engl 350 umet - suagm.edu 350 umet.pdf · escuela de estudios profesionales programa ahora...

ENGL 350

Conversational English

© Sistema Universitario Ana G. Méndez, 2004 Derechos Reservados Universidad Metropolitana, Universidad del Este

Prep. 12-20-04 Carmen L. Lamboy, Ed.D.

Escuela de Estudios Profesionales Programa Ahora

Universidad Metropolitana

Prep. 12-01-04. Carmen L. Lamboy, Ed.D. ENGL 350

2

TABLE OF CONTENTS Pages

Study Guide .................................................................................................................. 3 Workshop One ............................................................................................................. 10 Workshop Two ............................................................................................................. 27 Workshop Three........................................................................................................... 33 Workshop Four............................................................................................................. 40 Workshop Five ............................................................................................................. 42 Appendixes Appendix A ................................................................................................................. 44

Participation Appraisal Appendix B ................................................................................................................. 45

Minimal Pair Sheet




3

Study Guide Course Title Oral Communication / Conversational English

Code ENGL 350

Time Length Five Weeks Pre-requisite ENGL 103/53 and ENGL 104/154

Description

This course provides for the development of oral communication skills to be

used in personal and professional settings. The course also emphasizes

diction.

General Objectives

By the end of this course, the students will:

1. Be creative in both their actions and their thoughts in speaking and using English in different settings.

2. Use English effectively and confidently in work settings always involving the use of both business and language skills.

3. Develop reading and writing skills based on what the students can produce orally.

Texts and Resources

Porter, P.A. & Grant, M. (1992) Communicating effectively in English: Oral communication for non-native speakers 2nd edition. Heinle & Heinle Publisers, Boston, MA.

References and Supplementary Materials

Baeyer, C.von, and Leo Jones. Functions of American English, Teacher’s Manual. New York: Cambridge University Press, 1983.

Baeyer, C.von, and Leo Jones. Functions of American English, Student’s Book. New York: Cambridge University Press, 1983.

Carter, Ronald, and David Nunan, ed. The Cambridge Guide to Teaching English to Speakers of Other Languages. Cambridge: Cambridge University Press, 2001.

Ferrer, Jami, and Patty Werner. Bridge the Gap. Hayward, CA: Alemany Press, 1983.




4

Molinsky, Stven J., and Bill Bliss. Side by Side. New Jersey: Prentice Hall Regents, 1989.

Power, Brenda Miller, and Ruth Shagoury Hubbard. Language Development: A Reader for Teachers. New Jersey: Merrill, 1996.

Wright, Andrew, David Betteridge, and Michael Buckby. Games for Language Learning. Rev. ed. London: Cambridge University Press, 1984.

Idioms

Burke, David. Street Talk- 3: The Best of American Idioms. United States: Optima Books, 1995.

Dixson, Robert J. Essential Idioms in English. New Jersey: Prentice Hall Regents, 1994.

Fragiadakis, Helen Kalkstein. All Clear: Idioms in Context. Boston: Heinle & Heinle Publishers, Inc., 1985.

Makkai, Adam, M.T. Boatner, and J.E. Gates. A Dictionary of American Idioms. New York: Barron’s Educational Series, Inc., 1995.

Spears, Richard A., Ph. D. NTC’S Thematic Dictionary of American Idioms. Illinois: NTC Publishing Group, 1997.

Slang

Burke, David. Street Talk-1: How to Speak and Understand American Slang. United States: Optima Books, 1995.

Cultural Designs, Inc. American English. Vol. 1. USA: Cultural Designs, 1993.

Dalzell, Tom. Flappers 2 Rappers: American Youth Slang. Massachusetts: Merriam Webster, Incorporated, 1996.

Pronunciation

Elster, Charles Harrington. The Big Book of Beastly Mispronunciations. Boston: Houghton Mifflin Company, 1999.

Gilbert, Judy B. Clear Speech From the Start. Cambridge: Cambridge University Press, 2001.

Lane, Linda. Focus on Pronunciation. Massachusetts: Addison-Wesley Publishing Company, 1993.

Pratot, Clifford H., Jr., and Betty Wallace Robinett. Manual of American English Pronunciation. New York: Holt, Rinehart and Winston, 1985.




5

Culture

Brooks, Tim, and Earle Marsh. The Complete Directory to Prime Time Network and Cable TV Shows. New York: Ballantine, 1999.

Epstein, Dan. 20th C. Pop Culture. London: Carlton Books Limited, 1999.

Flay, Bobby. Cooks American. New York: Hyperion, 2001.

Hastreiter, Kim, and David Hershkovits, ed. From Abfan to Zen: Paper’s Guide to Pop Culture. New York: Paper Publishing Co., 1999.

Names, Larry. The World Champion Green Bay Packers Facts and Trivia. Indiana: The E.B. Houchin Company, 1997.

Schoenberg, Irene E. Talk About Values. New York: Longman, 1989.

Theismann, Joe. The Complete Idiot’s Guide to Football. Indiana: Alpha, 2001.

Tiersky, Ethel, and Martin Tiersky. The U.S.A.: Customs and Institutions. New Jersey: Prentice Hall Regents, 1990.

General

Balliro, Lenore. "Multilevel Classes: Some Practical Suggestions." Connections: A Journal of Adult Literacy. Summer 1997. Adult Literacy Resource Institute. 15 Apr. 2004 http://hub1.worlded.org/docs/connections/Balliro2.pdf

Bello, Tom. "Improving ESL Learners' Writing Skills." June 1997. National Center for ESL Literacy Education. 21 Apr. 2004. http://www.cal.org/ncle/digests/Writing.htm

Brown, H. Douglas. Teaching by Principles: An Interactive Approach to Language Pedagogy. Englewood Cliffs, NJ: Prentice Hall Regents, 1994.

