Tài liệu Skkn teaching presentation skills to gifted students of english (dạy kĩ năng thuyết trình cho học sinh chuyên anh).

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SỞ GIÁO DỤC VÀ ĐÀO TẠO ĐỒNG NAI Đơn vị TRƯỜNG THPT CHUYÊN LƯƠNG THẾ VINH Mã số: ................................ SÁNG KIẾN KINH NGHIỆM TEACHING PRESENTATION SKILLS TO GIFTED STUDENTS OF ENGLISH (DẠY KĨ NĂNG THUYẾT TRÌNH CHO HỌC SINH CHUYÊN ANH) Người thực hiện: ĐINH THỊ PHƯƠNG THOA Lĩnh vực nghiên cứu: - Quản lý giáo dục  - Phương pháp dạy học bộ môn: TIẾNG ANH  - Lĩnh vực khác: .......................................................  (Ghi rõ tên lĩnh vực) Có đính kèm: Các sản phẩm không thề hiện trong bản in SKKN  Mô hình  Phần mềm  Phim ảnh  Hiện vật khác Năm học: 2012 - 2013 SƠ LƯỢC LÝ LỊCH KHOA HỌC I. THÔNG TIN CHUNG VỀ CÁ NHÂN 1. 2. 3. 4. 5. 6. 7. 8. Họ và tên: ĐINH THỊ PHƯƠNG THOA Ngày tháng năm sinh: 19 - 05 - 1983 Nam, nữ: Nữ Địa chỉ: 54D/12, KP 2, Trảng Dài, Biên Hòa, Đồng Nai Điện thoại: (CQ)/ (NR); ĐTDĐ: 0938023960 Fax: E-mail: phuongthoa19583@gmail.com Chức vụ: Đơn vị công tác: Trường THPT Chuyên Lương Thế Vinh II. TRÌNH ĐỘ ĐÀO TẠO - Học vị (hoặc trình độ chuyên môn, nghiệp vụ) cao nhất: Thạc sỹ - Năm nhận bằng: 2011 - Chuyên ngành đào tạo: Lý luận và phương pháp giảng dạy tiếng Anh III. KINH NGHIỆM KHOA HỌC - Lĩnh vực chuyên môn có kinh nghiệm: 7 Số năm có kinh nghiệm: 7 - Các sáng kiến kinh nghiệm đã có trong 5 năm gần đây: Influences of Communication Styles on Vietnamese Students’ English Speaking Skill Drama as a Technique for Teaching Speaking Teaching Study Skills in a High School English Class CONTENTS I. RATIONALE II. IMPLEMENTATION A. LITERATURE REVIEW B. METHODOLOGY  Subjects  Procedures III. RESULTS IV. IMPLICATIONS AND SUGGESTIONS FOR TEACHING V. REFERENCES TEACHING PRESENTATION SKILLS TO GIFTED STUDENTS OF ENGLISH I. RATIONALE Communication is more and more important in every aspect of our modern life. A person’s success depends not only on his/her ability to work in their profession but also on his/her capacity to communicate the ideas to the public. However, not many students know how to convey their messages effectively. Therefore, communicating skills should be part of the teaching and learning process. Teaching in an environment requiring highly-developed skills for studying and competing in exams, the author realises the need to bring presentation skills to her English lessons. These are the key skills students will need later on in life, and teaching them to make meaningful and engaging presentations early on in school will save them from having to re-learn these skills later. Basically, presentations are included in some tasks in the textbook, but the necessary skills are not explicitly taught. Students often give their oral presentations awkwardly, without much confidence, or without the audience’s involvement or understanding of what has just been presented. Within the scope of this research paper, only gifted students of English classes are involved for two main reasons. First, they are already able to speak in the target language with some comfort. Their specialised subject is English, so they devote quite some time in improving their skills. Second, students in English classes need to enhance their speaking skills in preparation for the national exam, and for some others, for their higher education abroad. II. IMPLEMENTATION A. LITERATURE REVIEW By “presentation”, we mean a short talk by one person to a group of people introducing and describing a particular subject. It is the process of showing and explaining the content of a topic to an audience. The Collins Dictionary defines presentation skills as “the set of techniques and skills required successfully to present oral information to others”. Presentation skills are important as they are a means to show knowledge, give a lecture, be tested in a classroom, and build confidence to speak to an audience. Presentation skills are not limited to the stage, or for large audiences, but are also the means by which one can communicate daily in a workplace, teach in the classroom, give 5 opinions and express oneself in a situation that requires explanations in clear and precise speech. Presentation skills should be taught explicitly because they provide students with free practice, accelerated language development, increased confidence, and development of body language (Parker, 2008). With ESL students, it is suggested that macro organization, micro organization, thesis and support, strategies to involve the audience, response to audience input, non-verbal communication, use of visual materials, and pacing should be taught explicitly (Cheung, 2008). The formats and purposes of presentations can be very different, yet every successful presentation uses broadly the essential techniques, including how to prepare the