One of the activities I have ignored most over my teaching career has been student presentations, recently however, I have been working in EAP and the need for presentations has become far more pressing and apparent. Therefore I have resolved to make a lesson focusing on this. The fact I don’t teach it is itself odd as I do them in quite a few different forms all the time, but, I digress.
The lesson starts with a listening task, then moves to noticing skills on a good presentation, focusing on the language used and structures, before some reflection and hands over the possibility of your students making their own.
- to focus students on the shape of a good presentation by identifying the different parts of one
- To better prepare students to give a short presentation in class.
Level / classes: Upper Intermediate / Advanced / IELTS / FCE / CAE / CPE / Business
Intro – ask students to write the first ideas that they have when they think of the word ‘globalisation’ or ask them to find a picture that represents this.
If you are unsure what to expect from this, you could always provide pictures
Listenening 1: 0-2.03mins
This is just a short listening task, encouraging students to take notes. An important skill, the questions that follow the notes are useful to assess whether the notes they took were useful.
- How globalised we are, how globalised we aren’t?
- National borders don’t matter, we live in one world
- It is shared by pro-globalisers and anti-globalisers
- First mention, David Livingston, 1850s
- Railroad, steamship, telegraph
You can of course play again should you need to.
Speaking and brainstorming:
Put students into pairs or small groups and ask them to think of what makes a good/bad presentation.
Whole class feedback.
- 2% – 6/7% including internet calls
- 3% – 1st Gen immigrants
- Just under 10% – FDI
The Shape of the talk:
He states that he is going to look at
- How globalised we are
- How globalised we aren’t
- Why it is important to be accurate
Now students watch the rest of the talk, take notes and match the talk to the two shapes (this could be set as homework, but is needed for the next part of the class).
Encourage students to take good notes, getting them into the habit will be useful and will enable the discussion at the end to be more fruitful.
The talk fits the SPSE ( Situation / Problem / Solution / Evaluation) model.
This is pretty typical for an academic talk, the second model is more suited to an essay, although it is important that students really see what easy of these parts relate to.
It is important for students to try to think about how presentations are structured, it relates to all stages of making a text, written or spoken, seeing what others do and learning from it is a vital stage in them becoming more autonomous. Encourage them to look at other presentations and assess what structure they think has been used.
- If we don’t see the world accurately as being only 20 -25% globalized, we won’t be aware of the benefits of further integration.
- People become needlessly alarmed when by their belief that the world is already completely globalized.
If, particularly in terms of aid, developed nations were even slightly more globalized, many people in developing countries would benefit.
Even a small change in how aid is allocated would help.
Ask them whether they thought the talk was interesting, whether it told them things they were unaware of. Elicit things they were surprised by etc. What things from their original good / bad discussion did they see/hear?
Obviously, this leads nicely to the students themselves doing a presentation, which is how I would follow it. I think start with a shorter one 3-5 mins, but make sure that they are doing it from research and structuring it well so that they maximise their time.
I would recommend letting them choose a topic, but maybe check that it is going to be suitable for the audience and what the aims are.
- wordpress: Presentations
- pdf: Presentations