powerpoint presentation on oral language

• Skip to Nav
• Skip to Main
• Skip to Footer

How to Use Oral Presentations to Help English Language Learners Succeed

Please try again

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 .

• - Google Chrome

Intended for healthcare professionals

• Access provided by Google Indexer
• My email alerts
• BMA member login
• Username * Password * Forgot your log in details? Need to activate BMA Member Log In Log in via OpenAthens Log in via your institution

Search form

• Advanced search
• Search responses
• Search blogs
• How to prepare and...

How to prepare and deliver an effective oral presentation

• Related content
• Peer review
• Lucia Hartigan , registrar 1 ,
• Fionnuala Mone , fellow in maternal fetal medicine 1 ,
• Mary Higgins , consultant obstetrician 2
• 1 National Maternity Hospital, Dublin, Ireland
• 2 National Maternity Hospital, Dublin; Obstetrics and Gynaecology, Medicine and Medical Sciences, University College Dublin
• luciahartigan{at}hotmail.com

The success of an oral presentation lies in the speaker’s ability to transmit information to the audience. Lucia Hartigan and colleagues describe what they have learnt about delivering an effective scientific oral presentation from their own experiences, and their mistakes

The objective of an oral presentation is to portray large amounts of often complex information in a clear, bite sized fashion. Although some of the success lies in the content, the rest lies in the speaker’s skills in transmitting the information to the audience. 1

Preparation

It is important to be as well prepared as possible. Look at the venue in person, and find out the time allowed for your presentation and for questions, and the size of the audience and their backgrounds, which will allow the presentation to be pitched at the appropriate level.

See what the ambience and temperature are like and check that the format of your presentation is compatible with the available computer. This is particularly important when embedding videos. Before you begin, look at the video on stand-by and make sure the lights are dimmed and the speakers are functioning.

For visual aids, Microsoft PowerPoint or Apple Mac Keynote programmes are usual, although Prezi is increasing in popularity. Save the presentation on a USB stick, with email or cloud storage backup to avoid last minute disasters.

When preparing the presentation, start with an opening slide containing the title of the study, your name, and the date. Begin by addressing and thanking the audience and the organisation that has invited you to speak. Typically, the format includes background, study aims, methodology, results, strengths and weaknesses of the study, and conclusions.

If the study takes a lecturing format, consider including “any questions?” on a slide before you conclude, which will allow the audience to remember the take home messages. Ideally, the audience should remember three of the main points from the presentation. 2

Have a maximum of four short points per slide. If you can display something as a diagram, video, or a graph, use this instead of text and talk around it.

Animation is available in both Microsoft PowerPoint and the Apple Mac Keynote programme, and its use in presentations has been demonstrated to assist in the retention and recall of facts. 3 Do not overuse it, though, as it could make you appear unprofessional. If you show a video or diagram don’t just sit back—use a laser pointer to explain what is happening.

Rehearse your presentation in front of at least one person. Request feedback and amend accordingly. If possible, practise in the venue itself so things will not be unfamiliar on the day. If you appear comfortable, the audience will feel comfortable. Ask colleagues and seniors what questions they would ask and prepare responses to these questions.

It is important to dress appropriately, stand up straight, and project your voice towards the back of the room. Practise using a microphone, or any other presentation aids, in advance. If you don’t have your own presenting style, think of the style of inspirational scientific speakers you have seen and imitate it.

Try to present slides at the rate of around one slide a minute. If you talk too much, you will lose your audience’s attention. The slides or videos should be an adjunct to your presentation, so do not hide behind them, and be proud of the work you are presenting. You should avoid reading the wording on the slides, but instead talk around the content on them.

Maintain eye contact with the audience and remember to smile and pause after each comment, giving your nerves time to settle. Speak slowly and concisely, highlighting key points.

Do not assume that the audience is completely familiar with the topic you are passionate about, but don’t patronise them either. Use every presentation as an opportunity to teach, even your seniors. The information you are presenting may be new to them, but it is always important to know your audience’s background. You can then ensure you do not patronise world experts.

To maintain the audience’s attention, vary the tone and inflection of your voice. If appropriate, use humour, though you should run any comments or jokes past others beforehand and make sure they are culturally appropriate. Check every now and again that the audience is following and offer them the opportunity to ask questions.

Finishing up is the most important part, as this is when you send your take home message with the audience. Slow down, even though time is important at this stage. Conclude with the three key points from the study and leave the slide up for a further few seconds. Do not ramble on. Give the audience a chance to digest the presentation. Conclude by acknowledging those who assisted you in the study, and thank the audience and organisation. If you are presenting in North America, it is usual practice to conclude with an image of the team. If you wish to show references, insert a text box on the appropriate slide with the primary author, year, and paper, although this is not always required.

Answering questions can often feel like the most daunting part, but don’t look upon this as negative. Assume that the audience has listened and is interested in your research. Listen carefully, and if you are unsure about what someone is saying, ask for the question to be rephrased. Thank the audience member for asking the question and keep responses brief and concise. If you are unsure of the answer you can say that the questioner has raised an interesting point that you will have to investigate further. Have someone in the audience who will write down the questions for you, and remember that this is effectively free peer review.

Be proud of your achievements and try to do justice to the work that you and the rest of your group have done. You deserve to be up on that stage, so show off what you have achieved.

Competing interests: We have read and understood the BMJ Group policy on declaration of interests and declare the following interests: None.

• ↵ Rovira A, Auger C, Naidich TP. How to prepare an oral presentation and a conference. Radiologica 2013 ; 55 (suppl 1): 2 -7S. OpenUrl
• ↵ Bourne PE. Ten simple rules for making good oral presentations. PLos Comput Biol 2007 ; 3 : e77 . OpenUrl PubMed
• ↵ Naqvi SH, Mobasher F, Afzal MA, Umair M, Kohli AN, Bukhari MH. Effectiveness of teaching methods in a medical institute: perceptions of medical students to teaching aids. J Pak Med Assoc 2013 ; 63 : 859 -64. OpenUrl

• I nfographics
• Show AWL words
• Subscribe to newsletter
• Introduction

Transitions

• Referring to visuals
• Eye contact
• Taking part in discussions
• Giving opinions
• Agreeing/disagreeing
• Other skills

Show AWL words on this page.

