First of all, let's define what we mean by
'presentation'. For our purposes, we mean:
'A short talk by one person to a group of people
introducing and describing a particular subject (for example: a new product,
company figures or a proposed advertising campaign).'
This is a narrow definition. In reality, presentations
may be given by more than one person, are not necessarily short and are not
necessarily a 'talk' since they may be by video, Internet etc.
Choice Of Subject
Unless you are going to specify subjects for
presentation, the first question that goes through any student's head is 'What
will I talk about?' That is where preparation on your part, perhaps weeks
before, can help.
Before any mention of a presentation, elicit interests
from each student. These may be hobbies, professional activities, past holidays
etc. Rarely do you find that every student in a group is a professional
sky-diver, brain surgeon or stand-up comedian. Yet, with a little prompting,
you will often find that each student has an interest or skill that is
particular to her but of potential interest to others. Having dug a little into
each student's mind, you can store the interests for the moment when you start
teaching presentations. Even then, you do not normally need to suggest to each
student what he could talk about. Say something like: 'The subject could be
anything, for example, your work, your hobby, a holiday.' Only if a student is
at a complete loss do you need to help her with your previously elicited list
of interests. But students are often more imaginative than we suppose. One of
the best student presentations seen by one teacher was 'How To Change Baby's
Nappy', illustrated with a life size doll, Pampers, talcum powder and a flask
of water!
Time limit
If students are apprehensive about giving a
presentation, it may help to point out that it need not be a long presentation,
'just 5 or 10 minutes, plus questions.' In reality, it is far more difficult to
prepare and give a 5-minute presentation than a 20-minute one. The important
thing is that they be given a time-limit of some kind. It is up to you to
decide this. It will depend on how many students there are, the overall time
available, and whether the presentations are to be given during the same lesson
or over a series of lessons. If you are teaching presentation giving (rather
than using presentations simply for speaking practice) you should adhere
strictly to time limits. Nevertheless, it would be wise to build a certain
amount of overrun time into your lesson plan.
Equipment
Encourage students to use support material and visual
aids. The bare minimum would be a whiteboard or flipchart. If you have an OHP,
so much the better. Remind them not to overcrowd their graphics. One graphic,
one point. Two points, two graphics. And don't forget the value of realia,
actual products or samples that the presenter brings in from outside.
Preparation
Without doubt, preparation is the key element of any
presentation. You cannot make this point too forcefully. Encourage your
students to take time to prepare. Proper preparation gives the presenter
confidence on the day. You can help them to prepare by explaining what they
need to think about: why? who? where? when? how? what?
The Presentation
As a teacher, you are presenting all the time and
probably take for granted the sheer mechanics of presentation. You can help
your students by teaching the principles of presentation under these main
areas:
preparation
structuring
language
signposting & linking
visual aids
body language
audience rapport
Keywords And Notes
Show your students how to prepare notes and keywords
instead of a text. Remind them that the objective is not to show everybody the
top of their head and read a text. The objective is speaking, (apparently)
spontaneous speaking. The presenter who knows his subject and speaks unaided,
without text, even without notes, is fascinating. The presenter who reads a
text is soporific.
Questions
Presenters usually indicate to their audience when
they will answer questions - ie, during or after the presentation proper.
Questions and answers are a supremely valuable part of any presentation for
there is true interactivity. Encourage students to look on questions, even
hostile questions, positively. A hostile questioner is demonstrating interest.
Furthermore, with correct handling, he can be turned into a powerful ally. A
member of the audience who asks no questions and makes no comments is far more
dangerous!
Teacher Feedback
When teaching presentations, you will probably want to
give feedback on each presentation. Try using a prepared observation feedback
form, divided into sections such as body language, signposting and audience
rapport. After the presentation, you can give your comments verbally and/or in
writing. A feedback form is particularly valuable in giving the presenting
student something tangible to take away, both as a mark of achievement and as a
tool for improvement.
Peer Feedback
Depending on group, level and culture, you may wish to
invite feedback from other students on the presenting student's performance.
You can give the audience a prepared feedback form, listing the points to watch
out for and comment on. The audience should be looking for positive points at
least as much as for negative ones. This can be a useful activity as it
sensitises all students to the do's and don'ts of presentation giving.
Using Video
Videoing each presentation for subsequent playback and
comment can be productive. You might give each participant a cassette of his
performance. Again, this depends on various factors. The important point is
that any such exercise should have a positive, beneficial result. If there is a
danger that videoing will be counter-productive, don't do it. If you're not
sure, ask your students. Maybe they will all clamour to be videoed!
Presentation Resources
A number of ELT coursebooks deal with the language and
skills of presentation giving. There is a particularly useful chapter in
'Business Class' (David Cotton & Sue Robbins, published Addison Wesley
Longman ELT - ISBN 0175563373).