Burt, Miriam and Fran Keenan. "Trends in Staff Development for Adult ESL Instructors." June 1998. National Center for ESL Literacy Education. 14 Apr. 2004. http://www.cal.org/ncle/digests/TrendQA.htm

Cunningham Florez, MaryAnn. "Improving Adult English Language Learners' Speaking Skills." June 1999. National Center for ESL Literacy Education. 20 Apr. 2004. http://www.cal.org/ncle/digests/Speak.htm

Cunningham Florez, MaryAnn. "Improving Adult ESL Learners' Pronunciation Skills." December 1998. National Center for ESL Literacy Education. 22 Apr. 2004. http://www.cal.org/ncle/digests/Pronun.htm




6

Finn Miller, Susan. "Pronunciation and the Adult ESL Learner." Fieldnotes for ABLE Staff. 2004. Commonwealth of Pennsylvania. 22 Apr. 2004. http://www.able.state.pa.us/able/lib/able/fieldnotes04/fn04eslpronunciation.pdf

Harmer, Jeremy. How to Teach English. England: Addison Wesley Longman Ltd., 1998.

Imel, Susan. "Teaching Adults: Is it Different? Myths and Realities." 1995. Literacy Volunteers of America. 14 Apr. 2004. http://lvanys.org/pro-tc-res-teachadults.html

Lanier, Sarah A. Foreign to Familiar. Haggerstown, MD: McDougal Publishing, 2000.

Leininger, Gayle and Kendale Moore. Literacy Missions Conversational English Workshop Manual. Alpharetta, GA: North American Mission Board, 1997.

Mason, Tom. The Online Conversation Leader Handbook. 1999. 14 Apr. 2004. http://www.afn.org/~afn49566/

McGroarty, Mary. "Cross-cultural Issues in Adult ESL Literacy Classrooms." July 1993. National Center for ESL Literacy Education. 17 Apr. 2004. http://www.cal.org/ncle/digests/CROSS_CULTURAL.HTML

Shank, Cathy C. and Lynda R. Terrill. "Teaching Multilevel Adult ESL Classes." May 1995. National Center for ESL Literacy Education. 14 Apr. 2004. http://www.cal.org/ncle/digests/SHANK.HTM

VanDuzer, Carol. "Improving ESL Learners' Listening Skills: At the Workplace and Beyond." February 1997. National Center for ESL Literacy Education. 19 Apr. 2004. http://www.cal.org/ncle/digests/LISTENQA.HTM

VanDuzer, Carol. "Reading and the Adult English Language Learner." August 1999. National Center for ESL Literacy Education. 21 Apr. 2004. http://www.cal.org/ncle/digests/Read.htm

Virginia Adult Learning Resource Center. Adult Education and Literacy Instructor Starter Kit. Richmond, VA: Virginia Commonwealth University, 2001. 17 Apr. 2004 http://www.aelweb.vcu.edu/pdfs/Instkit.pdf

Virginia Adult Learning Resource Center. ESOL Starter Kit. Richmond, VA: Virginia Commonwealth University, October 2002. 13 Apr. 2004 http://www.aelweb.vcu.edu/publications/ESLKit/ESLKit_2002.pdf

Virginia Migrant Education Program. Help! They Don't Speak English Starter Kit for Teachers of Young Adults. June 1993. ESCORT at the State University of New York at Oneonta. 17 Mar. 2004. http://www.escort.org/products/yahelpkit.html




7

Waters, Judy. "Putting the Pieces Together in a Multilevel Class." Connections: A Journal of Adult Literacy. Summer 1997. Adult Literacy Resource Institute. 15 Apr. 2004 http://hub1.worlded.org/docs/connections/Waters3.pdf

Woodward, Tessa. Planning Lessons and Courses. Cambridge: Cambridge University Press, 2001.

Evaluation A maximum of 7 grades may be accumulated during this course. Evaluation

should be continuous based in the information collected through assessment

activities. (Evaluation Criteria will be found through out the module as activities are described.) A final project, exam, or equivalent will be administered to all students. No one is

excused from doing this activity; failure to do it will be reported as an incomplete.

Facilitator will confirm the suggested distribution:

Class Participation Student score/50= ______%

(One grade)

(See Appendix A)

Minimal Pair Media Student score/50= ______%

(One grade)

Survey Report (Assigned in Workshop I. Due in

Workshop II)

Student score/75 = _____%

(One grade)

Interview Report (During Workshop II) Student score/75 = _____%

(One grade)

Written Interview Report (Assigned in Workshop

II. Due in Workshop III)


(One grade)

Individual Demonstration/Instruction Presentation

(Assigned during Workshop III. Due in Workshop

IV)


(One grade)

Group Presentation Persuasion (Assigned during

Workshop III. Due in Workshop V)


(One grade)

If the facilitator makes any changes to the evaluation criteria in the module he/she

must do it in writing during the first workshop.




8

Description of course policies

1. Attendance at all class sessions is mandatory. If the Facilitator excuses an absence, the student must make up for all presentations, papers, or other assignments due on the date of the absence. The Facilitator will have the final decision on approval of absences. He/she reserves the right to accept or reject assignments past due, and to adjust the student’s grade accordingly.

2. Oral presentations and special activities cannot be remade. If the student provides a valid and verifiable excuse (Ex. medical or from a court), he/she will be summoned for a written test on the activity in which he/she did not attend.

3. The course is conducted in an accelerated format and requires that students prepare in advance for each workshop according to the course module. Each workshop requires at least ten hours of preparation.

4. It is also an INTENSIVE oral communication course. Students will be required to produce speech orally in order to comply with the course requirements.

5. It is expected that all written work will be solely that of the student and should not be plagiarized. That is, the student must be the author of all work submitted. All quoted or paraphrased material must be properly cited, with credit given to its author or publisher. It should be noted that plagiarized writings are easily detectable and students should not risk losing credit for material that is clearly not their own.

6. If the Facilitator makes changes to the study guide, such changes should be discussed with the students during the first workshop. Changes agreed upon should be indicated in writing and given to the students and to the program administrator.

7. The facilitator will establish the means and way of contact with the students.

8. The use of cellular phones is prohibited during sessions.

9. Children or family members are not allowed to the classrooms.

10. All students are subject to the policies regarding behavior in the university community established by the institution and in this course.

11. In group works, except under exceptional circumstances, it will be considered that all the members of the group perform work and thus they will be evaluated equally.

12. The written works and assignments will be turned on the assigned date in their totally.




9

Note: If for any reason you can not access the URL’s presented in the module, do not limit your investigation. There are many search engines you can use for your search. Here are some of them:

• www.google.com

• www.Altavista.com

• www.AskJeeves.com

• www.Excite.com

• www.Findarticles.com The facilitator may make changes and add additional web resources if deemed necessary.




