THE ORIGINAL LESSON PLAN
This is the original
lesson plan. We changed a few things
in it, mostly temporal. If you’d like
to see how we changed it, click on the corresponding day and the link will
take you there.
Mini-Presentations:
Considering Audience
(This unit was designed by Umi Lee, Daniel Craig, Doug Croslow and Suzanne Bernsten)
This purpose of this unit is to prepare you to give oral presentations designed for a specific audience.
Goals
• To raise awareness of the need to adjust content and vocabulary for a range of audiences
• To introduce students to effective communication strategies for oral presentations
• To provide students with training in strategies to adjust content for a range of audiences
• To stimulate self and peer evaluation of oral communication skills
Table of Contents
Section 1: Discussion of Oral Presentation; Guest Speaker
Section 2: Adjusting Content; Oral Presentation Guidelines
Section 3: Oral Presentations; Peer Feedback
Syllabus
ESL 401J
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Monday Nov. 8 Room: G11 |
· Introduction to the assignment · Guest speaker · Choose mini-presentation topic |
o Make an outline for your mini-presentation and make a list of keywords that your mini-presentation will contain. o Bring two photocopies of a highly technical journal article in your field. It can discuss any topic; it doesn’t have to be the topic of your mini-presentation. |
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Wednesday Nov. 10 Room: G20 |
· Content adjustments (adapting speeches to a wider audience) · Oral presentation guidelines |
o Complete your mini-presentation using the guidelines that we’ve discussed during the last two class periods. |
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Monday Nov. 15 Room: G11 |
· Mini-presentations · Peer evaluations · First group of 8 presenters |
o Go to the Media Desk at the Undergraduate Library and watch the video or your mini-presentation. Fill out a self-evaluation sheet and choose areas to improve on in your final presentation. Turn in your self-evaluation at our individual conference on November 22. |
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Wednesday Nov. 17 Room: G24 |
· Mini-Presentations · Peer evaluations · Wrap up · Second group of 8 presenters |
o Go to the Media Desk at the Undergraduate Library and watch the video or your mini-presentation. Fill out a self-evaluation sheet and choose areas to improve on in your final presentation. Turn in your self-evaluation at our individual conference on November 22. o Final Paper Rough Draft due (bring 2 copies) |
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Monday Nov. 22 Room: G24 |
· No class · Individual Conference #2 |
o Bring self-evaluation of mini-presentation, peer/professor comments on rough draft & outline and visual aids for presentation. o |
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Wednesday Nov. 24 |
· Thanksgiving vacation · No class |
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Monday Nov. 29 |
· Oral Presentations 1-5 |
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Wednesday Dec. 1 |
· Oral Presentations 6-11 |
o Journals due |
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Monday Dec. 6 |
· Oral Presentations 12-16 |
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Wednesday Dec. 8 |
· Class Party · Class Evaluation |
o Final Paper due |
Requirements for Mini-Presentation
Due Date: Monday, November 15
You are to give a short five-minute presentation to the class on a topic chosen from your field of study. The topic must be different than the one you will present for your final presentation. Your topic could be a theoretical paradigm, a process, a major breakthrough, or an important concept in your field. Sample topics from different fields include the Human Genome project in biology, landmark decisions in law, biotechnology in Natural Resources, and the greenhouse effect in Atmospheric Sciences. The goal of this assignment is to help you prepare for your final presentation through practice, self-evaluation, and peer review.
Keep in mind that your audience consists of people from different fields of study so you will need to adjust your subject matter and vocabulary accordingly.
Be sure to provide an overview of your presentation in the introduction.
Focus on key points in the body of your presentation, do not get bogged down in details.
Summarize your main points in the conclusion.
Make use of the following communication strategies in your presentation:
Eye contact
Gestures
Rephrasing
Repetition of main points
Pauses after key points
Peer Evaluation Groups for Mini-Presentations
Group #1 Group #3
Group #2 Group #4
Section 1: Discussion
of Mini-Presentation - Guest Speaker
Activity A: Introduction to Mini-Presentation Unit (5 minutes)
The teacher will give a short lecture on phonology using a lot of jargon and phonetic symbols.