presentation, how to conquer fear, how to draw audiences’ attention, how to organise the content, how to deliver the presentation, how to use visual aids, and so on. Aside from presentation techniques, confidence, experience and preparation - are big factors (Chapman, 2011). Presentations create a context for use of new vocabulary. The point of asking students to do a presentation should be to allow them to demonstrate their thinking and mastery of subject matter, as well as the ability to communicate that information to others. Teaching students how to present helps them with their English related to their working environment in the future, and provides them with a confidence and motivation to continue their English. B. METHODOLOGY  Subjects The subjects of the study are students of class 11 English 2, Luong The Vinh Specialised High School in the school year 2012-2013. Generally speaking, all the 30 students speak English rather fluently. However, when it comes to oral presentations, not many of them can provide a satisfactory sample.  Procedures 11th graders of LTV are supposed to take the provincial and national exams to choose good students together with 12th ones. Therefore, they are expected to cover as much knowledge of the subject matter as possible. One essential part in the national exam is speaking, in which students are expected to present their viewpoints on a topic within a time limit. Their monologues will be recorded and saved for marking later. Though this is not face-to-face communication, it requires specific skills. 6 In order to help students with their coming exams as well as to provide them with essential skills for public speaking, which is an indispensable part for their learning and working in the future, the author decided to bring some presentation skills into the classroom. This was done in the summer term (beginning in July, 2012).  First class After the usual practice test for gifted students, the teacher assigned some speaking tasks, which were from the national exam to choose good students of the year 2012, for the students to prepare at home. You have 7 minutes to sketch out what you are going to say. You should prepare notes instead of full sentences and try to SPEAK as naturally as possible. Your talking time should not exceed 3 minutes. Question # 01 You have successfully applied for a course of study at an American university. You are preparing for the trip and the time you spend there. Get ready to talk to an audience about your plan. Question # 02 "Private vehicles should be banned in crowded cities." Do you support the proposal? Get ready to talk to an audience on the proposal. Question # 03 "The development of high-rise buildings should be banned in crowded Hanoi." Do you support the proposal? Question # 04 Which do you think is better: studying English abroad or studying it in your home country? Get ready to talk to an audience about this issue. Question # 05 In your opinion, when should sex education be introduced into secondary school curriculum? Get ready to talk to an audience about this issue. Question # 06 Which would you like to choose: working at a private company or at a state-run company? Get ready to talk to an audience about this issue. Question # 07 Overpopulation has become a matter of concern. What do you think are the causes for this problem? Get ready to talk to an audience about this issue. Question # 08 In your opinion, how should endangered species be protected? Get ready to talk to an audience about this issue. Question # 09 What is your opinion of women's roles in the modern society? Get ready to talk to an audience about this issue. 7 Question # 10 What is your opinion of the saying "Charity begins at home"? Get ready to talk to an audience about this issue. The teacher asked the students to choose one among the 10 topics and get ready to speak in front of the class in the next lesson in 3 minutes. This task was done to familiarise the students with the format of the exam and with public speaking.  Second class (2 periods)  Some students were asked to present their ideas on the topic they felt most comfortable with. The other students listened and gave comments on whether their friends’ presentations were effective or not and why so. Below are some criteria that their comments were based on: The quality of voice: whether their speeches were audible enough, whether they had a suitable voice (beautiful, sweet, cheerful, friendly, or unemotional, and so on) The level of confidence: whether the presenter showed their confidence or not Interaction: whether the presenter interacted with the audience (eye contact, questions and answers, etc) Content: whether the presenter could persuade the audience or not; whether their ideas were suitable or interesting Time limit: whether the presentations were within the time limit of 3 minutes  The teacher then summarised their points and elicited what makes an effective presentation from the students. After that, handouts were delivered and presentation skills were taught explicitly.  