Instructiuni Si Barem de Notare

7/27/2019 Instructiuni Si Barem de Notare

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MINISTERUL EDUCA IEI, CERCET RII I TINERETULUI

CENTRUL NA IONAL

PENTRU

CURRICULUM I EVALUARE

ÎN ÎNV MÂNTUL PREUNIVERSITAR

BACALAUREAT 2007

LIMBA ENGLEZ

PROBA ORAL



Bacalaureat 2007, Limba englez

, Instruc¡ iuni pentru Proba oral

2

INSTRUC¢ IUNI

L3 / Minorit£ ¤

i, L1 Normal ¥ i L2, L1 Intensiv, L1 Bilingv

OBIECTIVE DE EVALUARE

Pentru a evalua competen¦

ele de comunicare oral§

, candida¦

ii vor fi solicita¦

i:♦ s§ fac§ dovada c§ în¦ eleg un text necunoscut atât în detaliu (pentru o anumit § informa¦ ie / un anumit am§ nunt),

cât i în ansamblu (con ¦ inut, tem§ , mesaj), prin rezolvarea unor sarcini de lucru, conform cerin¦ elor date;

♦ s§ exprime un punct de vedere i s § emit § judec § ¦ i de valoare în leg § tur§ cu ideile din textul respectiv, s§ fac§ trimiteri, asocia¦ ii sau compara¦ ii cu aspecte din via ¦ a de fiecare zi;

♦ s§ realizeze un monolog / o expunere oral§ (de tip narativ, descriptiv, argumentativ) pe baza unei teme date;discursul trebuie s§ fie echilibrat, logic i coerent, interesant i conving§ tor prin relevan¦ a argumentelor i aexemplelor folosite;

♦ s§ fac§ dovada capacit § ¦ ii de a comunica eficient prin utilizarea în mod adecvat (stilistic i func¦ ional) aelementelor de construc ¦ ie a comunic § rii i a func¦ iilor specifice limbii engleze.

STRUCTURA PROBEI ORALEProba oral§ va avea urm§ toarea structur § :

L3 / Minorit£ ¤

i

Subject 1 – Reading Comprehension and Text-based Tasks – va consta dintr-un text necunoscut, nestudiatanterior, pe care candidatul îl va citi în timpul alocat pentru elaborarea r § spunsurilor, urmând s § rezolvesarcinile de lucru men¦ ionate în cerin¦ § , cum ar fi: formularea de r § spunsuri la întreb § ri, recunoa tereaargumentelor i identificarea concluziilor textului, identificarea detaliilor specifice din textul dat, eviden ¦ iereaideii centrale i/sau a ideilor principale ale textului.

Subject 2 – Speaking / Oral Discourse – va consta din realizarea unui discurs oral pe o tem§ dat§ ,conform domeniilor tematice din Programa colar § în vigoare i din Programa de bacalaureat 2007, aprobat§

i publicat§ pe site-ul MECT.L1 Normal ¥ i L2 *

Subject 1 – Reading Comprehension and Text-based Tasks – va consta dintr-un text necunoscut, nestudiat

anterior, pe care candidatul îl va citi în timpul alocat pentru elaborarea r§

spunsurilor, urmând s§

rezolvesarcinile de lucru men ¦ ionate în cerin¦ §

, cum ar fi: formularea de r § spunsuri la întreb§ ri, redarea con ¦ inutuluitextului cu propriile cuvinte, comentarea unei fraze din text / sus ¦ inerea unui punct de vedere legat de oinforma ¦ ie din text folosind câteva argumente / exemple, eviden ¦ ierea temei i/sau a ideilor principale aletextului i comentarea lor.


i publicat§ pe site-ul MECT.

* în acast © categorie intr © i clasele cu 3 ore/s: teoretic – filologie, militar – mate-info, militar – t.soc,teologic – Baptist, mai pu in clasele cu program intensiv de predare.

