polishing presentations by joann salvisberg at iatefl besig teasig pce 2015

MissionImPossible

Lucerne University of Applied Sciences and Arts, School of Business

The journey of a thousand miles begins

with a single step.


Content Language Organiza/on


Content Language Organiza/on Introduc)on Oral Skills Timing/Ques)ons


Content Language Organiza<on

Introduc)on Oral Skills Timing/Ques2ons

Two Basic Presenta/on Types

•  Informa/ve – Providing knowledge, especially useful or interes<ng informa<on

– ABC formula




– ABC formula

•  Persuasive – Designed to convince the audience that a certain viewpoint is correct

– ABCD formula

Lucerne University of Applied Sciences and Arts School of Business



– ABC formula

•  Persuasive – Designed to convince the audience that a certain viewpoint is correct

– ABCD formula = Sticky Message!


•  A is for … capturing their A>en/on

The Sticky ABCD Formula


•  A is for … capturing their A>en/on •  B is for … Benefits of listening to you



•  A is for … capturing their A>en/on •  B is for … Benefits of listening to you •  C is for … giving your Creden/als



•  A is for … capturing their A>en/on •  B is for … Benefits of listening to you •  C is for … giving your Creden/als •  D is for … mapping out the Direc/ons your talk is going to take



A is for … A>en/on B is for … Benefits C is for … Creden/als

D is for … Direc/ons



Powerful Openings 1.   Rhetorical ques<on 2.  Interes<ng fact 3.   Story and/or anecdote 4.   Problem to think about 5.  Famous quote

The Sticky A


Example phrases – Benefits •  Today’s topic is of par/cular interest to those of you/us who…

•  My topic is very important for you because… •  By the end of this talk you will be familiar with…

•  My talk is par/cularly relevant to those of us/you who…

The Sticky B


Examples – Creden/als •  Name – Let me begin by introducing myself… •  Role -‐ As you may know, I am the Director for…

•  Experience -‐ For the last 6 months, I have been working on

•  Exper/se – The focus of my research at … was

The Sticky C


Giving Direc/ons could include… •  Outlining the talk •  Men<oning the Timing (how long…) •  Note when Ques/ons are allowed •  Will there be Handouts or Slides available

The Sticky D


A>en/on Benefits Creden/als

Direc/ons




Content Language Organiza<on

Introduc2on Oral Skills Ques2ons

•  Should reflect… … the types of language tasks and knowledge

the learner is likely to encounter outside the

classroom tes<ng environment.

(Bachman and Palmer, 1996; Scarlin 1996)

Authen/c Tests


•  Holis/c ~ how well a na<ve speaker would understand them = faster

•  Atomis/c ~ taking into considera<on the various components (e.g. stress, rhythm, intona<on, etc.) = more useful for diagnos/c purposes

(Hughes, 1991, in Szpyra-‐Kozlowska, et al 2005: 3)

Approaches to Assessment


Band Scale Descriptors


(Lambert 2003)

Criterion-‐Referenced Ra/ng Scale


Common European Framework of Reference, Can-‐Do Scale



(Adapted from Carroll, 1980, cited in Weir, 1993: 44)

Impression Marking Scheme


(Adapted from Carroll, 1980, cited in Weir, 1993: 44)

Impression Marking Scheme

Band Descrip/on

9 Expert, authority, expand 8 Very good, effec<ve, ini<ates, elaborates 7 Good, clear, less flexible and fluent, can

respond, hesita<on 6 Competent, follow, stumbles and hesitates,

reasonably fluent 5 Modest, basic gist, no<ceable deficiencies,

repe<<on, lacks flexibility

•  PorZolios •  Observa/ons •  Peer Assessment •  Simula/ons •  Self-‐Assessment

(Shohamy, 1998)

Some techniques in our assessment toolbox include…


Sample 1 – Peer-‐Assessment


Sample 2.a – Peer-‐Assessment

Content and Language –  Knowledge and understanding of topic –  Extent, quality and appropriateness of informa<on presented

–  Effec<ve use of Gambits –  Accurate grammar/language


Quality of management –  Pacing of presenta<on –  Effec<ve use of visual material -‐whiteboard, visual aids, hand-‐outs (as appropriate)