The teacher gave a short presentation of some main points while the students followed her ideas using the handouts.  The teacher asked for feedback. The students gave comments on the teacher’s presentation on whether it was effective or not and why. The teacher then pointed out what to include and how to include certain information and led to the use of visual aids.  The teacher drew the students’ attention to her posture when giving the presentation: this shows her confidence.  The teacher pointed out the four common problems in answering speaking exam questions (overstated opinion, lack of topic development, lack of subjectivity, and off topic response).  The teacher mentioned some tips when giving an oral presentation (personal stories, emergency response, and contrarian response).  The teacher allowed some time for students’ questions and answers. 8  The teacher gave more speaking topics for practice. Students were expected to choose one among the 25 topics and to give a three-minute presentation on it in front of the class in the next lesson using what they had learnt. Handout: SPEAKING – GIVING AN ORAL PRESENTATION I. PREPARING YOUR ORAL PRESENTATION  Think about what you want to achieve.  Think about your audience.  Brainstorm your topic ð outline.  Research your topic.  Organise your material and write a draft.  Plan and prepare your visual aids.  Rehearse your presentation. II. ORGANISING THE CONTENT  Introduction  Capture your listeners’ attention  State your purpose  Present an outline of your talk  The Body      Present your main points one by one in logical order. Pause at the end of each point Make it absolutely clear when you move to another point. Use clear examples to illustrate your points. Use visual aids to make your presentation more interesting.  The Conclusion  Give clear summary  Thank the audience, and invite questions: ‘Thank you. Are there any questions?’ III. DELIVERING YOUR PRESENTATION  Talk to your audience, don't read to them! 9  Watch your language!  Use your voice to communicate clearly  Use your body to communicate, too!  Interact with the audience IV. USING VISUAL AIDS  Overheads  PowerPoint  Handouts  Using the whiteboard (or blackboard) V. DEALING WITH NERVOUSNESS FOUR COMMON PROBLEMS Question: In your view, what was the greatest invention of the twentieth century? Why? Give examples and reasons to support your argument. Answer: Personally, I believe that the greatest invention of the twentieth century was women developing and winning many special rights they never had before from countries that didn’t care about them, and I believe this is a good thing for all women. For example, women were very successful. They did a lot of very important things that changed their lives. They won many rights they never had before. Women winning rights was the greatest invention of the twentieth century because it helped them so much. 1. Overstated Opinion 2. Lack of Topic Development 3. Lack of Subjectivity 4. Off Topic Response ð SAMPLE There were so many inventions in the last century, such as the airplane and the microprocessor. Yet in my opinion, I can honestly say that the car was the greatest invention in the twentieth century. Why? Let me explain. 10 I am from Turkey. I remember my mother and father telling me how they had a horse before they had a car. The horse was very important because it did everything, such as work in the fields and take vegetables to market. Using a horse, though, was very slow. Everything took so much time. But then my father bought a car and everything changed completely. Like day and night. Suddenly, my father could go places more quickly and he could take more vegetables to market. Best of all, he took my mother to the hospital to have me. In conclusion, I think that for me and my family, the greatest invention of the twentieth century was the car. No car. No me. Emergency Response If you blank out, do not state an opinion at first. Instead, tell a personal story. When you tell a personal story, you are using induction. Look at the following example using induction as a method of organization. Notice how the response progresses from specific to a conclusion about the benefits of pets for autistic children based on the example. Question: Can a pet change a person’s behavior? Explain your position using supporting illustrations and reasons. Answer: My younger brother has autism and for a long time he never talked to anybody. Also, he would get angry really easily for reasons nobody could understand. Then one day the doctor told my parents that they should get a dog. We never had a dog or any pets before, but my parents really