Levels 1-5:     grey  Levels 6-10:   orange 

Show sorted lists of these words.

Any words you don't know? Look them up in the website's built-in dictionary .

Choose a dictionary .  Wordnet  OPTED  both

• Presentations

Language for presentations Some formulaic phrases

On this page you will find some language for presentations, also known as 'signpost' phrases. Many of these are similar to (or the same as) the lecture cues a lecturer uses. They are another example of the formulaic language used in academic contexts. You do not need to learn all of these phrases. Your basic aim is to be able to use at least one phrase for each function (e.g. expressing purpose and showing the structure in the introduction , using transitions between sections, referring to visual aids , concluding ).

How many more you learn after this is up to you. Presentations usually have many visual aids and transitions, so it would be useful to learn two or three different phrases for these functions. On the other hand, you will only state the purpose once in a presentation, so one phrase is enough for life!

Introductions

The introduction is a crucial part of any presentation. There are many functions which you need to achieve:

• greet the audience
• express your purpose
• give the structure
• give the timing
• handle questions

Phrases for all of these are given in the box to the right.

 Greeting the audience

• Good morning/afternoon, ladies and gentlemen.
• Good morning/afternoon, everyone.

 Expressing the purpose

• My purpose/objective/aim today is...
• What I want to do this morning/afternoon/today is...
• I'm here today to...

 Giving the structure

• This talk is divided into four main parts.
• To start with/Firstly, I'd like to look at...
• Then/Secondly, I'll be talking about...
• My fourth point will be about...
• Finally, I'll be looking at...

 Giving the timing

• My presentation/talk/lecture will take/last about 20 minutes.

 Handling questions

• At the end of my talk, there will be a chance to ask questions.
• I'll be happy to answer any questions you have at the end of my presentation.

Visual aids

It is important to be able to refer to your visual aids appropriately. Some useful phrases for visuals are shown to the right.

 Visual aids

• As you can see here...
• Here we can see...
• If we look at this slide...
• This slide shows...
• If you look at the screen, you'll see...
• This table/diagram/chart/slide shows...
• I'd like you to look at this...
• Let me show you...
• Let's (have a) look at...
• On the right/left you can see...

A vital part of any presentation is 'transitioning' (moving on) to a new section. Why is this so crucial? Mainly because of the difference between listening and reading. When you are reading, you can easily see where one section (or paragraph) ends, and another begins. This is not true when you are listening. To help with this, good academic speakers, whether in presentations or lectures , give cues to signal the end of a section. This helps the listener understand the structure and follow the main points.

Some useful transition phrases are shown to the right.

 Transitions

• Let's now move on to/turn to...
• I now want to go on to...
• This leads/brings me to my next point, which is...
• I'd now like to move on to/turn to...
• So far we have looked at... Now I'd like to...

Other phrases

There are some other phrases which are useful in a presentation. These include giving examples, summarising a point or section, and making a digression.

 Giving examples

• Let me give you an example...
• for instance...
• A good example of this is...

 Summarising

• What I'm trying to say is...
• Let me just try and sum that up before we move on to...
• So far, I've presented...

 Digressing

• I might just mention...
• Incidentally...

The conclusion, like the introduction, has several functions which you need to achieve:

• sum up the main points of the presentation
• conclude (by giving a 'take-away' message)
• close (by thanking the audience)
• invite questions

 Summing up

• Summing up...
• To summarise...
• So, to sum up...
• To recap...
• Let me now sum up.

 Concluding

• Let me end by saying...
• I'd like to finish by emphasising...
• In conclusion I'd like to say...
• Finally, may I say...
• Thank you for your attention/time.
• Thank you (for listening/very much).
• If you have any questions or comments, I'll be happy to answer them now.
• If there are any questions, I'll do my best to answer them.
• Are there any more questions?

GET FREE EBOOK

Like the website? Try the book. Enter your email to receive a free sample from EAP Foundation: Academic Presentations .

Below is a checklist for presentation language. Use it to help you prepare. You can download a copy of the checklist from the speaking resources page .

Next section

Read more about body language in the next section.

• Body language

Previous section

Read the previous article about presentation structure .

Author: Sheldon Smith    ‖    Last modified: 10 January 2022.

Sheldon Smith is the founder and editor of EAPFoundation.com. He has been teaching English for Academic Purposes since 2004. Find out more about him in the about section and connect with him on Twitter , Facebook and LinkedIn .

The language for presentations involves common 'signpost phrases' which help understand the structure.

The structure of a presentation is straightforward, with introduction, main body, conclusion, and Q&A.

Taking part in academic discussions increases your understanding and challenges your ideas, and may form part of your assessment.

Agreeing and disagreeing in academic discussions is always done politely, often using certain common phrases.

Asking for and giving opinions is important if you want to express your ideas and have a voice in discussions.

Visual aids such as PowerPoint and handouts, help your audience to follow your spoken presentation.

• Preferences

Developing Oral Language Skills - PowerPoint PPT Presentation

Developing Oral Language Skills

... department of education. 8 ... purpose: to teach word meanings in relation to other words ... purpose: to produce the meaning of words, build background ... – powerpoint ppt presentation.

