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Presenting presenting!

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Introduction to public speaking and techniques.

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Presenting presenting!

  1. 1. Presenting... Presenting! (Week 4) ORAL I V (HE281) Prof. Dr. Ron Martinez drronmartinez@gmail.com
  2. 2. Goals for the week • Raise awareness of what constitutes ‘good’ public speaking; • Develop criteria that will later be used for the assessments in this class.
  3. 3. Today’s agenda • Present new calendar and rationale. • Start discussion of criteria and midterm assessment.
  4. 4. Questionnaire results
  5. 5. Proposed new calendar • 60 hours total • 12 hours already covered (including today) • 36 hours can be added by December 9th • Remaining 12 hours can be covered by distance • Distance task will involve an analysis of your own presentation, and that of one other colleague, based on the points covered on this course (e.g. fluency, intelligibility, spoken grammar, etc.). • Due Monday, January 4th, 2016
  6. 6. Summary from last week(s) • Fluency is not... • Fluency is... • Intelligibility is... • Spoken language is... • Spoken English is not necesarily... • Now we will apply those concepts to oral presentations. • Why presentations?
  7. 7. Did you watch a TED talk?
  8. 8. What makes a good presentation? • In your opinion, what are elements that characterize good presentations? What about ‘bad’ presentations?
  9. 9. “Mini-Presentation”: Wall Street • What is the main purpose of Gordon Gecko’s speech? A. To inform. B. To persuade. C. To compare. D. To present research results. I. Watch again: What techniques does he use to accomplish his purpose? II. Complete worksheet (online).
  10. 10. Jaime Lerner • Watch the Jaimer Lerner TED talk. Does he use any of the same techniques used in the Wall Street clip? • What did you like about the talk? Consider the characteristics you discussed earlier. • Was there anything you thought could have been better?
  11. 11. Enrique Peñalosa • Now watch the Enrique Peñalosa TED talk (former mayor of Bogotá, Colombia). How does his talk compare to Jaime Lerner’s?
  12. 12. Presenting... Presenting! (Week 4 – Day 2) ORAL I V (HE281) Prof. Dr. Ron Martinez drronmartinez@gmail.com
  13. 13. Goals for today • Review the talks seen in last class, focusing on key rhetorical elements. • Carefully consider the notion of ‘clarity’ in talks. • Talk about assessment, and assessment criteria. • Settle on partners (and topics).
  14. 14. ‘Wall Street’ 1. Compare your worksheets. 2. How ‘effective’ was Gordon Gecko’s talk? Why do you think so? 3. Any elements of that effectiveness evident in the Lerner or Peñalosa talks?
  15. 15. Jaimer Lerner: Intro
  16. 16. Enrique Peñalosa: Intro
  17. 17. A ‘mini-talk’ about Curitiba... 1. What points are made in TALK A? Take notes. 2. What points are made in TALK B? Take notes. 3. Compare your notes with a partner. 4. Which talk did you prefer, and why?
  18. 18. A TALE OF TWO TALKS 1. As a class: Look the Jaime Lerner trascript. How many different themes and points are included? 2. Individually: Read the Enrique Peñalosa talk and identify themes and points. 3. Discuss in groups: How does the Peñalosa talk compare to Lerner’s?
  19. 19. The importance of ‘signaling’ in talks • How do people signal ‘moves’ (e.g. the structure of a talk, a new topic) in talks? • Compare how Lerner signals to how Peñalosa signals.
  20. 20. Reconsidering effective speaking Now that you have watched the Lerner and Peñalosa videos, is there anything else you would like to add to the features of good speaking you discussed earlier? Talk to your classmates. (See board-work from last class on next slide.)
  21. 21. Your midterm presentations • Worth 20% of final grade. • Will occur 26 & 28 October. • Will be in seminar format (max. 3 people). • Each person speaks for 10 minutes (so 2 seminar speakers =20 minutes). • There will be a list of topics. (Or guided ones.) • The presentations will be recorded. • Assessment will be peer and “self”.
  22. 22. Self-assessment of speaking? • Research has shown that, done properly, there is no statistically significant difference between teachers’ ratings and students’ ratings of oral performance (Ross, 1998). • Done “properly” usually involves some kind of training exercise on the use of criteria, and what they mean. This exercise has also shown to have its own pedagogical value (Chen, 2008). • When trained peer-feedback is involved, the “self-assessment” rating comes especially close to teachers’ assessments (Patri, 2002).
  23. 23. References on our website: • Ross, S. (1998). Self-assessment in second language testing: A meta-analysis and analysis of experiential factors. Language testing, 15(1), 1- 20. • Chen, Y. M. (2008). Learning to self-assess oral performance in English: A longitudinal case study. Language Teaching Research, 12(2), 235- 262. • Patri, M. (2002). The influence of peer feedback on self-and peer-assessment of oral skills. Language Testing, 19(2), 109-131.
  24. 24. The coming weeks... • Week 4: (28-30 September) INTRO – criteria, topics • Week 5: (5-* October) CALIBRATION – finalizing and applying criteria in class (Weekend homework: apply criteria in seminar form) • Week 6: (*-14 October) FINAL TOUCHES – use of voice, slides • Week 7: (21-23 October) PLANNING & REHEARSAL – plan, incl. voice prep. • Week 8: (26-28 October) DELIVERY – presentations • Week 9: (*-4 November) EVALUATION – peer feedback, self-evaluation
  25. 25. Homework (from last class) • Choose a partner (or partners) • Choose a topic (see online) • By next class, partner(s) and topic must be chosen and finalized. • Sample topics: ‘5 Myths about Curitiba’, ‘How Haiku Can Change Your Life’, ‘How Disability- Friendly is Curitiba?’, ‘Inglês sem Fronteiras: Challenges and Opportunities’
  26. 26. HOMEWORK (for Monday) • Watch the Ernesto Sirolli video (on our website) and make notes about things you like/dislike about the talk. How would you evaluate the general effectiveness of the speaker, and of the talk? (‘Excellent’, Very good’, ‘Average’, ‘Below average’, ‘Poor’?) • Analyse the transcript for elements of ‘clarity’.
  27. 27. Week Summary • Elements of what we have covered in previous classes (e.g. fluency, intelligibility, spoken language) should be remembered for the seminar presentations. • The notion of a ‘good’ presentation can depend on many variables, but of key importance is 1) having a point that is clear to the audience, and 2) carefully planning and selecting how to ‘deliver’ that point for optimal effect.

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