Activity B: Discussion of Mini-Presentation Unit (10 minutes)
The teacher will introduce students to the Oral Presentation Unit and explain the requirements for the unit.
Activity C: Discussion of Interview with Professor (20 minutes)
The teacher will assign you to four interdisciplinary groups. Discuss what you learned from your interview with a professor. What were the similarities/differences in your interviews? Elect a group spokesperson to present the similarities and differences to the class.
Activity D: Whole Class Discussion (10 minutes)
Group spokesperson presents similarities and differences from the interview discussion.
---BREAK---
Activity E: Guest Speaker (30 minutes)
Activity F: Evaluate the Speaker (10 minutes)
As a class, discuss the strengths and weaknesses of the speaker based on the criteria on the mini-presentation assignment sheet.
Activity G: Brainstorming Presentation Topics (10 minutes)
With a partner, make a list of possible topics for your presentation. Make sure that you choose a different topic than the one you will describe in the final presentation.
Homework:
• Make an outline for your oral presentation. Make a list of keywords that your presentation will contain.
• Bring 2 photocopies of a page from a journal article in your field. It should be written with highly specialized language and can be on any topic in your field.
Section 2: Adjusting
Content; Oral Presentation Guidelines
Activity A: Introduction to Adjusting for Audience: Shakespeare (10 minutes)
Read original passage from Shakespeare. Write a brief summary. Write any difficult vocabulary on the board. Read simplified version and try to define the vocabulary that is already on the board. What made the original passage hard to understand? Discuss techniques used to make the content comprehensible to a wider audience.
Activity B: Writing Definitions (20 minutes)
Read the handout provided on writing definitions. Work through the exercises alone and then compare
answers with a partner. Discuss answers
as a class.
Activity C: Adapting Field Specific Writing for a Wide Audience (20 minutes)
Get into four groups. Choose one of the field specific examples of writing in your group. Adapt the writing for someone outside of the field. Define key terms and include important background information. Turn in both the original and adapted version before the break. Write your adapted version on a transparency. Be prepared to present your writing to the class.
---BREAK---
Activity D: Class Discussion on Adjusting Content (10 minutes)
As a whole class, evaluate one groups' adaptation. How effective was their adaptation? Discuss the process of adapting writing for a wide audience. What terms were difficult to explain? What strategies did you use that were effective?
Activity E: Discuss Guidelines for Making a Good Presentation (20 minutes)
Writing is organized in a similar format as a presentation: introduction, body, and conclusion. As a whole class, go over the guidelines for oral presentations and discuss which guidelines the guest speaker followed.
Activity F: Work on Outline for Presentation (20 minutes)
Exchange outlines for your oral presentation with a partner. Make a list of keywords that are essential to the audience understanding your presentation. Try to define these keywords with examples to someone who is not in your field of study.
Homework:
Prepare for your mini-presentations next Monday and Wednesday.
Section 3: Oral Presentations; Peer Feedback
Activity A: Giving Oral Presentations (50 minutes)
You will each have 5 minutes to give oral presentations. Evaluate the presentations of the three other students in your peer evaluation group.
---BREAK---
Activity B: Evaluating Oral Presentations (20 minutes)
In your peer evaluation group, give feedback about presentations. First, evaluate your own performance, then take turns giving suggestions on both areas to improve on and areas that were successful.
Activity C: Video Example of Good/Bad Oral Presentation (15 minutes)
Watch video clip as a class. Make a list of the strengths and weaknesses of the presenter based on the criteria on the mini-presentation assignment sheet.
Homework:
Go to the Media Desk in the basement of the Undergraduate Library and watch the video of your oral presentation. Fill out an Oral Presentation Evaluation sheet. On the back of the sheet, choose 3 areas to improve on in your final presentation. Turn in self-evaluation at your individual conference on November 22.