10

Workshop One Pronunciation: Practicing Stress and Intonation

Pronunciation: Minimal Pairs Understanding Your Audience and Being Understood

Conversation and Writing Skills Specific Objectives By the end of the workshop, students will be able to:

1. Improving pronunciation by focusing on the stress - time nature of spoken English.

2. Improve recognition and pronunciation skills of single words and use them in sentences.

3. Identify strengths and weaknesses on their personal communication.

URLs A word of caution: URLs or websites are volatile and ever-changing in nature. If

you don’t seem to find the specific web addresses below, you can always do your

own search using a search engine such as www.google.com or www.yahoo.com.

Just key in the key words (titles on the top of each section of URLs and click on

search.)

Pronunciation: Stress and Intonation

http://www.eslgold.com/site.jsp?resource=pag_stu_pronunciation_sounds_stress

http://grove.ufl.edu/~klilj/pron/

Pronunciation: Minimal Pairs

http://www.manythings.org/pp/

http://international.ouc.bc.ca/pronunciation/

Personal Communication

http://www.jamescmccroskey.com/measures/prpsa.htm

http://www.chattanoogastate.edu/cde/anxiety/prca.htm

Preparing Oral Reports

http://icarus.lcc.gatech.edu/info/oral.shtml

https://mit.imoat.net/handbook/delivery.htm

http://www.io.com/~hcexres/tcm1603/acchtml/oral.html




11

http://www.nmsu.edu/~honors/oral_reports.html

http://www.adm.monash.edu.au/community-

services/counselling/selfhelp/speeches.pdf

Assignments prior to Workshop I

1. Skim through you ENGL 350 Course Module and textbook to familiarize yourself with its contents.

2. Read in your textbook or in any other available resource on the topics and objectives of this workshop. (Some of the Internet Sites provide you with some sources where you can read on these topics). You can also read some of your own and/or in your textbook or any other resources you may have available to you.

3. Complete the Communication Anxiety Survey in your textbook or any of the surveys in one of the following websites, and come ready for discussion.

a. http://www.jamescmccroskey.com/measures/prpsa.htm

b. http://www.chattanoogastate.edu/cde/anxiety/prca.htm

Activities

1. Ice breaker activity. Have some thick marking pens, some 6 by 9 cards or blank 81/2 by 11 sheets of paper to write the topics on, and some masking tape. Students can then hold the cards up or stick them to the walls in different areas of the room.

2. Sit the group in a large circle (facilitator included) and the student to the right of the teacher begins by saying his/her name and one relevant piece of information. The student to his/her right then says, “This is _____ and my name is ______ and XXX fact…” This continues around the room with each student repeating the names of the students that have already spoken (just first names are sufficient) before introducing him/herself. They may have to ask students to repeat their names for them. The teacher should be the last person and should be able to name all students.

3. Facilitator should provide an overview of the course. Particular emphasis should be placed on objectives, evaluation criteria, student participation, and group work. If any changes are made to the grading evaluation criteria, these should be given in writing to the student and the office program during the first workshop.

4. As a follow up discussion, ask students questions such as:

a. Which unit sounds the most interesting to you? Why?




12

b. Which unit sounds the most difficult? Why?

c. Which unit sounds the easiest? Why?

5. Ask students to discuss their results for the Personal Report on Communication Anxiety. Ask students to complete a profile of how they scored in the different surveys (Do they consider themselves with high anxiety, low anxiety, mid range, not at all anxious about speaking). Ask them to hand in anonymously. Facilitator can then use that information to see how the group as a whole feels about speaking.

6. Facilitator and students brainstorm six to eight topics that people in the class are interested in (for example, music, history, baseball, politics…). In order for the topic to make the list at least two people should show interest in the topic. Divide the group up by these topics.

7. Students select the topic they like sit in the group they have selected. In their groups, students talk about why they have selected that topic. Let other students know why you are interested and the specific interests.

8. After 10 minutes, half the group should switch around into an area they are NOT interested in or they are interested in VERY little.

9. In the newly formed groups, talk about why they are or are not enthusiastic about the topic.

10. Meet again as a whole class and have students report on one thing they learned from these discussions.

11. Learning Activity on Pronunciation. Awareness raising followed by practical application exercises - Focusing on the "stress - timed" quality of English to improve students pronunciation skills. Students often focus on pronouncing each word correctly and therefore tend to pronounce in an unnatural manner. By focusing on the stress - timed factor in English - the fact that only principle words such as proper nouns, principle verbs, adjectives and adverbs receive the "stress" - students soon begin sounding much more "authentic" as the cadence of the language begins to ring true. The following activity focuses on raising awareness of this issue and includes practice exercises.

a. Begin awareness raising activities by reading an example sentence out loud to the students (for example: The girls didn't have time to finish their homework before the class started). Read the sentence the first time pronouncing each word carefully. Read the sentence a second time in natural speech.

b. Ask students which reading seemed more natural and why it seemed more natural.




13

c. Using the ideas students come up with, explain the idea of English being a "stress - timed" language. If the students speak a syllabic language (such as Italian or Spanish), point out the difference between their own native language and English (theirs being syllabic, English stress - timed). Just this awareness raising can make a dramatic change in such students skills.

d. Talk about the differences between stressed words and non-stressed words (i.e. principle verbs are stressed, auxiliary verbs are not).

e. Write the following two sentences on the board:

i. The beautiful mountain appeared transfixed in the distance.

ii. He can come on Sundays as long as he doesn't have to do any homework in the evening.

f. Underline the stressed words in both sentences. Ask students to try reading out loud. Point out how each sentence seems to be approximately the same length in "stress - time".

g. Discuss the following information and complete the exercises.

h. Ask students to look through the example sentences and underline the words that should be stressed in the exercise below.

i. Circulate about the room asking students to read the sentences aloud once they have decided which words should receive stresses.

j. Review activity as a class - ask students to first read any given sentence with each word pronounced followed by the "stress - timed" version.

