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By Nick Brieger
Introduction A presentation can be a formal talk with minimal audience interaction (at least until the end) or a more informal input with opportunities for discussion as the topic unfolds !aking sure that your students understand what is e"pected is a pre#re$uisite for making presentations work in the classroom Teacher preparation %f you are training your students to gi&e more formal presentations' with the focus on effecti&eness' it is useful to kick off with a framework' such as the one below
$hat "a%es an e!!ecti&e presentation'
CO-TE-T ( .uantit# o! in!or"ation ( technica, ,e&e, o! in!or"ation ( accurac# o! in!or"ation
STRUCTURE ( or anisation o! in!or"ation ( transparenc# o! or anisation
(ELI)ER* ( &oice ( +od# ( &isua,s ( audience orientation
LA-/UA/E ( ra""ar ( &oca+u,ar# ( pronunciation
Author) Nick Brieger © Pearson Education 2009 r) ,atie -ones
Page * of ++ PHOTOCOPIABLE
atie -ones Page 8 of ++ PHOTOCOPIABLE .hen we can gi&e them a chance to show how well they can perform Howe&er' before the free practice' they need to know (at least)) • • • what topic to speak on how long they are e"pected to speak what media they can use 3orking with classes of adult professionals' typically in groups of si"' on short (one or two week) courses % usually establish the following guidelines) • • • choose a professional topic of interest to your audience 1 not a technical sub/ect that no one else will understand your ma"imum time is *4 minutes including $uestions 1 you can choose whether to allow $uestions during or after the presentation use whate&er media will help to support your presentation 5ecording onto &ideo or 676 is an optional e"tra Student presentations % aim to space the presentations out 1 with no more than two per day Before each presentation session' % organise the furniture so that) • there is a clear space at the front of the room for the presenter (and the e$uipment to be used) Author) Nick Brieger © Pearson Education 2009 r) .he abo&e framework pro&ides a starting point for a series of lessons to de&elop effecti&e presentation skills By thinking of these communication features as the building blocks of effecti&eness' we can draw a parallel with language forms' which constitute the foundation of accuracy#based teaching And /ust as we impose structure on the content of our language teaching' we can approach communication skills teaching in a similar way %solate the core elements' raise our learners0 awareness of them' practise them through controlled acti&ities' and finally create a conte"t for free practice 1 in this case a presentation Student preparation An informal e"planation can be deli&ered impromptu A more formal presentation' howe&er' needs preparation Not only of the content' but of all the elements in the abo&e framework 2ur lessons will build up our students0 competence in a structured way .How to Prepare for a Sample Class Presentation .
atie -ones Page + of ++ PHOTOCOPIABLE .How to Prepare for a Sample Class Presentation • the audience are seated so that they can easily see the presenter and any &isuals that will be shown Before the presentation' % spend time e"plaining that the audience needs to listen from two perspecti&es) • • to the content' which will hopefully be interesting to the presentation effecti&eness in order to gi&e feedback after the e&ent 9irstly' % stress the importance of feedback 1 &ital for recognising one0s strengths and weaknesses (the basis for future learning) Secondly' % e"plain that' when gi&ing feedback to the presenter' we will start with the positi&e aspects' before mo&ing on to the de&elopmental areas 9inally' % /oin the audience' sit back and hope that by the end of the presentation both of us will ha&e achie&ed our respecti&e goals Author) Nick Brieger © Pearson Education 2009 r) .