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How to Use Oral Presentations to Help English Language Learners Succeed
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Excerpted from “ The ELL Teacher’s Toolbox: Hundreds of Practical Ideas to Support Your Students ,” by Larry Ferlazzo and Katie Hull Sypnieski, with permission from the authors.
Having the confidence to speak in front of others is challenging for most people. For English Language Learners, this anxiety can be heightened because they are also speaking in a new language. We’ve found several benefits to incorporating opportunities for students to present to their peers in a positive and safe classroom environment. It helps them focus on pronunciation and clarity and also boosts their confidence. This type of practice is useful since students will surely have to make presentations in other classes, in college, and/or in their future jobs. However, what may be even more valuable is giving students the chance to take these risks in a collaborative, supportive environment.
Presentations also offer students the opportunity to become the teacher—something we welcome and they enjoy! They can further provide valuable listening practice for the rest of the class, especially when students are given a task to focus their listening.
Research confirms that in order for ELLs to acquire English they must engage in oral language practice and be given the opportunity to use language in meaningful ways for social and academic purposes (Williams & Roberts, 2011). Teaching students to design effective oral presentations has also been found to support thinking development as “the quality of presentation actually improves the quality of thought, and vice versa” (Živković, 2014, p. 474). Additionally, t he Common Core Speaking and Listening Standards specifically focus on oral presentations. These standards call for students to make effective and well-organized presentations and to use technology to enhance understanding of them.
GUIDELINES AND APPLICATION
Oral presentations can take many different forms in the ELL classroom—ranging from students briefly presenting their learning in small groups to creating a multi-slide presentation for the whole class. In this section, we give some general guidelines for oral presentations with ELLs. We then share ideas for helping students develop their presentation skills and describe specific ways we scaffold both short and long oral presentations.
We keep the following guidelines in mind when incorporating oral presentations into ELL instruction:
Length —We have students develop and deliver short presentations (usually 2-4 minutes) on a regular basis so they can practice their presentation skills with smaller, less overwhelming tasks. These presentations are often to another student or a small group. Once or twice a semester, students do a longer presentation (usually 5-8 minutes), many times with a partner or in a small group.
Novelty —Mixing up how students present (in small groups, in pairs, individually) and what they use to present (a poster, a paper placed under the document camera, props, a slide presentation, etc.) can increase engagement for students and the teacher!
Whole Class Processing -- We want to avoid students “tuning out” during oral presentations. Not only can it be frustrating for the speakers, but students also miss out on valuable listening practice. During oral presentations, and in any activity, we want to maximize the probability that all students are thinking and learning all the time. Jim Peterson and Ted Appel, administrators with whom we’ve worked closely, call this “whole class processing” (Ferlazzo, 2011, August 16) and it is also known as active participation. All students can be encouraged to actively participate in oral presentations by being given a listening task-- taking notes on a graphic organizer, providing written feedback to the speaker, using a checklist to evaluate presenters, etc.
Language Support —It is critical to provide ELLs, especially at the lower levels of English proficiency, with language support for oral presentations. In other words, thinking about what vocabulary, language features and organizational structures they may need, and then providing students with scaffolding, like speaking frames and graphic organizers. Oral presentations can also provide an opportunity for students to practice their summarizing skills. When students are presenting information on a topic they have researched, we remind them to summarize using their own words and to give credit when using someone else’s words.
Technology Support —It can’t be assumed that students have experience using technology tools in presentations. We find it most helpful using simple tools that are easy for students to learn (like Powerpoint without all the “bells and whistles” or Google Slides). We also emphasize to students that digital media should be used to help the audience understand what they are saying and not just to make a presentation flashy or pretty. We also share with our students what is known as “The Picture Superiority Effect”-- a body of research showing that people are better able to learn and recall information presented as pictures as opposed to just being presented with words (Kagan, 2013).
Groups -- Giving ELLs the opportunity to work and present in small groups is helpful in several ways. Presenting as a group (as opposed to by yourself) can help students feel less anxious. It also offers language-building opportunities as students communicate to develop and practice their presentations. Creating new knowledge as a group promotes collaboration and language acquisition--an ideal equation for a successful ELL classroom!
Teacher feedback/student evaluation --The focus of oral presentations with ELL students should be on the practice and skills they are gaining, not on the grade or “score” they are earning. Teachers can give out a simple rubric before students create their presentations. Then students can keep these expectations in mind as they develop and practice their presentations. The teacher, or classmates, can then use the rubric to offer feedback to the speaker. We also often ask students to reflect on their own presentation and complete the rubric as a form of self-assessment. Figure 30.1 – “Presentation Peer Evaluation Rubric” , developed by talented student teacher Kevin Inlay (who is now a teacher in his own classroom), is a simple rubric we used to improve group presentations in our ELL World History class.
Teaching Presentation Skills
We use the following two lesson ideas to explicitly teach how to develop effective presentation skills:
LESSON ONE: Speaking and Listening Do’s and Don’ts
We help our students understand and practice general presentation skills through an activity we call Speaking and Listening “Do’s and Don’ts.” We usually spread this lesson out among two class periods.