• Reading First
• MA Department of Education
• November 15, 2006
• How language abilities and background knowledge are related to oral and reading comprehension
• How to activate prior knowledge and build background knowledge
• How to use the themes and complex concepts in the core program to strengthen classroom discourse
• How to facilitate discussion in your classroom
• Learn vocabulary maintenance activities
• Discussion promotes self-discipline and reflects respect for others
• Students will be able to
• Follow rules for formal and informal discussion in large and small groups by
• Listening actively
• Staying on topic
• Considering the ideas of others
• Avoiding sarcasm and personal remarks
• Taking turns
• Gaining the floor in appropriate ways
• Group discussion may lead to greater complexity of thought as students expand on the ideas of others, refine initial ideas, pose hypotheses, and work toward solutions.
• Group work helps students gain a deeper understanding of themselves as they reflect upon and express their own thinking
• Pose questions
• Listen to others
• Contribute their own information or ideas in discussions and interviews in order to acquire new knowledge
• Oral presentations demonstrate appropriate consideration of audience, purpose, and the information to be conveyed
• Maintain focus on topic
• Use eye contact, adequate volume, clear pronunciation
• Use language to persuade, explain, or seek information
• Use recognizable organization
• Keep the audiences attention, interest and respect
• Students will understand and acquire new vocabularyto read, write, and speak with flexibility and control
• Sort and identify words into various classification and conceptual categories
• Identify common antonyms and synonyms
• Identify the meaning of common idioms and figurative language
• Recognize and use words with multiple meanings
• Theme identification clarifies the students interpretation of the text.
• Relate themes in works of fiction and nonfiction to personal experiences
• Identify themes as lessons in folktales, fables, and Greek myths for children
• Identify, analyze, and apply knowledge of theme in a literary work and provide evidence from the text to support their understanding
• Lower vocabulary
• Less support for reading in the home less practice
• Less preparation in preschool environment for early acquisition of alphabetic principle
• Less exposure to books
• Fewer opportunities to develop rich content knowledge
• Vocabulary knowledge correlates strongly with reading and oral comprehension (Biemiller, 2005)
• Students need to know the meaning of 90-95 of the words in text
• Language can only grow through interaction with people and texts that introduce new vocabulary, concepts, and language structures (Hirsch, 2003).
• A large language gap exists between advantaged and disadvantaged students (Hirsch, 2003)
• Intentional thinking during which meaning is constructed through interactions between text and reader (Harris and Hodges, 1995).
• Readers derive meaning by actively relating the ideas represented in print to their own knowledge and experiences and construct mental representations in memory (National Reading Panel, 2000).
• Students need more than vocabulary to understand text
• They need a threshold of knowledge about the topic being discussed (Hirsch, 2003).
• Frees up working memory to make connections between new and previously learned information, and as a result readers/listeners can
• Integrate sentences and paragraph (Hess, Foss, Carroll, 1995 Zwaan Radvansky, 1998)
• Make inferences (Kintsch, 1994)
• Develop deeper understanding (McNamara et al., 1996).
• Allow for learning and transfer to novel situations (Kintsch, 1994).
• Retain learned information new information lasts longer (Kintsch et al, 1990).
• Topic Knowledge soccer, spiders, cars, Spain (Chiesi et al., 1979 Pearson et al., 1979 Spilich et al., 1979 Taylor, 1979).
• Conceptual Knowledge loyalty, sacrifice, friendship, habitat, immigration, countries, transportation, weather (Alexander, 1992 Ehren, 2005)
• Script Knowledge going to the movies, weddings, birthday parties, going to a restaurant (Bower, Black, Turner, 1979)
• Cultural Knowledge customs, dress, behaviors (Ehren, 2005)
• An important idea or subject that runs through a story sometimes unstated.
• The theme of a selection can be the topic, message, lesson, main point, moral (Graesser et al., 2002 Zwaan et al., 2002).
• It operates at the concept level beyond a particular plot (Williams, 1993 Williams et al., 2002).
• Theme is the abstraction of the events described (Williams et al., 1994).
• Theme identification becomes an anchor for idea integration (Singer, 1990).
• The plan is to strengthen language skills, concept knowledge, and build background knowledge using the core program
• How do we do this? Use themes from the core to strengthen/build knowledge and vocabulary
• Help students understand the connections among the stories
• Build vocabulary of familiar and unfamiliar concepts
• Students will use the vocabulary during oral language activities
• Revisit the new vocabulary throughout the 5 or 6 weeks
• Then maintain the use of the language
• Identify explicitly stated topic, complex concepts, theme
• Look at core program vocabulary selection
• Exist, extraordinary, apathetic, intimidate, experiment, humiliations
• Identify additional words/ideas to teach
• Explicit Topic
• Complex Concepts beyond the theme
• Topic Baseball
• Peer pressure
• Segregation
• Racial bias
• Relationships
• Humiliation
• Categories Topic
• Gradable Antonyms
• Discussion Concept and theme
• Semantic Map Topic (word web)
• Story Impression
• Word splash
• Four Square Concept Map
• Purpose Build background knowledge categorization pre-teaching vocabulary teaches main idea and supporting details.
• Select story topic
• (farm, weather, baseball, etc.)
• Select words from story and other related known words (K and 1 use pictures)
• Ask students to read their words and group themselves accordingly
• Have groups discuss why they are grouped that way (Moats, 2005)
• Purpose Build background knowledge pre-teach/re-teach vocabulary in an interconnected way
• Choose a gradable antonym (examples hot/cold, big/small)
• Split into groups of 4 or 5 or into two teams
• Brainstorm related words in the groups (ex hot, cool, cold, warm)
• Arrange the words in a continuum (ex hot, warm, cool, cold)
• Share and discuss the word lists with the group
• Note Pictures may be used for students in K/1.
• Purpose To develop discussion and oral presentation skills promote vocabulary development build background knowledge.
• Hand out vocabulary cards to each group.
• Have the group discuss their word. They will share their word with the other students.
• After five minutes of small group discussion, each group will teach the other students the word.
• Groups can exchange words.
• Purpose To teach word meanings in relation to other words and to develop concepts builds background main idea and supporting details
• Brainstorming The teacher and class brainstorm ideas that relate to the topic. The teacher might stop and explain some of the terms that the students come up with in a discussion forum.
• Mapping These terms can be drawn into a map. To draw the map, the students, with assistance, would come up with 3 or 4 categories that describe the terms on the board and arrange them in a map.
• Reading After the map is complete, the students and teacher read a book or selection about the topic.
• Completing the Map After reading, teachers and students as a group discuss what they have learned from the reading.
• Purpose Builds background knowledge vocabulary pre-teaching story structure
• Teacher writes main points and words in a list on an overhead or chart paper
• Prior to reading and in groups, students develop a story using the words or phrases in exactly the order that they are on the list.
• Students share stories with the rest of the class.
• Students compare their stories with the actual story (Stahl Nagy, 2006).
• Purpose Build Background Knowledge Vocabulary Development Discussion Story Structure
• Select theme-related vocabulary from story
• Select main points from story
• Splash words on the board
• Have students identify words they do not know
• Have other students help clarify words
• Working in groups, students will develop a story using as many of the words as possible
• Students share their stories before the read aloud
• Purpose To produce the meaning of words, build background knowledge and maintain vocabulary knowledge and use after reading.
• Provide text, a dictionary, target words and the student worksheet to the students. (example soothing)
• Write the target word in the box labeled Word. (example soothing)
• Give the students the definition of the word. This is not written down because it is meant to begin a conversation.
• Discuss some examples of what the target word means and list the examples of the concept in the box labeled What are some examples? (examples bath, soft music, lying down, chocolate)
• Ask the students for some things that are not examples of the target word. List the words in the box that is labeled What it is not like. (examples traffic, rap music, someone yelling)
• Finally, ask the students to compose and discuss a definition for this concept then write it in the box that is labeled What is it? (example Something that is soothing relaxes you.)
• Revisit words following the Beck model
• Discussion/Handing Off
• Theme wall/concept wall/concept-question board
• Purpose Develop discussion skills develop vocabulary and concept understanding.
• The teacher will begin with an open-ended theme related question (see slide 36).
• Students raise their hands to participate in the discussion.