–  Organisa/on/structure of material •  introduc<on •  main body •  conclusion

Sample 2.b – Peer-‐Assessment


Quality of communica<on –  Audibility, liveliness and clarity of presenta<on –  Confidence and fluency in use of English –  Appropriate use of body language (incl. eye contact) –  Responsiveness to audience and ability to answer ques<ons

(Adapted from University of Reading, Accessed 06.04.15: hkps://www.reading.ac.uk/web/FILES/EngageinFeedback/

staff_and_student_feedback_and_assessment_sheets_presenta<ons.pdf)

Sample 2.c – Teacher, Self, Peer-‐Assessment


Pronuncia/on •  Intona/on •  Fluency •  Stress •  Rhythm •  Connected speech

Range •  Vocabulary •  Grammar

Accuracy •  Grammar •  Vocabulary

Appropriateness •  Vocabulary •  Register •  Structures appropriate for the specific func/on

Communica/vity •  Effec/ve communica/on •  Task fulfillment •  Intelligibility

Components of Oral Communica/ve Ability





Components of a Persuasive Talk


•  A>en/on •  Benefits •  Creden/als •  Direc/ons

Selec/ng our Criteria / Scale

1 2 3 4 5 Intona<on Fluency Rhythm Stress A>en/on – Sticky Opening All ABCD Elements included


1 = poor 5 = excellent

Summary

Sticky Presentation – persuasive •  Aken<on, Benefits, Creden<als, Direc<ons

Assessing Language – effec)ve communica)on •  Skills – Use of Peer/Self/Teacher-‐Assessment Tools

•  Language and Pronuncia/on – Use of Ra<ng Scales, personal notes, …



®Peter Salvisberg


®Peter Salvisberg

? ? ?


References ALTE. (2002). The ALTE Can Do Project. English Version. ALTE. Retrieved 06.03.06:

hkp:www.cambridgeenglish.org/images/28906-‐alte-‐can-‐do-‐document.pdf Bachman, L. F., and Palmer, A. S. (1996). Language Tes<ng In Prac<ce: Designing and Developing

Useful Language Tests. Oxford: Oxford University Press. Carroll, B. J. (1980). Tes<ng Communica<ve Performance. London: Pergamon. Hughes, A. (1991). Tes<ng for Language Teachers. Cambridge: Cambridge University Press. Lambert, I. (2003) Recoding Speaking Tests for Oral Assessment. Tokyo Denki University (Tokyo,

Japan). Retrieved May 10, 2006 from: hkp://iteslj.org/Ar<cles/Lambert-‐SpeakingTests.html. Minister of Educa<on, Alberta Educa<on, Curriculum Branch. (1980). Oral Presenta<ons: Peer

Assessment. Cited by University of Reading.Retrieved 06.04.15: hkps://www.reading.ac.uk/web/FILES/EngageinFeedback peer_assessment_of_oral_presenta<ons_shees.pdf

Salvisberg, J. (2005). What does a grade tell you anyway? ETAS Journal, 22(3), 28-‐31. Scarlin, W. (1996). Third Genera<on tes<ng – the communica<ve approach. ETAS Journal, 14(1), 36-‐37. Shohamy, E. 1998. Cri<cal language tes<ng and beyond. Studies in Educa<onal Evalua<on. 24(4), 331-‐345. Szpyra-‐Kozlowska, J. F., Nowacka, M., and Stadnicka, L. (2005). Assessing assessment

methods – on the reliability of pronuncia<on tests in EFL. Marie Curie-‐Sklodowska University, Lublin, Poland. Retrieved 10.03.06: www.phon.ucl.ac.uk/home/johnm/ptlc2005/pdf/ ptlcp37.pdf.

Weir, C. J. (1993). Understanding and Developing Language Tests. New York: Pren<ce Hall. Images Footprints in the Sand and Crossing the Bridge into the Unknown – ©Peter Salvisberg Magic Carpet -‐ imgbuddy.com Many Thanks -‐ hkp://www.trys.ie/trys-‐events-‐training-‐calendar/many-‐thanks/

polishing presentations by joann salvisberg at iatefl besig teasig pce 2015

Education

school of business lambert

scheme lucerne unive

types of language tasks

classroom tes holisc

single step