1: Task and intro Exemplar assessment

3: Planning templates & modelling

4: Intro writing and engaging audience

Crafting body paragraphs – engaging audience

Integrating powerpoint – dos and don’ts

Coursework studio – speaking starters – and plenaries

Coursework Studio – speaking starters – and plenaries

Coursework Studio – speaking starters – and plenaries

Coursework Studio – speaking starters – and plenaries

Focus on presentation – speaking games etc

Draft performances – Two rooms in ELC??

Assessment Assessment Assessment Assessment

NOTES for 2010• Use exemplars – Lachlan Clark, Nick Tenci, Ethan Dodds

(Technology Breakdown)

• MUST – imbed video into presentations – TEACH HOW TO DO THIS – USE MP4 from Keepvid

• Activity should REINFORCE LEARNING – nothing trite like recognise these famous sportsmen.

• Use Powerpoint video comedy bit – from. GAV

• If you don’t have a laptop you MUST put it on a USB

• DSC – use library laptop to mark, own laptop for presentations.

3.6

Due week Eleven, Term Two

More emphasis to delivery techniques needed

• How to use eye-contact, body language etc AND face audience etc.

• Some examples – worked in adapting content from report to seminar – pinch from exemplars and re-work as speech

Lesson One: Introductions

• Goal: To become familiar with the requirements of this internal and begin planning success

Starter: True or False You will be assessed on how well you …

• Frequently you wear your blazer• construct and deliver an effective presentation. • can burp the national anthem of Albania • develop and support idea(s).• use a range of appropriate presentation techniques

for a specific purpose and audience.

Say it On Words

• Your presentation will be structured and your delivery techniques carefully planned.

• You could consider including oral and visual language techniques such as dramatisations and group or whole class activities. If group or class activities are included they are expected to form some part but not to dominate the presentation and to be efficiently facilitated.

• You may use audio / visual resources as required. Give careful thought as to how an overhead projector, whiteboard, Powerpoint presentation, video or DVD, posters, photocopied resources or other items could be integrated to make your presentation more effective. As you construct your presentation check with your teacher that the techniques and resources you plan to use in various parts of your presentation are suitable and appropriate for your purpose.

• You should also focus on developing effective delivery techniques such as stance and gesture as well as variation in voice including, tone, volume, pace and stress.

• You will use homework and class time to prepare your presentation. You will deliver your presentation in class. Your presentation will be at least six minutes long or probably longer if group work is included.

Content• You will use the research you completed for the 3.7 activity A Question

of Language as the basis of your presentation. You should regard your written report and the other information you assembled for your research project as a starting point only. You must work through the following tasks in order to present that information effectively as an oral presentation.

• Your presentation will be unsuccessful if you attempt to simply read your research report to the class. Consider how you could construct your presentation by modifying key components from your research project so that they work effectively as a presentation to the class: eg

• how could you effectively present your key questions and the context for your research in your opening?

• how could you present some of your source materials effectively (like advertisements or printed text or photographs)? Consider using an OHP, Powerpoint, enlarged photocopies etc.

• how could you involve the class by developing a group activity based on an aspect of your research?

Your aim is to TEACHSo answer the following …

How can I present small, bite-size chunks (No more than a a paragraph at a time) of my speeches?)

How can I get my audience to DO something, rather than just be passive listeners. Consider one or more of the following:

A written or verbal Q & AA True/False or multi-choice quiz at the start and/or end A crossword/wordfind activity – Not Too complex – puzzlemaker.com can helpA cloze paragraph – main points written out with key words left outA small extract from one of your speeches with features in bold / underlined, for

students to label and analyseGroup or individual work

The activity must REINFORCE THE LEARNING – so spot the famous sportsman – no good!

Giving Instructions - clarity

• K.I.S.S.

• Pair it together – have verbal instructions supported by written instructions on powerpoint or worksheet – avoid whiteboard – it’s a bit hard to manage

Lesson Two – Analysing Exemplars

• Goal: To consolidate your understanding of the task requirements and assessment criteria

• Starter: If you had to give each of the assessment criteria strands a title – what would it be??

• What do some of these words mean?