• The teacher participates, but does not dominate the discussion.
• You can use a ball, stuffed animal, koosh ball, etc. to identify the speaker and the others can hand-off to continue the discussion.
• The teacher continues to pose questions to facilitate the discussion.
• Purpose To promote vocabulary development build background knowledge maintain learned vocabulary.
• Find the unit theme usually a big concept(s)
• Find the theme of the story how is it related to the unit theme?
• Find additional Tier 2 vocabulary related to themes may not be stated
• Teach meanings before, during, after reading
• Expand understanding/maintain vocabulary
• Theme wall place words on a permanent wall space
• Other texts (read aloud or in centers)
• Multiple opportunities for students to use
• Students should be facing one another
• Everyone should make group discussion rules
• See ELA Standards 1 and 2 for Rules
• Teacher should sit WITH students as part of the group
• Teacher opens the discussion with starter comments about selection using new and previously learned concept or theme language (next slide)
• Teacher gives signal to participate in discussion
• Why is the story about peer pressure?
• How did the character show acceptance?
• Scaffold at first How did Pee Wee show Jackie acceptance? How did Jackie respond? What would you do?
• How did Jackie change from the beginning to the end of the story?
• What was Jackie like at the beginning of the story? How did he change?
• Make connections among past stories
• Make connections with personal experiences
• Make connections with other content areas
• Keep the words posted throughout school year and revisit often
• Using the story Teammates
• Which topics or concepts need additional instruction?
• Are there additional words that you need to teach?
• Are there activities you can do to support understanding?
• Introduce topic with easier materials
• Concept Maps
• Read-alouds with same topic/concept/theme
• Maintenance Activities
• Four Square concept map
• Gradable antonyms
• Multiple meanings
• Guess that word
• Finish the story
• Fly Swatter
• Handing Off
• Purpose to enable the students to adjust the meanings of words to fit a new context.
• Display word cards and sentence cards
• Read the sentence card saying blank where there is a space. (example My uncle works in a ten ____ building.)
• Find the word that completes the sentence. (example story) Read the sentence with the word in it. Note each word will have two sentences.
• State what the word means (example story means floor of a building)
• Continue until all words have two sentences.
• Purpose To get children engaged in learning word meanings that makes them think about the words in a way that helps them remember a words meaning.
• Split the students into two four teams. Give each team a list of vocabulary words
• Each team member will take turns acting out one
• of the words on the list.
• The first team to identify the word will get
• Purpose Forces student to use verbal descriptions while maintaining word use.
• Teacher places vocabulary words on small slips of paper.
• Class is divided into teams.
• A member draws a slip of paper from bag.
• Team member describes the word to their team without using the word.
• Students team will try to guess the word.
• If they can, they get the point. If not, the other team gets a chance (Stahl Nagy, 2006).
• Purpose To maintain vocabulary use story structure oral language.
• Distribute one to four vocabulary cards to the students.
• Read the introduction of a story.
• Students continue the story with what might happen using one or more of their words in a sentence. (GRADE Resource Library)
• Purpose To maintain learned vocabulary.
• Put vocabulary words randomly on an overhead transparency.
• Form two teams and give each team a different colored fly swatter.
• As you read the student friendly definition, the first two students in line will find and swat the correct word.
• Continue until all students have had at least one turn.
• From your core reading program choose the theme words you will be teaching for one unit theme.
• Using the resource packet, develop before reading, discussion, and maintenance lessons for each story in the unit theme.
• On the recording sheet, record the words, the activities and your observations. These observations will be shared at the next Regional Meeting.
• Alexander, P.A. (1992). Domain knowledge Evolving themes and emerging concerns. Educational Psychologist, 27, 33 51.
• Biemiller, A. (2005) Vocabulary issues in measurement and effects across agesA paper presented at the International Dyslexia Association as part of a symposium on Vocabulary and Reading Crucial Issues for Measurement and Instruction Denver, CO.
• Bower, G.H., Black, J.B. Turner, T.J. (1979). Scripts in memory for text. Cognitive Psychology, 11, 177-220.
• Chiesi, H.L., Spilich, G.J. Voss, J.F. (1979). Acquisition of domain-related information in relation to high and low domain knowledge. Journal of Verbal Learning and Verbal Behavior, 18, 257 273.
• Ehren, B.J. (2005). Looking for evidence-based practice in reading comprehension instruction. Topics in Language Disorders, 25, 310-321.
• Fincher-Kiefer, R., Post, T.A., Greene, T.R. Voss, J.F. (1988). On the role of prior knowledge and task demands in the processing of text. Journal of Memory and Language, 27, 416 428.
• Florida Center for Reading Research. http//www.fcrr.org/curriculum/PDF/G2-3/bookTwoVoc abPartThree.pdf
• Graesser, A., Pomeroy, V., Craig, S. (2002). Psychological and computational research on theme comprehension. In M. Louwerse W. van Peer (Eds.), Thematics Interdisciplinary Studies. Coverging Evidence in Language and Communication Research, Vol. 3. Amsterdam, Netherlands John Benjamins Publishing Co.
• Harris, T.L. Hodges, R.E. (Eds.) (1995). The literacy dictionary The vocabulary of reading and writing. Newark, DE International Reading Association.
• Hess, D.J., Foss, D.J., Carroll, P. (1995). Effects of global and local context on lexical processing during language comprehension. Journal of Experimental Psychology General, 124, 62 82.
• Hirsch, E.D. (2003). Reading comprehension requires knowledge of words and the world. American Educator, Spring, 10 29.
• Kintsch, W. (1994). Text comprehension, memory, and learning. American Psychologist, 49, 292 303.
• Kintsch, W. (1997). Comprehension A paradigm for cognition. United Kingdom Cambridge University Press.
• Kintsch, W., Welsch, D., Schmalhofer, F., Zimny, S. (1990). Sentence memory A theoretical analysis. Journal of Memory and Language, 29, 133 159.
• McNamara, D.S., Kintsch, E., Songer, N.B., Kintsch, W. (1996). Are good texts always better? Interactions of text coherence, background knowledge, and levels of understanding in learning from text. Cognition and Instruction, 14, 1 43.
• Moats, L.C. (2005). Language essentials for teachers of reading and spelling module 6. Longmont, CO Sopris West.
• National Institute of Child Health and Human Development (NICHD). (2000). Report of the National Reading Panel. Teaching children to read An evidence based assessment of the scientific research literature on reading and its implications for reading instruction Reports of the subgroups. Washington, DC US Government Printing Office.
• Open Court Reading (2005). Teammates. Columbus, OH SRA/McGraw Hill.
• Pearson, P.D., Hansen, J. Gordon, C. (1979). The effect of background knowledge on young childrens comprehension of explicit and implicit information. Journal of Reading Behavior, 11, (3), 201 209.
• Recht, D.R. Leslie, L. (1988). Effect of prior knowledge on good and poor readers memory of text. Journal of Educational Psychology, 80, (1), 16 20.
• Schneider, W., Korkel, J., Weinert, F.E. (1989). Domain-specific knowledge and memory performance A comparison of high- and low-aptitude children. Journal of Educational Psychology, 81, 306 312.
• Singer, M. (1990). Psychology of language. Hillsdale, NJ Lawrence Erlbaum Associates.
• Spilich, G.J., Vesonder, G.T., Chiesi, H.L., Voss, J.F. (1979). Text processing of domain-related information for individuals with high and low domain knowledge. Journal of Verbal Learning and Verbal Behavior, 18, 275 290.
• Stahl, S. A. Nagy, W. E. (2006). Teaching word meanings. Mahwah, NJ Lawrence Erlbaum Associates.
• Taylor, B.M. (1979). Good and poor readers recall of familiar and unfamiliar text. Journal of Reading Behavior, 11, (4), 373 380.
• van Dijk, T. A. Kintsch, W. (1983). Strategies of discourse comprehension. Academic Press New York.
• Voss, J.F., Vesonder, G.T., Spilich, G.J. (1980). Text generation and recall by high-knowledge and low-knowledge individuals. Journal of Verbal Learning and Verbal Behavior, 19, 651 667.
• Williams, J.P. (1993). Comprehension of students with and without learning disabilities Identification of narrative themes and idiosyncratic text representations. Journal of Educational Psychology, 85, 631 641.
• Williams, J.P., Brown, L.G., Silverstein, A.K., deCani, J.S. (1994). An instructional program in comprehension of narrative themes for adolescents with learning disabilities. Learning Disability Quarterly, 17, 205 221.
• Williams, J.P., Lauer, K.D., Hall, K.M., Lord, K.M., Gugga, S.S., Bak, S.J., Jacobs, P.R., deCani, J.S. (2002). Teaching elementary school students to identify story themes. Journal of Educational Psychology, 94, 235 248.
• Zwaan, R.A. Radvansky, G.A. (1998). Situation models in language comprehension and memory. Psychological Bulletin, 123, 162 185.
• Zwaan, R.A., Radvansky, G.A., Whitten, S.N. (2002). Situation models and themes. In M. Louwerse W. van Peer (Eds.), Thematics Interdisciplinary Studies. Converging Evidence in Language and Communication Research, Vol. 3. Amsterdam, Netherlands John Benjamins Publishing Co.

