1.
Naming the topic, issue, question clearly, explaining its relevance;
embedding it into the seminar/the ongoing research debate / discussion (if
possible)
2.
Structuring / sequencing the overall presentation, guiding the
listener through it
3.
Using (additional) sources of information; demonstrating selection and focus
4.
Supporting the comprehension process on the part of the listener
through handouts, examples, models, overhead foils, cassette recorder etc.;
making use of the blackboard or other types of media / visualizations
5.
Contacting and interacting with addressees: looking up from prepared
notes or manuscript, trying to speak more and more freely; checking
understanding and/or gaining (explicit) feedback, eliciting
opinions/judgements/ participation from the audience
6.
Paraphrasing and expressing thoughts/findings in one’s own words, focussing on main
points, clustering or summarizing; raising and answering questions; identifying
limits of own expertise
7.
Expressing oneself with ease, clarity and precision, choosing
appropriate vocabulary, collocations, phrasal structures; linking ideas,
marking the discourse meta-linguistically
8.
Pronouncing and intonating correctly/native-like (on the
word, phrase, sentence and overall discourse level - this requires to look up
some words), flow of linguistic performance in the L2
9.
Coordinating body language and movement in space in connection with
the rhetorics, the use of media and the overall goals of the presentation
10.
Summarizing, concluding, marking the end of the presentation
After your presentation:
11.
Eliciting of and/or responding to questions (Q/A period)
12.
Moderating a (possible) group discussion following the presentation
Note:
As can be easily seen, your command of English as a foreign/second
language will strongly influence your oral performance, as a matter of fact it
is the basis of it all. Therefore, you should practice talking and
participating actively in academic discussions and in giving feedback to others
who presented. Also, you should make it a point to present orally as many times
as you can (including smaller pieces of work and discourse), thus overcoming
your (unnecessary) shyness, your anxieties, becoming freer and self-confident
in formulating /interacting and more playful and fluent in English as a working
language.
Questions:
- How do you think oral presentations will help you to become good
users/teachers of English?
- When, where and how do students develop and learn the necessary skills
and competencies demanded for a good oral presentation? (Learning by doing)
- When and how could the fellow students give critical, supportive
feedback on the quality and success of the oral presentation? How can we create
an open, positive atmosphere for that?
- When, where and how should the professor/staff member give feedback to
the student who has presented (about content, structuring, linguistic
performance, suggestions for improvement etc.)?
- How much weight should the oral presentation have in relation to the
written paper required for obtaining a Schein/qualifizierter
Leistungsnachweis)? (I suggest 40% for oral : 60% for the paper).