DAY 4
Section 3: Oral Presentations; Peer Feedback
Activity A: Giving Oral Presentations (50 minutes)
You will each have 5 minutes to give oral presentations. Evaluate the presentations of the three other students in your peer evaluation group.
---BREAK---
Activity B: Evaluating Oral Presentations (20 minutes)
In your peer evaluation group, give feedback about presentations. First, evaluate your own performance, then take turns giving suggestions on both areas to improve on and areas that were successful.
Activity C: Oral Presentations Across Cultures (10 minutes)
In small groups, discuss important aspects of oral presentations in your home country. Are the rules the same as in the USA or different? Discuss these similarities and differences.
Activity D: Group Discussion (10 minutes)
Group spokesman presents information to the class on oral presentations across cultures. As a wrap up of the Mini-Presentation Unit, the whole class discuses goals for making presentations in the future.
Homework:
Go to the Media Desk in the basement of the Undergraduate Library and watch the video of your oral presentation. Fill out an Oral Presentation Evaluation sheet. On the back of the sheet, choose 3 areas to improve on in your final presentation. Turn in self-evaluation at your individual conference on November 22.
Interview with a Professor/Professional Assignment
Due Date: Monday, November 7
These are some guidelines to assist you in your interview with a professor or professional in your field. You will interview a chosen professor or professional in your field to collect information about how to do a "job talk" or proposal for funding in your field.
Job Talk/ Funding Proposal
1. How important are "Job Talks" and/or Funding Proposals in your field?
2. Who would your audience be for a Job Talk and/or Funding Proposals in your field?
3. How would you prepare for a Job Talk and/or Funding Proposals in your field?
4. How would you arrange for a Job Talk and/or Funding Proposals in your field?
Ask about an example of a Job Talk and/or Funding Proposal that your interviewee has given in the past. (If possible, get a written copy)
Romeo and Juliet
“Romeo and Juliet” by William Shakespeare – adapted by Alan Durband (1985)
Barron’s Educational Series, Inc: Hauppauge, New York
This is where you can find what we used for this activity. We used both the original Prologue and the modern translation of the Prologue from Romeo and Juliet.
ESL 401 J, Fall 1999
A good presentation is similar to a paper. It has an introduction, body and conclusion. The introduction contains the main idea of your presentation, called the statement of purpose, and a general outline of your presentation. The body contains examples supporting the main idea of the presentation. The conclusion summarizes the statement of purpose and the body of the presentation.
For a more detailed description of what to include in your presentation, look over these suggestions:
Introduction (choose from the following methods):
· Prepare the audience to listen and pay attention to your statement of purpose.
· Open with a narrative (a story).
· Open with a quotation. It should be relevant to the topic of your talk.
· Use a rhetorical question to center the audience on the purpose of the topic.
· Use a startling statement to jolt your audience into paying attention.
· Use a negative statement to heighten the “suspense”.
· Use a comparison or a contrast to heighten interest in a subject.
· If you know what the specific interest of the group is you can use this interest to establish an understanding with them.
· Introduce specific instances related to your topic.
· If the audience is known to have interest in your subject, you could open with your statement of purpose.
· Statement of Purpose:
· Give an overview of your presentation
· State the main purpose of your talk.
Body:
· Use the same logical organization of material as you would in a written article.
· Relate your ideas in short and clear sentences.
· Use active rather than passive verbs.
· Use appropriate wording for your audience.
· Make sure that each example is related to your purpose.
Conclusion:
· The conclusion should sum up the examples in the body and show how they enhance the main topic of the talk.
· It should also include a prediction for the future or a logical next step.
Delivery:
· The rate of speech should be fast enough so that the audience doesn’t fall asleep and slow enough for the audience to understand.
· Talk to the people in the back row. Speaking too quietly is a quick way to kill a good presentation.
· Keep eye contact with the audience as much as possible, yet another reason not to read your presentation to the audience.
· Stand up straight, keep your hands out of your pockets, don’t cross your arms, and don’t pace.
· Using gestures is alright when speaking, they are useful in emphasizing points and giving the appearance of relaxation.