Take a look at the following list of stressed and non-stressed word types. Basically, stress words are considered CONTENT WORDS such as

• Nouns e.g. kitchen, Peter

• (most) principle verbs e.g. visit, construct

• Adjectives e.g. beautiful, interesting

• Adverbs e.g. often, carefully

Non-stressed words are considered FUNCTION WORDS such as

• Determiners e.g. the, a, some, a few

• Auxiliary verbs e.g. don't, am, can, were

• Prepositions e.g. before, next to, opposite

• Conjunctions e.g. but, while, as

• Pronouns e.g. they, she, us




14

Mark the stressed words in the following sentences. After you have found the stressed words, practice

reading the sentences aloud.

• John is coming over tonight. We are going to work on our homework together.

• Ecstasy is an extremely dangerous drug.

• We should have visited some more castles while we were traveling through the back roads of

France.

• Jack bought a new car last Friday.

• They are looking forward to your visiting them next January.

• Exciting discoveries lie in Tom's future.

• Would you like to come over and play a game of chess?

• They have been having to work hard these last few months on their challenging experiment.

• Shakespeare wrote passionate, moving poetry.

• As you might have expected, he has just thought of a new approach to the problem

12. Activity on improving recognition and pronunciation skills of single words. Practicing minimal pairs can help students localize the often minute differences in pronunciation between one word and another. It also helps students practice the finer elements of common muted vowel sounds which are common to English vowel production. The following activity provides a lesson outline with a handout minimal pairs sheet.

a. Write examples of minimal pairs on the board. Minimal pairs are pairs of words that have one phonemic change between them. For example: "let" and "lit". Using these pairs to help students recognize the minor differences between English muted vowel sounds can greatly help not only pronunciation skills, but also comprehension.

b. Demonstrate the correct pronunciation of the minimal pairs written on the board.

c. Elicit students to give examples of other words which use the same changing phonemes. Example: bat - bet (written on board) student: "cat - kept"

d. It is a good idea to accept more than one phonological difference as long as the target phoneme has been reproduced.

e. Refer to minimal pair sheet. (Appendix C)

f. For lower levels: Reproduce the minimal pairs in chorus by first giving the example and then having students repeat together.

g. For upper levels: Have students work in pairs taking turns reproducing the minimal pairs.




15

h. Repeat as many times as you feel necessary.

i. Have students use the minimal pairs sheet as a model to produce another, similar, minimal pair sheet.

j. Extend activity into a game, by having students distribute their minimal pair sheets to other pairs and ask them to pronounce them out loud.

k. Review if needed. Write some of the minimal pairs on the. For example: but - boot, sit - set, caught - cut, sing - song, etc.

l. Practice comprehension skills by using the provided lists of minimal pairs. Each list contains one minimal pair with a number of examples.

Minimal Pairs

• awning earning

• call curl

• caught curt

• consort concert

• curse coarse

• export expert

• form firm

• lawn learn

• pawed purred

• shorts shirts

• walk work

• blessed blast

• commended commanded

• deft daft

• left laughed

• lest last

• leather lather

• pest passed

• vest vast

• beg bug

• better butter

• empire umpire

• fled flood

• hell hull

• jest just

• many money

• boot butt

• chute shut

• do's does

• goon gun

• mood mud

• noon none

• soon son




16

• net nut

• ready ruddy

• steady study

• spoon spun

• super supper

• whom hum

m. Once students are comfortable with the sounds, have them use the words in sentences (for example: The call took a long time to go through - for the first pair) using one word of the pair provided. Ask students to identify which word of each pair was used.

n. Continue using the list of pairs by asking students to practice the lists.

o. Ask students to identify two vowel sounds which they want to focus on, for example: 'eh' and 'uh', and have them create their own list of minimal pairs.

p. Have pairs exchange lists and practice reading the others' lists aloud.

13. Have students work in pairs again, rotate them as much as possible so that they work with different people as much as possible. Students select a topic and prepare a survey on questions they would like to ask their classmates about their topic. Have them prepare at least 5-10 questions and then have them go around and ask each other questions.

14. Partners will come back together and prepare a report on their findings organizing the information in the following manner:

a. Speaker 1: Introduction, Survey results, transition to partner

b. Speaker 2: Transition from partner, survey results, conclusion

15. Have them prepare visual aids and plan the delivering of their report. (This will happen during the second workshop.)

16. As guidelines use materials available in your textbooks, websites as well as in the material that follows:

The Oral Presentation

Giving an oral presentation about your survey can be very exhilarating

experience! You have the chance to share what you have learned, reply to other

people’s inquiries about your project, and engage others in the topic you have been

studying. By the end of this workshop, or at the beginning of the next one, you need

to show what you have learned; you will have the opportunity to present your work to

a group of people such as your classmates or facilitators. With some advance




17

preparation, you can give an introspective, appealing talk that will leave your

audience knowledgeable and thrilled about what you have done.

Planning for Your Oral Presentation

In most circumstances, you will have a time limit of between 10 and 15

minutes in which to give your presentation. The facilitator will let you know how

much time you will have. Based upon that boundary, you must make a decision on

what your talk will consist of. Come up with some high-quality illustrations that will

keep your listeners engaged. Think about what language, details, and explanations

are really essential in order for people to comprehend your work. It is important to

keep the information as uncomplicated and straightforward as possible while

accurately representing what you’ve completed. As you begin to prepare, you may

find it helpful to generate an outline of the points you want to include. Then you can

come to a decision on how best to make those points understandable to your

audience.

You must also consider who your audience is and where the presentation will

take place. Consider the background of your audience as well. Is this a group of

people that knows something about your area? Or, do you need to start with some

very basic information in order for people to understand your findings? If you can

style your presentation to your audience, it will be much more fulfilling for them and

for you. In your case, you will present to your facilitator and peers. No matter where

you are presenting your speech and for whom, the organization of your presentation

is very important. There is an old bit of advice about public speaking that goes

something like this: “Tell them what you’re going tell them. Tell them. Then tell them

what you told them.” If you use this advice, your audience will find it very easy to

follow your presentation. Get the attention of the audience and tell them what you

are going to talk about, explain your research, and then follow it up with a re-cap in

the conclusion.

Writing Your Introduction

Your introduction sets the stage for your whole presentation. The first 30

seconds of your speech will either capture the attention of your audience or let them

know that they may go to sleep. You want to capture their attention. There are many




18

different ways to start your speech. Some people like to tell a joke, some quote

famous people, and others tell stories. Whatever you use, make sure it is relevant to

your survey.

