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This document provides an outline for an 8-week course on public speaking for intermediate Zulu second language students. It includes assumptions about the class, a suggested calendar, and details on activities and assignments. The objective is to provide tools to teach public speaking. Overviews of the course include modeling presentations, giving students freedom in topics, and using feedback forms. Assignments include partner introductions and PowerPoint presentations. The document discusses reducing anxiety, improving content and delivery, and building self-confidence in public speaking.
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- Suggestions for explicitly teaching language skills through modeling, practice opportunities, self-reflection, and incorporating skills into various classroom situations.
- Ideas for using storytelling, debate activities and dialogue to develop oral communication abilities.
- Reflections on maintaining professionalism when communicating orally.
Discussion Leaders
The document provides strategies for leading English discussion groups with students in Taiwan. It discusses establishing discussion rules and formats, including warm-up, main discussion, and wrap-up sections. It also addresses common challenges like shy students, poor English skills, boring topics, and distracted students. The key strategies emphasized are connecting with students, providing feedback, giving students time to think, and embracing silence without filling it with unnecessary talking. The overall goal is to encourage students to practice English while improving their skills.
3 ps
This document discusses the Presentation-Practice-Production (PPP) model for teaching language. It begins by outlining the general and specific objectives of learning about this model. It then introduces the three phases - Presentation, Practice, and Production - and provides examples of activities that can be used in each phase. Some advantages of the PPP model are that it provides a clear structure for lessons, allows the teacher to monitor student progress, and builds confidence as students move from controlled practice to freer production. The document concludes by having teachers apply what they've learned by creating their own PPP language lesson plan.
Further oral activities as se 2017
This document provides information about the requirements for Further Oral Activities (FOA) for the International Baccalaureate (IB) Diploma and the Dutch Secondary Education (SE) program. It states that IB students must complete two FOAs, which count for 30% of their grade. SE also requires oral assessment, with the first FOA counting for 5% and the second for 20% of a student's SE grade. The document outlines FOA criteria, examples of activities like debates and presentations, assessment rubrics, planning guidelines, and language ability expectations.
1. welcome, intro and course goals, and group formation
This document provides an overview of an Academic Interactions 130 course. It introduces the instructor, Nikki Mattson, discusses the course goals of preparing students for academic listening and speaking. It also outlines the agenda for the first class, including student introductions, a discussion of course goals, and collecting student information through a handout. The document concludes with an overview of the week's schedule and assigning the textbook purchase for homework.
How to teach speaking
The document provides guidance on how to teach speaking in the classroom. It discusses the characteristics of successful speaking activities, common problems that inhibit student speaking, and strategies teachers can use to address these problems. Specifically:
1) Successful speaking activities have high student motivation, use an appropriate language level, involve meaningful interaction, give all students a chance to speak, and are well-designed for skill development.
2) Problems that can inhibit speaking include student inhibition, low participation, and activities that do not engage students.
3) Teachers can address these problems by using group work, ensuring activities use "easy language", giving clear instructions, choosing engaging topics, and training students in discussion skills.
Facilitation Skills for Training the Trainer (TTT) Programme
The document provides an overview of facilitation skills needed for effective training sessions. It discusses qualities of successful presentations such as planning, knowing the audience, and using examples. It outlines the structure of presentations including introductions, maintaining audience attention, conclusions. Facilitation skills are then covered, including the role of a facilitator, basic skills like attending, managing, observing, listening and questioning. Response types and tips for answering questions are also presented. The document concludes with tips for facilitation success.
00 self- and peer assessment - may 2017
The document provides guidance on developing effective listening, speaking, reading, and learning skills. It emphasizes strategies such as activating prior knowledge, visualizing information, focusing on main ideas, asking questions while reading, and summarizing key details. Regular practice of skills and language is encouraged both in and out of class through activities like listening to audio, watching videos, and reading captions. Organizing new vocabulary and practicing pronunciation is also advised.
