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 English speaking practice through presentations

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تاريخ التسجيل : 2011-12-19

PostSubject: English speaking practice through presentations   Tue Dec 20, 2011 2:06 am


If you're like most of the teachers anything, you're probably constantly looking for new ways to encourage students to practice English and speak through the mouth of their own. This month, we're going to consider the value of the "offer" to do so.

Students are required to provide offers the following advantages:

* It gives the student to provide a good opportunity to practice speaking without the aid of
* It gives the other students good listening practice
* It increases the confidence of the student when submitting using the English language
* Can be good practice for the real situation for those students who may really need to give presentations in English in their professional lives
* Is an excellent generator of spontaneous discussion

First of all, let's define what we mean by "supply". For our purposes, we mean:

* 'From' short by one person for a group of people, calling the display a particular topic (for example: a new product, or numbers of the proposed company's advertising campaign). "

This is the narrow definition. In fact, the offers may be made by more than one person, not necessarily short and are not necessarily the "modern" as it may be by video, Internet, etc..

Here we look at, not so much on the "supply" as an end in itself, the use of presentations occur in practice.

And you will have if students themselves are keen to make presentations and will depend on various factors. One level. Up from the average, and students must take advantage of this real kind of activity. (This does not mean that less than this level should not attempt presentations.) Culture is something else. Some nationalities are used just to talk in public places, and may be very happy to have the opportunity to practice their English spoken in this way. Other nationalities is much more conservative, and will be reticent or unwilling to completely. At the individual level, the student may be who is an expert in something of great interest to be more careful to speak of and one has apparently nothing to talk about.

Only you can judge the situation. It may be necessary to introduce the idea of ​​presentations with tact. And will impose on students a presentation is not ready can backfire. Asking, suggesting, planting the idea of ​​the approach is likely to be productive.

Choose a topic

The first question that goes through any student president is "what I will talk with him?" This is where preparation on your part, and perhaps a few weeks ago, can help.

Before any mention of a presentation, to grab the interests of each student. These may be hobbies, professional activities, holidays past, and so on. Rarely find that every student in the group professional sky diver a brain surgeon, or a stand-up comedian. However, with a little prompting, you will find in many cases, that each student has a special skill or interest that are useful, but probably for others. Having dug a little into account each student, you can store the interests of the moment when the proposal offers. Until then, do not usually need to suggest that all students are able to talk about. Say something like: "This subject can be anything, for example, work, hobby, a holiday." However, if the student is at a loss does not need to complete to assist them in the past raised a list of your concerns. But students are often more creative than we assume. He was one of the best student presentations I've seen ever, "How to change the diaper baby," and illustrated with life-size doll, Pampers, talcum powder, and a bottle of water!

Time limit

If students are apprehensive about giving a presentation, it may help to point out that it is not necessary that the supply is long ", 5 or 10 minutes, in addition to the questions." In fact, it is far more difficult to prepare and offer a 5-minutes and one for 20 minutes. In addition, one-time, and students often exceeded their time. The important thing is that they be given a time limit of some kind. It is up to you to decide to do so. It depends on how many students there, in the time available to the public, and whether the offers are to be given during the same lesson or over a series of lessons. In general, it is probably the best way to reduce the number of offers for two for each lesson and to set a deadline for each of the 10 to 15 minutes in addition to the questions. You must build a certain amount of time than in the lesson plan. You may want to adhere strictly to the limits of time, but this practice occur and discuss the presentations that were created by spontaneous value so that they are better to be more flexible.

Equipment

Clearly, and will be subject to your environment. The main thing is to encourage students to use the material and visual aids. Will have a minimum of white board or flipchart. If you have a projector transparencies, it would be so much better. But encourage students to bring in additional material, for example wall maps or samples (realia).

Preparation

Without a doubt, the preparation is the key element in any view. Give your students plenty of time to prepare. It will give them confidence in the day. They can use domestic and / or time to prepare the classroom. You can help them prepare by explaining what they need to think about.

Presentation

You may want to help your students by teaching the principles of the offers. It depends on your goal. You are teaching 'offer' as an end in itself, or offers that you use as a way to practice your English? In any case, adding value, for example, the preparation of guidance and help. As a teacher, and you offer all the time, and perhaps take for granted the tremendous mechanics of the show and forget the butterflies you have before your first lesson.

Keywords and notes

Remind students that the goal is not reached to a category, and appears at the top of everyone's heads and read the text. The goal is to speak, prepared admittedly, but without the text. Keywords, yes! The notes, yes! But please do not text. Again, you can help in the preparation of memoranda, or keywords.

Questions

Introductions usually refers to the audience when answering the questions - that is during or right after the show. For your purposes, you may be better to encourage the taking question after instead of during the presentation. This gives the student to provide more time to talk, without interruption, and without the help avoid any risk of the same offer to all swamp free of charge. But the good management of questions and answers at the end of the presentation of the real value. Encouraging students to submit questions and inviting the public to ask them. You can certainly start the ball rolling, but not try to control. Do not be afraid of silence! Students need time to think and formulate questions.

Teacher's Notes

If you are already teaching presentations, and perhaps you would like to give feedback on each presentation. It should be done with tact. Are you a better position to judge the value of this feedback, depending on the level of culture. Perhaps you prefer to use feedback control form was prepared, divided into sections such as body language, and the relationship of guiding the public. Then you can give your comments verbally and / or in writing. A feedback form is particularly valuable in giving the student to provide something tangible to take as a sign of achievement. Certainly you should strive to ensure the overall positive reactions, while not avoiding important negative points that need to work on.

Peer comments

Again, depending on the group level and culture, you may want to invite feedback from other students on student performance in rendering. You can give the public a feedback form is prepared, listing the points of origin to view and comment on them. But be very careful. This certainly depends on the set, and the level and culture. Some nationalities will not be willing to, as you see, 'criticizing colleagues. At the lower levels, it may be totally frustrated by the students of such reactions. In all cases, the public should be looking for positive points, at least as much as for the negative. This can be a useful activity because it sensitises all students on the do's and don'ts of presentation giving. But if in doubt, and probably best avoided.

Showing resources

There are a number of coursebooks ELT deal with the language and the art of the tender offer. There is a chapter especially useful in "Business Class" by David and Sue Robbins cotton.

You will find useful items in the display business English club.

The use of video

You could try videoing each presentation for playback later and comment, giving each participant may have a cassette of his performance. Again, this depends on various factors. What is important is that any such practice should be positive, useful result. If there is a danger that videoing will be counter-productive, do not do that. If you are unsure, try asking your students. Perhaps it will be for all the hype video!
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