After you have the attention of your audience, you must introduce your survey

officially. You might start with a statement of the general topic question that you

investigated and what lead you to choose that topic. By providing a brief outline of

your talk at the beginning and reminding people where you are in the speech while

you are talking, you will be more effective in keeping the attention of your audience.

It will also make it much easier for you to remember where you are in your speech

as you are giving it.

The Heart of Your Presentation

Because you only have a limited amount of time to present your work, you

need to plan carefully. Decide what is most important about your project and what

you want people to know when you are finished. Outline the steps that people need

to follow in order to understand your presentation and then think carefully about how

you will lead them through those steps. Some speakers like to display an outline of

their talk throughout their entire presentation. That way, the audience always knows

where they are in the presentation and the speaker can glance at it to remind him or

herself what comes next.

An oral presentation must be structured differently than a written one because

people can't go back and “re-read” a complicated section when they are at a talk.

You have to be extremely clear so that they can understand what you are saying the

first time you say it. There is an acronym that some presenters like to remember as

they prepare a talk: "KISS." It means, "Keep It Simple Stupid." It may sound silly, but

it is good advice. Keep your sentences short and try not to use too many

complicated words. If you need to use technical language, be sure to define it

carefully.

It is useful to remember that when people have something to look at, it helps

to hold their attention and makes it easier for them to understand what you are

saying. Therefore, use lots of graphs and other visual materials to support your

work. You can do this using posters, overhead transparencies, models, or anything




19

else that helps make your explanations clear.

Using Materials

As you plan for your presentation, consider what equipment or other materials

you might want use. Find out what is available in advance so you don’t spend

precious time generating materials that you will not be able to use. Common

equipment used in talks includes an over-head projector, VCR, computer, or data

show. Be sure you know how to operate any equipment that you plan to use. On the

day of your talk, make sure everything is ready to go so that you don’t have

"technical difficulties."

Visual aides can be very useful in a presentation. If you are going to introduce

new vocabulary, consider making a poster with the words and their meanings to

display throughout your talk. If people forget what a term means while you are

speaking, they can refer to the poster you have supplied. Minimize the amount you

write on the board or on an overhead transparency during your presentation. It is not

very appealing for the audience to sit watching while you write things on the board. If

you don’t want to reveal all of what you have written on your transparency at once,

you can cover up sections of your overhead with a piece of paper and slide it down

the page as you move along in your talk. If you decide to use overhead

transparencies, be sure to make the writing large enough for your audience to read.

It also helps to limit how much you put on your transparencies so they are not

muddled.

Lastly, note that you can only project approximately half of a standard 8.5" by

11" page at any one time, so limit your information to displays of that size.

Presenters often create handouts to give to members of the audience.

Handouts may include more information about the topic than the presenter has time

to discuss, allowing listeners to learn more if they are interested. Give your audience

the handout before you begin to speak so you don’t have to stop in the middle of the

talk to distribute it. In a handout you might include:

Information you would like to share, but you don’t have time to present

entirely.

Copies of important overhead transparencies that you use in your talk.




20

Diagrams that you will display, but which may be too complicated for

someone to copy down accurately.

Resources that you think your audience members might find useful if they are

interested in learning more about your topic.

The Conclusion

Ending your speech is also very important. Your conclusion should leave the

audience feeling pleased that the presentation was complete. One effective way to

conclude a speech is to review what you presented and then to tie back to your

introduction. Getting Ready

After you have prepared your speech and created your visuals, there is still

work to be done.

1. Prepare your notes on cards rather than full-size sheets of paper. Note

cards will be less likely to block your face when you read from them. Use a large font

that is easy for you to read. Write notes to yourself on your notes. Remind yourself

to smile or to look up. Mark when to show a particular slide, etc.

2. Practice! Be sure you know your speech well enough that you can look up

from your notes and make eye contact with your audience. Practice for other people

and listen to their feedback.

3. Time your speech in advance so that you are sure it is the right length. If

necessary, cut or add some material and time yourself again until your speech

meets the time requirements. Do not go over time!

4. Expect questions and be sure you are prepared to answer them.

5. Make a list of all materials that you will need so that you are sure you won’t

forget anything.

6. If you are planning to provide a handout, make a few extras. Handouts are

a very effective tool to inform the audience. If you have handouts make sure that

your name and topic are on them in a prominent place.

7. If you are going to write on a whiteboard or a blackboard, do it before

starting your talk.

The Delivery




21

How you deliver your speech is almost as important as what you say. If you

are enthusiastic about your presentation, it is far more likely that your audience will

be engaged. Never apologize for yourself. If you start out by saying that your

presentation isn’t very good, why would anyone want to listen to it? Everything about

how you present yourself will contribute to how well your presentation is received.

Dress professionally. Don’t forget to smile!

Here are a few guidelines about delivery that you might find useful.

1. Make direct eye contact with people in your audience. Select a person and

say a full phrase before shifting your gaze to someone else. Try not to look over their

heads or at the floor. Be sure to look at all parts of the room at some point during the

speech so everyone feels included.

2. Speak loudly enough for people to hear and slowly enough for them to

follow what you are saying.

3. Do not read your speech directly from your note cards or your paper. Be

sure you know your speech well enough to make eye contact with your audience.

Similarly, don’t read your talk directly off of transparencies. Do not read directly from

the paper. It is boring and ineffective. You are preparing to present a topic that is of

some importance to you. This is something that you will frequently have to do in your

professional life.

4. Avoid using distracting or recurring hand gestures. Be careful not to wave

your manuscript around as you speak.

5. Move around the front of the room if possible. But don’t pace around so

much that it becomes distracting. (If you are speaking at a podium, you may not be

able to move.)

6. Keep technical language to a minimum. Explain any new vocabulary

carefully and provide a visual aide for people to use as a reference if necessary.

7. Be careful to avoid repetitive space-fillers and slang such as .umm., .er.,

.you know., etc. If you need to pause to collect your thoughts, it is okay just to be

silent for a moment. (You should ask your practice audiences to check this habit and

let you know how you did).

8. Leave time at the end of your speech so that the audience can ask




22

questions.

Displaying Your Results

When you create a visual display of your work, it is important to capture and

retain the attention of your audience. Attract people to come over and look at your

work. Once they are there, make them want to stay to learn about what you have to

tell them. There are a number of different formats you may use in creating your

visual display, but the underlying principle is always the same: your work should be

orderly, well-organized, educational, and simple to read.