We first ask students to create a simple T-chart by folding a piece of paper in half and labeling one side “Do” and the other side “Don’t.” We then post Figure 30.2 “Speaking Do’s and Don’ts” on the document camera and display the first statement (the rest we cover with a blank sheet of paper).
We read the first statement, “Make eye contact with the audience,” and ask students if this is something they want to do when they are giving a presentation or if it is something they don’t want to do. Students write the statement where they think it belongs--under the “Do” column or “Don’t” Column. Students then share their answer with a partner and discuss why they put it in that column. After calling on a few pairs to share with the class, we move down the list repeating the same process of categorizing each statement as a “Do” or a “Don’t.” Students write it on their chart and discuss why it should be placed there.
After categorizing the statements for speaking, we give students Figure 30.3 “Listening Do’s and Don’ts .” We tell students to work in pairs to categorize the statements as something they do or something they don’t want to do when listening to a student presentation. This time, we ask students to make a quick poster with the headings “Do’s” and “Don’ts” for Listening. Under each heading students must list the corresponding statements--the teacher can circulate to check for accuracy. Students are asked to talk about why each statement belongs in each category and should be prepared to share their reasoning with the class. Students must also choose one “do” statement and one “don’t” statement to illustrate on their poster. Students can present their posters in small groups or with the whole class. This serves as a great opportunity to apply the speaking and listening “do’s” they just reviewed and heightens their awareness of the “don’ts!”
A fun twist, that also serves as a good review on a subsequent day, is to ask groups of students to pick two or three “do’s” and “don’ts” from both Speaking and Listening to act out in front of the class.
LESSON TWO Slide Presentations Concept Attainment
We periodically ask students to make slide presentations using PowerPoint or Google Slides to give them practice with developing visual aids (see the Home Culture activity later in this section). We show students how to make better slides, along with giving students the language support they may need in the form of an outline or sentence starters. An easy and effective way to do this is through Concept Attainment.
Concept Attainment involves the teacher identifying both "good" and "bad" examples of the intended learning objective. In this case, we use a PowerPoint containing three “good” slides and three “bad” ones (see them at The Best Resources For Teaching Students The Difference Between A Good and a Bad Slide ).
We start by showing students the first example of a “good” or “yes” slide (containing very little text and two images) and saying, “This is a yes.” However, we don’t explain why it is a “yes.” Then we show a “bad” or “no” example of a slide (containing multiple images randomly placed with a very “busy background”), saying, “This is a no” without explaining why. Students are then asked to think about them, and share with a partner why they think one is a "yes" and one is a "no."
At this point, we make a quick chart on a large sheet of paper (students can make individual charts on a piece of paper) and ask students to list the good and bad qualities they have observed so far. For example, under the “Good/Yes” column it might say “Has less words and the background is simple” and under the “Bad/No” column “Has too many pictures and the background is distracting.”
We then show the second “yes” example (containing one image with a short amount of text in a clear font) and the “no” example (containing way too much text and using a less clear font style). Students repeat the “think-pair-share” process and then the class again discusses what students are noticing about the “yes” and “no” examples. Then they add these observations to their chart.
Students repeat the whole process a final time with the third examples. The third “yes” example slide contains one image, minimal text and one bullet point. The third “no” example, on the other hand, contains multiple bullet points.
To reinforce this lesson at a later date, the teacher could show students more examples, or students could look for more “yes” and “no” examples online. They could continue to add more qualities of good and bad slides to their chart. See the Technology Connections section for links to good and bad PowerPoint examples, including the PowerPoint we use for this Concept Attainment lesson.
You can learn more about other presentations that support public speaking, such as home culture presentations, speed dating, talking points, top 5 and PechaKucha Book talks in our book, “ The ELL Teacher’s Toolbox: Hundreds of Practical Ideas to Support Your Students .”
Larry Ferlazzo has taught English Language Learners, mainstream and International Baccalaureate students at Luther Burbank High School in Sacramento for 15 years. He has authored eight books on education, hosts a popular blog for educators, and writes a weekly teacher advice column for Education Week Teacher . He was a community organizer for 19 years prior to becoming a high school teacher.
Katie Hull Sypnieski has worked with English Language Learners at the secondary level for over 20 years. She currently teaches middle school ELA and ELD at Rosa Parks K-8 School in Sacramento, California. She is a teaching consultant with the Area 3 Writing Project at the University of California, Davis and has leads professional development for teachers of ELLs. She is co-author (with Larry Ferlazzo) of The ESL/ELL Teacher’s Survival Guide and Navigating the Common Core with English Language Learners .
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21 Tips and Strategies Supporting Learners’ Oral Presentations
Design & assign.
There are many options to consider when assigning an oral presentation. As you answer the following questions, reflect on your own commitment to continue using traditional oral presentations for evaluation.
Determine Oral Presentation Type
If you answered “No” to at least half of the questions, you may want to consider the following alternative formats that mitigate some of the specific anxieties your ELLs experience with oral presentations. While the default may be the traditional individual or group presentation of concepts in front of the whole class, there are a number of alternatives that may serve the same purpose.
Consider the different types of presentations and the steps that you can do to help your learners succeed.
Types of Oral Presentations
Short oral talks in a group
Usually a short oral talk in a group is informal with little time to prepare for this type of speech. Learners share their thoughts or opinions about a specific topic. This type of talk follows a structure with a brief introductory statement, 2-3 ideas and a concluding statement. These brief oral talks can help students develop confidence because they are presenting to a small group rather than the whole class. They do not have to create and coordinate visuals with their talk and the talk is short. There still needs to be substance to the talk, so participants should be given advance warning that they will be asked to speak on a particular topic. One advantage is that several students in the class can be presenting simultaneously; however, as a result, in-process marking is not possible.
Formal oral presentations in front of class
Formal oral presentations in front of the class usually require individual students to make a longer presentation, supported with effective visual aids. Adequate time has been given for the presenter to prepare the topic. This type of presentation can be used to present research, information in general, or to persuade. The presenter is often put in charge of the class during the presentation time, so in addition to presenting, the presenter has to keep the class engaged and in line. Formal oral presentations often involve a Q & A. Most of the grading can be done in-process because you are only observing one student at a time. It is very time consuming to get through a whole class of presentations and have the class engaged and learning and you are giving up control of many course hours and content coverage.
Group Presentations
- Tips for giving a group presentation
Sharing Presentations Online
Students can be made the presenter in online platforms to complete presentations. Zoom, Blackboard, WebEx and other similar software allow the moderator (Professor) to make specific participants hosts which enables them to share their screens and control the participation options of other students in the class. As each platform has variations on how to share documents and control the presentation, it is important that students are given specific instructions on how to “present” using the various platforms. If possible, set up separate “rooms” for students to practice in before their presentation.
- Instructions for screen sharing in Zoom
- Instructions for screen sharing in WebEx
- Instructions for screen sharing in Blackboard Collaborate
Use Oral Recordings of Presentations Synchronously or Asynchronously
Consider allowing students to record their presentations and present the recording to the class. While this would not be appropriate for a language class where the performance of the presentation is likely more important than the content, in other classes providing the opportunity for learners to record multiple times until they are satisfied with the output is an ideal way to optimize the quality of the presentation as well as reduce the performance related stress. The presentation can then be shared synchronously in class or online with the presenter hosting and fielding questions, or asynchronously posted on a discussion board or other app such as Flipgrid with the presenter responding to comments posted over a set period of time. A side benefit to the use of some of these tools such as Skye and Google Meet is that they are commonly used in the workforce so it good practice for post-graduation application of skills.
Possible Tools for Recording and Sharing
- Flipgrid – an easy to use app that lets students record short video clips and resubmit as many times as needed. The video stays in the Flipgrid app for other students to see (if shared) and allow for easy teacher responses whether via video or text. (Asynchronous)
- Skype – Follow the instructions to record and share a video on the MS website (Either if posted on course platform)
- Google Meet – Follow the i nstructions to record and share a presentation on Google Meet . (Either if posted on course platform)
- Zoom – students can share their narrated PPT slides via Zoom (don’t forget to enable the sound)
- Powerpoint – Recording of narrations for slides
- Youtube – Recorded videos can be uploaded to Youtube to share by following instructions to upload Youtube video
- OneDrive – most institutions provide OneDrive accounts for faculty and students as part of Office 365. Students can save their video in OneDrive and choose who to share it with (faculty member, group, class)
Presenting in Another Language
If the goal of the presentation is to demonstrate in depth understanding of the course content and ability to communicate that information effectively, does the presentation have to be done in English? Can the student’s mastery of the subject matter be demonstrated in another language with a translator? It would still be possible to evaluate the content of the presentation, the confidence, the performance, the visual aids etc. On the global stage, translated speeches and presentations are the norm by political leaders and content experts – why not let students show the depth of their understanding in a language they are comfortable with?
If a more formal type of oral presentation is required, is it possible to give students some choice to help reduce their anxiety? For example, could they choose to present to you alone, to a small group, or to the whole class?
Teach Making a Presentation Step by Step
Don’t assume that all the students in your class have been taught how to make a presentation for a college or university level class. Furthermore, there are many purposes for presentations (inform, educate, persuade, motivate, activate, entertain) which require different organizational structure, tone, content and visual aids.
- Ask the class to raise their hands if they feel ♦ very comfortable presenting in front of the class, ♦ somewhat comfortable presenting in front of the class or ♦ not comfortable presenting in front of the class. This will help you gauge your learners’ prior experience / comfort and also let learners in the class see that others, both native speakers and ELLs are nervous about presenting orally in class.
Provide Clear Instructions
- Write clear, detailed instructions (following the suggestions in Module 3).
- Ask students to download a copy to bring to class and encourage them to record annotations as you discuss expectations.
- Example: How many slides should you use as your visual aid? Do you need to use outside sources? What tools can you use to create this presentation?
- Include the rubric that you will use to grade the presentations and explain each section, noting sections that have higher weighting.
Provide a Guide to Planning
- Have students write a description of the target audience for their presentation and explicitly state the purpose of the presentation.
- Encourage students to read widely on their topic. The more content knowledge the learner has about the topic, the more confident the learner will be when presenting.
- Teach students how to do an effective presentation that meets your course expectations (if class time does not permit, offer an optional ‘office hours’ workshop). Remember – many of your students many never have presented a post-secondary presentation which may cause significant anxiety. Your ELL’s experiences with oral presentations may be limited or significantly different in terms of expectations based on their prior educational contexts.
- Have students view examples of good presentations and some bad ones – there are many examples available on YouTube such as Good Presentation vs Bad Presentation .
- Provide specific guidelines for each section of the presentation. How should learners introduce their presentation? How much detail is required? Is audience interaction required? Is a call to action expected at the end?
- If audience interaction is required, teach your students specific elicitation techniques (See Module 3)
- Designing Visual Aids Centre for Teaching Excellence, University of Waterloo
- Presentation Aids Video
- Paralinguistic features like eye contact are potentially culture – bound. If the subject that you are teaching values eye contact, then include this expectation in the presentation. On the other hand, if your field of study doesn’t require presentations typically, consider valuing the cultural diversity of your learners and not grading learners negatively for not making eye contact.
- Review the rubric. Let learners know what you are specifically grading during the presentation. The rubric should be detailed enough that learners know what elements of the presentation are weighted the heaviest.
Model an Effective Presentation
A good speech is like a pencil; it has to have a point.
- Provide an exemplar of a presentation that you have presented yourself and recorded, or a presentation done by a previous student for which you have written permission to share.
Require Students to Practice
- Practice saying the presentation out loud
- Practice with a room mate/ classmate / family member / friend
- Go on a walk and talk – encourage students to get outside, and go for a walk – as they walk, they can say their presentation orally out loud. The fresh air and sunshine helps one to relax and reduce anxiety, so it is easier to focus on the talk.
- Record a practice presentation. Encourage students to find a quiet place to record and to use headphones with a mic to improve quality of the recording.
- If time allows, build formative practice presentations into the schedule. Have students practice their presentation in small groups and have other group mates give targeted feedback based on content, organization and presentation skills. Provide a checklist of expectations for the others in the group to use to provide specific, targeted feedback to the presenter. Students can watch their performance at home along with their peer’s feedback to identify areas for improvement.
- If you have assigned oral presentations in your class, review the course outcomes and the content covered in the assignment and determine if a formal oral presentation is necessary.
- Think of one alternative you could offer to students who struggle with individual assignments.
- Annotate your assignment with notes indicating possible modifications you could make to improve the inclusivity and equity of the assignment.
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Business Skills Bank: Giving PresentationsBy Tim Bowen This Business skills lesson plan by Tim Bowen presents common features of presentations and practises useful language for putting together and giving presentations. Lesson length: 60-75 mins Materials: Worksheets 1-5 Subsidiary aims: Listening (or reading) for specific information, discussion of what makes a good presentation. Business Skills Bank: Giving presentations—WorksheetsBusiness skills bank: giving presentations—teacher's notes, presentations part 1, presentations part 2.
Related articles Business Skills Bank: MeetingsSara Helm introduces a short series of lessons for business professionals on meetings skills and the type of functional language needed to conduct meetings in English. Business skills bank: Preparing for a first meeting: Part 3By Sara Helm In this lesson students participate in a business meeting, while the teacher observes and takes notes for a performance review. Business skills bank: Preparing for a first meeting: Part 2A lesson to help review and practise language for leading and participating in meetings. 3 Readers' commentsOnly registered users can comment on this article., more from business lesson plans.  Live from London: Business—NegotiationsBy Pete Clements Watch authentic London office workers describe the ways to conduct successful negotiations and the skills good negotiators need. Now Interactive!  Live from London: Business — Dress codesWatch authentic London office workers giving advice on the best ways to dress to impress. Try the new Interactive Worksheets!  Live from London: Business — EmailsBy Bryan Goodman-Stephens Watch authentic London office workers explain how they use emails and phones to communicate in their companies. Now with Interactive Worksheets! Join onestopenglish todayWith more than 700,000 registered users in over 100 countries around the world, Onestopenglish is the number one resource site for English language teachers, providing access to thousands of resources, including lesson plans, worksheets, audio, video and flashcards.
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©Macmillan Education Limited 2023. Company number: 1755588 VAT number: 199440621 Site powered by Webvision Cloud  PRESENTATION LESSON PLAN ORAL COMMUNICATION SKILLS BASIC BUSINESS RULES GUIDE TEACHING ACTIVITY LEARNING SAMPLE EXAMPLE HELP ENGLISH WORK CAREERS STUDENTS JOB PRACTICE TEACHER TEMPLATE PUBLIC SPEAKING LIFE SKILLS
BUSINESS AND COMMUNICATION SKILLS:Making effective presentations. An introduction to business presentation and related communication skills. Objectives: Suggested Grades: PRESENTATION LESSON PLAN Teaching Materials Lesson - Making Effective Presentations ( see below for printable lesson) Effective Presentations Skills Student worksheet Procedure : Teachers may either print out this lesson and have students read it themselves, or use the lesson for giving your own phone skills lesson. Lesson Printable Materials - Worksheets Print out the teaching lesson pages and exercise worksheets for use with this lesson:  Printable lesson. More Public Speaking and Communication Business Skills Lessons Back to more Career, Job, and Business Skills Lessons 
4 Fun Ways to Practice Short Oral Presentationsby MiddleWeb · Published 07/17/2018 · Updated 07/03/2022 When our book The ELL Teacher’s Toolbox was published this spring, the KQED MindShift blog published an excerpt titled “How to Use Oral Presentations to Help English Language Learners Succeed.” MiddleWeb asked to share our tips for short presentations that appear in the book right after this excerpt. You might find it helpful to read both posts. We think our strategies for ELL students can be adapted for any group of students working to improve speaking and listening skills. ~ Larry & Katie By Larry Ferlazzo and Katie Hull Sypnieski  Speed DatingSpeed dating is a quick way for students to present their work to classmates while gaining speaking and listening practice. The teacher divides students into two rows facing each other (students can be standing or seated in desks). One row is assigned as the movers . The teacher tells students the amount of time each partner will have to speak (this depends on the length of what they are sharing). When time is up, the teacher says “switch” and the mover row stands and moves one person to the right. This can be done several times so that students can present to multiple partners. (When the movers shift, one person in the stationary row will be without a partner. Have that person move to the other end of their row.) Students can share their work in different ways (e.g., by sharing specific parts of a mini-poster or explaining something they’ve written). To boost listening skills, we often require students to ask a question after their partner presents (sometimes providing question and answer frames). The previous paragraphs describe individual presentations. An easy way to do speed dating after students have worked in groups to prepare joint presentations is to assign half the groups to different parts or corners of the room (they become the stationary groups). Each remaining group (who will be the movers) is assigned to start with a stationary group partner. After each of the paired groups makes its joint presentation to the other, the mover group rotates and the process repeats itself. Talking Points PresentationsThis activity is a fun way for students to practice the presentation skill of speaking from their notes, not reading from them. In this activity, the teacher first asks students to generate a quick list of topics they know a lot about (we often have students consult their heart maps or writing territories, which are discussed in Strategy 18 of our book, “Writer’s Notebook”). Students then choose one topic to write about for several minutes—writing anything they know or that comes to mind. The teacher can model the same process on the document camera with a topic of his or her choice.  Teacher model: “My worst Disneyland memory was throwing up after Star Tours.” After writing, the teacher shows students how they can use this quickwrite to create several talking points or categories by looking for ideas that they can expand upon from their original writing. For example, if they wrote about Disneyland then the categories might include “my favorite rides,” “my best memory at Disneyland,” “my worst memory at Disneyland,” or “my favorite Disney character.” Students then choose three of their categories and draw a quick picture representing each one. For the Disneyland example, Katie modeled drawing a picture of the submarine ride, a picture of her throwing up after going on Star Tours, and a sketch of Minnie Mouse! The teacher then gives students a simple outline and models using it as an assist while speaking for a brief amount of time (no more than two minutes). See Figure 30.4: Talking Points Presentation Model and Outline for the teacher model and the outline we used for this activity.  Click to enlarge The teacher reinforces the difference between reading the talking points (a don’t ) and speaking from the talking points (a do ). Students are then given time to practice presenting using the outline as a guide—an opening, talking about each picture (using the talking points as cues), and a closing. Students can give their presentations in small groups or in pairs (preferably with different students than they practiced with). Depending on their English proficiency level and the amount of practice they’ve had, students may or may not need to look at their outline. Listeners can be tasked with thinking of a relevant question to ask the speaker at the end of their presentation. Top Five PresentationsThis activity involves students working in groups to develop a top five list based on their interests and then preparing a short presentation to share with the class. We were introduced to the idea by ELT specialist Clare Lavery in her British Council post “Short Projects to Get Them Talking.” In our version of the activity, we put students in groups of three and give them a few minutes to come up with three to four topics they all find interesting. Sometimes students need a few ideas to get them started so we list some examples on the board (animals, sports, music, fashion, etc.).  Students use the outline to develop their presentation ideas – to list their choices for the top five in their topic and to explain why they believe each one belongs in the top five. We’ve found it is also helpful and enjoyable for students to create a visual aid to further communicate their points. In the past, students have created top five posters and five to seven slide PowerPoints. Students have also incorporated songs and movie clips into their presentations. We usually give groups a speaking time limit of three minutes with the requirement that each person in the group must speak during the presentation. Students are then given time to practice their presentations. It might be necessary for the class to review our dos and don’ts for speaking and listening . The presentations can be done in front of the whole class or small groups can be paired up and present to each other. Listeners can be asked to provide feedback on a sticky note (writing something they liked about the presentation or a question they had). PechaKucha Book TalksPechaKucha (“chit-chat” in Japanese) is a popular presentation format in which 20 slides are shown for 20 seconds each (20 × 20) – about six and a half minutes. The slides, which usually contain one to two images and minimal text, are programmed to advance automatically as the speaker talks along with them. In other words, each slide is used as a background or visual cue as the speakers progress through their presentation. Many language teachers use the PechaKucha presentation format because it can be easily modified. PK presentations have several advantages for ELLs—they are short, structured, highly visual, and informal. Students can use the PechaKucha format to develop presentations on basically any topic. Teachers can adjust the time format if they want to give students more time on each slide or have students present fewer slides (e.g., 10 slides × 30 seconds each).  One variation of Pecha Kucha we’ve used in our classes was introduced to us by educator Anthony Schmidt in his helpful blog post “The Power of PechaKucha.” His modified version has students create a short PechaKucha presentation on a book they’ve read. We often have students do book talks with a partner and this is a great way to give those a different spin. Here is the outline Anthony used with his intermediate students: Five Slide PechaKucha (2:40)
We provided our students with this outline. Students then created their slide presentations about their books. They selected online images based on a key idea for each slide (e.g., one student chose an image of the cover of his book for Slide 1 and an image of a gold medal for Slide 4). Because we had beginners and intermediates, we gave students the option of using sentence frames to write their notes for each slide and posted them on the front board (e.g., “The title of my book is.” “I recommend this book because.” ). Students then printed out a copy of their PowerPoint to use for practice and sent them to us. We had one or two students present their PechaKucha book talks each day over the course of a few weeks. Short presentations build confidenceShort presentations help us meet our goals of teaching students to develop and deliver effective oral presentations, providing them with lots of practice, and enabling them to feel empowered, not overwhelmed, by the experience.  NOW AVAILABLE: The ESL/ELL Teacher’s Survival Guide: Ready-to-Use Strategies, Tools, and Activities for Teaching English Language Learners of All Levels, 2nd Edition in April 2022. Share this:Tags: ELL English learners Katie Hull Sypnieski larry ferlazzo listening oral presentations speaking teaching ELLs  MiddleWeb is all about the middle grades, with great 4-8 resources, book reviews, and guest posts by educators who support the success of young adolescents. And be sure to subscribe to MiddleWeb SmartBrief for the latest middle grades news & commentary from around the USA. 2 Responses
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Preparing Oral Presentations - Presentation Click on learning intention text to edit. We are learning to use interaction skills to listen to and contribute to conversations, use positive statements to engage and appropriate language to disagree in group and class settings.We are learning to use active listening skills, appropriate tone, pace, pitch and volume to communicate and interact clearly with others., we are learning to re-read and edit texts for appropriate meaning, structure, grammatical choices and punctuation., we are learning to plan and deliver oral or multimodal short presentations, providing some key details in logical sequence., we are learning to plan, rehearse and deliver presentations in an organised manner with relevant facts and description from reliable sources..
This detailed presentation has been created to support and guide students through preparing and presenting an oral presentation. It covers choosing a topic, structuring a speech and key oral speaking skills. A great resource to show your students to help them start planning their presentation!
AC9E3LY02 9 Use interaction skills to contribute to conversations and discussions to share information and ideas AC9E3LY07 9 Plan, create, rehearse and deliver short oral and/or multimodal presentations to inform, express opinions or tell stories, using a clear structure, details to elaborate ideas, topic-specific and precise vocabulary, visual features, and appropriate tone, pace, pitch and volume AC9E4LY07 9 Plan, create, rehearse and deliver structured oral and/or multimodal presentations to report on a topic, tell a story, recount events or present an argument using subjective and objective language, complex sentences, visual features, tone, pace, pitch and volume ACELY1792 8.4 Use interaction skills, including active listening behaviours and communicate in a clear, coherent manner using a variety of everyday and learned vocabulary and appropriate tone, pace, pitch and volume ACELY1677 8.4 Plan and deliver short presentations, providing some key details in logical sequence ACELY1689 8.4 Plan, rehearse and deliver presentations incorporating learned content and taking into account the particular purposes and audiences Identifies the effect of purpose and audience on spoken texts, distinguishes between different forms of English and identifies organisational patterns and features Communicates in a range of informal and formal contexts by adopting a range of roles in group, classroom, school and community contexts EN2-OLC-01 new Communicates with familiar audiences for social and learning purposes, by interacting, understanding and presenting EN2-VOCAB-01 new Builds knowledge and use of Tier 1, Tier 2 and Tier 3 vocabulary through interacting, wide reading and writing, and by defining and analysing words EN2-CWT-01 new Plans, creates and revises written texts for imaginative purposes, using text features, sentence-level grammar, punctuation and word-level language for a target audience EN2-CWT-02 new Plans, creates and revises written texts for informative purposes, using text features, sentence-level grammar, punctuation and word-level language for a target audience EN2-CWT-03 new Plans, creates and revises written texts for persuasive purposes, using text features, sentence-level grammar, punctuation and word-level language for a target audience EN2-SPELL-01 new Selects, applies and describes appropriate phonological, orthographic and morphological generalisations and strategies when spelling in a range of contexts EN2-HANDW-02 new Uses digital technologies to create texts EN2-UARL-01 new Identifies and describes how ideas are represented in literature and strategically uses similar representations when creating texts Listen to and contribute to conversations and discussions to share information and ideas and negotiate in collaborative situations and use interaction skills, including active listening and clear, coherent communications Plan and deliver short presentations, providing some key details in logical sequence, using appropriate tone, pace, pitch and volume Plan, rehearse and deliver presentations incorporating learned content and taking into account the particular audiences and purposes such as informative, persuasive and imaginative, including multimodal elements  Members LoginForgot your password? Not a Member? Join Now
Lesson Plans Talking with children about their oral health can be a rewarding activity for both you and you students. The ADA believes that it's never too early to begin oral health education and screening. By sharing these sample presentations and resources with your class, you can help educate students of all ages think about and discuss the importance of dental health. This section contains exercises ranging from learning and coloring the different parts of the tooth to more dynamic lessons that engage preteen students on why making smart choices can protect their teeth and health. Remember: Teaching children good oral hygiene habits early can lead to a lifetime of healthy smiles.   Latest News / Latest! / Learning Activity Sheets (LAS) / Lesson Exemplars (LE) / Worksheets 2nd Quarter Grade 1 Lesson Exemplars (LE) and Learning Activity Sheets (LAS)
Lesson exemplars are essential tools that guide both teachers and students toward success. They begin with clear learning objectives showing students what they should achieve by the end of the lesson. These objectives align with curriculum standards and grade-level expectations. See 2nd Quarter Grade 1 Lesson Exemplars (LE) and Learning Activity Sheets (LAS). The exemplars also provide a detailed plan of activities including teaching methods like direct instruction, group work or hands-on projects. They outline the materials and resources needed simplifying lesson preparation for teachers. Assessment plays a key role in lesson exemplars by offering ways to measure student understanding such as through quizzes or class discussions. They often suggest strategies to accommodate different learning needs ensuring that lessons are adaptable and inclusive. Additionally, lesson exemplars serve as examples of high-quality work. They give students clear feedback and help them understand what is required to improve their grades. By viewing exemplars, students learn to apply criteria consistently and aim for high standards. Lesson exemplars enhance both teaching and learning making them valuable tools in education.
Learning Activity Sheets (LAS) provide many advantages for both teachers and students. They offer a clear and structured way for students to interact with the material improving understanding and retention. Teachers use LAS to focus on specific skills or areas where students need more practice. With step-by-step instructions, students can follow along easily which reduces confusion. Learning Activity Sheets (LAS) promote active learning by encouraging students to think critically and apply their knowledge. Teachers can quickly assess student progress through these sheets. Since LAS are versatile, they can be used for group activities, homework or individual practice thus saving teachers time with ready-made assignments. These sheets also help students develop responsibility by completing tasks on their own thus contributing to a more dynamic learning environment. LAS make learning fun by turning lessons into hands-on activities like solving riddles or drawing diagrams. Students gain confidence as they complete tasks and get answers right, making learning more exciting. Additionally, teachers can customize LAS to meet each student’s needs by providing personalized learning experiences. LAS help improve cognitive skills while keeping students engaged and motivated.  2nd Quarter Grade 1 Lesson Exemplars (LE) SY 2024 – 2025New grade 1 matatag lesson exemplars (le) – 2nd quarter week 1 ( september 30 – october 4, 2024).
2nd Quarter Grade 1 Learning Activity Sheets (LAS) SY 2024 – 2025New grade 1 matatag learning activity sheets (las) – 1st quarter week 1 ( september 30 – october 4, 2024).
(Coming Soon! ) Weekly Quarter 2 MATATAG Lesson Exemplars (LE) and Learning Activity Sheets (LAS)Also available, 2nd quarter matatag daily lesson logs, periodical tests – all subjects with tos, more free to download files here. Budget of Work | Bulletin Board Display | Curriculum Guide | Daily Lesson Log | DepEd Announcements | DepEd Memo | DepEd News | DepEd Official Statements | DepEd Order | DepEd Press Releases | Designs and Templates | Detailed Lesson Plan | Diagnostic Test | Download Files Here | Exams | Forms | Graduation | Instructional Materials | Latest News | Latest! | Learners Material | Lesson Exemplars (LE) | Learning Activity Sheets (LAS) | Periodical Tests | PowerPoint Presentations | Reviewers | RPMS | School Forms | Summative Test | Teachers Guide | Teachers Manuals | Teachers Tools | Weekly Daily Lesson Log | Workbooks | Worksheets These daily lesson log were made in compliance with the Department of Education format. DepEd Resources credits these files to all the owners and authors as well as those who sent us this files for posting. We will always be thankful of you. You make DepEd Resources possible for our beloved teachers . Please LIKE and SHARE so everyone would benefit from these files. Thank you! FOLLOW US on Facebook! Click Here. “I cannot do all the good that the world needs. But the world needs all the good that I can do.” ― Jana Stanfield
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Introducing Expectations for Oral Presentations: A 55-Minute Lesson Plan. 1. Do Exercise: Similarities and Differences Between Writing and Speaking. 1. 3-minute free write about similarities between writing and speaking, especially similarities between writing a paper and giving a presentation. 2. 3-minute free speak with peer partner about ...
Research confirms that in order for ELLs to acquire English they must engage in oral language practice and be given the opportunity to use language in meaningful ways for social and academic purposes (Williams & Roberts, 2011). Teaching students to design effective oral presentations has also been found to support thinking development as "the ...
Business. In this lesson about business presentations in English, students discuss presentation structures in depth, watch a video with tips on giving presentations, and learn useful words and phrases related to the topic. The lesson is the first of the three-part series of lessons about delivering presentations. Unlimited Plan Show.
Presentations normally have one or more of the following aims: To inform/ raise awareness of an important issue. To persuade people to do something. Form part of an exam, demonstrating public speaking/presentation skills in a first or second language. I set students a task where they answer these questions:
d sharing and be sure to ask about allergies.SIX-DAY LESSONDAY 1INTRODUCTION AND PLANNINGIntroduce the assignment (go through assignment sheet), answer questions, tell pa. ameters about topics and tell suggestions and fun stories about past triumphs and disasters.Remind students about the Handy method.
A way of teaching in which the teacher asks students to do a task to see how well they know a certain piece of language. The teacher then presents the new language to the students, then in the final stage asks the students to do another task using the new language correctly. This way of approaching teaching target language can be helpful if
supporting young Multilingual Learners' (MLs) oral language development. It could be integrated into courses on elementary or early literacy methods or teaching MLs, or used for professional development. In this two-hour sequence of activities, teachers: • Watch a video explaining why oral language development is
Group presentations have many of the same elements as the individual oral presentation; however, the topic is shared between 3-4 learners. This can take the pressure off the individual because more than one person is responsible for covering the topic. Depending on the mix of the team, this can be a positive or a negative.
A compromise is obviously best, but movement and gesture should always contribute to expressing the points in question. On tape, or in front of a mirror, use your hands broadly and expansively to clarify points or add color, but not so much that you appear to have become one of Marcel Marceau's apprentices. 4.
Impromptu Speech Practice. EAP Presentation Skills Worksheet - Reading and Writing Exercises: Identifying, Matching, Brainstorming, Creating an Outline - Speaking Activity: Presenting - Group Work - Upper-intermediate (B2) - 45 minutes. In this productive impromptu speech worksheet, students review, plan, prepare and deliver impromptu speeches.
Results for oral presentation lesson plan 2,000+ results. Sort by: Relevance. Relevance; Rating; Price (Ascending) ... Get your students excited about oral presentations! Teaching students how to create an engaging oral presentation is an important life skill. Students will practice their oral presentation skills for these assignments: Current ...
Personal online tutoring. EnglishScore Tutors is the British Council's one-to-one tutoring platform for 13- to 17-year-olds. Giving an oral presentation as part of a speaking exam can be quite scary, but we're here to help you. Watch two students giving presentations and then read the tips carefully.
Learners plan a short presentation of about five minutes. To maintain motivation, let them choose a topic on a game, TV show, place, or even product that they like. Step 1: To begin, focus on the language aim of the task, which can be on functional language for presentations e.g., language for introducing your presentation; outlining what you are
Teach Starter Publishing. We create premium quality, downloadable teaching resources for primary/elementary school teachers that make classrooms buzz! A 60 minute lesson in which students will present a persuasive speech to the class using appropriate oral presentation skills.
1) An introduction or attention-getting statement. 2) A thesis statement (the main point of their talk). 3) Presentations should include a "body" with one or more important points. 4) Have them conclude their presentations by summarizing important points and re-affirming their thesis statements.
4.3. At the completion of this lesson, you should be able to: Identify strategies for conducting effective oral presentations. Identify your own anxiety about public speaking and take steps to reduce your anxiety. Prepare and deliver an oral presentation in a manner that effectively delivers the message and meets the needs of the target audience.
This Business skills lesson plan by Tim Bowen presents common features of presentations and practises useful language for putting together and giving presentations. Lesson length: 60-75 mins. Materials: Worksheets 1-5. Subsidiary aims: Listening (or reading) for specific information, discussion of what makes a good presentation.
Making Effective Presentations. An introduction to business presentation and related communication skills. Objectives: Students will learn the importance of good presentation skills. Students will learn to make their presentation focused on a particular type of audience, learn what information to include in the presentation, understand how to ...
Speed Dating. Speed dating is a quick way for students to present their work to classmates while gaining speaking and listening practice. The teacher divides students into two rows facing each other (students can be standing or seated in desks). One row is assigned as the movers.
English Unit: Preparing Oral Presentations. This detailed presentation has been created to support and guide students through preparing and presenting an oral presentation. It covers choosing a topic, structuring a speech and key oral speaking skills. A great resource to show your students to help them start planning their presentation!
Oral Presentation Lesson Plan Candidates will create a lesson plan related to the health topic of their oral presentation. Element. Levels of Performance. 1.€Content standard __Target(3) The lesson meets goals and criteria for specific content standards __Acceptable(2) The lesson develops some of the criteria for the specific content standard.
Lesson Plans. Talking with children about their oral health can be a rewarding activity for both you and you students. The ADA believes that it's never too early to begin oral health education and screening. By sharing these sample presentations and resources with your class, you can help educate students of all ages think about and discuss the ...
Lesson exemplars and Learning Activity Sheets (LAS) are powerful tools in education, offering structured learning, clear objectives, and personalized strategies to enhance student engagement, critical thinking, and cognitive skills. They simplify teaching while promoting high-quality student outcomes. See 2nd Quarter Grade 1 Lesson Exemplars (LE) and Learning Activity Sheets (LAS).