skkn dạy kĩ NĂNG THUYẾT TRÌNH CHO học SINH CHUYÊN ANH

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 THOALĩnh vực nghiên cứu

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 THOALĩnh 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

I THÔNG TIN CHUNG VỀ CÁ NHÂN

1 Họ và tên: ĐINH THỊ PHƯƠNG THOA

2 Ngày tháng năm sinh: 19 - 05 - 1983

8 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

ENGLISH

I RATIONALE

Communication is more and more important in every aspect of our modern life Aperson’s success depends not only on his/her ability to work in their profession butalso on his/her capacity to communicate the ideas to the public However, notmany 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 andcompeting in exams, the author realises the need to bring presentation skills to herEnglish lessons These are the key skills students will need later on in life, andteaching them to make meaningful and engaging presentations early on in schoolwill save them from having to re-learn these skills later Basically, presentationsare included in some tasks in the textbook, but the necessary skills are notexplicitly taught Students often give their oral presentations awkwardly, withoutmuch confidence, or without the audience’s involvement or understanding of whathas just been presented

Within the scope of this research paper, only gifted students of English classes areinvolved for two main reasons First, they are already able to speak in the targetlanguage with some comfort Their specialised subject is English, so they devotequite 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 someothers, 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 andskills required successfully to present oral information to others” Presentationskills are important as they are a means to show knowledge, give a lecture, betested in a classroom, and build confidence to speak to an audience Presentationskills are not limited to the stage, or for large audiences, but are also the means bywhich one can communicate daily in a workplace, teach in the classroom, give

opinions and express oneself in a situation that requires explanations in clear andprecise speech.

Presentation skills should be taught explicitly because they provide students withfree practice, accelerated language development, increased confidence, anddevelopment of body language (Parker, 2008) With ESL students, it is suggestedthat macro organization, micro organization, thesis and support, strategies toinvolve 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 everysuccessful presentation uses broadly the essential techniques, including how toprepare the presentation, how to conquer fear, how to draw audiences’ attention,how to organise the content, how to deliver the presentation, how to use visualaids, 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 askingstudents to do a presentation should be to allow them to demonstrate their thinkingand mastery of subject matter, as well as the ability to communicate thatinformation to others Teaching students how to present helps them with theirEnglish related to their working environment in the future, and provides them with

a confidence and motivation to continue their English

In order to help students with their coming exams as well as to provide them withessential skills for public speaking, which is an indispensable part for their learningand working in the future, the author decided to bring some presentation skills intothe 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 somespeaking tasks, which were from the national exam to choose good students ofthe year 2012, for the students to prepare at home

You have 7 minutes to sketch out what you are going to say You should preparenotes instead of full sentences and try to SPEAK as naturally as possible Yourtalking 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 aboutthis issue

Question # 05 In your opinion, when should sex education be introduced

into secondary school curriculum? Get ready to talk to an audience aboutthis 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 aboutthis 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 audienceabout 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

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 tospeak in front of the class in the next lesson in 3 minutes This task was done tofamiliarise 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 mostcomfortable with The other students listened and gave comments onwhether 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 soon)

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 aneffective presentation from the students After that, handouts were deliveredand presentation skills were taught explicitly

 The teacher gave a short presentation of some main points while the studentsfollowed her ideas using the handouts

 The teacher asked for feedback The students gave comments on theteacher’s presentation on whether it was effective or not and why Theteacher then pointed out what to include and how to include certaininformation and led to the use of visual aids

 The teacher drew the students’ attention to her posture when giving thepresentation: this shows her confidence

 The teacher pointed out the four common problems in answering speakingexam questions (overstated opinion, lack of topic development, lack ofsubjectivity, and off topic response)

 The teacher mentioned some tips when giving an oral presentation (personalstories, emergency response, and contrarian response)

 The teacher allowed some time for students’ questions and answers

 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 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!

 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 beforefrom countries that didn’t care about them, and I believe this is a good thing for allwomen

For example, women were very successful They did a lot of very important thingsthat 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

I am from Turkey I remember my mother and father telling me how they had ahorse before they had a car The horse was very important because it dideverything, 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 acar and everything changed completely Like day and night Suddenly, my fathercould go places more quickly and he could take more vegetables to market Best ofall, he took my mother to the hospital to have me.

In conclusion, I think that for me and my family, the greatest invention of thetwentieth 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 couldunderstand 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 mybrother happy, so we got a dog and called him Happy

Well, I’m telling you, it was amazing My brother loves Happy Before my brotherwas 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 orsister with the autism, I recommend that you to get a dog or a cat It will makethem 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

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 theworld 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 noeducation Because they have no education, they don’t have good jobs, or themoney 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 theminority 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 supportthe new airport? Develop your argument using illustrations and reasons.15.At home, do your prefer to make each meal from basic ingredients or do youprefer ready-to-eat meals? Use examples and reasons to support your

opinion