It is improbable that you will be able to present your complete project on a

single poster or display board. So, you will need to decide which the most important

parts to include are. Don’t try to stuff too much onto the poster. If you do, it may look

crowded and be hard to understand! The display should recap your most important

points and conclusions and allow the reader to come away with a good

understanding of what you have prepared.

A high-quality display board will have a memorable title that is easy to read

from a distance. Each part of your display should be straightforwardly identifiable.

Titles and headings can be carefully hand-lettered or created using a computer. It is

very important to include lots of examples on your display. It speeds up people's

understanding and makes your presentation much more effective. The use of

diagrams, charts, and graphs also makes your presentation much more interesting

to view. Every diagram or chart should be clearly labeled. If you include photographs

or drawings, be sure to write captions that explain what the reader is looking at.

In order to make your presentation look more appealing, you will probably

want to use some color. However, you must be careful that the color does not

become distracting. Avoid florescent colors, and avoid using so many different

colors.

You want your presentation to be eye-catching, but you also want it to look

professional. People should be able to read your work without difficulty, so use a

reasonably large font for your text. (14 point is a recommended minimum.) Avoid

writing in all-capitals because that is much harder to read than regular text. It is also

a good idea to limit the number of different fonts you use on your display. Too many




23

different fonts can make your poster look messy.

Each speaker is required to prepare visual material (e.g., either overhead

transparencies, or slides, or a computer presentation in a suitable format such as the

Microsoft Power Point) and communicate his/her findings effectively. Videos, charts,

overheads, objects, role plays, demonstrations, white board drawings, all serve to

aid in the presentation of the topic. Visual images are very helpful, especially when

the class is listening to twenty oral presentations on one day. The text in the visual

material should not be smaller than 14 points. A typical structure of a presentation

often includes:

• A title viewgraph, together with your name as the authors and your

affiliation;

• Outline of the presentation;

• Motivation and survey definition;

• Background;

• Report of your findings and your discussion;

• Conclusions; and

• Acknowledgements

If you want to reproduce materials for the class or use transparencies, feel free. If

you use handouts or overheads, follow these guidelines:

• Keep the information at the super ordinate level. Extremely detailed handouts

distract your audience.

• When possible, use bulleted or numbered phrases instead of sentences.

Whole sentences (particularly long ones) or paragraphs in handouts or

overheads also distract the audience. They will spend their time processing

the syntax instead of listening.

• On transparencies, use fonts large enough for your audience to read easily.

• Turn the overhead off when not using it so that the audience pays attention to

you and not to the screen.

Last Minute Details: Oral Presentation Format

Introduce yourself. State your name; Your topic complete title; Stay within the

time limit; Present the report extemporaneously (In your own words not read word




24

for word).

Introduction. State what you are going to present to the class; An overview of

the topic; What you are going to tell them. Is Why did you select this topic? Why is

it important? It should present your question definition and motivation.

Body of the report. The main topic material; A concise comprehensive

presentation of the main body; Of the report, important points, the crux of the your

findings..

What sources did you use? What did they tell you? How did you decide on

using those sources?

The conclusion. Tell us what you found and how this affects, supports or

hinders your progress and your question? How you arrived at your conclusion?

What is it specifically? What the survey showed? How the survey impacted your

opinion? How your opinion changed as a result of doing the paper? What

shortcomings or how the paper did not go far enough? What should be done with a

follow up report? What do you think your findings are telling you?

Acknowledgements. Is there any one (individuals and/or organizations) that

helped you? Mention them here.

You will be evaluated using the following rubric.




25

RUBRIC TO EVALUATE ORAL PRESENTATIONS (Survey Report Presentation) COURSE:____________________________ SECTION: ______________________

NAME:_______________________________ GRADE: ___________________

DATE:____________________________ TITLE: ________________________ 0-NOT OBSERVED 1-DEFICIENT 2-AVERAGE 3-GOOD 4-VERY GOOD 5-EXCELLENT N/A-NOT APPLY

CRITERIA 0 1 2 3 4 5 N/A1. Performs an effective introduction of the

theme to be discussed.

2. Identifies purpose, objectives and principal ideas included in the presentation.

3. Presentation is organized, coherent and can be easily followed.

4. The presenter demonstrated mastery of the theme or matter of the presentation by properly explaining content and not making mistakes.

5. The presentation ideas and arguments are based in sources presented, consulted or discussed in class.

6. Utilized appropriate language with syntactical and grammatical correction.

7. The summary of principal points and/or the presentation of conclusions are clear and appropriate.

8. Fulfilled the objectives or purpose set in the introduction.

9. The presentation is interesting and entertaining.

10. The presentation demonstrates creativity.

11. Clear diction, without pet phrases, barbarisms and with adequate tone.

12. Effective projection, adequate body posture and audience management.

13. Captures audience attention and interest and/or promotes participation, depending on which applies.

14. Effective use of technology, visual aids, drama or exercises depending on the theme or exercise presented.

15. Complies with assigned time; not too lengthy or too brief.




26

Additional Feedback:

Comments and suggestions for next presentation: ________________________________________________________________

________________________________________________________________

17. Review next workshop and its assignments. Clarify doubts and questions.

Speaker:_______________________________________ Rating System: + = excellent

√ = average

- = weak

Evaluator: ______________________________________

Topic: _________________________________________

Content:

_______ Introduction (or conclusion)

_______ Information

_______ Transition to/from other speaker

Delivery

___Volume

___Rate

___Comprehensibility

___Posture

___Eye Contact




27

Workshop Two Preparing an Interview Report

Specific Objectives By the end of Workshop Two, the student will be able to,

1. Practice giving oral reports.

2. Report on interviews.

3. Encourage student conversation and improve writing skills.





search.)