L1 Intensiv

Subject 1 – Reading Comprehension and Text-based Tasks – va consta dintr-un text necunoscut,nestudiat anterior, pe care candidatul îl va citi în timpul alocat pentru elaborarea r§ spunsurilor, urmând s § rezolve sarcinile de lucru men ¦ ionate în cerin ¦ § , cum ar fi: rezumarea textului, eviden ¦ ierea temei i/sau aideilor principale ale textului i comentarea lor, eviden ¦ ierea mesajului textului, comentarea unei fraze din text / sus¦ inerea unui punct de vedere legat de o informa ¦ ie din text folosind câteva argumente i exemple relevante.


i publicat§ pe site-ul MECT.L1 Bilingv

Subject 1 – Reading Comprehension and Text-based Tasks – va consta dintr-un text necunoscut,nestudiat anterior, pe care candidatul îl va citi în timpul alocat pentru elaborarea r§ spunsurilor, urmând s § rezolve sarcinile de lucru men ¦ ionate în cerin ¦ § , cum ar fi: rezumarea textului, eviden ¦ ierea temei i/sau aideilor principale ale textului i comentarea lor, eviden¦ ierea mesajului textului, exprimarea opiniei personale i





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justificarea acesteia, realizarea unor compara¦ ii între textul citit i experien ¦ a personal § / experien ¦ a altorpersoane.


i publicat§

pe site-ul MECT.

TIMPUL la dispozi ¦ ia candidatului: - pentru elaborarea r § spunsurilor: 10 – 15 minute - pentru prezentare: 10 – 15 min.

COMISIA / EXAMINATORII

Comisiei de examen îi revine sarcina de a asambla biletele pentru proba oral § . Acestea vor consta dintr-unsubiect de tip I (text la prima vedere) i un subiect de tip II (tema pentru monolog). Se recomand§ comisiei de examen:

• s£ fac£ copii xerox dup£ subiectele primite pentru proba oral£ înainte de a le decupa în vedereaasambl£ rii lor în bilete de examen ¥ i s£ p£ streze originalul pentru a preîntâmpina orice confuzie între subiectele de acela¥ i tip (ex. Subiectul I) ale diferitelor categorii (ex. L1 Normal ¥ i L2, L1Intensiv, L1 Bilingv sau L3 / Minorit£ ¤ i);

• s§ fac § un set de bilete pentru candida¦ i i câte un set pentru fiecare profesor examinator.Fiecare profesor examinator trebuie:

• s§ urm§ reasc§ expunerea fiec§ rui candidat venind cu întreb § ri ajut § toare, numai dac § este cazul;• s§ evite întreb § rile “capcan § ”;

• s§ aplice baremul de evaluare a r § spunsurilor orale, respectând preciz § rile din Metodologia deorganizare ¥ i desf£ ¥ urare a examenului de bacalaureat 2007, Art. 46

• s§ consemneze punctajul de evaluare în borderourile individuale, iar nota final § în fi a individual § acandidatului.

BAREMUL DE EVALUAREFiecare din cele dou § subiecte ale probei orale este notat cu câte 45 de puncte. Se acord § 10 puncte dinoficiu. Nota final § , pe scara de la 1 la 10, conform sistemului de notare românesc, se ob ¦ ine prin împ § r ¦ ireala 10 a punctajului ob ¦ inut de c § tre candidat. De exemplu: 83 puncte: 10 = 8,30. Aceast § not§ se rotunje tela cel mai apropiat întreg, adic § 8, iar dac § nota astfel ob ¦ inut§ este 6,50, candidatul prime te nota 7 – rotunjirea se face în favoarea elevului. Fiecare profesor examinator evalueaz § r § spunsul candidatului cunote întregi de la 1 la 10, dup § care se stabile te nota final § , f § cându-se media aritmetic § a celor dou § note.Nota final § astfel ob ¦ inut§ se trece în catalog i în fi a individual § a candidatului.