wanted to make my brother happy, so we got a dog and called him Happy. Well, I’m telling you, it was amazing. My brother loves Happy. Before my brother was always quiet and angry, but with Happy, my brother always talks and smiles. The change was amazing. Now, my brother and Happy are just like best friends. As you can see, a pet can really change someone’s life. If you have a brother or sister with the autism, I recommend that you to get a dog or a cat. It will make them smile like you’ve never seen before. Contrarian Response What if you think the question in the prompt is strange, doesn’t make sense, or is not asking the right question? How can you respond? In this case, develop a contrarian response. Read the following prompt, then read the contrarian response. Question: How has technology made the world a better place? Develop your argument using examples and reasons. 11 Answer: Has technology made the world a better place? No. Technology has not made the world a better place. This is only what people in rich countries believe. For example, here in America people think that everybody is the same all over the world. Everybody has a car and a laptop, and a cell phone. But this is not true. Why not? Because two thirds of the people in the world, over 3 billion people, make less than one American dollar a day. Moreover, these same people have no education. Because they have no education, they don’t have good jobs, or the money to buy computers and iPods. Most are lucky if they eat one meal a day. Come to my country, and you will see that this is true. In conclusion, technology has not made the world a better place. If anything, technology has simply drawn a clearer line between the majority poor and the minority rich. PRACTICE 1. Why do people travel? Develop your opinion using examples and reasons. 2. Should teenagers work during high school? Why? Give illustrations and reasons to develop your argument. 3. Which technology in the past fifty years has changed your life the most? Why? Develop your position using examples and reasons. 4. In your view, what was the greatest invention of the twentieth century? Why? Give examples and reasons to support your argument. 5. These days people are living longer. Why? Develop your position using examples and reasons. 6. Which person has been the greatest influence in your life? Give examples and reasons to support and develop your opinion. 7. Many people leave their home country. Why? Give examples and reasons to support your argument. 8. What is your idea of the perfect neighborhood? Support your position with illustrations and reasons. 9. Why is the car important in daily life? Develop your response using examples and reasons. 10.When is the best time to go on a vacation? Support your argument using examples and reasons. 11.Why do some people never get married? Use examples and reasons to develop your argument. 12.We need zoos. Do you agree or disagree? Why? Give examples and reasons to support your opinion. 13.Exercising reduces stress. Do you agree or disagree? Develop your opinion using examples and reasons. 14.A big airport will be built near your hometown. Do you or don’t you support the new airport? Develop your argument using illustrations and reasons. 12 15.At home, do your prefer to make each meal from basic ingredients or do you prefer ready-to-eat meals? Use examples and reasons to support your opinion. 16.Some prefer to shop online while others prefer to shop at shores. Discuss both options, then state your preference. Use illustrations and reasons to develop your position. 17.What are the advantages and disadvantages of home schooling? Use illustrations and reasons to develop your argument. 18.Do you think it is better to give a gift or receive a gift? Give examples and reasons to support your opinion. 19.Education should be free. Do you agree or disagree? Give illustrations and reasons to support your answer. 20.What are the advantages and disadvantages of text messaging? Support your argument with examples and reasons. 21.Which would you prefer a boat, a car or a house? Why? Develop your position with illustrations and reasons. 22.Do you agree or disagree: Watching a movie at home is better than going to the movie theatre. Support your argument with examples and reasons. 23.Before an important exam, do you think it is better to prepare for a long time or only for a few days? Give examples and reasons to support your argument. 24.What are the advantages and disadvantages of living in a foreign country? Give illustrations and reasons to develop your opinion. 25.Some prefer to stay home while on vacation while others prefer to travel. Which do you prefer? Why? Give examples and reasons to support your position.  