A
18. C
19. C
20. A
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SPEAKING SKILLS
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In our classroom discussions, we delve into a wide array of captivating topics that resonate with learners today. From sharing personal experiences that shape our identities to exploring our diverse array of hobbies and interests, our conversations are vibrant and engaging. We often find ourselves immersed in discussions about our daily routines, reflecting on how we navigate the rhythm of our lives. As we exchange stories of travel adventures and cultural encounters, we broaden our perspectives and deepen our appreciation for the world around us. Current events spark lively debates, allowing us to dissect pressing issues and exchange differing viewpoints. Moreover, we eagerly discuss our educational pursuits and career aspirations, charting our paths toward future success. Technology and social media also feature prominently, as we contemplate their impact on our lives and society at large. Environmental concerns inspire us to brainstorm solutions and take action, while discussions on cultural diversity foster understanding and empathy. And of course, our shared love for books, movies, and TV shows ignites spirited debates as we dissect narratives and explore themes together. In our classroom, every topic is an opportunity for growth, connection, and discovery.
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The testing, evaluation, and assessment of speaking skills involve a structured approach to monitor students' progress and proficiency in oral communication. After every three or four lessons, students participate in a mini test where they select one of the main topics of interest. They are given five minutes to prepare their thoughts on the chosen topic before delivering a spoken response. The teacher records the students' speeches for evaluation and assessment. Each speech is graded out of 20 points based on criteria such as coherence, fluency, vocabulary usage, and pronunciation. The grades from all mini tests are collected and averaged to provide an overall assessment of the student's speaking ability. Additionally, a final exam focusing on speaking skills is administered to further gauge the students' proficiency in oral communication.
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Objective:
By the end of this lesson, students will be able to:
Listen actively to a TED Talk about the 21-Day Theory of habit formation.
Analyze and evaluate the speaker's arguments and evidence.
Engage in a structured discussion to critically evaluate the validity of the 21-Day Theory.
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In the TED Talk, the speaker passionately discusses the transformative power of adopting new habits within the span of just 21 days, citing compelling evidence and personal anecdotes to support the theory's efficacy. Through engaging storytelling and persuasive arguments, the speaker captivates the audience, urging them to consider the potential for positive change within a relatively short timeframe.
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Objective:
By the end of this lesson, students will be able to:
Express gratitude and appreciation for the blessings in their lives.
Practice speaking skills, including fluency, pronunciation, and vocabulary usage.
Engage in meaningful conversations about the importance of gratitude.
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n this heartfelt video, viewers are reminded of the power of gratitude as they witness firsthand the transformative impact of saying "thank you" and appreciating the blessings in our lives. Through poignant storytelling and inspiring examples, the video illustrates how expressing gratitude fosters a deeper sense of connection, happiness, and fulfillment. From simple gestures of appreciation to profound moments of reflection, the video encourages viewers to cultivate a mindset of gratitude, recognizing the abundance of blessings that surround us each day. As viewers immerse themselves in the touching narratives shared, they are inspired to embrace gratitude as a guiding principle in their own lives, enriching their relationships and enhancing their overall well-being.
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Objective: By the end of this lesson, students will be able to:
- Recognize the importance of reading for personal growth and development.
- Practice speaking skills, including fluency, pronunciation, and vocabulary usage.
- Engage in meaningful conversations about the benefits of reading.
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In this captivating video, viewers witness the profound impact of reading books as it unfolds through inspiring narratives and compelling visuals. From unlocking new worlds of knowledge and imagination to fostering empathy and understanding, the video vividly illustrates the transformative power of books. As viewers immerse themselves in the stories shared, they are reminded of the limitless possibilities that reading offers, motivating them to embark on their own literary journeys and harness the power of words to enrich their lives.
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Describe a memorable sports competition; discuss the significance of financial planning for retirement; reflect on a life experience that shaped you; share your favorite mode of long-distance travel; explain universities' role in career preparation; identify a role model and their impact; discuss the power of photography and share a meaningful photo; analyze the effects of social media on society; define effective leadership and provide an example in politics.
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itle: The Transformative Power of Sports: How Athletics Can Change Your Life
Objectives:
Understand the psychological, physical, and social benefits of participating in sports.
