Workshop: 簡報 英文工作坊

1. Workshop: 簡報英文工作坊 By: 洪紹挺 Shao-Ting Alan Hung, Ph.D.

2. “At a funeral, people are five times more likely to want to be in the casket than giving the eulogy.” • ~ Jerry Seinfeld

3. Outline

4. Part 1. Presentation teaching experience

5. Part 1. Presentation teaching experience • Class 1: Indonesian Bridging Program • Background: Government-sponsored; Intensive; College lecturers • Objectives: Improving fluency; survival skills; enhancing presentation skills; • Training task: “I wanna talk about…”

6. Visit http://learnenglish.britishcouncil.org/en/talk-about • Listen to some podcasts • Prepare your own stories of 4 to 5 minutes (no more than 5 minutes). A bell will ring at 4.5 minutes. A second bell will ring at 5 minutes. You will need to stop. Do NOT go overtime. Please manage your time well. • You will share your stories on 6/4, 6/6, 6/11, or 6/13. • After your story, the class will ask questions.

7. Part 1. Presentation teaching experience • Class 2: English Oral Training • Background: Two-semester course • Objectives: Improving presentation skills • Training tasks: Talk show

8. Purpose: • To develop students’ ability to host a talk show in English • To enhance students’ skills in organizing ideas and presenting them in a logical and comprehensible way • To improve students’ ability in taking and answering questions • To sharpen students’ turn-taking skills in conversation

9. Guideline: • Students work in pairs and host an English talk show. The topic of the talk show can be determined by students themselves. • Each pair has 8 - 10 minutes to host a talk show. No more than 10 mins. • You can choose to be the host or the guest. Design the topic and content by yourselves. • Use your imagination and make the talk show interesting. • Make sure to rehearse the show many times. • You will be asked to give written feedback for each talk show on the day of the shows. • The talk shows will be videotaped.

10. Responsibility:

11. See student example • https://www.dropbox.com/s/spb2owp9apbnl2c/B.%20Vivian%2BTina.MPG

12. Part 1. Presentation teaching experience • Class 3: Business Oral Communication • Background: Last mile program; job training • Objectives: 1) improve oral communication skills in business English, 2) increase self confidence and ability to express yourself in a variety of business situations • Training tasks: Job interviews simulations

13. Popular questions for Job interview • What are your greatest strengths? • What are your greatest weaknesses? • What area of work are you interested in? Why? • Why should we hire you? • What interests you about our company? • How can your major contribute to your future performance? • How do you feel about a female boss? • Can you work under pressure? How do you do it? • Are you willing to travel?

14. What are your long-term objectives? What are your short-term objectives? How do you hope to benefit from this job? What is your feeling about working for large and small companies? How did you help to increase sales and/or profits at your last job? Can you delegate responsibility? Cite an example. How long do you envision yourself working for this company? Would you be willing to take less money? What are your three greatest accomplishments in your career?

15. Part 2:Coaching experience • Championship in Southern Taiwan English presentation contest • My role: Facilitator + Audience • The one that can make audiences think about themselves • Watch the clip

16. Part 3: Multimedia in presentation training • What tools can greatly facilitate presentation instruction? • Select the tools that students like and often use.

17. 3. Multimedia in presentation training • Took 1: Blog • Tool 2: Facebook

18. Why should we use tools to facilitate instruction? Creating community of practice

19. Tool 1: Blog: Example Course:Business oral communication Objectives: 1.Strengthen communicative skills in the workplace 2.Develop strategies for social talks, presentation, interviews, negotiation Hours: 3 hours/per week Participants:17seniors

20. Selection of blogs Criteria 1.Popularity 2.Free uploading 3.Familiarity

22. Clips

23. Preparation and shooting Peer feedback Self reflection Process

25. Student examples 1. http://mymedia.yam.com/flymomoga 2. http://blog.xuite.net/ninibeauty/job

26. Results: Perceptions

27. Results: Benefits “I can see my own performance, including delivery, pronunciation, volume…” “…unlike test, I have more time when working on my clips and I can redo the clips again and again until they look satisfactory.” “I can see what my strengths and weaknesses in speaking are when comparing my previous clips with the current ones”

28. 4. “…vlogs increased my competitiveness in job-hunting. I showed my achievement to my future bosses…” 5. “I had more people other than classmates who commented on my clips…” 6. “Peer feedback points out some problems that can hardly be found by myself.” 7. “…adding hyperlinks to share learning resources…”

29. Results: Challenges “…Internet was not always stable for uploading video files…converting video files to the formats that systems supported…” “…felt uncomfortable to show my own speaking to others whom I am not familiar with…” “It’s hard to use vlogs to train my speaking ability because vlog is prepared while face-to-face communication is spontaneous…” Time issue—consistent with previous studies (Chang & Tseng, 2009; Hung, 2006)

30. Tool 2: Facebook

31. Facebook • Groups • Wall • News feed

32. See students’ examples on Facebook

33. 4. Tips for Presentation instruction 1. Mini-presentation on interesting topic • Have the students do an individual, three to five-minute informal mini-presentation. Assign a topic of personal interest such as a favorite restaurant, hotel, recipe, etc. Students do peer feedback and give positive and constructive comments. 2. Checklist • Involve students with peer correction while practicing each step of a presentation. The students can devise a presentation checklist and evaluation sheet listing the main parts of a presentation, and including notes about visual aids. They use this sheet as a guide for comments and observations. (See sample checklist)

34. 4. Tips for Presentation instruction 3. Watch the clips • Monitor body language and eye contact • Discuss the impact of body language and eye contact on a good presentation. Students make a checklist of do’s and don’ts. • Students make notes and discuss positive and negative observations. • Assign students to view/listen to a prominent figure, e.g. a politician or business person, while making a speech or presentation. (This can be taken from TED website.) Students give a short report of their observations. Comment sheets.

36. 4. Tips for Presentation instruction 4. Write out speeches and summarize main points Many language learners will want to write out their entire speech so they make sure the grammar is correct. Once you and their peers check their written speeches, have them create note cards with main ideas. 5. Practice Give them plenty of time to practice, practice, practice! Practice it in front of real audiences.

37. 6. Multimedia Instruct them to support concepts and main points with multimedia, images, and videos. These aids should not distract from the message. The presentation should not have too much multimedia. 7. Avoid language fillers To deal with too many umms, ands, uhhs, students can practice with a peer who will ring a bell every time they do this. 8. Nonverbal cues To help with eye contact, students can look at a point on the far wall and it will seem they are looking at the audience.

38. 9. Show good and bad examples See example

39. Part 5: Resources • TED: www.ted.com

40. Part 5: Resources • Ignite: http://igniteshow.com/ • Ignite is a geek event in over 100 cities worldwide. At the events Ignite presenters share their personal and professional passions, using 20 slides that auto-advance every 15 seconds for a total of just 5 minutes.