PowerShow.com is a leading presentation sharing website. It has millions of presentations already uploaded and available with 1,000s more being uploaded by its users every day. Whatever your area of interest, here you’ll be able to find and view presentations you’ll love and possibly download. And, best of all, it is completely free and easy to use.

You might even have a presentation you’d like to share with others. If so, just upload it to PowerShow.com. We’ll convert it to an HTML5 slideshow that includes all the media types you’ve already added: audio, video, music, pictures, animations and transition effects. Then you can share it with your target audience as well as PowerShow.com’s millions of monthly visitors. And, again, it’s all free.

About the Developers

PowerShow.com is brought to you by  CrystalGraphics , the award-winning developer and market-leading publisher of rich-media enhancement products for presentations. Our product offerings include millions of PowerPoint templates, diagrams, animated 3D characters and more.

Got any suggestions?

We want to hear from you! Send us a message and help improve Slidesgo

Top searches

Trending searches

solar eclipse

25 templates

16 templates

autism awareness

28 templates

12 templates

35 templates

7 templates

Language Presentation templates

No matter what language you speak, we all can agree that a visually appealing presentation can make all the difference. that's why we've curated a selection of google slides and ppt templates that focus on language. from vibrant backgrounds to sleek typography, our editable designs give your presentation that extra flare. save time and impress your audience with a template that fits your language, whether you're presenting a language-learning app or a cultural study. with our templates, your presentation is sure to be a hit.

Premium template

Unlock this template and gain unlimited access

World Arabic Language Day

December 18 is World Arabic Language Day, and that's because the same date in 1973, the UN adopted Arabic as their sixth official language. In fact, it's the fifth most spoken language in the world, and that's only counting its standard variation. That deserves a template for a presentation about...

Environmental Issues and Sustainability - French - 7th Grade

Download the Environmental Issues and Sustainability - French - 7th Grade presentation for PowerPoint or Google Slides. If you’re looking for a way to motivate and engage students who are undergoing significant physical, social, and emotional development, then you can’t go wrong with an educational template designed for Middle School...

English Language Grammar Rules

The English language is spoken almost anywhere in the world, making it almost a necessity in everyone's education. Today, we're releasing this kid-friendly template with cute cartoony drawings of kids and many layouts prepared for you to teach some grammar rules. We've added some examples as a starting point. Use...

Foreign Language Subject for High School: Activities to Celebrate National German Language Day

German Language Day is celebrated on September 10th. Share your passion for this language preparing some activities to celebrate it! In order to make the job easier for you, we have prepared this beautiful template full of exercises and German flags that you can use in a DaF lesson. Don’t...