Third class (4 periods) All the 30 students took turns to give their oral presentations in front of the whole class. After each presentation, the teacher allowed two to three minutes for peer feedback and teacher’s feedback. On the whole, the majority could give a satisfactory presentation within the time limit though they still made mistakes in pronunciation and some other drawbacks. From the students’ presentations, the teacher gave more tips on public speaking:  Good preparation leads to good performance.  Speak clearly and with confidence. Make eye contact with your audience.  Present your material in an organized manner. Try not to memorize the actual words; this will make the presentation seem stiff and unnatural. Use your notes, but don’t read from what you have written down.  Don't be timid or afraid to show your interest when you talk about your subject.  Get the audience involved in the presentation through questions and discussion. Include audio and visual aids if possible. Make the best use of     13 handouts and the black or white board (unfamiliar words should be included in your handout or written on the board). Challenge the audience to rethink assumptions or consider a new idea. Add humor if appropriate. Stay within the time limit. Do not overload a short presentation with too many extras. After that, the teacher assigned homework: project-based learning: presentations. The students chose a topic of their interest and gave and oral presentation on it. They could choose to work independently or in groups and had to report back to the teacher what they decided on. The teacher then announced the rubrics for each presentation: Delivery (3 pts): verbal and non-verbal skills: eye contact, body language, enthusiasm, elocution (Student uses a clear voice and correct, precise pronunciation of terms so that all audience members can hear the presentation) Content (3 pts): subject knowledge, organization, mechanics Audience awareness (2 pts): whether the audience can follow the talk; interaction between presenter and audience (questions and answers) Cooperation (2 pts): whether the presenter group show their cooperation during the stage of the presentation  Fourth class (integrated teaching) In the next classes, presentations skills were integrated in other lessons (mainly post-reading activities) in order that the students would have more practice before the presentation day (November 26th, 2012). Following are some tasks for practice: Activity 1. Jigsaw reading (post-reading activity for unit 3 – English 11) Work in groups. Draw lots to choose a country. Prepare a very brief presentation including the following information: · Which country are you talking about? · What do people do in that birthday party? · What are special things about that birthday party? · What are your opinions? Birthday Traditions around the World Argentina - Dance the waltz at 15. When girls turn 15 they have a huge party and dance the waltz with their father and other boys. 14 China - Noodles for Lunch. The birthday child pays respect to his/her parents and receives a gift of money. Friends and relatives are invited to lunch and noodles are served to wish the birthday child a long life. Cuba - Food, music, pinatas and lots of people. The celebrations are very similar to the United States; food, decorations, gifts, pinatas, cake, candles, "happy birthday" song and games. But a lot of people are invited including neighbors, friends, coworkers and family even if they don't have kids around the birthday child's age. Denmark - Flying Flags. A flag is flown outside a window to designate that someone who lives in that house is having a birthday. Presents are placed around the child's bed while they are sleeping so they will see them immediately upon awakening. England - Fortune Telling Cakes and Bumps. Certain symbolic objects are mixed into the birthday cake as it being prepared. If your piece of cake has a coin in it, then you will be rich. Also, when its your birthday your friends give you the "bumps" they lift you in the air by your hands and feet and raise you up and down to the floor, one for each year then one for luck, two for luck and three for the old man's coconut! Guyana - Special dishes. Chicken, duck or lamb curry with rice are the main dishes at the birthday celebration. A family member usually bakes a fruit, black or sponge for the birthday boy/girl to cut. The person celebrating their birthday will wear something fancy. Hungary - Pull on the earlobes. When gifts are open, everyone pulls on the earlobes of the birthday person and says a little rhyme. The rhyme is translated into English as follows "God bless you, live so long so your ears reach your ankles". India - Colored dress and chocolates. At school the birthday child wears a colored dress and passes out chocolates to the entire class, with the help of a trusted friend. Israel - Chair Raising. A small child sits in a chair while grown-ups