The aim of this paper is to provide a theoretical framework for pupils’ presentations in classroom, which preparations have to be done in advance, and which skills the pupils have to be made familiar with so that they can perform a proper classroom presentation. Furthermore it will show how oral presentations can be assessed. The second part of this paper is a description of the practical micro-teaching experiment performed in the Fachdidaktik Oberkurs with the topic Presentations in the EFL Classroom.
Table of Contents
I, Theoretical Part
1, Preparations required by the teacher
2, The structure of a presentation
3, The evaluation of an oral presentation
II, Practical Part
1, Aim of the micro- teaching experiment
2, Lead-in
3, Content feed and application of knowledge
4, Saving results
5, Experience and feed-back
Research Objectives and Key Topics
This paper aims to establish a theoretical framework for conducting effective pupil presentations in the EFL classroom, covering preparation, structural requirements, and assessment criteria. It further documents a practical micro-teaching experiment designed to equip students with the necessary skills to deliver successful oral presentations.
- Methodologies for teacher-led presentation preparation
- Core structural elements of academic presentations
- Strategies for oral assessment and grading
- Implementation of peer assessment in language learning
- Practical teaching experiments using contrastive media analysis
Excerpt from the Book
2, The structure of a presentation
A big step to take the pupils’ fears of presentations and speaking in front of their classmates is to make them familiar with the structure of a presentation and the way information should be conveyed.
A proper presentation should have the following simple but effective structure:
Introduction:
Welcoming the audience and introducing the topic of the presentation. Giving an outline of the structure of the presentation and phrasing the thesis statement, i.e. the point the presenter wants to state with their presentation or the message they want to convey.
Main Body:
A chain of arguments and examples that are used to back up the thesis statement and to convince the audience of ones statement.
Conclusion:
A short summing up and restating the main arguments for the thesis statement in order to fully convince the audience of the points given.
With this simple framework the pupils gain a feeling of how they have to arrange their thoughts and how to present them most effectively. Furthermore they can see that a presentations consists, parallel to an essay, of three major parts that have to fit to each other and that have to be linked.
Summary of Chapters
I, Theoretical Part: This section details the necessary teacher preparations, defines the ideal structure of a student presentation, and outlines methods for fair assessment.
1, Preparations required by the teacher: Focuses on the importance of curriculum integration and psychological preparation to reduce student anxiety regarding oral performance.
2, The structure of a presentation: Defines the essential three-part structure (Introduction, Main Body, Conclusion) and discusses the role of visual aids in reinforcing arguments.
3, The evaluation of an oral presentation: Discusses the adaptation of formal evaluation sheets and the inclusion of peer assessment to enhance student learning.
II, Practical Part: Describes a micro-teaching experiment conducted with a tenth-grade class to test the effectiveness of the theoretical framework.
1, Aim of the micro- teaching experiment: Outlines the goal of providing students with a guided line for future academic presentations.
2, Lead-in: Documents the use of brainstorming to identify common presentation pitfalls and successes based on student experience.
3, Content feed and application of knowledge: Describes a comparative video analysis exercise using "bad" versus "good" examples to illustrate key presentation skills.
4, Saving results: Discusses the finalization of the "Guided Line" tool created based on class analysis.
5, Experience and feed-back: Evaluates the teaching experiment, highlighting both the successes of the media approach and potential improvements for future sessions.
Keywords
EFL Classroom, Oral Presentations, Pupil Presentation, Teaching Methodology, Micro-teaching, Presentation Skills, Language Teaching, Oral Assessment, Peer Assessment, Curriculum, Rhetoric Skills, Classroom Atmosphere, Power Point, Educational Standards, Student Anxiety
Frequently Asked Questions
What is the primary focus of this paper?
The paper explores how to prepare students in an EFL classroom to deliver successful oral presentations through structured guidance and proper evaluation methods.
What are the central themes of the work?
The work focuses on presentation structure, the reduction of public speaking anxiety, visual aid optimization, and the integration of both teacher and peer-based evaluation.
What is the main research objective?
The goal is to create a theoretical framework for classroom presentations and validate it through a practical micro-teaching experiment.
Which scientific methods are employed?
The author uses a qualitative approach, combining literature-based theory with an empirical micro-teaching experiment and reflective analysis.
What does the main body of the work cover?
It covers teacher preparation, the technical structure of speeches, guidelines for using visual media, and the application of assessment rubrics.
How is the work characterized by its keywords?
The keywords highlight the intersection of pedagogical methods, language teaching, and the practical technicalities of public speaking in an educational context.
Why is the structure of a presentation considered important in this study?
Providing a standardized structure helps students organize their thoughts and reduces the anxiety associated with speaking in front of peers.
How does the author propose to handle the grading of presentations?
The author suggests using specific evaluation sheets oriented on the Common European Frame of Reference, while also involving students in the process through peer assessment.
What was the outcome of the micro-teaching experiment?
The experiment showed that using contrastive examples—such as poor presentations versus expert ones—is highly effective for teaching presentation skills, though it should be careful to avoid being overly teacher-centered.
- Citar trabajo
- Sebastian Meindl (Autor), 2010, Präsentationen und Referate im Englischunterricht, Múnich, GRIN Verlag, https://www.grin.com/document/162518