Health and Wellness Vocabulary - German - 7th Grade

Download the Health and Wellness Vocabulary - German - 7th Grade presentation for PowerPoint or Google Slides. If you’re looking for a way to motivate and engage students who are undergoing significant physical, social, and emotional development, then you can’t go wrong with an educational template designed for Middle School...

Health, Wellness, and Lifestyle Choices - German - 10th Grade

Download the Health, Wellness, and Lifestyle Choices - German - 10th Grade presentation for PowerPoint or Google Slides. High school students are approaching adulthood, and therefore, this template’s design reflects the mature nature of their education. Customize the well-defined sections, integrate multimedia and interactive elements and allow space for research...

Language Arts for High School - 9th Grade: Grammar

Let's review the capitalization rules! Wait, I think the punctuation rules should be mentioned too. Great! How enthusiastic your students feel before a grammar exam! That's because you've used this template to teach them some theory and concepts in language arts class. It's very creative, it has some patterned backgrounds...

Directions and Locations Vocabulary - German - 5th Grade

Download the Directions and Locations Vocabulary - German - 5th Grade presentation for PowerPoint or Google Slides and easily edit it to fit your own lesson plan! Designed specifically for elementary school education, this eye-catching design features engaging graphics and age-appropriate fonts; elements that capture the students' attention and make...

Language Arts Subject for Middle School: Rhetorical Devices

You may have heard the term rhetorical devices before, but what exactly are they? Artifacts with buttons that write poems and run on batteries? Not really. If you've heard about metaphors, analogies and even onomatopoeias, then we're glad to tell you that those are rhetorical devices. It's one of the...

Language Arts Subject for Elementary: Fantasy Stories

There’s a reason we say that children are the most imaginative people! If you’re an elementary teacher, here’s an idea to get your students to express themselves creatively: By introducing them to the world of fairies, dwarves, gnomes and fantasy! You can use this cute template to give them a...

Language Arts for High School - 9th Grade: POV and Narrative Voice

Do you think your students would be able to name how many types of narrators there are and the points of view in a story? Don't worry! Well, if they still don't manage these concepts properly, after a literature class presented with this template, they'll become real experts. And of...

International Foreign Language Academy

What sets your foreign language academy apart from the competition? Your flexible schedules, innovative teaching method, motivating teachers, empathetic teaching philosophy? Whichever it is, advertise it with this fresh and modern design to make sure word gets out about your program. The slides in orange illustrated with people communicating are...

Holidays and Cultural Celebrations - French - 2nd Grade

Download the Holidays and Cultural Celebrations - French - 2nd Grade presentation for PowerPoint or Google Slides and easily edit it to fit your own lesson plan! Designed specifically for elementary school education, this eye-catching design features engaging graphics and age-appropriate fonts; elements that capture the students' attention and make...

Poetry and Figurative Language Analysis - 8th Grade

Download the Poetry and Figurative Language Analysis - 8th Grade presentation for PowerPoint or Google Slides. If you’re looking for a way to motivate and engage students who are undergoing significant physical, social, and emotional development, then you can’t go wrong with an educational template designed for Middle School by...

French Cultural Studies - Doctor of Philosophy (Ph.D.) in French

Download the French Cultural Studies - Doctor of Philosophy (Ph.D.) in French presentation for PowerPoint or Google Slides. As university curricula increasingly incorporate digital tools and platforms, this template has been designed to integrate with presentation software, online learning management systems, or referencing software, enhancing the overall efficiency and effectiveness...

International Mother Language Day

In this globalized world, cultural diversity is, fortunately, much and much more of an accepted reality, so UNESCO announced the Mother Language Day, an annual observance on February 21. So of course Slidesgo had to create a template about it! With cartoony characters and lots of maps on the background,...

Happy International Day of Sign Languages

The International Day of Sign Languages is right around the corner (September 23rd) and what better way to celebrate than with a visually stunning presentation? This Google Slides and PowerPoint template is the perfect tool to engage your audience and educate them about the importance of sign language. The hand-drawn...

Language Arts Subject for Middle School: Acrostic Poems Activities

Your mission as a middle school language arts teacher is to stimulate the creativity of your students. We know that your class on acrostic poems is essential and that you want it to be a success. Well, look no further, you have found the perfect template to achieve it. Discover...

• Page 1 of 46

New! Make quick presentations with AI

Slidesgo AI presentation maker puts the power of design and creativity in your hands, so you can effortlessly craft stunning slideshows in minutes.

Register for free and start editing online

Microsoft 365 Life Hacks > Presentations > How to use body language effectively during your presentation

How to use body language effectively during your presentation

Understanding grammar basics will make you a better writer, and mastering prepositional phrases is key. To improve your writing and communicate clearly to your audience, know what prepositional phrases are and how to use them correctly.

Your body has something to say

Body language is a powerful form of nonverbal communication. Whether you’re talking with a friend or waiting for a bus, your body is always sending signals out to those around you. During a presentation, when all eyes are on you, the importance of body language is heightened. Here’s some key areas to be aware of:

• Your facial expressions. You can heighten or emphasize your message as you speak or pause with subtle movements such as raised eyebrows or larger expressions such as a smile.
• Your hands. Your hands might be at your sides, in your pockets or gesturing to illustrate a point or your material. Each position conveys something different to observers.
• Your feet. Are you staying in one place, shifting your weight from foot to foot, or walking around? How fast are you walking? Those are potential clues to your feelings in the moment.
• Your position. How close are you standing to others? Are you standing straight or slouched slightly. Are you in front of, next to, or behind your materials and visual aids? During a presentation, position is key—try standing in front of a projector and see if your message gets across.

Tell your story with captivating presentations

Powerpoint empowers you to develop well-designed content across all your devices

Making body language work effectively for you

If you think about the areas above, you can probably think of strengths and challenges you have with each. Maybe you tend to “talk with your hands” or shrink away from your audience because of presentation anxiety . These tips can help you remember what to focus on and help you overcome some of your natural tendencies that might be distracting your audience. You’re the area of focus, so whatever you do will have a disproportionate impact on those watching.