Conducting Interviews

http://www.mapnp.org/library/evaluatn/intrview.htm

http://www.talkingquality.gov/docs/section5/popups/interviews_pop.htm

Assignments before Workshop II

1. Prepare for your oral report from Workshop I.

2. Using the minimal pairs in Workshop I (Minimal Pair Worksheet and Minimal Pairs in the list in Workshop I), read them and record them in your media of choice. Say a sentence with each word. (You will need to hand in a media of your choice with the words and the sentences). (50 POINTS)

3. Read in your textbook and/or other resources about the following topics:

a. Being and Active Speaker

b. Being and Active Listener

c. Interviewing Skills

d. Interactive Listening

e. Reporting on interviews




28

4. Some of the Internet Sites provide you with some sources where you can read on these topics.

5. Select someone you would like to interview, a community leader, a teacher, a professional in your field of study. Prepare questions and carry out the interview of this person. Come ready to work with your notes and present or give an oral report on your interview.

Activities

1. Students present their oral presentations from Workshop I.

2. Activity on conversation and writing with precision.

a. Form the class into groups of three. If possible, have each group sit where they're somewhat isolated from the other groups.

b. Give each group a small bag with six assorted Lego building pieces in it (assorted in shape and color works best).

c. Explain that the pieces can be combined to form an object that resembles something in a very abstract way (a person, a bridge, etc.).

d. The groups are each to decide upon a design, give it a description (a name), and then write down step-by-step instructions for how another group could construct the same design from the six pieces. The actual name for the design (house, car, whatever) the group should keep secret and not make part of their instructions. For instance, they can't write "to form the walls of the house . . . " but they can write "place red green blocks around the edge of the flat green piece . . . ."

e. Once the groups have finished writing their instructions, they take all the Lego blocks apart and return them to the bag, along with their instructions.

f. The bag is then given to another group and they are to recreate the design based upon the instructions. That group then completes the exercise by correctly guessing what the initial group intended the design to represent.

g. Allow 45 minutes to an hour for the entire sequence to be completed. This is a great exercise in writing with clarity and precision.

h. This activity promotes an enormous amount of discussion within the groups during the instruction-writing phase, and even though only six blocks are used, you should expect the instructions to take around 30 minutes to complete. What can be particular fun in this activity is to take a design that you know was completed incorrectly to the initial group to show them what their instructions produced.




29

3. Facilitator and students carry out a social discussion on the topics of Being and Active Speaker, Being and Active Listener, Interviewing Skills, Interactive Listening, Reporting on interviews. As you do this, instruct students to take notes.

4. Once facilitator and students carry out the discussion, ask students to sit in groups of three or four and compare notes on the discussion. Discuss with your class mates, in your groups, why you selected particular points. Discuss how note-taking helped or hindered your ability to be an active listener.

5. Ask students to present their reports on the interviews they carried out. A little of this exercise is definitely improvised based on the discussion the class has had previously. Again the rubric to be used for these presentations is as follows:




30

RUBRIC TO EVALUATE ORAL PRESENTATIONS (Interview Report) COURSE:____________________________ SECTION: ______________________

NAME:_______________________________ GRADE: ______________________





















31



________________________________________________________________

6. As an assignment, have students prepare a written report on the interview they carried out and that they presented orally about. This report will be evaluated as follows:

Speaker:_______________________________________ Rating System: + = excellent

√ = average

- = weak

Evaluator: ______________________________________

Content:

_______ Introduction (background information)

_______ Focus on one main topic

Topic__________________________

_______ Supporting details

_______ Conclusion

Delivery

___Volume

___Rate

___Comprehensibility

___Posture

___Eye Contact




32

RUBRIC TO EVALUATE WRITTEN PAPERS (Written Interview Report) NAME: _____________________________ FINAL GRADE: ________________

TITLE: ______________________________ DATE: _________________________ 0-NOT OBSERVED 1-DEFICIENT 2-AVERAGE 3-GOOD 4-VERY GOOD 5-EXCELLENT N/A-NOT APPLY

CRITERIA 0 1 2 3 4 5 N/A 1. The paper is clear, focused and

interesting.

2. Identifies purpose, objectives and principal ideas included in the paper.

3. Presentation of ideas is organized, coherent and can be easily followed.

4. The paper includes all parts or elements of the assigned theme or task in a direct and appropriate manner.

5. The author demonstrates mastery of the presentation theme or matter, as it properly explains content and does not incur in mistakes.




9. The author presents his point of view in a clear, convincing and well based manner.

10. The paper demonstrates substance, logic and originality.

11. Utilizes appropriate language with grammatical and syntactical correction.

12. Utilizes precise, correct and appropriate vocabulary.

13. Contains well-constructed sentences and paragraphs that facilitate lecture and comprehension.

14. The paper is well edited and presented.

Comments: ______________________________________________________

7. Review next workshop and its assignments. Clarify doubts and questions.




33

Workshop Three Providing Information: Groups Discussions and Presentations

Providing Information: Instructions and Demonstrations Persuading Others

Specific Objectives By the end of this workshop, the student will be able to:

1. Prepare a group presentation intended to persuade others.

2. Plan and talk about how to give instructions and provide demonstrations.





search.)

Group presentations

http://people.hsc.edu/faculty-staff/cdeal/students/groups.htm

http://www.standrews.austin.tx.us/library/PresentationGuidelines.htm

Persuading Others

http://english.unitecnology.ac.nz/resources/units/persuading/home.html

Assignments before Workshop III

1. Remember that you have to complete the assignment from Workshop II and hand it in during this workshop.

2. Read in your textbook or in any other available resource on the topics mentioned as the titles and objectives of this workshop. (Some of the Internet Sites provide you with some sources where you can read on these topics)




34

Activities

1. Students hand in their assignment from Workshop 2.

2. Students will be required to work as a group from this workshop on, to prepare an oral presentation on a topic in which they would like to try to persuade students of their points.

3. Discuss the processes that need to be followed on selecting a topic, what is persuasive language, how do you persuade people about your point of view. Tell students that during the fifth workshop they will present their workshops. (NOTE TO FACILITATOR: Stress to students that you are not going to evaluate if they did or not persuade everyone in the group, but if they used the techniques correctly.)

4. Make sure students and facilitator talk about the responsibility of the group members and the consequences if group members either do not participate or do not report students who do not participate fully.

5. For example, one good topic might be homelessness on the Island. You might present the statistics (present information) and present solutions to the problem (persuade people to buy into your solution).

6. Have students prepare their talk, and let them know that they should plan for questions at the end of their presentation.

7. Students work then in their groups and start planning the presentation. By the end of this session, students should hand in an outline of their presentation, some ideas of how they intend to organize their presentation, the visual aids they intend to use, and their roles and responsibilities. It would be effective if students could gain access to library or Internet resources as they plan their talk. Provide them with at least two hours. Discuss the evaluation rubrics and/or criteria.




