EAP033 Intermediate English Communication & Academic Skills
Assignment:
Give a 4-5 minute individual presentation about the livability of Suzhou focusing on ONE particular chosen aspect: e.g. transport, sport, urban design, or food. Then answer ONE follow-up question.
In your presentation, you should:
• Introduce the background information, your research question(s), and your methodology.
• Describe and interpret the data given to show some positives and/or negatives of that aspect of the city.
• Conclude and make recommendations for the future livability of the city.
For the follow-up question you will be asked to elaborate, clarify or reflect on an aspect of your presentation.
Due Dates:
PPT Submission deadline: Week 5, 5pm Friday 29th March
Presentation delivery: Week 6 Seminar D2 or D3
Task Requirements
All task requirements must be fulfilled.
• Speak for 4-5 minutes.
• You must use at least one graph, table or chart to report the given data.
• Your PPT must be in the .ppt or .pptx file format, and it must be uploaded to the EAP033 Learning Mall page dropbox by the deadline above (Maximum size 20MB).
• Your answer to the follow-up question should be relevant.
*Note: This presentation is formative (not assessed). You will receive feedback, and you can see the summative marking descriptors below, which can help you understand how to get a good mark in future.
You should demonstrate the presentation skills you have learned this year, such as:
• Clear structure (introduction, body, conclusion) and signposting/transition language.
• Body language and eye contact.
• Using the visuals (e.g. referring to the PPT) and describing charts/diagrams/graphs.
N.B. Whichever aspect you choose (transport, sport, urban design, food), the necessary data that you will be using can be found on LMO.
Xi’an Jiaotong-Liverpool University English Language Centre 1Xi’an Jiaotong-Liverpool University English Language Centre 2
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EAP033 Semester 2 Speaking Descriptors (AY2023-24)- Student version |
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Task - Presentation |
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Task - Interview |
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Fluency & Coherence |
Vocabulary |
Grammar |
Pronunciation |
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30 |
Interpretation or conclusion is particularly original or insightful. |
10 |
Responses are particularly original or insightful, and contains very detailed examples, explanations, and/or opinions. |
15 |
Speaks at length without effort. |
The vast majority of lexical items are error free, and any errors are minor. |
The vast majority of grammatical structures are error free, and any errors are minor. |
Is easy to understand throughout. Varies prosodic features to convey meaning. Other features of connected speech are present but may not be sustained. There are only occasional systematic errors. |
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24 |
All ideas are fully developed. |
8 |
Ideas are fully developed with examples, explanations, and/or opinions. |
12 |
Speaks at length with little effort. Hesitations and reformulations usually sound natural. Cohesive features often sound natural rather than mechanical. |
Lexical range is wide, allowing for frequent reformulation as appropriate. Uses much topic -specific and less common lexis as well as many correct collocations. There are no signs of having to restrict what s/he wants to say. Most lexical items are error free. Errors are minor. |
Uses a wide range of complex structures.
Grammar is m ostly error free, and any errors are minor.
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Is almost always easy to understand, but there may be consistent mispronunciation of a particular word/sound. Varies prosodic features to convey meaning, but with some systematic errors. |
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18 |
All three sections (introduction, body and All ideas are relevant conclusion) are present. and most ideas are developed. |
6 |
All responses are fully relevant.
Most ideas are developed with examples, explanations, and/or opinions.
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9 |
Produces long stretches of fluent language. Hesitations and reformulations often sound natural. Cohesive features sometimes sound natural rather than mechanical. |
Lexical range is wide enough to allow reformulation as appropriate. Uses some topic-specific and less common lexis as well as some correct collocations. There is not much sign of having to restrict what s/he wants to say. Errors may be frequent but do not reduce clarity. |
Uses a range of complex structures. Errors may be frequent but do not reduce clarity. |
Mispronunciation of individual words/sounds may be frequent, but rarely reduces clarity. Can often vary prosodic features to convey meaning, but with systematic errors. |
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12 |
At least two sections (introduction/conclusion and body ) are present. Most Ideas are relevant and frequently developed. |
4 |
Responses are mostly relevant. I deas are frequently developed with examples, explanations and/or opinions. |
6 |
Produces stretches of fluent language , but with some unnatural sounding hesitations. May over - or misuse cohesive features or use them mechanically. |
Lexical range includes topic -specific vocab and is wide enough to discuss given topics without relying on frequent unnecessary repetition. Errors may be frequent but rarely reduce clarity. |
Uses a range of complex structures. Errors may be frequent but rarely reduce clarity. The speaker can generally be understood. |
The mispronunciation of individual words/sounds is frequent. Prosodic features are used with some effectiveness. |
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6 |
All core task requirements are met:
- submits a PPT file ，before the deadline,
- speaks for 4 minutes,
- utilises at least one graph, table or chart.
There are some relevant ideas and attempts to provide supporting details.
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2 |
At least one response includes relevant ideas. Attempts are made to provide supporting details to ideas.
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3 |
Can keep going, but frequent pauses, false starts, and/or stumbling slow the pace.
Cohesive features are often simple and/or repetitive.
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Lexical range is sufficient to discuss the given topic, but there is reliance on repetition. Errors may be frequent. |
Uses a few different kinds of complex structures. Errors may be frequent and sometimes reduce clarity. |
There is occasional strain for the listener due to mispronunciation of individual words/sounds. Prosodic features are attempted, but effectiveness is limited. |
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0 |
Core requirement/s not met. Very limited response, or 100% offtopic. |
0 |
Very limited responses, or 100% off-topic. |
0 |
Below B1+ level: Language output is limited, relies heavily on repetition or lexis given in questions, grammar mostly simple, strain for the listener throughout.
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