Explore personal anecdotes and case studies illustrating the impact of sports on individuals' lives.
Discuss strategies for integrating sports into daily life for maximum benefit.
Reflect on personal experiences and goals related to sports participation.
Identify potential challenges and obstacles to maintaining an active lifestyle and develop strategies for overcoming them.
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his lesson explores the profound impact that sports can have on individuals' lives. Through a combination of discussions, personal stories, and reflection activities, participants will uncover the physical, psychological, and social benefits of sports participation. They will also learn practical strategies for integrating sports into their daily routines and overcoming potential barriers. By the end of the lesson, participants will leave with a deeper appreciation for the transformative power of sports and a set of actionable goals to enhance their own well-being through athletic pursuits.
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Through this lesson students will be able to :
1. Enhance students' vocabulary skills by engaging them in a dynamic guessing game that requires them to define and guess words within subgroups.
2. Foster collaboration and teamwork among students as they work together to communicate effectively and solve word puzzles.
3. Promote creativity and humor through storytelling and joke-telling activities, encouraging students to think creatively and express themselves confidently within their groups.
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Objective:
To enhance vocabulary skills through interactive and engaging activities.
To promote teamwork and communication within subgroups.
To encourage creativity through storytelling and joke-telling.
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This test aims to :
Evaluate students' ability to effectively convey ideas, opinions, and information on diverse topics, showcasing their speaking skills and language fluency.
Assess students' capacity to think critically, analyze topics, and construct coherent arguments or viewpoints, demonstrating their ability to engage with and discuss complex subjects.
Evaluate students' use of vocabulary, grammar, and syntax in spoken English, ensuring they can articulate thoughts accurately and with appropriate linguistic structures during spontaneous speech.
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IELTS Speaking Test Process:
1. Introduction (4-5 minutes):
- The examiner introduces themselves and verifies the candidate's identity.
- The examiner explains the test format and briefly describes each part of the speaking test.
2. Part 1: Introduction and Interview (4-5 minutes):
- The examiner asks the candidate to introduce themselves, confirm their identity, and briefly talk about their background or interests.
- The examiner asks questions about familiar topics such as hobbies, studies, work, hometown, family, etc.
- This part aims to assess the candidate's ability to provide personal information, express opinions, and engage in a basic conversation.
3. Part 2: Individual Long Turn (3-4 minutes):
- The examiner gives the candidate a task card with a topic and prompts. The candidate has 1 minute to prepare and can make notes if desired.
- The candidate then speaks about the topic for 1-2 minutes, elaborating on the prompts provided on the task card.
- After the candidate finishes speaking, the examiner may ask 1-2 follow-up questions related to the topic.
4. Part 3: Two-way Discussion (4-5 minutes):
- The examiner asks the candidate to discuss more abstract or complex topics related to Part 2's theme.
- The candidate and examiner engage in a deeper conversation, discussing opinions, ideas, and issues raised by the topic.
- The candidate is expected to express opinions, provide examples, justify viewpoints, and engage in critical thinking.
5. Assessment and Scoring:
- The examiner assesses the candidate's performance based on four criteria: Fluency and Coherence, Lexical Resource, Grammatical Range and Accuracy, and Pronunciation.
- Each criterion is scored on a scale of 0-9, and these scores are averaged to calculate the candidate's overall speaking band score.
- The examiner records detailed notes during the test to support the scoring process.
6. Recording and Reporting:
- The speaking test is usually recorded for quality control and to allow for review if necessary.
- The candidate's speaking test scores are reported along with their scores from the other three sections (Listening, Reading, Writing) to calculate their overall IELTS band score.
Tips for Candidates:
- Speak clearly and confidently.
- Take advantage of the 1-minute preparation time in Part 2 to organize your thoughts.
- Use a range of vocabulary and grammatical structures.
- Engage in the discussion in Part 3 by asking questions and expressing opinions.
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Objective:
- To enhance vocabulary skills through interactive and engaging activities.
- To promote teamwork and communication within subgroups.
- To encourage creativity through storytelling and joke-telling.
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This part of the game aims :
Enrich the students with new vocabulary
Improve his lexical resource to better express himself
to enhance his speaking ability
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