Freshman English Conversation
BEN10103
104a (Fall 2015) Assignments
Weekly Preparation
This class does not have a lot of homework; however, you are expected to come to class on time and prepared to speak a lot in class using only English. Prepare for the class by previewing the section of the textbook that is scheduled. We may not do every exercise. Think about the things you would like to talk about, look up necessary vocabulary, and bring ideas to extend the conversation further.
Writing
There are four writing assignments during this semester. These are meant to reinforce the conversational language you are developing. These papers are due at the beginning of class and must be printed neatly from a computer printer with a proper heading.
These are not formal essays. Simply write your ideas about the topic and revise to improve your grammar and word choice.
Midterm Partner conversation.
Choose your own partner or group of three. Practice talking with each other about any of the topics we have discussed in class. During your turn, you should share opinions and ideas. Speaking in more detail about fewer topics is better than speaking very generally about many things.
Things to remember
- Make sure each person speaks more or less equally.
- Do not memorize what you will say word for word, but practice, so you will have ideas about what you will say and the language you will use.
- I will probably interrupt you frequently, asking you to explain your ideas further, repeat what you said in other words, or ask for other ideas.
- Our topics so far relate to food and relationships. You can deal with one or the other or both of these in any way you like. You don't need to follow what we have done in class.
- You only need to come to class when it is your turn. Nobody else will be in the classroom during your turn. Wait outside (quietly) until the group before you leaves, then come in right away.
- Feel free to ask me any further questions.
Sign up for a time.
- Pairs need 10 minutes, and groups of three need fifteen minutes.
- Your midterm partner or group members do not need to be in your regular group.
- Due to transition time, pairs will have about 8 minutes and groups of three about 13 minutes to talk.
| Tuesday, November 3, 2015 |
| 1 |
10:10 |
Gina |
| 2 |
10:15 |
Krystal |
| 3 |
10:20 |
Vivian |
| 4 |
10:25 |
Annie |
| 5 |
10:30 |
Lynne |
| 6 |
10:35 |
Janice |
| 7 |
10:40 |
Kathy |
| 8 |
10:45 |
Amy |
| 9 |
10:50 |
Jessie |
| 10 |
10:55 |
Ruby |
| 11 |
11:00 |
Iris |
| 12 |
10:05 |
Julian |
| 13 |
11:11 |
Vern |
| 14 |
11:15 |
Cynthia |
| 15 |
11:20 |
Beryl |
| 16 |
11:25 |
Renee |
| 17 |
11:30 |
Sunny |
| 18 |
11:35 |
Rick |
| 19 |
11:40 |
Zero |
| 20 |
11:45 |
Tony |
| 21 |
11:50 |
Lisa |
| 22 |
11:55 |
Sabrina |
| 23 |
12:00 |
Sany |
| 24 |
12:05 |
Dora |
| 25 |
12:10 |
Kelly |
| 26 |
12:20 |
Zoe |
Teach the class
- Each group will have a turn to determine the topic for one class section and help to teach the class.
- This includes preparing materials and activities for students to do.
- If you wish for the class to read an article or do something else to prepare for the class, give that information to students the week before your presentation.
- Tell me your group’s ideas two or three weeks before your turn.
- You are not solely responsible for this. Talk with me about your ideas at least two weeks before your turn. Generally, I will control the class for the first hour, and your group will control the class for the second hour.
- Make sure students talk just as much or more than you. This means that your presentation or sharing of information should be much less than half of your time.
Some things to consider.
- Topic or theme for the class
- Questions for discussions
- Activities students can do
- articles students should read before the class
- Handouts can be given out in class
- Games can be played
Final Interviews
These are similar to the midterm, but each interview will be conducted individually in my office within 10 minutes.
Remember that it's important to
- make clear and specific points.
- talk more in depth about few topics than say a little about many things
- give clear examples to show what you really mean
- demonstrate that you really know something about your topic
- show that you can speak naturally and clearly making meaningful points
Grading reference for Oral exams, both midterm and final
Score |
In General |
1. Content: Depth & Detail |
2. Fluency
|
3. Grammar |
4. Vocabulary |
9-10 |
Easy to understand and subtleties expressed well. |
Makes meaningful, insightful and relevant points. |
Few pauses. Can easily speak at length. Can naturally link ideas together to speak in depth. |
Uses a variety of sentence structures, including simple and complex sentences. Verb tenses, etc. |
Uses a variety of words accurately and precisely. |
7-8 |
Small errors do not cause problems with understanding |
Good ideas, but not always explained in detail |
Few pauses, can speak at length, not always easy to connect ideas |
A variety of sentence structures and lengths with errors that don't cause trouble for understanding |
Uses good words to express ideas. |
5-6 |
Understandable with a little effort |
Makes general points but seldom explains deeply or gives meaningful examples. |
More pauses to search for words and. Sometimes restates rather than develops ideas. |
Mostly simple sentences. Complex sentences often have errors. |
Can express meaning but sometimes words are not accurate. |
3-4 |
Understandable with much effort |
The points made are understandable, but not explained. |
Difficulty speaking at length. Longer pauses and short statements that are not always logically connected |
Most sentences have errors making understanding somewhat difficult. |
Word choices sometimes cause confusion. |
1-2 |
Mostly difficult to understand. |
It is difficult to undertstand what points are being made. |
Short answers to direct questions. Little or no elaboration. |
Few sentences without errors making comprehension very difficult. |
Word choices frequently cause confusion. |
|