MARKING SCHEME (FOR ALL SECTIONS)SUBJECT 1 / 2 45 POINTS x 2 = 90 POINTS

1. TASK ACHIEVEMENT …………………………………………………………..…………10 points- 10 – 7 points: total – partial relevance of ideas to topic /coverage of task points- 6 – 4 points: some – little relevance of ideas to topic / coverage of task points- 3 – 0 points: very little – no relevance of ideas to topic / coverage of task points

2. LANGUAGE ACCURACY ……………………………………………………………….…10 points- 10 – 7 points: no / very few grammar errors, wide range of grammar structures – few grammar errors,

good range of grammar structures- 6 – 4 points: many grammar errors, limited range of grammar structures – many grammar errors,

very limited range of grammar structures- 3 – 0 points: grammar errors hinder communication

3. ORGANISATION …………………………………………………………………………….10 points- 10 – 7 points: very clear organisation, many linking devices – clear organisation, some linking dev.- 6 – 4 points: somewhat clear organisation, few linking devices – unclear organisation / mostly

inappropriate linking devices - 3 – 0 points: total lack of organisation / linking devices

4. REGISTER AND VOCABULARY…………………………………………………………. 10 points- 10 – 7 points: appropriate register, very varied and appropriate vocabulary – appropriate register,

somewhat varied and appropriate vocabulary- 6 – 4 points: mostly appropriate register, basic vocab. – sometimes inappropriate register, basic vocab.- 3 – 0 points: mostly inappropriate register, inappropriate vocabulary

5. DELIVERY: pronunciation, fluency, stress and intonation ……………………..…...5 points- 5 points: fluent presentation, good pronunciation, stress and intonation- 3 points: somewhat fluent presentation, some pronunciation and intonation errors

- 0 points: no fluency; pronunciation and intonation errors hinder communication





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MODELE DE BILETE DE EXAMEN

MODEL de bilet de examen pentru L3 / Minorit£ ¤

iSUBJECT 1 – 45 points

a. Read the text below and identify the conclusion of the text.

People want and have a right to know what they are eating. Food labelling rules recognize that right.The fundamental principle of food labelling rules is that consumers should be given all essential informationon the composition of the product, the manufacturer, methods of storage and preparation. Producers andmanufacturers are free to provide additional information if they wish, but this must be accurate, not misleadthe consumer and not claim that any foodstuff can prevent, treat or cure illness.

The labelling requirements are regularly updated to reflect advances in science and changingconsumer expectations. Consumers want the fullest information about the meat they buy, for example. Meatlabels now have to show where the animal was born, grown, fattened, slaughtered and cut.

The challenge in designing modern food labelling rules is to strike a balance between givingconsumers as much information as possible and not overloading the label with information that makes itdifficult to read and understand.

b. Answer the following questions:

1. Why do you read food labels when you buy foodstuff?2. What information do you find on food labels?

SUBJECT 2 – 45 pointsSpeak about your favourite holiday place and justify your choice.

MODEL de bilet de examen pentru L1 Normal ¥ i L2

SUBJECT 1 – 45 points

Read the text below in order to:a. identify the main ideas of the text and briefly comment on them;

b. find three examples in the text to support the information in the underlined sentence.

It's about time somebody explored the old myth about childhood being the happiest period of your life.Childhood may certainly be fairly happy, but its greatest moments can't be compared with the joy of being anadult. Who ever asked a six-year-old for an opinion? Children don't have opinions, or if they do, nobodynotices. Adults choose the clothes their children will wear, the books they will read and the friends they willplay with. Mother and father are kind but absolute dictators. The essential difference between manhood and

childhood is the same as the difference between independence and subjection.No matter how kind and loving adults may be, children often suffer from terrible, illogical fears which are

the result of ignorance and an inability to understand the world around them. But the most painful part ofchildhood is the period when you begin to emerge from it: adolescence. Teenagers may rebel violentlyagainst parental authority, but this causes them great unhappiness.