Visual Aids:
· Use them wisely
· Plan your use of the blackboard carefully. An organized blackboard is necessary for a good presentation.
· Keep slide presentations grouped together so turning the lights on and off too often won’t be necessary.
· Use an overhead projector to keep the speaker involved with the audience.
· The same is true of Power Point presentations.
Student Profiles
ESL 401J
Country Department .
China Nat. Resources-Enviro. Science (M.S.)
Korea Architecture (M.A.)
Turkey Art History/Architecture (Ph.D)
France Nat. Resources-Wildlife Management (M.A.)
China Atmospheric Sciences (PhD)
Korea Biophysics/Computational Biology (PhD)
China Physiology (non-degree)
Taiwan MBA
Japan Law (non-degree)
Taiwan Computer Science (M.S.)
China Material Science & Engineering (M.S.)
Mexico Electrical Engineering (M.S.)
Korea East Asian Languages & Cultures (M.A.)
Russia Biophysics/Computational Biology (PhD)
Honduras Nat. Resources-IPM in Veg. Crops (M.S.)
China Physics (PhD)
(Adapted from Academic Writing
for Graduate Students
by John Swales and Christine
Feak, pp. 36-49)
Due
to copyright regulations we aren’t able to show this worksheet. If you would like to see it the necessary information
is above.
Oral Presentation: Self-Evaluation
Name:______________
Due on Monday,
November 22. Bring to individual conference
in G24.
To complete this
evaluation you must view your presentation on video. The video is on reserve
at the Undergraduate Library Media Desk.
The library hours are Sunday-Thursday 8am to 1am and Friday from 8am
to 10pm.
Did you choose appropriate words? Were key terms explained in language that was easy to understand? If not, what part(s) of the presentation were difficult to for the audience to understand?
Introduction Body Conclusion
Easy/ Difficult Easy/ Difficult Easy/ Difficult
Comments:
Introduction- Did you provide an overview of the presentation?
Body- How effective were you at focusing on explaining key concepts rather than details?
Conclusion- Did you summarize the main points?
Did you use the following communication strategies to establish and maintain good communication with the audience?
Eye contact
Gestures
Rephrasing
Repetition of main points
Pauses after key points
Which of these communication strategies were used most effectively?
Which could the presenter improve upon or use more effectively?
What aspect of other speaker's presentations would you most like to incorporate into your own presentation?
What two areas would you like to improve upon for your final presentation?
Presenter:______________
Did the presenter choose appropriate words? Were key terms explained in language that was easy to understand? If not, what part(s) of the presentation were difficult to understand?
Introduction Body Conclusion
Easy/ Difficult Easy/ Difficult Easy/Difficult
Comments:
Did the presenter use the following communication strategies to establish and maintain good communication with the audience? Circle one.
Eye contact Needs Improvement Good Very Good
Gestures Needs Improvement Good Very Good
Rephrasing Needs Improvement Good Very Good
Repetition of main points Needs Improvement Good Very Good
Pauses after key points Needs Improvement Good Very Good
What aspect of the speakers' presentation would you most like to incorporate into your own presentation?
Speaker ____________________
Topic ______________________
Content & Preparation (5 points each)
Adequate knowledge Needs Improvement Good Very Good
of subject
Clear explanation Needs Improvement Good Very Good
Well-rehearsed Needs Improvement Good Very Good
Organization (3 points each)
Clear introduction Needs Improvement Good Very Good
Clear topic/controlling idea Needs Improvement Good Very Good
Difficult vocabulary Needs Improvement Good Very Good
explained
Clear examples/illustration Needs Improvement Good Very Good
Definite conclusion Needs Improvement Good Very Good
Communication Strategies (5 points each)
Speaking without reading Needs Improvement Good Very Good
Good volume Needs Improvement Good Very Good
Pronunciation Needs Improvement Good Very Good
Eye contact Needs Improvement Good Very Good
Time limit Needs Improvement Good Very Good
Total Points __________ Grade __________
Comments: