Teaching and learning sequence summary

EAP unit standard 22891, version 2: Deliver an oral presentation for an academic
purpose

Writers: Jenni Bedford and Breda Matthews

This sequence is designed for learners preparing for tertiary level study. It is aimed at learners
who are learning to speak clearly and fluently on a complex topic for an extended period.

The teaching and learning sequences will scaffold and prepare students for the summative
assessment of this standard. The teaching and learning sequences link to the Dimensions of
effective practice. Lessons are built around Principles of effective teaching and learning for
English language learners. Teachers will also need to make links to relevant Key competencies.

Using the teaching and learning sequences.

These teaching and learning sequences are intended as a guide to the skills that students will
need to develop to meet the requirements of the standard. They provide examples of ways that
teachers can support students to acquire these skills. It is important to select only the activities
that address your students’ learning needs and not to cover materials and or skills that students
have already mastered. For some students it may be necessary to provide additional tasks to
support mastery of specific skills.

Learning tasks

Teaching & Skills & knowledge Performance criteria

learning
sequence

1. Using appropriate academic 1.1 Presentation addresses the academic

conventions and language purpose and displays a broad knowledge base
● Use of structure to link incorporating some theoretical concepts.
to the academic
purpose Range: structure and content of presentation,
● Use of content which coherence, relevance.
demonstrates a broad
knowledge of the topic 1.4 Vocabulary is appropriate to the academic
● Ability to include context.
theoretical concepts Range: vocabulary must be at the level as
● Use of academic indicated by A New Academic Word List.
vocabulary

2. Structure 1.3 Varied and complex English language

● Sentence structure structures are used with few inaccuracies.

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 ● Use of transitions
● Use of structure to 1.1 Presentation is coherent.
engage audience

3. Delivery 1.2 Spoken language is clear and easily

● Effective delivery of understood –pronunciation, fluency, audibility,
the presentation accuracy.

4. Engagement 1.5 A range of strategies is used to promote

● Use of strategies to sustained engagement with the audience.
engage the audience.

5. Effectiveness of presentation 1.5 Use of visual aids contributes to the

● Effective choice of effectiveness of the presentation.
and use of visual aids

What is the impact of the teaching and learning?

After the learning tasks, students should complete the formative assessment task for unit
standard 22891, version 2.

After the formative assessment, teachers can identify evidence of students’ learning progress as
well as any gaps. Teachers should plan to build on what worked well and to address learning
needs by recycling tasks in the teaching and learning sequences.
When students are ready, they can complete the summative assessment for unit standard
22891: Deliver an oral presentation for an academic purpose.

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 EAP unit standard 22891, version 2: Deliver an oral presentation
for an academic purpose.

Dimension Teaching and learning sequence 1: Metacognitive

of effective Using appropriate conventions and language prompts
practice

Ensuring students know the learning outcomes Do I know

Expectations Use the following learning tasks to activate prior which students
knowledge on the academic purpose of the presentation. will need extra
support?
Teaching and learning purposes
● Presentation addresses the academic purpose and
displays a broad knowledge base (1.1)
● Theoretical concepts are included. Content is
How can I build
relevant (1.1)
on learning
● Vocabulary is appropriate to the context (1.4)
outcomes
covered in the
Student learning outcomes:
listening
I can
teaching and
● communicate the academic purpose of my
learning
presentation.
sequences?
● demonstrate that I understand the topic, including
theory and concepts.
● use appropriate academic conventions including
academic vocabulary.

Finding out the learners’ prior knowledge

Knowledge of If students have completed the listening T&L sequence
the learner they may not need this activity.
1. KWL How will this
This activity aims to find out what students know already inform the
about the MDGs and encourages them to think about activities I focus
what they still need to find out. on? Which
● Students fill in the KW part of the KWL template. activities are not
● In groups they share what they have written. needed?

Planning the learning tasks so that all learners are actively

involved
Students may not need to do this activity if they have
already completed other T&L sequences.
2. Jigsaw reading
The aim of this activity is to ensure all students have an Can I group
Engaging understanding of the MDGs and theoretical concepts students so
learners with involved, so that they can choose a goal to focus on. that one group
the text ● Divide students equally into “home” groups of 4 or has an easier
5 students. Allocate each student a number. text?
● Students move to “expert” groups according to
their number (i.e. all the number one’s together).

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 Everyone in the expert group will become an
expert on the same goal.
● Students work with members of their “expert” group
to read about their goal. They decide on the main
points and record on their summary sheet. They
then prepare a short presentation and decide how
they will teach their topic to their “home” group.
You may want students to prepare mini-posters or Have I
other suitable visual representation while in their encouraged
“expert” groups. These posters can contain students to be
important facts, information, and diagrams related creative in their
to the study topic. presentations?
● Students return to their “home” teams and take
turns teaching their group members the material.
Group members take notes on the summary sheet.
● Involve the class in a discussion on the
effectiveness of each presentation i.e. what worked
well, what could have been improved and what
they needed more information about.

Vocabulary activities
It is important to keep recycling these activities throughout How can I
the formative learning stages so that students are recycle these
confident in the use of academic vocabulary when they are activities to give
assessed. The following are some ways this could be students
done. sufficient
repetition?
Giving learners many opportunities to first notice and then
use new language
3. Concept star
The purpose of this activity is to find out the academic
vocabulary that students already know on the topic. It also
Instructional serves as a tool to add vocabulary throughout the teaching
strategies and learning sequences.
What do the
• Students add vocabulary on the topic to the completed
concept star under the correct heading. concept stars
• In small groups students share what they have and tell me about
justify their decision for where they placed words students’ current
on the star. understanding
• During the formative work on this standard, of topic and
encourage students to add new words to their ability to use
concept stars. academic
vocabulary?
4. Articulate
This activity is an interactive way of ensuring that students
know the meaning of key phrases in this topic.
● Class is divided into two teams. One person from
each team sits on a chair at the front facing their

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 team.
● The teacher writes a phrase on the board.
● Students from each team have to explain the
phrase without using any of the words.
● When one team has given the correct word another
team member takes the chair for the second
phrase and so on.

Follow up activity: A similar activity can be used to

familiarise students with the assessment vocabulary from
the standard.

Academic purpose and broad knowledge base

5. Ranking activity: Setting an effective research How can I build

question on what
The aim of this activity is help students to identify the type students already
of research question that will enable them to address the know about
academic purpose. research
● Students complete the ranking exercise questions?
individually.
● In pairs, they compare their rankings and justify
Instructional their first choices.
strategies ● Students individually write their research questions.
● In pairs, students peer review each other’s
research questions.

Making the learning comprehensible to all students

How can I pair
6. Shared dictation: Focusing your presentation
students to
The purpose of this activity is to give students some ensure those
background information whilst at the same time giving who need
them practice in pronunciation and speaking confidently. support are
● In pairs, student A dictates his/her dictation to catered for?
student B.
● When finished they change roles and student B
dictates.
● At the end they get together and compare with the
originals.
● Encourage students to give each other feedback
on pronunciation and fluency.
● Students then complete information boxes below.

7. Trash or treasure: Identifying key information

Have I spent
The aim of this activity is to focus students on key
time going over
information needed to present on the MDG they have
criteria for
chosen.
deciding
● Students are in groups according to the goal they
whether material
have chosen.
is useful in
● Each group is given a variety of material on their
answering the

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 particular goal. They need to decide whether it is research focus?
‘trash’ or ‘treasure’ according to whether or not it
Partnerships addresses their research question.
● Students highlight key information in the ‘treasure
texts’.
Alternatively, if students have access to online resources,
the activity could be done online.

Knowledge of Providing opportunities for reflection and evaluation

the learner Reflection: ‘Learning log’
End the lesson by referring back to the learning outcomes.
Put the following starters on the board. Each student
chooses two sentence starters to respond to.
Starters:
The most important thing I learnt was... Which activities
One thing I am still unsure about is... do I need to
I need more time focusing on … revisit?
Three academic words or phrases I have learnt are...

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 Student tasks
Teaching and learning sequence 1
1. KWL
● Fill in the KW part of the KWL template.
● In groups, share what you have written.

The Millennium Development Goals (MDGs)

What I know about the What I want to learn about What I have learnt about
MDGs the MDGs the MDGs

● Towards the end of the formative sequence, return and complete ‘What I have
learnt about the MDGs’.

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2. Jigsaw reading.
Texts for each group can be located at:
http://teachunicef.org/sites/default/files/units/mdgs_grades_9_to_12.pdf
Permission has been granted to use these UNICEF resources. ‘How’s the World Doing?
MDG fact sheets on all of the goals can be accessed from 4a to 4h depending on how
many groups you have. Larger classes could include Goal 8: Develop a global
partnership for development.

MDG Goals Summary of main points

1. Eradicate extreme poverty
and hunger

2. Achieve universal primary

education

3. Promote gender equality and

empower women

4 & 5. Reduce child mortality

and improve maternal health

6. Combat HIV/AIDS, malaria,

and other diseases

7. Ensure environmental
sustainability

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 3. Concept star

What?

When? Where?

Why? How?

• Add vocabulary on the topic to the concept star under the correct heading.
• In small groups share what you have and justify your decision for where you
placed words on the star.
• During the teaching and learning sequence return to this activity to add new
words to your concept stars.

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4. Articulate
● You are in two teams. One person from each team sits on a chair at the front
facing their team.
● The teacher writes a phrase on the board.
● Students from each team have to explain the phrase without using any of the
words.
● When one team has given the correct word another team member takes the chair
for the second phrase and so on.

Phrases to use:
child mortality
extreme poverty
gender equality
sustainable development
eradicate poverty

5. Ranking activity: Setting an effective research question

The topic is to look at a specific Millennium Development Goal and focus on progress to
towards achieving the goal. The goal chosen for this exercise is: MDG 4: Reduce child
mortality

It is important that the type of research question links to the topic and the goal. Look at
the following question types and rank in order of suitability for this topic. Once you have
decided on the best one and compare with a partner. You will need to justify your choice.

a) Cause: Why did this happen? What are the causes of....?

b) Effect: What effect does this have...?

c) Comparison/contrast: How are these (things/events) similar or different?

d) Structural: How are the parts of something interrelated?

e) Characteristics: What are the characteristics/properties of...?

f) Problem/solution: What is the problem and what are some possible solutions.

g) Extent: To what extent has something been successful?

h) Discuss: Consider both sides of the topic and draw a conclusion.

i) Describe: What are the main aspects of...?

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 j) Analyse: Examine and discuss critically...

h) Evaluate: What is the benefit/worth of …?

Now write your research question. It may be a combination of the types above. It needs
to connect to the topic.

My research question is:

Share what you have written with your partner and your teacher and use the feedback
to revise your question.

6. Shared dictation: Focusing your presentation

● In pairs, student A dictates his/her dictation to student B.

● When finished, change roles and student B dictates.
● At the end get together and compare with the originals.
● Give each other feedback on pronunciation and fluency.
● Then complete the information boxes below.

Shared dictation texts

A. A good presentation has a clear focus. Unlike a written text where you can re-read
information, a presentation is mainly the words spoken by the presenter. There is no
opportunity for listeners to recapture the words once they have been said. To
maintain your audience's attention, your presentation needs to be well planned and
have a clear focus.

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 B. Your audience will determine the amount and the depth of the material you
present. For instance, for an informed audience, you can skim over the basic
material. If they don't know much about your topic, you need to provide enough
background information so they can understand the presentation.

Complete the boxes below.

Use the information from the shared dictation to help you fill in the boxes below. This
activity will help you to have a clear focus and stay on the topic.

Describe your audience and their needs.

What my audience already knows about the topic:

What my audience will expect me to cover:

7. Trash or Treasure: Identifying key information

● Your teacher will group you according to the goal you have chosen.
● Each group will be given a variety of material on their particular goal. You need to
decide whether it is ‘trash’ or ‘treasure’ according to whether or not it addresses
your research question.
● At the end highlight key information in the ‘treasure’ texts.

Below is a list of possible websites to use:

http://www.unicef.org/mdg/

http://www.unicef.org.nz/Teachers

http://www.imf.org/external/np/exr/facts/mdg.htm

http://www.oxfam.org.uk/education/resources/change-the-world-in-eight-steps

http://www.endpoverty2015.org/resources/
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http://www.guardian.co.uk/global-development/2010/sep/14/millennium-development-
goals-resources

http://www.dochas.ie/pages/resources/default.aspx?id=34

http://www.peacecorpsconnect.org/resources/education/millennium-development-goals/

http://www.cbm.org/MDG-online-resource-251195.php

http://www.un.org/millenniumgoals/beyond2015.shtml

http://www.un.org/millenniumgoals/pdf/MDG%20Report%202012.pdf
 

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 Dimension Teaching and learning sequence 2: Using appropriate Metacognitive
of effective structure prompts
practice

Teaching and learning purposes Do I know

Expectations • Varied and complex English language structures which students
are used with few inaccuracies (1.3) will need extra
• Presentation is coherent (1.1) support?

Ensuring students know the learning outcomes

Student learning outcomes:
I can
● use a range of sentence structures with few errors. How can I link
● use transitions to help my listeners follow what I these outcomes
am saying. to previous
● structure my presentation to engage the audience. learning?

Finding out the learners’ prior knowledge

Knowledge of 1. So what’s the difference?
the learner The aim of this activity is to find out how much students Have I
know about the differences between spoken and written explained the
texts. purpose of this
● In groups students study the two texts and note activity?
down differences.
● Share findings and discuss possible reasons for
differences.
Follow up activities
Students complete the cloze activity to consolidate
learning. Encourage them to do it individually first and
then share answers with a partner.

Engaging Making the lesson comprehensible to all learners

learners with 2. Combining sentences
the text In this activity students are encouraged to notice different Are all students
types of sentences as they practise creating effective participating
complex sentences. Return to the table from the previous equally?
activity and remind students that although academic
presentations contain complex sentences, we use a
variety of sentence structures in spoken English.
● Teacher models examples on the board.
● Students complete exercises individually. What does the
● In pairs students compare answers. student
● Finish with a class brainstorm and discussion on discussion tell
why it is important to use a variety of sentence me about their
structures in a presentation. Record ideas on a understanding?
poster.

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 Engaging 3. Sentence fragments
learners with Write a variety of sentences on the board including a
text. sentence fragment. Do a Think-Pair-Share on why you
can use fragments in spoken English but not in academic
writing. What further
● Look at the first underlined example from the opportunities
speech and ask students why it isn’t a complete can I use to
sentence. enable students
● Students then work through the text in pairs to to practise these
underline the remaining fragments. skills?
Follow up: Ask students to circle any compound sentences
and highlight the complex sentences.
Do all students
Instructional 4. Using rhetorical questions
need this
strategies Find out what students already know about the use of
activity?
rhetorical questions in oral presentations.
● Model changing the first statement into a rhetorical
Have I ensured
question.
that students
● Students complete the table and then check their
have made the
answers with a partner.
connection
● Students view Helen Clarke’s speech (start at 6.18
between this
minutes in) and listen to changes in voice pitch,
exercise and the
and the pauses at the end of each question.
draft text for
● Encourage students to look at their draft
their
presentations and think about where they could
presentation?
use rhetorical questions.

5. Time for transitions

In this activity the students need to recall their learning
from the Teaching & Learning sequence for unit standard What
22892 (if they have done this). This activity will build on information has
their prior learning. this activity
● In pairs, students place the transition words in the provided on
correct box according to their function. student learning
● Students read the text and decide which transition and gaps that
word is best for each missing space. need to be
● Encourage students to look at their own draft addressed?
presentation, highlight transition words they have
already used and add more if necessary.
Engaging
learners with 6. Transforming text
texts
Students are encouraged to notice the sentence structure
of the text (mainly simple sentences, a lack of pronoun
reference and no connectives).
● In pairs students change the text to include use of
a variety of sentence forms and pronouns.
● In groups, students compare their transformed
texts.
● Students deliver their improved text orally to a

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 different partner for feedback.
Refer back to the cloze summary of the previous activity
and ensure students know the importance of having a
range of sentence structures in their spoken text.

Using approaches that include listening, reading, speaking Am I confident

and writing that students
7. Engaging the audience understand the
differences
The purpose of these activities is to demonstrate to
between a
students how introductions and conclusions can be
written
structured to engage their audience.
introduction &
● Discuss what makes a good conclusion.
conclusion and
● Discuss what makes a good introduction
a spoken
● Study the examples. Why are they effective?
introduction &
● Highlight the transition words in the texts.
conclusion?
Follow up activity
View this YouTube clip on ‘How to start your
Presentation’
http://www.youtube.com/watch?v=62Kyu5mz6iI&feature=
c4overview&list=UUX8FfV7dUBjgv6Wwuw4XQMw
Discuss the structure and strategies used to engage the
Instructional audience and help them understand what is to come.
strategies
Providing multiple opportunities for authentic language How can I build
use with a focus on learners using academic language. on learning from
8. Putting it all together: Structuring the presentation the previous
The purpose of this activity is to reinforce learning from teaching and
the listening teaching and learning sequence. learning
● In small groups students sequence the cut up oral sequences?
text.
● They then place it in the template against the Do all students
corresponding descriptors. understand the
Follow up: function of these
Use the text to encourage students to notice language language
features e.g. use of transitions, repetition of key words, features?
rhetorical questions etc.
What does the
9. Applying the learning quality of the
In pairs, students use the peer feedback form to feedback given
Knowledge of
comment on their partner’s draft presentation. They use tell me about
the learner
the feedback to make changes. how students
have applied the
Providing opportunities for reflection and evaluation learning in this
Reflection: sequence?
End the lesson by referring back to the learning outcomes.
Students use their peer feedback form to write a short
reflection on what they have learned and how they applied
the learning.

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 Student tasks
Teaching and learning sequence 2

1. So what’s the difference?

Written text Spoken text

http://www.worldbank.org/mdgs/education https://docs.google.com/document/d/1HQ
.html LdF4EwHSplNXKBCjNOMVG-
6c0rDyEOT8g6mNAIQAI/edit#

Support for primary education has been a Excellencies, distinguished delegates,

priority over the past decade for the ladies and gentlemen, education and
International Development Association health go hand in hand. The evidence
(IDA), the World Bank’s fund for the demonstrating the links is overwhelming.
poorest countries. IDA integrates
education into national economic We know, too, that the education of girls
strategies, and creates education brings an especially high payback for
systems that empower children to health. In this sense, education and
become productive citizens. health are a sisterhood.

With IDA’s help over the last decade, Education and health go hand-in-hand in
countries have trained more than 3 million the drive to lift people out of poverty and
additional teachers, built or renovated give them an opportunity to develop their
more than 2 million classrooms for 105 full human potential.
million children, and purchased or
distributed about 300 million textbooks.

Fill in the grid with what is different about speaking. The first example is done.

Writing Speaking

Writers rely on the words on the page to Speakers use their voices (pitch, rhythm,
express meaning and their ideas. stress) and their bodies to communicate
their message.

Writers use punctuation.

Writers use longer more complex

sentences in academic writing.

Most writing is planned and can be

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 changed through editing and revision
before an audience reads it.

Writers receive no immediate feedback

from their audience.

Written language is permanent: the

reader can go back over it again and
again if the meaning is not immediately
clear

Writing avoids repetition.

Academic writing is objective in tone.

Cloze activity: Fill in the missing words.

Note: This could be done as a listening cloze dictation. The students are told that when
a signal is made (a clap or bell) they draw a line. At the end they read through the
dictation and fill in the missing words.

There may be more than one possible word, but your sentences must be grammatically
correct.

It is usually much more difficult for listeners to interpret language that is read aloud than
a ____________ text, where the language is more dense and lacks the pauses and
fillers that give us ____________ to absorb the spoken message. Presentations that are
read from a written script are usually more ____________ to follow than those that are
delivered with the speaker ____________ at the audience and talking ____________
outline notes.

Answers for assessor (accept any answer that is grammatically correct in the sentence)

It is usually much more difficult for listeners to interpret language that is read aloud than
a written text, where the language is more dense and lacks the pauses and fillers that
give us time to absorb the spoken message. Presentations that are read from a written
script are usually more difficult to follow than those that are delivered with the speaker
looking at the audience and talking from outline notes.

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2. Combining sentences

a. From simple to compound sentences. Use the best conjunction from the box below
to join the two sentences into one compound sentence.

for and nor but or yet so

1. The first target of the MDG was to reduce extreme poverty rates by half. This was
met five years ahead of the 2015 deadline.

2. The global poverty rate fell in 2010 to less than half the 1990 rate. In 2015 almost one
billion people will still be living on less than $1.25 per day.

3. There is a cash-for-work programme for poor rural women. Ninety-one percent of the
children of participating women now attend school.

4. Less than a third of Bangladeshi live below the national poverty line. This reduction
was achieved in as little as a decade.

5. Gender inequality undermines human productivity and welfare. It also hinders

development and growth overall.

6. There has been great progress in getting children into school. Evidence shows that
many children and youth leave school without having learned the basic skills needed for
life and work.

2b. From simple to complex sentences. Now combine the simple sentences above into
a complex sentence (containing either an adverb clause, adjective clause, or a noun
clause).

Examples

Learning is critical for children and youth to succeed. It is important to give all children
the opportunity to have a good education.

Complex sentences with examples of the different ways this can be done:
1) Because learning is critical for children and youth to succeed, we must ensure that all
children have the opportunity to have a good education. OR

2) We must ensure that all children have the opportunity to have a good education,
because learning is critical for children and youth to succeed. OR

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3) When all children have the opportunity to have a good education, their learning will
enable them to succeed.

3. Sentence fragments
One of the differences between spoken and written English is that often when we speak
we don’t use complete sentences. These are called fragments.
Look at excerpts from Helen Clarke’s speech on "Beyond the Millennium Development
Goals” and underline the fragments. The first one is done for you.

Moving beyond 2015 – broader issues to address. There is no doubt in my mind that a
renewed global development agenda is desirable, and would re-energize human and
sustainable development. In renewing, though, there is no need to start from scratch.
The next agenda should build on the MDGs’ success, aim to complete their “unfinished
business”, and reflect the profound global changes since 2000.
Some concluding thoughts. Two things are important now:
1. maintaining a high level of public interest in the outcome of the negotiations on post-
2015 and sustainable development goals, and

2. accelerating achievement of the goals we have. The greater the success of the
MDGs, the greater the credibility of the process of negotiating a new agenda will be.

A sobering reflection. Whether or not the MDG targets are met, around one billion
people will still be living in extreme poverty in 2015. Many still will not have clean
drinking water or improved sanitation. Many will still be suffering from hunger,
malnutrition, gender discrimination, and more. Such suffering is inconsistent with the
vision for dignity, equity, peace, and prosperity of the Millennium Declaration.

Retrieved from:
http://www.undp.org/content/undp/en/home/presscenter/speeches/2013/08/19/speech-
helen-clark-at-2013-robert-chapman-lecture-on-beyond-the-millennium-development-
goals-/

4. Using rhetorical questions

In her speech, Helen Clarke used a number of rhetorical questions.

Some of the questions in the speech have been made into statements below. Change
them back into questions.
 

  20
 Statements Questions

There should be one.

It should apply.

There should be global targets.

There should be a universal agenda

with local targets.

There should be a focus on tackling

inequalities.

People want different things from a

future agenda.

View the speech at: http://www.youtube.com/watch?v=FssUHDsSkKI

The rhetorical questions begin at 6.18 minutes.
What do you notice about Helen Clarke’s voice when she asks a rhetorical question?
Why does she pause after each one?

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5. Time for Transitions
Put the following words and phrases (sometimes called ‘signal words or connectives)
into their correct place in the table depending on their function.

to sum up previously in addition besides

in other words furthermore in brief before

at this point to conclude also as a consequence

however finally to illustrate to demonstrate

on the other hand alternatively first of all for instance

nevertheless for example next in spite of

the next point I want from this we can to recap the main the points I will
to make is see that points focus on are

this will lead to it is also true that from this we can

see

   

  22
        
To introduce an To summarise or To indicate time
additional idea conclude

To indicate sequence or To give an example To show an opposite

order idea - contrast

6. Transforming text
● In pairs, change the text to include the use of a variety of sentence forms and
pronouns.
● In groups, compare your changed texts.
● Deliver your improved text orally to a different partner for feedback.

What do you notice about the text below? How can you improve it?

Key interventions to control malaria have expanded. There has been increased
attention and funding. A number of African countries have more insecticide-treated bed
nets (ITNs). These are among the most effective tools available for preventing mosquito
bites. Mosquito bites cause malaria. A few countries came close to the 2005 target. The
target was of 60% coverage. A strengthened commitment is needed. Countries need to
reach the revised target of 80% ITN use.

  23
7. Engaging the audience

Introductions
● Discuss what makes a good introduction.
● Study the example. Why is it effective?
● Highlight the transition (or signal) words used.

Text adapted from: http://www.youtube.com/watch?v=rXepkIWPhFQ

Michael Pritchard: “How to make filthy water drinkable”

Good morning ladies and gentlemen. I see you’ve all been enjoying the water that has
been provided for you at the conference (speaker holds up a glass of water) and I’m
sure you’ll feel it’s from a safe source. But what if it wasn’t (pause). What if it was from
a source like this (image of a child drinking from a muddy stream).

Statistics would say that over half of you would be suffering from diarrhoea. I’ve talked
a lot in the past about statistics and the provision of safe drinking water for all. But
they just don’t seem to get through. Using current thinking the scale of the problem
just seems too huge to contemplate solving. So, we just switch off.

Well, today I’d like to show you how, by thinking differently, the problem has been
solved.

And by the way, since I’ve been speaking another thirteen thousand people around
the world are suffering now with diarrhoea and four children have just died.

Conclusions
● Discuss what makes a good conclusion.
● Study the example. Why is it effective?
● Highlight the transition (or signal) words used. Why is one transition word
repeated?

Text adapted from: http://www.youtube.com/watch?v=rXepkIWPhFQ

Michael Pritchard: “How to make filthy water drinkable”

So, by thinking differently and processing water at the point of use, mothers and
children no longer have to walk four hours a day to collect their water. They can get it
from a source nearby.

So, with just 8 billion dollars we can meet the MDG target of halving the number of
people without access to safe drinking water. But why stop there? With 20 billion
dollars everyone can have access to safe drinking water.

  24
 So the three and a half billion people who suffer every year as a result, and the two
million kids who die every year will live.

8. Putting it all together: Structuring the presentation

Like essays, formal presentations are structured. They have a beginning (or
introduction), a middle (or body), and an end (or conclusion). Place the cut up text in the
correct places to make a cohesive presentation.

The introduction
introduces the topic by:

giving the purpose of the

presentation

outlining the scope of the

talk

capturing the interest of

the audience

The body develops the

topic by:

having a clear topic

sentence

adding supporting detail

supporting claims with

evidence

   

  25
 The conclusion should
return to the points made
in the introduction by:

summing up the main

points of the presentation

leaving a strong
impression in the minds of
listeners.

  26
Text
(Cut up and distribute in a different order)

Deputy Prime Minister Nick Clegg's speech at the UN General Assembly meeting on
Millennium Development Goals.
Adapted from: https://www.gov.uk/government/speeches/speech-at-un-millennium-
development-goals-summit

It is an honour for me to address the General Assembly today for the first time as
Deputy Prime Minister of the United Kingdom.
………………………………………………………………………………………………………
And it is a privilege to be here with you to discuss how together we can reach the
Millennium Development Goals;
………………………………………………………………………………………………………
To make the necessary commitments towards eradicating the problems that blight the
world we share:
Poverty, hunger, disease, and the degradation of our natural environment.
………………………………………………………………………………………………………
First and foremost, our single, common purpose is to uphold the dignity and security
that is the right of every person in every part of the world. Development is, in the end,
about freedom. It is about freedom from hunger and disease; freedom from ignorance;
freedom from poverty. Development means ensuring that every person has the freedom
to take their own life into their own hands and determine their own fate.
………………………………………………………………………………………………………
The last decade has seen some important progress. That progress has, however, been
uneven, and, on a number of our goals we remain significantly off track.
So my message to you today, from the UK government, is this - we will keep our
promises; and we expect the rest of the international community to do the same.
For our part, the new government has committed to reaching 0.7% of GNI in aid from
2013. That aid will be targeted in the ways we know will make the biggest difference.
………………………………………………………………………………………………………
And I am pleased to announce today that the UK will be stepping up our efforts to
combat malaria.
In Africa, a child dies from this disease - this easily preventable disease - every 45
seconds. So we will make more money available, and ensure that we get more for our
money, with the aim of halving malaria-related deaths in ten of the worst affected
countries.

  27
The Millennium Development Goals must be a priority for each and every nation present
in this room. Developed nations must honour their commitments. And developing
nations must understand that they will not receive a blank cheque. Developing countries
and donors must work together - as equal partners - towards securing our common
interest. They will be expected to administer aid in ways that are accountable,
transparent, and responsible - creating the conditions for economic growth and job
creation. Prioritising national budgets on health, infrastructure, education and basic
services. Managing natural resources, particularly biodiversity, in an environmentally
sustainable way. Improving the lives of women and girls: empowering them; educating
them; ensuring healthy mothers can raise strong children. There can be no doubt that
women and girls hold the key to greater prosperity: for their families, for their
communities, and for their nations too.
………………………………………………………………………………………………………
If we each step up, we can meet the Millennium Development Goals.
We can liberate millions of people from daily suffering, and give them the resources to
take control of their lives, and their destinies.
……………………………………………………………………………………………………..
So let future generations look back and say that they inherited a better world because -
at this critical moment, at this difficult moment - we did not shrink from our
responsibilities.
Let them say that we rose to the challenge, that we kept our promise.

  28
9. Applying the learning: Peer feedback form
Use the form to get feedback from a partner on the structure of your draft presentation

Your presentation ✓/ ✗ Comments

The introduction

introduces the topic

gives the academic purpose

outlines the scope of the talk

captures the interest of the audience

The body

has clear topic sentences for each section

adds supporting detail with evidence and examples

uses transitions

demonstrates a broad understanding of the topic

The conclusion

returns to the points made in the introduction

sums up the main points of the presentation

leaves a strong impression in the minds of listeners

  29
 Dimension of Teaching and learning sequence 3: Effective delivery Metacognitive
effective of the presentation prompts
practice

Expectations Ensuring students know the learning outcomes

Teaching and learning purposes Which
● Delivery of speech is fluent and audible students will
● Pronunciation is understandable and word choice is need
accurate (1.2) scaffolding and
which students
Student learning outcomes: will need
extending?
● I can speak clearly and be understood.

Finding out the learners’ prior knowledge

Knowledge of
the learner 1. You be the judge
● Students view two presentations (one poor model
What criteria
and one good model). are the
● Students make notes as they view presentations.
students using
● Discuss findings and qualities needed for effective
to judge the
delivery of speeches. speeches?
● Go through marking criteria for effective delivery
(p.29).

Linking learning to real life

Emphasis on fluency
Instructional Select from the following activities according to your
strategies students’ needs.
Which
2. In the hot seat
students need
● Teacher cuts up familiar topics and places them in a
more practice
container. with similar
● A student is chosen to be in the hot seat. He/she
follow up
chooses a topic and speaks for 2 minutes. activities?
● The other students mark for delivery.
● Feedback session focuses on positive aspects of
delivery and suggests any improvements that need
to be made.

Planning the learning tasks so that all learners are actively

involved.
Instructional 3. 4-3-2 activity How self-
strategies The purpose of this activity is to develop oral fluency. aware are
Learners give the same talk to three different learners with students on
decreasing time to do it. fluency in
● The students work in pairs. Student A talks to speech?
Student B and has a time limit of four minutes to do
this. Student B just listens and does not interrupt or
question.
● When the four minutes are up, the teacher says,

  30
 "Change partners". Student A then moves to a new
Student B. The teacher says "Begin" and Student A
gives exactly the same talk to the new partner but
this time has only three minutes.
● When the three minutes are up, the teacher says
"Stop. Change partners." With a new partner,
Student A now has two minutes to talk.
● During the three deliveries of the same talk, the B Are students
learners do not talk. However, after each talk, give able to give
the listeners time to give constructive feedback on constructive
oral fluency using the speaking frame (p.31). and targeted
● When the A learners have given their talk three feedback?
times, the B learners can now go through the same
sequence, this time as speakers.

Ensuring a balance between receptive and productive

language Which
Emphasis on audibility students need
Select from the following activities according to your individual
Instructional students’ needs. support
strategies 4. Shouting dictation because of
This activity gives students practice at speaking loud pronunciation
enough to be heard. difficulties?
● Students are in pairs and sitting at a distance from
each other. In a class, this can be done with a row of
students (A) and a gap in between the second row
of students (B).
● Student A shouts the dictation as student B copies it
down.
● Then roles are reversed and student B shouts the
dictation as student A copies it down.
● Students can be encouraged to ask for clarification What further
or check that they have heard the word correctly. opportunities
can I use to
Follow up: Students check their version against the copy enable
below and make any alterations. They then give feedback to students to
their partner on any words they had difficulty hearing, or any practise these
words they had difficulty in pronouncing. skills?

Making the lesson comprehensible to all learners

Emphasis on pronunciation
Select from the following activities according to your
students’ needs.
5. Running dictation
Have I thought
In this activity the ‘runner’ needs to have correct
about how to
pronunciation in order for the text to be reproduced
effectively pair
correctly. The writer is not allowed to clarify or ask for words
students?
to be repeated so that the runner concentrates on clear
pronunciation.

  31
 Partnerships ● Photocopy the text and attach to the far walls of the
room. The challenge is for each pair to reproduce
the text.
● Each pair decides who will be the runner and who
will be the writer.
● The runner memorises as much as s/he can and
then returns to dictate it to their partner who writes
down what is said as accurately as possible. What
● The writer is not allowed to clarify or ask for words to information
be repeated. has this
● When pairs have finished, the teacher checks with sequence
the original. provided on
● The pair that finishes first and has a text that is student
closest to the original is the winner. learning and
Follow up with a discussion on any words/blends/sounds gaps that need
that caused pronunciation difficulties. to be
addressed?
Recycling the use of the same language in different ways
Instructional 6. Verb dictation: Creating confidence
strategies The aim of this activity is to provide students with Do I need to
strategies for overcoming nervousness so they can model this
present in a confident manner. activity so that
● Teacher reads each sentence and writes the verb all students
only on the board. can
● When finished, students use the verbs as prompts to participate?
recreate the sentences orally.
● Finish with a discussion on the main messages of
the dictation.

Using approaches that include listening, reading, speaking

and writing Have I
Expectations 7. Peer feedback explained the
1. Students record the introduction of their speech using a reason for this
recording device e.g. VoiceThread, Vocaroo, or mobile activity?
phone.
2. Other students listen and post constructive comments.

Providing opportunities for reflection and evaluation What do the

Knowledge of Reflection reflections tell
the learner In pairs, students write about me about gaps
● a skill and a quality their partner has. that still need
● a skill or quality they want to develop. to be
addressed?

  32
 Student tasks
Teaching and learning sequence 3

1. You be the judge

Presentation A: http://www.youtube.com/watch?v=yzIC7o8GbSQ
Presentation B: http://www.youtube.com/watch?v=r4fPYATvzR8

Make notes as you view each presentation.

Presentation A Presentation B

Presentations: Marking criteria for effective delivery

Marking guide:
1 2 3 4 5 6 7 8 9 10
poor good very good outstanding

Effective Delivery Number

A. Fluency

1. Does not speak too slow or too fast.

2. Few hesitations

3. Few fillers e.g. ‘ums’ and ‘ers’.

3. Varying the tone of their voice rather than using a monotone.

4. Able to pronounce all words clearly and correctly.

   
  33
 Volume

1. Able to be heard easily by everyone in the room

2. Able to vary volume.

Confidence

1. Appears self-confident and assured.

2. Makes eye contact

3. Knows the material well (does not look down at notes too much).

4. Stands straight with no distractions.

2. In the hot seat

Topics to cut up (Note, for fluency it is important these are topics your students have
prior knowledge on and can talk without preparation. You will need to adapt/change to
suit the needs of your class).

The importance of water

A country I would like to visit

The biggest problem facing children today

How is education a key to helping people break out of poverty?

Developed countries should give money to support developing countries. Do you

agree?

The importance of sanitation

How diseases can be prevented

How the youth of today can help solve world problems

  34
 3. 4,3,2 activity

Speaking frame: Giving feedback on oral fluency

spoke at the right pace

too quickly
too slowly

had no hesitations.
some
a lot of

I think you no fillers (um, er etc)

used
some
too many

varied the tone of your

didn’t vary voice.

pronounced all words clearly and

most correctly.
some

4. Shouting dictation
This activity will give you practice at speaking loud enough to be heard.
● Student A shouts the dictation as student B copies it down.
● Then roles are reversed and student B shouts the dictation as student A copies it
down.
You can ask for clarification or check that you have heard the word correctly.

Text A: Education

Education is vital for combating poverty and disease. It creates more opportunities for
people and gives them a stronger voice in society. Without education there can be no
development –personal, economic or social. The MDG target is to ensure that, by
2015, children everywhere, boys and girls alike, will be able to complete a full course
of primary schooling. Currently, only 52 out of 155 developing countries have
achieved this goal.

  35
Text B: Gender disparity

Women and girls play vital roles within families and in society as a whole – yet they
remain subject to discrimination on social, political and legal levels. While many
women have started to realise their potential, there are still huge barriers to overcome.
The MDG target is to eliminate gender disparity in primary and secondary education,
no later than 2015.

5. Running dictation
● Decide who will be the runner and who will be the writer.
● The runner needs to run to the text, memorise as much of the sentence as
possible and then return to dictate it to their partner.
● The writer is not allowed to clarify or ask for words to be repeated.
● When you have finished, your teacher will check with the original.
● The pair that finishes first, and has a text that is closest to the original, is the
winner.

Text: Child Mortality

Worldwide, more than ten million children die each year before they reach the age of
five, almost all of them in developing countries. Most of these deaths could be
prevented by clean water, sanitation, good food and health care. In developing
countries, as many as one child in ten dies before the age of five. The MDG target is
reduce the under-five mortality rate by two-thirds between 1990 and 2015.

6. Verb dictation: Creating confidence

● Your teacher will read each sentence and write the verb only on the board.
● In pairs, use the verbs as prompts to retell the text.
● Discuss the main messages of the dictation.

1. Practise your talk with a friend.

2. Ensure that your talk is the correct length (8 to 10 minutes).
3. Rehearse any words or phrases that may be difficult for you to pronounce.
4. Learn the beginning of your talk off by heart.
5. Make eye contact with your audience.
6. Stand straight and raise your chin.
7. Keep your hands still.
8. Try to talk at your normal rate of speech.
9. Pause and take some deep breathes for relaxation.

  36
7. Peer feedback
Record the introduction of your speech using a recording device e.g. VoiceThread,
Vocaroo, or mobile phone. Other students will listen and post constructive comments.

  37
 Dimension of Teaching and learning sequence 4: Using strategies Metacognitive
effective to engage the audience prompts
practice

Ensuring students know the learning outcomes

Expectations Teaching and learning purposes
● A range of strategies is used to promote sustained
engagement with the audience (1.5) How can I
explain the
Student learning outcomes: learning
outcomes so
● I can use a range of verbal and non-verbal
that students
strategies to engage the audience
see the
● I can respond to questions from the audience.
importance of
them?
Finding out the learners’ prior knowledge
Knowledge of
the learner 1. Communication strategies
This activity aims to build on students’ prior knowledge of
verbal and non-verbal strategies. The emphasis is on What does this
their understanding of the function of each strategy. activity tell me
Begin with a quick writing exercise in which students write about gaps
down as many strategies as they know. Then focus on students have in
why they are used. their
● In pairs, student A presents a part of his/her understanding?
speech.
● Student B puts a card down whenever the
particular strategy is used.
● When finished, student B gives feedback.
● Roles are then reversed.

Using approaches that include viewing, listening,

Engaging speaking and writing
students with 2. The X factor
text ● Watch a YouTube clip without sound (see possible
Is this activity
links in student tasks).
building on what
● As they watch students note down non-verbal
my students
strategies used in the template.
know about
● Students listen to the same clip a second time (no
strategies?
picture).
● As they listen, students note down verbal
strategies.
● Finish with a discussion on the effectiveness of the
strategies used.
Instructional
Making the lesson comprehensible to all learners
strategies
3. Running cloze dictation
The purpose of this activity is to give students information Who are the
about how they can prepare for a question time after their more confident
presentation. students that I

  38
 ● Students follow the same instructions for running can pair with
dictation but when the runner comes to a missing those who need
word he says ‘line’ to the writer. extra support?
● When the runner has dictated the passage the two
students try and work out the missing words
together. What further
● When they are satisfied with their answers they opportunities
take it to the teacher for checking. (Any answer can I use to
that fits the context and grammar of the sentence enable students
Expectations is acceptable) to practise these
skills?
4. Applying the learning
Put students into mixed pairs and ask them to practise
their presentations. Encourage students to particularly
focus on giving helpful feedback on strategies used to What
engage the audience. information has
Knowledge of this reflection
the learner Providing opportunities for reflection and evaluation provided on
student learning
Reflection: Post Its
and gaps that
● Students have 2 ‘Post Its’. On one they summarise need to be
what they have learnt. On the other they addressed?
summarise areas they want more practice in.
● When finished they stick them to different areas of
the whiteboard.

  39
 Student tasks
Teaching and learning sequence 4

1. Communication strategies
● In pairs, student A will present a part of his/her speech.
● Student B then puts a card down whenever the particular strategy is used.
● When finished student B gives feedback.
● Roles are then reversed.

Communication cards: Verbal and non-verbal strategies

pause change in volume

change in pitch gesture

rhetorical question originality

humour

2. The X factor
Links to possible YouTube speeches:

http://www.youtube.com/watch?v=rXepkIWPhFQ

http://www.youtube.com/watch?v=r4fPYATvzR8

http://www.youtube.com/watch?v=lCusDqc_S7o&list=PL376B969E8F50E8D1&index=3

http://www.youtube.com/watch?v=d3m4-Yo8ocI&list=PL376B969E8F50E8D1&index=4

  40
3. Running cloze dictation

Responding to questions
When you prepare for your talk, you should also prepare and practise some sample
answers to likely ____________. A good presentation will naturally encourage
discussion and questions from the ____________.
The following strategies may be useful for responding to questions effectively:
● Listen ____________ to your questioner.
● Paraphrase the question to clarify it for both you and your audience. This also
gives you some thinking time before you ____________.
● If you don’t ____________ the answer then simply say so or offer to research the
question. You may even ask for suggestions from the audience.
● Respond to ____________ questions respectfully.

Original text

Responding to questions
When you prepare for your talk, you should also prepare and practise some sample
answers to likely questions. A good presentation will naturally encourage discussion
and questions from the audience.
The following strategies may be useful for responding to questions effectively:
● Listen attentively to your questioner, ensuring you make eye contact.
● Paraphrase the question to clarify it for both you and your audience. This also
gives you some thinking time before you respond.
● If you don’t know the answer then simply say so or offer to research the question.
You may even ask for suggestions from the audience.
● Respond to all questions respectfully.

Adapted from:
http://services.unimelb.edu.au/academicskills/speaking/presentations#powerpoint
 

  41
 Dimension of Teaching and learning sequence 5: Ensuring the Metacognitive
effective presentation is effective prompts
practice

Ensuring students know the learning outcomes

Expectations Teaching and learning purposes
● Use of visual aids contributes to the effectiveness How can I link
of the presentation (1.6) these outcomes
to previous
Student learning outcomes: learning?
I can
● choose appropriate visual aids
● use visual aids effectively by integrating them into
my presentation.

Choose from the following activities according to the

needs of students.

Finding out the learners’ prior knowledge

Knowledge of 1. Poster: What do I know about visual aids?
the learner ● In groups students pool their knowledge and
decide on the type of poster they will use to
represent their understandings.
● Each member of the group has a different coloured
pen and must contribute equally. How can I form
● When finished, groups present their posters to the groups to
class. ensure students
This activity could also be done online. learn from each
other?
Planning the learning tasks so that all learners are
Engaging actively involved
learners with 2. Strip story
the text ● Give out sentence beginnings to one half of the Can I use this
class and sentence endings to the other half. activity to
● Encourage students to learn their part of the encourage
sentence. students to
● Students circulate around the room repeating their practise clear
text until they find a partner with the matching delivery?
sentence half.
● They then speak out their sentence for the rest of
the class who can decide if it is a correct match.
● Encourage students to think about the clues they
used to match the sentence halves.

Extension: Ask students to repeat their sentences out loud

and then try and get in the order of the original paragraph.
Again, encourage them to think about clues they used.

  42
 Making the lesson comprehensible to all learners What further
3. Visual storyboard opportunities
Instructional The purpose of this activity is to enable students to can I use to
strategies systematically plan to use visual aids during their enable students
presentation. to practise these
● Show some examples of storyboards and explain skills?
the purpose.
● Students choose key information from their power
point and detail the visuals that will be used. Do I need to
● In small groups, students share their storyboards reinforce some
and ask for feedback. of these
messages in
Using approaches that include listening, reading, other ways?
speaking and writing
4. Verb dictation: Power point dos and don’ts How can I
● Teacher reads each sentence and writes the verb support students
only on the board. to integrate
● When finished, students use the verbs as prompts visuals
to recreate the sentences. effectively?
● Finish with a discussion on the main messages of
the dictation. The teacher could model using a
power point badly followed by a power point used
effectively.

Monitoring student learning Are all students

ready for the
Knowledge of 5. Putting it all together
formative
the learner The aim of this activity is to give students an opportunity assessment?
to practise their presentation and receive peer feedback.
● Students can give their presentations in groups or
to the class depending on the time available.
● Students fill in the peer feedback form as they
listen.

Providing opportunities for reflection and evaluation

Reflection:
Students collate the main messages from their feedback
forms and summarise them. They then write an action
plan on what they need to do before the formative
assessment.

  43
 Student tasks
Teaching and learning sequence 5

2. Strip story
● Give out sentence beginnings to one half of the class and sentence endings to
the other half.
● Encourage students to learn their part of the sentence.
● Students circulate around the room repeating their text until they find a partner
with the matching sentence half.
● They then speak out their sentence for the rest of the class who can decide if it is
a correct match.
● Encourage students to think about the clues they used to match the sentence
halves.

Sentence beginnings

To ensure you keep your audience interested

All visuals should complement

It is important that they are

Visuals must be integrated into your presentation,

Visual aids are intended to support you,

Whatever you use to support your presentation,

 

  44
Sentence endings

it is important to put some thought into visual aids.

your oral presentation.

interesting, legible and convey only the necessary information.

so the audience knows exactly why they have been used.

not replace you.

the focus should remain on you and your ideas.

Original text
To ensure you keep your audience interested, it is important to put some thought into
visual aids. All visuals should complement your oral presentation. It is important that
they are interesting, legible and convey only the necessary information. Visuals must
be integrated into your presentation, so the audience knows exactly why they have
been used. Visual aids are intended to support you, not replace you. Whatever you
use to support your presentation, the focus should remain on you and your ideas.

3. Visual storyboard

Instructions
Draw up a 'storyboard'—a visual layout of the different 'scenes' in your presentation in
rough sketch form. Storyboarding helps you visualise how the content of your
presentation will flow and how the slides relate to each other. Your storyboard should be
a type of map, outlining the main points of your presentation.
Draw in pencil and have an eraser handy. You can rule up some frames on A3 paper or
use a set of index cards or large post-it notes to try out different presentation sequences.

  45
4. Verb dictation: Power point dos and don’ts
● The teacher will read each sentence and write the verb only on the board.
● When finished, use the verbs as prompts to retell the sentences to your partner.
● Discuss the main messages of the dictation.

1. Make your visuals simple and clear.

2. Use one message per slide.
3. Limit the number of slides to 5 or 6 per 10 minutes.
4. Reduce the amount of text to main points only.
5. Choose a large font e.g. 24 points.
6. Be consistent with font, colour and style.
7. Use animations sparingly.
8. Check spelling and grammar.

NB This is an example of a presentation in which visual aids are used effectively:

http://www.youtube.com/watch?v=rXepkIWPhFQ

  46
5. Putting it all together
Use the form below to give constructive feedback to your partner.

Peer feedback form

 
Presentation feedback ✓/ ✗ Comments

Ideas and organisation

Structure is clear making it easy to follow

Structure is the right one for the topic

A wide range of relevant information is used, including

some theory

Delivery

Voice is clear and easily understood

Sounds/sound clusters and words are pronounced

clearly and accurately.

Only occasional hesitations

Voice is projected so that everyone can hear

Language structures

A variety of sentence structures is used, including

complex sentences

A few inaccuracies only; self-corrects if necessary

Vocabulary

A wide range of accurate vocabulary is used, including

academic vocabulary

Communication strategies

Pauses are used for effect

Changes in pitch and volume contribute to effectiveness

Gestures are used for effect

The audience is engaged through the use of originality,

humour, rhetorical questions

  47
A question time is initiated confidently

Questions/comments are responded to appropriately

Visual aids

Relevant and clear visual aids are used

Visual aids are integrated with the content

Visual aids do not contain large amount of text

  48