What a relief it is to grow up. Suddenly you regain your balance; the world opens up before you. You arefree to choose; you have your own place to live in and your own money to spend. You do not have to seekconstant approval for everything you do. You are no longer teased, punished or ridiculed by heartless adultsbecause you failed to come up to some theoretical standard. And if on occasion you are teased, you knowhow to deal with it. You are one yourself.

SUBJECT 2 – 45 pointsDescribe your city / town / village.

MODEL de bilet de examen pentru L1 Intensiv


Read the text below, summarize it, identify its theme and its main ideas and express your opinionsabout them. Support your ideas with relevant arguments and examples.

In England, the notion of the honour of the family name is almost non-existent (though it exists tosome degree in the upper classes, in the other three British nations and among ethnic minorities). In fact, it is




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iuni pentru Proba oral

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very easy to change your family name – and you can choose any name you like. In the 1980s one personchanged his surname to Oddsocks Mc Weirdo El Tutti Frutti Hello Hippopotamus Bum.

There are no laws in Britain about what surname a wife or a child must have. Because of thisfreedom, names can be useful pointers to social trends. The case of double-barrelled names is an example.These are surnames with parts separated by a hyphen; for example, Barclay-Finch. For centuries they have

been a symbol of upper-class status (originating in the desire to preserve an aristocratic name when therewas no male heir). Until recently, most people in Britain have avoided giving themselves double-barrellednames – they would have been laughed at for their pretentions. In 1962, only one in every 300 surnameswas double-barrelled.

By 1992, however, one person in fifty had such a name. Why the change? One reason is feminism.Although an increasing number of women now keep their maiden name when they marry, it is still normal totake the husband’s name. Independent-minded women are now finding a compromise by doing both at thesame time – and then passing this new double-barrelled name onto their children. Another motive is thedesire of parents from different cultural and racial backgrounds for their children to have a sense of both oftheir heritages.

The same lack of rigid tradition applies with regard to the first names that can be given to children.This is usually simply a matter of taste. Moreover, the concept of celebrating name-days is virtually unknown.


Some people say that school newspapers should be censored, others argue that they shouldn’t.What is your view on this matter? Bring arguments and examples to support your ideas.

MODEL de bilet de examen pentru L1 Bilingv


Read the text below, summarize it, identify its theme and its main ideas and express your opinionsabout them. Support your opinions with relevant arguments and examples. Make associations withyour own life experience, or other people’s life experience.

Over the past couple of years, new fault lines have opened up over different approaches toparenting. There are so-called Chav mums (who proudly reject Jamie Oliver makeovers to their children’s

school dinners), Slummy Mummies (the more relaxed “good-enough mother” camp), Yummy Mummies (thelook-good, feel-good brigade) and Alpha Mums (perfectionist ambitious types). [...]The Yummy Mummies, with their washboard stomachs, Topshop-vintage combinations and 4x4s,

now seem positively benign compared with the competitive Alpha Mums who stalk the playgrounds of bothstate and private schools. These mothers are driven by the desire for their children to succeed. Everythingfrom exercise, food intake to extra-curricular activities (think of Suzuki violin and Kumon maths) is tightlycontrolled with the ultimate aim of ensuring that their children do not fall through the cracks. It is an attemptto inoculate their offspring against failure.

I know of mothers (and fathers) who control not just their children’s sugar intake but also their starchintake; mothers studying GCSE maths and Latin to help with homework. I had the experience once of amother phoning up to arrange for my son to come and play and being given a date in two months’ timebecause her four-year-old child was so busy with after-school activities, all aimed at promoting his intellectualdevelopment. And the Alpha Mums don’t just fall into the stay-at-home category.