Viewing – View, make notes, steal ideas, assess

At the end of each example you should note down

3 WWWs2 EBIs

And at least …

One delivery technique you would like to emulateOne feature of the content you would like to

emulate

3.6 CriteriaDescriptor

Achievement

•Construct and deliver a presentation which communicates with an audience. •Develop and support idea(s).•Use a range of appropriate presentation techniques for a specific audience and purpose.

Merit •Construct and deliver a presentation which communicates effectively with an audience.•Develop and support detailed idea(s).•Combine a range of appropriate presentation techniques for a specific audience and purpose.

Excellence •Construct and deliver an effective presentation which convinces and / or challenges an audience.•Develop and support detailed idea(s), showing insight and / or originality.•Integrate a range of appropriate presentation techniques for a specific audience and purpose.

Lesson Three: The planning template

Goal: To reframe and organise your research findings so that they suit your audience and purpose

Starter – Group discussion who is your audience and what do they like? What is your purpose, and how will you manage this with your audience in mind?

Modelling – My seminar outline, based on Charity advertising research TWO COLOURS – what you know you can do now and questions you have.

Your turn – complete the planning grid – TWO COLOURS

Getting talking – have a go at presenting your seminar to your neighbour, based on your notes. Listeners are to try to paraphrase a main point.

Structure Options

• Same as your report

• Built around research questions

• Paragraphs of report become points of speech

• Reorganised

• Built around examples

• Each showing different features and appeals

Planning TemplateUsing this layout, develop a planning template for your presentation. Introduction: What is your research objective or the purpose of your language

investigation? Topic or issue / the focus of your presentation:

Body: What will be your main points? What evidence and examples will you add to support your points? How will you link the various points together in your presentation to draw conclusions and make judgements?

First main point:Supported by:Examples / sourcesComments    Observations and judgements drawn from several sources:

Second and further main points: (repeating this structure)

Conclusion: What points will you make in summary?Summary of findings / final observations / closure:

Introduction: What is your research objective or the purpose of your language investigation?

First main point: 

What examples should I use:

Observations and judgements :

Next main point: 

What examples should I use:

Observations and judgements :

Next main point: 

What examples should I use:

Observations and judgements :

Next main point: 

What examples should I use:

Observations and judgements :

Next main point: 

What examples should I use:

Observations and judgements :

Conclusion: What points will you make in summary?

Summary of findings / final observations / closure:

Language Seminar

Goal: to prepare to deliver the final product of your language research seminar

Starter: Chapter One Returns

Stocktake – where are we now?

Where do we need to be? By when?

Seminar Introductions

• Goal: To revise rhetorical features for engaging your audience, and utilising these in an effective introduction

• Starter: Brilliant seminar introduction

• Definitions – Direct address, inclusive language, imperative, rhetorical question, leading question

Model Intro

They’re out there. Like vermin. Lurking around on street corners. Even arriving on the doorstep of the home of you, your family, your baby sister ... And they only want one thing: your money. The hard-earned cash you slave for at your miserable, monotonous afterschool job – or at least the cash you wrestle from mum’s purse or dad’s wallet. And they offer you nothing in return. Charity collectors. The bastards. But how do these goodie goodie scum do it? How do they convince you to literally give your money away? Believe me gentleman, there is a subtle and devious science behind it. They delve deeply into your psyche, appealing to your fundamental desires. And the are master word-smiths; manipulating our language to for emotive and persuasive effect.

Individual Work

• Either:

• Continue writing your presentation notes

• read over and familiarise yourself with your material (Fluency is expected)

• Construct your powerpoint or worksheets etc.

• Tomorrow – practising facilitating a learning activity

Final Class Lesson• Goal: To craft a structured, engaging, developed and educative

presentation• To grow in familiarity with the content of your speech, and therefore

improve your fluency

• Choices …

• Write the body of your report

• Work on your use of powerpoint

• Rehearse your content

• Those whose deadline is tomorrow MUST rehearse by the end of the period.

Rehearsal Lesson

• Goal: To gain confidence and fluency with your seminar content

• Step One: familiarisation

• Step Two: Facilitation

• Step Three: Rehersal