raise and lower it a number of times corresponding to the child's age, plus one for good luck. Japan - New Clothes. The birthday child wears entirely new clothes to mark the occasion. Certain birthdays are more important than others and these are celebrated with a visit to the local shrine. Latvia - Lifting the chair. The birthday person sits in a chair and friends and family lift the chair one time for each year. The traditional birthday cake is a yellow cake called "klingeris". Nepal -Mark on the forehead. A certain mixture of rice yogurt and color is placed on the birthday child's forehead for good luck. 15 Philippines - Mixture of East and West. Birthday cakes are baked in various sizes and shapes. The celebration includes noodles representing long life, balloon decorations and pinatas. Earlier in the day the family goes to hear Mass and to thank God. Scotland - A pound note and a soft smack. A pound note is given for every year old the child is plus an additional pound for good luck. A soft smack on the bottom is also given for each year. Activity 2. Post-reading activity (Unit 6 – English 11) You are going to organize the next English club meeting. Design a competition/quiz for club members. Think about:  Name of the competition/quiz  Rules (how to play)  Award(s) Then give an oral presentation on your ideas.  Presentation day (November 26th, 2012) The class chose to work in four groups (7 or 8 members in each group) talking about four different topics. Each group was allowed 20 minutes to present their ideas. They all used PowerPoint slideshows to assist their presentations. Below are some major points about their presentations. Group 1: WEDDINGS The group members took turns to talk about weddings in India, France, Mexico and Brazil. They showed good interaction, good feedback checking but the presentation was too long with too much information. They performed a short play to illustrate their points, and had a quiz at the end of the presentation to consolidate. Group 2: SUPERSTITION AND WITCH HUNT They chose a novel, interesting but difficult topic to talk about. One member drew on the white board, making the presentation more lively. They also showed good interaction, good feedback checking though some members made several pronunciation mistakes and used monotonous intonation. They used the white board to write new words quite often, which should have been placed on their PowerPoint slides. Not every member of the group participated equally in the oral presentation. 16 Group 3: WONDERS OF THE WORLD The group showed equal participation, and all the members had good presentation skills from pronunciation to performing art. They all show great confidence and enthusiasm. They had good illustration by making full use of the PowerPoint slideshow in combination with a short play. Their presentation was easy to follow, interesting, informative and creative. A quiz at the end helped the audience to remember the main points. Group 4: SOFT SKILL PROGRAMME ( HOW TO SURVIVE NATURAL DISATERS) The group had a video clip as the introduction (“The end of the world” – December 21st, 2012). They chose an interesting, informative but difficult topic to talk about with lots of terminologies. That was why they had lots of interruptions during the presentation (forgot their lines, used Vietnamese). Two members just read from the handout and slides. Explanation was given on the white board together with the slideshow. The quiz at the end focused the audience’ attention on useful tips of survival. III. RESULTS Here are the results of their oral presentations, which were used as their oral marks for the first term: Delivery (3) Content (3) Audience awareness (2) Cooperation (2) Total (10) Group 1 2.5 2.5 2 2 9 Group 2 3 3 1.5 2 9.5 Group 3 3 3 2 2 10 Group 4 2.5 2.5 2 2 9 So after a school year of teaching, learning and applying presentation skills in class 11 English 2, it has been realised that: The lessons have contributed to the success in the national exam to chose good students of English: Le Thi Hoang An won the second prize, the only second prize of English that the school achieved in this school year. Students’ pronunciation, including their intonation, was much better. Especially, one student has showed great improvement in her pronunciation 17 and intonation. She is now an eloquent speaker both in English and Vietnamese, and is an active MC of many social activities of the school. Most of the students have become more confident and taken part more actively in speaking activities. There was good allotment of wok and good cooperation among group members in group work activities. Students became more organised with their learning materials, especially when it comes to presentations in English and other school subjects as well. They’ve learnt how to research for their topic and select