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My powerpoint
- 1. ISINGENISO SOKUKHULUMA OBALA (INTRODUCTION TO PUBLIC SPEAKING) 1
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- 5. ISIZULU AS NO MOTHER-TONGUE AT HOME(ZSL)? Anxiety Native Speakers Non-Native Speakers Lack of practice x x Fear (of audience) x x Language expectation OK 5
- 6. Objective Provide you with tools to teach public speaking to intermediate adult ZSL (Zulu as Second Language)students. 6
- 8. Assumptions • • • • • Class: Speaking related Level: Intermediate Number of students: 20-30 Time period: 8 week Flex 2hrs. 30 min. class period, 2x per week • Two to 2 ½ hours for speaking instruction per week 8
- 9. Assumptions • Freedom & Control • • • • Teacher models presentations Students given freedom to choose themes Preparation time given Keep the “audience” focused 9
- 10. Handout: Suggested Calendar Week Monday 1 Introduction 2 5 presentations FB 5 presentations FB 3 5 presentations FB 5 presentations Assign Partner Speech (Model) FB 4 5 presentations FB 5 presentations FB 5 Public speaking tips worksheet 6 5 presentations FB 5 presentations FB 7 5 presentations FB 5 presentations Feedback FB 8 Tu Wednesday . Th . Fri. Weekend Assign “Elevator” Speech (Model) Assign Power Point (Model) FB 10
- 11. Audience Engagement Speaking and Listening 3 Speech Evaluation Form Volume Easy to understand Interesting comments Speaker looks comfortable 1 1 1 1 1=Excellent 2=Good 3=Needs work 2 2 2 2 3 3 3 3 Helpful comments: 11
- 12. 2 persons • • Timing Timer with phone Hold up timing slips 0-50 seconds 50-60 seconds 60+ seconds 12
- 14. Feedback to Class Timing Body language Organization Language 14
- 15. Audience Comments Returned to Students 15
- 16. Summary of Feedback for Presenters 16
- 18. Assignment: Partner Introduction • • • • • Interview or Story 2-3 minutes long Assign partners by random method or comfort factor Change audience evaluation form No-shows: assign to other partner 18
- 19. Partner Presentation Feedback Sheet Evaluator’s Name: _______________________ Partner Presentation Evaluation Form Name: ______________________________ ___________________________________ Name: Overall score: Great Job! 1 2 3 Needs work 3 Needs work Overall score: Great Job! 1 2 Did well: Did well: Needs work: Needs work: 19
- 21. Elements of Public Speaking Content Delivery Notes Feedback Summary 21
- 22. How Can You Improve? Content • • Opening (question?) Several bullet points • • Closing • • • • • Tell the audience you are at the end Thank the audience for their attention End on a positive note Timing Questions to ask yourself • • • • • Know what to say • Is it interesting for the audience? Do you know what you want to say? Have you practiced? (With a timer?) What do I need to work on? Did you recognize what you did well? Delivery • Body Language 22
- 23. Assignment : Power Point • Model for Students (2-3 minutes) • Allow them to suggest themes • Write themes down to check 23
- 24. Last Feedback Before Power Point Typical comments from the Evaluators Well done: Needs work: Good voice and pronunciation Difficulty with pronunciation Good volume Can’t hear you Looks comfortable Doesn’t look comfortable Speaks clearly Some words were not clear Good speaker, interesting comments Didn’t understand Awesome! Needs work Good ending, you know what to say Dropped ending, just walked off Good introduction to get group interested OK Good eye contact Eye contact missing Easy to understand Difficult to understand Nice smile Tense face, maybe uncomfortable or nervous A little fast Good body language with eyes, hands, legs Looks confident Used small notes Timing was accurate Can’t understand because of speed Waving hands, not looking at everyone, no movement or too much mo vement 24 Notes were too large, or didn’t need notes TIMING!
- 25. Power Point Feedback Form 25
- 26. Results: Much Discussion! • Colombia: Anti-bullfighting • Chile: National Parks and Folklore • Mexico: “The Art of Happiness” • Taiwan: Tae Kwan Do • Iran: My Hometown • Vietnam: How to Make Summer Rolls • Saudi Arabia: Wedding Customs 26
- 27. Conclusion 27
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- 32. REFERENCE • • Elements of Public Speaking: Prof. C. Costello S&L III, http://www.slideshare.net/CarolCostello1 (retrieved: 05/03/2014) Livyavavab, Nov 20, 2013, http://www.slideshare.net/livyavavab/public-28439358 (retrieved: 06/03/2014) 32