35

RUBRIC TO EVALUATE ORAL PRESENTATIONS (Group Presentation –Persuasion) COURSE:____________________________ SECTION: ______________________

NAME:_______________________________ GRADE: ___________________





















36



________________________________________________________________

Group:_______________________________________ Rating System: + = excellent

√ = average

- = weak

Evaluator: ______________________________________

Topic: _________________________________________

Group Presentation:

_____ Introduction was effective

_____ Arguments/ Main Points were clear

_____ Main points were clear

_____ Points/Arguments had good supporting

details

_____ Evidence was convincing

_____ Transitions between speakers were smooth

_____Conclusion was effective.

_____ Visual aides were effective

_____ Presentation was well balanced among

speakers

_____ Presentations were interesting

_____ Questions were answered clearly

_____ Participation was approximately equal in the

question-and-answer period

_____ Questions-and-answer period ran smoothly.

Presentation/Delivery:

____Eye Contact

____Vitality

____Rapport with

audience

____Spoke

convincingly

____ Use of note

cards or outline

Voice Control:

____ Volume

____ Rate

____ Fluency

____

Comprehensibility

Persuasion

Content/Organization/Preparation:

____Arguments are clear

____Arguments had string supporting evidence

____Evidence was convincing

Comments:




37

8. During the last hour or so, discuss with students how to provide a talk on Giving Instructions / Directions and Demonstrations.

9. Ask students to individually select one thing they would like to demonstrate or provide instructions on. During the next workshop, they will need to present their talk. For example: how to use a digital camera or how to bake a cake. Again, stress the importance of props and visual aides as they prepare their talk. Some other examples are available. You will have only 10 minutes)

a. How to read palms

b. How to set up a personal budget

c. How to save a file in your computer

d. How to floss and brush your teeth

e. How to do a magic trick

f. How to repot a plant

g. How to dance a plena, or a Greek dance, or a Russian dance.

10. Discuss the evaluation criteria or rubric to be used for this presentation. This talk is due during Workshop IV.




38

RUBRIC TO EVALUATE ORAL PRESENTATIONS (Individual Presentation –Demonstrations/Instructions)

COURSE:____________________________ SECTION: ______________________

NAME:_______________________________ GRADE: ___________________





















39


Comments and suggestions for improvement: ________________________________________________________________

________________________________________________________________

11. Discuss with students upcoming activities and assignments for Workshop IV.

Group:_______________________________________ Rating System: + = excellent

√ = average

- = weak

Evaluator: ______________________________________

Topic: _________________________________________

Group Presentation:

_____ Opening attracted listeners’ attention

_____ Topic was clearly stated in introduction

_____ Information was easy to follow

_____ Appropriate transitions connected the points

_____ Speech had a suitable conclusion

_____ Visual aids/props were effective

_____Content fit time limit

Presentation/Delivery:

____Eye Contact

____Vitality

____Rapport with

audience

Voice Control:

____ Volume

____ Rate

____ Fluency

____

Comprehensibility




40

Workshop Four Providing Information: Instructions and Demonstrations

Providing Information: Groups Discussions and Presentations Persuading Others

Specific Objectives: By the end of this workshop, the student:

1. Prepare a group presentation intended to persuade others.

2. Provide a demonstration or provide instructions orally.





search.)

Group presentations



Persuading Others


Assignments before Workshop IV

1. Remember to meet with your group and work some more on the presentations due during Workshop V.

2. Prepare your demonstrations and/or instructions and come prepared to orally produce these.




41

Activities

1. Students present their oral demonstrations or instructions. (This is an individual task)

2. If time allows, have students work some more on their group presentations. Facilitator should ask about doubts and/or questions and have students voice their concerns and/or troubles they may be having.

3. Discuss with students upcoming activities and assignments for Workshop V.




42

Workshop Five Providing Information: Groups Discussions and Presentations

Persuading Others Specific Objectives: By the end of this workshop, the student:

1. Give an oral group presentation intended to persuade others.





search.)

Group presentations



Persuading Others


Assignments before Workshop V

1. Prepare your visual aides, organizations, planning, materials, for your group presentation. (This is your Final Test.)

Activities

1. Students give their presentations.

2. Students complete End-of-Course Evaluation.




43

Appendixes




44

Appendix A PARTICIPATION APPRAISAL

Participation Appraisal

Name: __________________________ Date:

This appraisal form is to be used to evaluate your in-class participation and

leadership. This is how I will evaluate how you got involved in both class

discussions and group activities. I will circle the value I believe best describes the

value to be assessed in each area. Then I will total the score at the bottom of the

form to determine your overall participation level. The maximum score is 50 points. Attendance: Based on number of class absences.

0 2 4 6 8 10

Missed all Missed four Missed three Missed two Missed only

one

Didn’t miss

any!

Group Involvement: (Rate 0-low to 4-high) Circle One Added to group discussion frequently 0 1 2 3 4

Showed interest in the group discussion and activities 0 1 2 3 4

Led group discussions 0 1 2 3 4

Asked questions of others 0 1 2 3 4

Was prepared for group discussions 0 1 2 3 4

Participated freely and cooperated to assist the group 0 1 2 3 4

Class Involvement (Rate yourself from 0-low to 4-high)

Added to class discussions frequently 0 1 2 3 4

Showed interest in class discussions 0 1 2 3 4

Asked pertinent questions in class 0 1 2 3 4

Came prepared to each class (Brought homework, had read) 0 1 2 3 4

FINAL GROUP AND CLASS PARTICIPATION GRADE /50 = ________%




45

Appendix B

Minimal Pair Sheet

Minimal Pairs

lit - light read - red sing - sang bed - bad saw - sought boot - boat soot - suit but - boot why - way know - now wreath - wreathe leak - lick look - luck sock - suck vest - vast cod - card dug - dog thirst - first fair - fear pay - bay read - lead need - mead zoo - sue near - ne'er catch - cash azure - assure jet - chet liege - lease whistle - thistle beige - bays fur - fear care - cur noon - nun

engl 350 umet - suagm.edu 350 umet.pdf · escuela de estudios profesionales programa ahora...

Documents