But I don’t hold it against these mothers because we are all to some degree victims of contemporaryparenting culture and it is difficult to resist the trend towards neurosis and over-parenting. [...] How muchbetter would it be if instead of passing judgement on each other we stood together and demanded bettereducation for our children, waged a campaign against child porn on the internet, pressured the Governmentfor tax breaks to help childcare?

We should embrace our inner Slummy Mummy, follow our instincts and follow the sound of advice ofthe British paediatrician D. W. Winnicott and his theories of “the good-enough mother”. We might enjoy theride more than sacrificing ourselves on the altar of self-reproach and perfectionism, and our children mightbe better equipped to face what life throws at them.

(Fiona Neill, We’re all good enough mums , in The Times , Jan. 30, 2007)


Home entertainment (TV programmes, movies, computer games, video games) seems to be leadingto a less active lifestyle. Is this good or bad? Bring arguments and examples to support your ideas.




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ÎNDRUM RI PENTRU SUBIECTELE PROBEI ORALE

Guidelines for Subject 1 – Reading Comprehension and Text-based Tasks

• In order to understand what you read, you need to know that a writer puts sentences about the same idea together

in one paragraph. The author uses details to explain the idea or gives examples to make the idea clearer. Eventsthat happen in a story or an article take place in a sequence. You will find it easier to understand material that youread if you remember the correct sequence of events.• The topic of a paragraph is the one thing that all or most of the sentences in the paragraph tell about.• The main idea of a paragraph is a sentence that sums up what the other sentences in the paragraph are tellingabout the topic.• Sometimes the main idea is given in the paragraph. Look for a sentence that best sums up what all the sentencessay about the topic. This sentence can be anywhere in the paragraph.• If the main idea is not directly stated in the paragraph, make up one of your own. Decide what the topic is. Thinkabout what each of the sentences tells about the topic. Then make up a sentence that sums up what all thesentences are telling about the topic.• Supporting details help to figure out the main idea.• A summary is a short retelling of a longer material. Making a summary, or summarizing, can help you understandand remember what you read. It also helps you give other people information clearly.

Guidelines for Subject 2 – Speaking / Oral Discourse

Planning your discourse / essay / monologue:Step 1: list the specific topics mentioned in the instructions/ rubric.Step 2 : write down any ideas, words, phrases, etc. that are related to the specific topics of your essay.Step 3 : choose which of these you will use, group them into main topics, cross out any irrelevant ones, and putthem into a logical order.Step 4 : check that your ideas are relevant to the topic(s) in the rubric.Step 5 : use correct grammar, appropriate vocabulary; your monologue will be evaluated for the correct useof grammar, correct expression of syntactical relationships, and use of appropriate rhetorical forms ofEnglish; your monologue will also be evaluated for the use of appropriate vocabulary.Step 6 : a good essay follows a basic organisation that allows listeners to easily follow its development:

• each main point is contained in a separate paragraph;

• each paragraph contains a topic sentence which states the main point;• each paragraph contains supporting statements which add details and facts about the main point;• an essay contains a conclusion which may state your position on the issue/ draw a logical conclusion from

the discussion. The essay should end with a concluding statement. Step 7 : use vocabulary signals / linking devices / discourse markers to show organisation and to ensure thatyour essay is coherent and cohesive. The main points of your essay should be logically connected to showthe organisation of the essay. A good essay contains certain words and phrases that: (1) introduce and / orconnect the main points of the essay and (2) signal supporting and concluding statements. Listeners rely onthese signals that make the essay easy to understand. Use words and phrases that clearly express yourpurpose and your organisation.Some examples of discourse markers are:

There are (three) main reasons for ………In addition, Also, Another point is, A second point is ………On the other hand, In contrast ………

Therefore, In conclusion, Thus, As a result ………Personally I think that, My opinion is ………Careful use of these words and phrases will result in a better essay and a higher score. Step 8 : Composition techniques – to make the composition more interesting address the listener(s) directly,use direct speech/ a quotation/ a proverb/ a saying/ a variety of adjectives, adverbs and verbs.