• Smile. Smiling can help you feel more confident in the moment and eventually raise your level of happiness. Plus, you’ll look more approachable and even glad to see your audience, no matter if you’re still a bit nervous. Of course, if your content is more serious or has a moment where the tone changes, make sure your expression is appropriate for what you’re saying. But a slight smile that says, “I know what I’m talking about, and I want to share it with you” is generally a good default face to have.
• Shift your gaze. It’s totally ok if you’re still at the “look above the audience’s head” stage of presenting, and eye contact is less important in virtual presentations , since you need to be focused on the camera. But if you’re in person and you’re able to direct where you look, doing a slow pan glance over the crowd, or finding a few friendly faces to periodically zoom in on, can help provide that important illusion of confidence and strengthen your connection to the audience overall.
• Think about when you want to gesture. Don’t be afraid to gesture but try to choose gestures that will emphasize your language or your topic in any given moment, rather than wildly waving your hands about. Controlled gestures are a very effective tool, as your audience’s eyes will follow your hands—but not if they realize your hands are going nowhere most of the time.
• Be open and try to stand up straight. Have your shoulders tilted toward the audience rather than away to convey your desire to connect with them. Also, avoid slouching, which can also project a lack of confidence in your words or material, and instead try to subtly point your chest toward the crowd, as if you’re leading with your message. And try to be rooted but ready, not shifting from side to side as you speak.
• Control your pace. While you can stand in one spot while you present, it’s sometimes more impactful to be able to move around slightly when illustrating a point or perhaps telling a story. Try to move slowly and with purpose so as not to look too nervous, like you’re pacing, and so you can avoid being a distraction to those who already have trouble focusing. And, it goes without saying that you want to make sure you’re not talking too fast, particularly if you’re committed to moving around.

You can practice your presentation with an eye toward rethinking your body language, or if you’re working on a new one, look for moments to incorporate strategic body language, as if you’re an actor working through a scene. Have a friend or trusted colleague watch you and take notes so they can share feedback later, and if someone else isn’t handy, the mirror is a tried-and-true way to reflect on how you might be coming across as you speak.

Using body language effectively can take your presentations up a notch. So, start thinking about how you can train your body to be just as convincing and as confident as your words, and soon, the audience will be hanging on your every sentence.

Get started with Microsoft 365

It’s the Office you know, plus the tools to help you work better together, so you can get more done—anytime, anywhere.

Topics in this article

More articles like this one.

How to create an educational presentation

Use PowerPoint to create dynamic and engaging presentations that foster effective learning.

Five tips for choosing the right PowerPoint template

Choose an appropriate PowerPoint template to elevate your presentation’s storytelling. Consider time length, audience and other presentation elements when selecting a template.

How you can use AI to help you make the perfect presentation handouts

Learn how AI can help you organize and create handouts for your next presentation.

How to use AI to help improve your presentations

Your PowerPoint presentations are about to get a boost when you use AI to improve a PowerPoint presentation.

Everything you need to achieve more in less time

Get powerful productivity and security apps with Microsoft 365

Explore Other Categories

Oral Language:

Apr 06, 2019

110 likes | 316 Views

Oral Language:. The Neglected Language Arts From Maxwell, R.J., & Meiser, M.J. (2001). Teaching English in Middle and Secondary Schools (3 rd ed.). Columbus, OH: Merrill Prentice Hall.

Share Presentation

• use feedback
• nonverbal feedback
• neglected language arts
• evaluative listening
• small knots

Presentation Transcript

Oral Language: The Neglected Language Arts From Maxwell, R.J., & Meiser, M.J. (2001). Teaching English in Middle and Secondary Schools (3rd ed.). Columbus, OH: Merrill Prentice Hall.

Schools are language saturated institutions. They are places where books are thumbed, summarized, and “revised”; notes are dictated, made, kept, and learned; essays are prepared; examination questions are composted and the attendant judgments are made. Teachers explain, lecture, question, exhort, reprimand. Pupils listen, reply, make observations, call out, mutter, whisper and make jokes. Small knots gather over books, lathes, easels, or do nothing in classrooms, laboratories, workshops, craft rooms, corridors and toilets to chatter, discuss argue, plan, plot, and teach one another. --Douglas Barnes

Oral Language Principles • Not all student share the same level of competency in oral language. • The acquisition of oral language is developmental. • Students need varied and purposeful experience in oral communication.

Oral Language Principles (con’t.) • We should not break speaking into subskills, nor should we isolate speaking from the other language arts. • Since speaking is not totally oral, students need to learn about body language, eye contact, gesture, and so forth.

The most obvious characteristic of classroom talk is that there is so much of it.--A.D. Furlong and V.J. Edwards

Listening: An Essential for Group Work • Attributes of Good Listening Behavior • Maintaining natural eye contact • Nodding head in agreement • Leaning forward • Adopting a pleasant facial expression • Facing the speaker • Keeping arms open (not folded) • Taking position at the same elevation as the speaker (Active listening requires conscious effort.)

Strategies for Improving Students’ Group Work/Listening • Be prepared. Have pens, paper, materials at hand; have assignments read in advance. • Set goals. Plan how group information will be used when students are working on their own. Set purpose for listening. • Use time well. Humans think 3-4 times faster than they speak so we process messages quickly – faster than a speaker sends the words. In the gap, we may take notes, write questions, etc. • Minimize distractions. Help students understand the power of “high blood pressure” words to get them off track. Teach them how to develop productive counterarguments during a discussion.

Strategies for Improving Students’ Group Work/Listening (con’t.) • Avoid evaluation. Although there is a place for evaluative response, such as when someone makes a claim without sufficient support, evaluative listening should be the last part of a process, not the first. • Use feedback. Verbal or nonverbal feedback is how a speaker knows group members listened and got the message.