relevant information to include in their presentations. IV. IMPLICATIONS AND SUGGESTIONS FOR TEACHING Oral presentations in English are an opportunity for students to demonstrate their understanding of a topic, to explain it to an audience as well as to improve their communicative competency. A carefully designed speaking assignment with instructive and constructive feedback is a valuable experience which helps expand their repertoire of communication skills. Bringing presentation skills into the classroom is advisable and essential to help students cope with a variety of different present and future contexts. The purpose of teaching presentation skills is to “empower students to investigate, articulate, and directly share their ideas with their teacher and peers” (Hovane). To explicitly teach presentation skills demands that the teacher be flexible and resourceful and design speaking assignments carefully. The above procedure is just one suggested way of teaching presentation skills. Teachers can find many other ways of introducing and applying these skills to their classrooms, but they should make sure that students are aware of the importance of oral presentations and should give positive feedback. Teachers can also ask students to go some websites to find out more about how good their presentation skills are or do some quiz on the subject before providing them with some core skills. Below are some appropriate presentation skill self-evaluation sets: SET 1. (Adopted from http://www4.caes.hku.hk/epc/presentation/self_evaluation.htm) question 1 1) I determine some basic objectives before 2 3 4 5 18 planning a presentation. 2) I analyze the values, needs and constraints of my audience. 3) I write down some main ideas first, in order to build a presentation around them. 4) I incorporate both a preview and review of the main ideas as my presentation is organized. 5) I develop an introduction that will catch the attention of my audience and still provide the necessary background information. 6) My conclusion refers back to the introduction and, if appropriate, contains a call-to-action statement. 7) The visual aids I use are carefully prepared, simple, easy to read, and have impact. 8) The number of visual aids will enhance, not detract, from my presentation. 9) If my presentation is persuasive, arguments are used that are logical and that support my assertions. 10) I use anxiety to fuel the enthusiasm of my presentation, not hold me back. 11) I ensure the benefits suggested to my audience are clear and compelling. 12) I communicate ideas with enthusiasm. 13) I rehearse so there is a minimum focus on notes and maximum attention paid to my audience. 14) My notes contain only "key words" so I avoid read up from a manuscript or technical paper. 15) My presentations are rehearsed standing up 19 and using visual aids. 16) I prepare answers to anticipated questions, and practice responding to them. 17) I arrange seating (if appropriate) and check audio-visual equipment in advance of the presentation. 18) I maintain good eye contact with the audience at all times. 19) My gestures are natural and not constrained by anxiety. 20) My voice is strong and clear and is not a monotone. Evaluate your score:      If you scored between 80-100, you are an accomplished speaker who simply needs to maintain basic skills through practice. If your total score was between 60-80, you have the potential to become a highly effective presenter. If your score was between 40 and 60, this resource can help you significantly. If you scored between 30 and 40, you should show dramatic improvement with practice. If your total was below 30, roll up your sleeves and dig in. It may not be easy - but you can make excellent progress if you try. SET 2. Presentation feedback sheet (Adopted from Dignen, 2007) Poor OK Good Excellent Planning How well did the presenter plan for the specific audience in terms of ...? • the right target □ □ □ □ • the right information □ □ □ □ • the right presentation process □ □ □ □ 20 □ □ □ □ • presentation structure clear □ □ □ □ • ideas developed logically □ □ □ □ • effective focus on key messages □ □ □ □ • confident start □ □ □ □ • benefits of presentation to audience were highlighted □ □ □ □ • achieved positive impact in first three minutes □ □ □ □ • established right level of rapport □ □ □ □ • influenced audience thinking about the topic □ □ □ □ • involved audience in the presentation enough □ □ □ □ • used the right number of slides □ □ □ □ • designed slides professionally □ □ □ □ • handled professionally □ □ □ □ • the right communication style Structuring How well-structured was the presentation? Starting • How effective was the opening of the presentation? Engaging audiences How far did the presenter engage the audience? Visuals Voice
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