Tipuri de eseuriTypes of Essays/ Oral Discourses

First-person Narratives

First-person narratives are spoken in the first-person (I / we) about a series of events, real or imaginary,which happened to us. A first-person narrative should consist of:

• an introduction in which you set the scene (who was involved, time, place, etc) in an interesting way tomake the listener(s) want to continue listening;

• a main body where you develop your story, presenting the events in the order they happened;




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• a conclusion which includes what happened at the end of the story, as well as people’s feelings, finalcomments or reactions. A surprising ending makes a long-lasting impression on the listener(s).You should normally use past tenses in such compositions, as well as a variety of adjectives or adverbs

to make your story more attractive.

Describing PeopleA descriptive essay about a person should consist of:

• an introduction in which you give general information about the person, saying when, where and how you firstmet them;

• a main body in which you describe their physical appearance, personal qualities and hobbies / interests;

• a conclusion in which you include your comments and / or feelings about the person.When describing someone you know well or see often (i.e. a friend, a neighbour, etc), you should use present

tenses. When describing someone who is no longer alive, or someone you knew a long time ago and you do not seeany more, you should use past tenses.

When you describe someone’s physical appearance, you start with the general features (i.e. height, built, age)and move on to the more specific ones, such as hair, eyes, nose, etc. You can also add a description of the clothesthe person likes to wear.

When you describe someone’s personal qualities, you should support your description with examples and/or justifications.

You can also describe someone’s personality through their mannerisms by referring to the way they speak,describing the gestures they use, mentioning a particular habit they have.

When you mention someone’s negative qualities you should use mild language (seems to, can be rather, etc).

Describing PlacesA descriptive essay about a place should consist of:

• an introduction in which you give the name and location of the place and/or the reason for choosing it;

• a main body in which you describe the main aspects of the place in detail – for example, what you can see anddo there;

• a conclusion which includes your comments/feelings and/or a recommendation.To describe the location of a place, you can use the following phrases:- is situated/is located…- in the south/east/west/south-east/ north-west/etc of…- in the centre/heart/middle of…

To give the listener(s) a more vivid picture of the place you are describing, you can refer to the senses (i.e. sight,smell, hearing, taste and touch).

Describing BuildingsWhen you talk about a building, the main body of the essay should include:

- a paragraph on historical facts about the building (when/why it was built, etc) using past tenses;- a separate paragraph on the exterior (what it is made of, appearance, ground/gardens, etc) using present tenses;- a paragraph on the interior (rooms, furniture, picture, etc) using present tenses;

To give factual and/or historical information about the exterior and interior of a building you can also use passiveor prepositional phrases.

Describing ObjectsWhen you describe an object, you should give an accurate picture of it. Your description should include

information about size, weight (e.g. big, heavy, long, etc ), shape (e.g. rectangular, circular, oval, etc ), pattern or

decoration (e.g. plain, checked , etc ), colour (e.g. white, multicoloured, etc ), origin (e.g. Romanian, Japanese, etc ),material (e.g. leather, plastic, etc ), purpose (garden chair ), as well as any information concerning special features.

To describe objects you should use a variety of adjectives. Always list opinion adjectives (e.g. delightful, pleasant,unpleasant, awful, beautiful, inexpensive, unusual, etc ) first, followed by fact adjectives. These are normally listed inthe following order: size/weight, shape, age, pattern, colour, origin, material, purpose. Avoid using all of them oneafter the other, as this will make your description sound unnatural.

Describing Situations / Events / Festivals / CelebrationsA descriptive composition about a festival, an event or a celebration should consist of:

• an introduction in which you give the name, time, place and reason(s) for celebrating;

• a main body in which you describe the preparations and the actual event in separate paragraphs, usingpresent tenses to describe annual festivals, or past tenses to describe a festival you attended some time inthe past;

• a conclusion which includes people’s feelings, comments or final thoughts about the event.

You can use a variety of adjectives and adverbs to make your description more vivid.




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Argumentative EssaysArgumentative essays express different viewpoints on the topic under discussion, each supported by reasons andexamples; the opposing viewpoint with reasons and examples is also presented in a separate paragraph.

Types of argumentative essays:

1. Essays outlining advantages and disadvantages of the topic under discussion 2. Essays expressing opinions3. Essays expressing arguments for and against a topic

1. Essays Outlining Advantages and Disadvantages of the Topic under Discussion

These essays consider the advantages and disadvantages of a specific topic; both sides are discussed ina fair way with justifications and reasons in separate paragraphs. A balanced consideration of the topic isgiven in a separate paragraph.Introduction: state the topic Body: - advantages sustained by arguments and examples

- disadvantages sustained by arguments and examplesConclusion: balanced consideration

2. Essays Expressing Opinions

The opinion essay requires the candidate’s opinion on the topic under discussion.Introduction : state the topic of discussion and introduce your opinion / the problem under discussion. Body: present your viewpoints supported by reasons, and examples. There should be a paragraph thatpresents the opposing point of view supported by arguments that demonstrate that that is an unconvincingstandpoint. Conclusion: restate your opinion using different words.

3. Essays Expressing Arguments For and Against a Topic / “For and Against” Essays

Introduction : state the topic of discussion and introduce the two main sides with the respective views without givingyour opinion.

Body: present the points for and the points against , in separate paragraphs, supporting your arguments with justifications/ examples; both sides should be presented without your commitment. Conclusion: a balanced consideration of the topic; it may also include your opinion that can be given directly(e.g. In my opinion / view, I believe / think, etc) or indirectly.

RecommendationsArgumentative essays should normally use a formal style; therefore candidates should avoid using strong

language (I know, I am sure, etc), short sentences, colloquial expressions or idioms.A “for and against” essay should be in the 3

rdperson, except for the paragraph stating the personal view.

The opinion essay gains credibility if the arguments rely on personal knowledge and experience. Consequently,the 1

stperson should be more frequently used, except for the paragraph that states the opposing view.

Useful Tips

• Have a clear structure or sequence of points.

• Speak from notes. Don’t read aloud.• Have a clear voice.

Discourse Markers / Linking Words and Phrases

To state personal opinion: In my opinion, / In my view, / To my mind, / (Personally) I believe that / I feel (very) strongly that / It seems to me that / I think that.To list advantages and disadvantages: One advantage of / Another advantage of / One other advantage of / The main advantage of / The greatest advantage of / The first advantage of.One disadvantage of / Another disadvantage of / One other disadvantage of / The main disadvantage of / The greatest disadvantage of / The first disadvantage.To list points: First(ly), / First of all, / In the first place, / To start with, / To begin with, / Secondly, / Thirdly, / Finally.




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To add more points on the same topic What is more, / Furthermore, / Moreover, / Apart from this/that, / In addition (to this), / Beside (this), also, too.Not only..., but also. To show cause: because / due to the fact that / since / as

To emphasize that something is definite:beyond doubt / question, there can be no question that, undoubtedly / unquestionably To say that something is likely or possible but not definite:Probably, presumably, perhaps, maybe, possibly, it seems clear that, etc.To say that something is true in most cases:As a rule, by and large, generally speaking, in general, in most cases, on the wh ole To show effect / result / consequences: Therefore, / So / Consequently, / As a consequence, / As a result, / For this reason.To show purpose:so that, so as to / in order to To give examples:For instance, / For example, / such as To show contrast: Yet / However, / Nevertheless, / but / Nonetheless, / Although / Even though / In spite of the fact that /

Despite the fact that.To show time: When / Whenever / Before / As soon as / While.To introduce a conclusion:Finally, / Lastly, / All in all, / Taking everything into account, / On the whole, / All things considered, / In conclusion, / To sum up, / To conclude.

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