Speaking: More Than Just Talk • Major Curricular Goals: • Expressive (express or respond to feelings and attitudes) • Ritualistic or formulaic (culturally determined, responsive to patterns of social interaction) • Imaginative (storytelling, dramatizing, speculating, theorizing) • Informative (stating, questioning, explaining) • Persuasive (convincing, arguing, justifying, rejecting)

• More by User

PowerPoint Lesson 1 PowerPoint Basics

PowerPoint Lesson 1 PowerPoint Basics Microsoft Office 2007: Introductory Pasewark & Pasewark Objectives Start PowerPoint. Understand the elements of the PowerPoint window. Open an existing presentation. Save a presentation. Navigate through a presentation. Objectives (continued)

1.13k views • 26 slides

Oral Language Development: The Pathway to Literacy

Oral Language Development: The Pathway to Literacy. Arizona Branch of The International Dyslexia Association Annual Meeting May 9, 2009 Stacy Fretheim, MS, CCC-SLP. Definition of Language. Language is a code made up of rules including how to make words what words mean

339 views • 13 slides

Smart Talk: Nurturing Oral Language Development and Acquisition

Smart Talk: Nurturing Oral Language Development and Acquisition. J. Helen Perkins, Ed.D. Associate Professor The University of Memphis. The Urban Child Institute September 23, 2009. Improving Children’s Oral Language. Oral language refers to talking listening

565 views • 18 slides

Teaching Oral Language

Teaching Oral Language . What do you currently do to teach oral Language in your class?. Write down one thing that works really well in your class. Share your strategy with your group. Summarise & report back. We use language in different ways. Relationships. Interpersonal. Transactions.

442 views • 9 slides

Making PowerPoint Slides

Making PowerPoint Slides. Avoiding the Pitfalls of Bad Slides. SEE-U 2005, rev TKittel Feb 08. Presentation Title & Outline Slide Structure Formatting - Fonts, Color, & Background Graphs Spelling & Grammar Conclusions and Ending Up References Oral Presentation. Tips to be Covered.

458 views • 29 slides

Preparing and Delivering An Effective Oral Presentation

Preparing and Delivering An Effective Oral Presentation. A Quick Guide. What This Presentation Is About. What makes a good oral presentation Tips on preparing a presentation Delivery of a presentation. Questions You Need To Ask. To whom are you presenting?

414 views • 19 slides

Module 1: INTRODUCTION TO ORAL PrEP

Module 1: INTRODUCTION TO ORAL PrEP. Version: August 2018. Outline of training. Module 1: Introduction to oral PrEP Oral PrEP: the basics What is combination prevention? How effective is oral PrEP? What are the differences among PrEP, PEP, and ART?

621 views • 25 slides

The Mouth and Oral Cavity

13. Lecture Note PowerPoint Presentation. The Mouth and Oral Cavity. LEARNING OUTCOME 1. Explain normal changes of aging in the mouth and oral cavity. Aging and the Mouth and Oral Cavity. The epithelium and soft tissues atrophy

830 views • 44 slides

Focusing for the Oral Presentation

Focusing for the Oral Presentation. Gilberto Berríos Departamento de Idiomas Universidad Simón Bolívar April 27, 2004. ?. ?. ?. ?. ?. ?. ?. ?. ?. ?. Many Questions to Answer. Purposes. To introduce focusing as the first step of the oral presentation process

235 views • 23 slides

Daily Oral Language

Daily Oral Language. Review Daily You need to be able to explain why a word is changed in every sentence. Day 1 - Daily Oral Language . a. her’s was the most clearest essay of all. b. which of the two actors were best for the role. Day 1 – *Correct Answers.

1.96k views • 167 slides

PowerPoint. Top Signs Your PowerPoint Presentation is a SnoozeFest. Reading. Texting. PowerPoint Presentations that hold Audience Attention. Eyes Closed. PowerPoint. Is Your Presentation For You? Or Your Audience?. A Presentation Designed For You…. Is your script

758 views • 19 slides

Oral Presentation

Oral Presentation. “Let’s Be Clear”. Goals. Understanding how meaning is constructed in film using film language. Deep analysis of 5 minute excerpt of a film and how it is important to the film as a whole through cinematic terms. 6 Requirements within Presentation. Social- cultural Context

283 views • 13 slides

Speaking and Using PowerPoint

Speaking and Using PowerPoint. Communication Studies Department San Jose State University Dr . Marquita Byrd. Speaking and Using PowerPoint is more difficult than it seems! The oral presentation is the focus, not the PowerPoint!

299 views • 13 slides

eLearning Presentation

eLearning Presentation. By Elizabeth Tomzik. Outline of Presentation. About this presentation Why I chose PowerPoint Types of mediums PowerPoint and media richness PowerPoint and social learning Making PowerPoint ADA compliant. About This Presentation.

555 views • 13 slides

Daily Oral Language – February 8, 2013

Daily Oral Language – February 8, 2013. Objectives Free R eading Friday Reading Log #3 is due today. 1. . 1. h e don’t have no reason too question the directives but he does want a explanation for this here page. Daily Oral Language – February 6, 2013. Bell Work – Journaling.

287 views • 17 slides

CCLS and WG

CCLS and WG. Catherine Snow With thanks to Kenji Hakuta , Stanford University. Oral Language as Target. Skill in oral language use defined as standard Making oral arguments Engaging in focused discussion. Spotlight on Text Complexity and the Language of Texts. Downplay reading ‘skills’

262 views • 10 slides

Facoltà di Economia

Facoltà di Economia. English For Business ORAL PRESENTATIONS prof.ssa Luisanna Fodde. ORAL PRESENTATIONS What makes a good presentation? PLANNING AIM OF PRESENTATION LANGUAGE HONESTY & CONFIDENCE VISUAL AIDS CLEAR MESSAGES BODY LANGUAGE GOOD AUDIENCE. ORAL PRESENTATIONS TASK 1 A

303 views • 17 slides

Presenting your paper with PowerPoint:

Module 8. Presenting your paper with PowerPoint:. Why write with PowerPoint?. To supplement an oral presentation To incorporate visual and audio media into a presentation To disseminate information to a larger group. Power Point Presentation. Before You Start. Audience

370 views • 16 slides

528 views • 19 slides

PowerPoint Presentation

PowerPoint Presentation. By Seth Keul. What is a PowerPoint Presentation?. PowerPoint is a commercial presentation program developed by Microsoft. 3 Ways to Use a PowerPoint. To present their ideas to a business School project To organize thoughts into visual representation.

1.4k views • 10 slides

Instruction to Authors for presentation in CIEC14 : A. Oral Presentation

Instruction to Authors for presentation in CIEC14 : A. Oral Presentation The presentation time for ‘Oral Presentation’ is 10 mins, followed by max. 02 mins Q & A. The total number of slides (including hyperlinks, if any) is restricted to 12, excluding the title slide.

241 views • 4 slides