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Lucerne University of Applied Sciences and Arts, School of Business
The journey of a thousand miles begins
with a single step.
Lucerne University of Applied Sciences and Arts, School of Business
Content Language Organiza/on Introduc)on Oral Skills Timing/Ques)ons
Lucerne University of Applied Sciences and Arts, School of Business
Content Language Organiza<on
Introduc)on Oral Skills Timing/Ques2ons
Two Basic Presenta/on Types
• Informa/ve – Providing knowledge, especially useful or interes<ng informa<on
– ABC formula
Lucerne University of Applied Sciences and Arts, School of Business
Two Basic Presenta/on Types
• Informa/ve – Providing knowledge, especially useful or interes<ng informa<on
– ABC formula
• Persuasive – Designed to convince the audience that a certain viewpoint is correct
– ABCD formula
Lucerne University of Applied Sciences and Arts School of Business
Two Basic Presenta/on Types
• Informa/ve – Providing knowledge, especially useful or interes<ng informa<on
– ABC formula
• Persuasive – Designed to convince the audience that a certain viewpoint is correct
– ABCD formula = Sticky Message!
Lucerne University of Applied Sciences and Arts, School of Business
• A is for … capturing their A>en/on
The Sticky ABCD Formula
Lucerne University of Applied Sciences and Arts, School of Business
• A is for … capturing their A>en/on • B is for … Benefits of listening to you
The Sticky ABCD Formula
Lucerne University of Applied Sciences and Arts, School of Business
• A is for … capturing their A>en/on • B is for … Benefits of listening to you • C is for … giving your Creden/als
The Sticky ABCD Formula
Lucerne University of Applied Sciences and Arts, School of Business
• A is for … capturing their A>en/on • B is for … Benefits of listening to you • C is for … giving your Creden/als • D is for … mapping out the Direc/ons your talk is going to take
The Sticky ABCD Formula
Lucerne University of Applied Sciences and Arts, School of Business
A is for … A>en/on B is for … Benefits C is for … Creden/als
D is for … Direc/ons
Lucerne University of Applied Sciences and Arts, School of Business
The Sticky ABCD Formula
Powerful Openings 1. Rhetorical ques<on 2. Interes<ng fact 3. Story and/or anecdote 4. Problem to think about 5. Famous quote
The Sticky A
Lucerne University of Applied Sciences and Arts, School of Business
Example phrases – Benefits • Today’s topic is of par/cular interest to those of you/us who…
• My topic is very important for you because… • By the end of this talk you will be familiar with…
• My talk is par/cularly relevant to those of us/you who…
The Sticky B
Lucerne University of Applied Sciences and Arts, School of Business
Examples – Creden/als • Name – Let me begin by introducing myself… • Role -‐ As you may know, I am the Director for…
• Experience -‐ For the last 6 months, I have been working on
• Exper/se – The focus of my research at … was
The Sticky C
Lucerne University of Applied Sciences and Arts, School of Business
Giving Direc/ons could include… • Outlining the talk • Men<oning the Timing (how long…) • Note when Ques/ons are allowed • Will there be Handouts or Slides available
The Sticky D
Lucerne University of Applied Sciences and Arts, School of Business
A>en/on Benefits Creden/als
Direc/ons
Lucerne University of Applied Sciences and Arts, School of Business
The Sticky ABCD Formula
Lucerne University of Applied Sciences and Arts, School of Business
Content Language Organiza<on
Introduc2on Oral Skills Ques2ons
• Should reflect… … the types of language tasks and knowledge
the learner is likely to encounter outside the
classroom tes<ng environment.
(Bachman and Palmer, 1996; Scarlin 1996)
Authen/c Tests
Lucerne University of Applied Sciences and Arts, School of Business
• Holis/c ~ how well a na<ve speaker would understand them = faster
• Atomis/c ~ taking into considera<on the various components (e.g. stress, rhythm, intona<on, etc.) = more useful for diagnos/c purposes
(Hughes, 1991, in Szpyra-‐Kozlowska, et al 2005: 3)
Approaches to Assessment
Lucerne University of Applied Sciences and Arts, School of Business
(Lambert 2003)
Criterion-‐Referenced Ra/ng Scale
Lucerne University of Applied Sciences and Arts, School of Business
Common European Framework of Reference, Can-‐Do Scale
Lucerne University of Applied Sciences and Arts, School of Business
Lucerne University of Applied Sciences and Arts, School of Business
(Adapted from Carroll, 1980, cited in Weir, 1993: 44)
Impression Marking Scheme
Lucerne University of Applied Sciences and Arts, School of Business
(Adapted from Carroll, 1980, cited in Weir, 1993: 44)
Impression Marking Scheme
Lucerne University of Applied Sciences and Arts, School of Business
(Adapted from Carroll, 1980, cited in Weir, 1993: 44)
Impression Marking Scheme
Band Descrip/on
9 Expert, authority, expand 8 Very good, effec<ve, ini<ates, elaborates 7 Good, clear, less flexible and fluent, can
respond, hesita<on 6 Competent, follow, stumbles and hesitates,
reasonably fluent 5 Modest, basic gist, no<ceable deficiencies,
repe<<on, lacks flexibility
• PorZolios • Observa/ons • Peer Assessment • Simula/ons • Self-‐Assessment
(Shohamy, 1998)
Some techniques in our assessment toolbox include…
Lucerne University of Applied Sciences and Arts, School of Business
Sample 2.a – Peer-‐Assessment
Content and Language – Knowledge and understanding of topic – Extent, quality and appropriateness of informa<on presented
– Effec<ve use of Gambits – Accurate grammar/language
Lucerne University of Applied Sciences and Arts, School of Business
Quality of management – Pacing of presenta<on – Effec<ve use of visual material -‐whiteboard, visual aids, hand-‐outs (as appropriate)
– Organisa/on/structure of material • introduc<on • main body • conclusion
Sample 2.b – Peer-‐Assessment
Lucerne University of Applied Sciences and Arts, School of Business
Quality of communica<on – Audibility, liveliness and clarity of presenta<on – Confidence and fluency in use of English – Appropriate use of body language (incl. eye contact) – Responsiveness to audience and ability to answer ques<ons
(Adapted from University of Reading, Accessed 06.04.15: hkps://www.reading.ac.uk/web/FILES/EngageinFeedback/
staff_and_student_feedback_and_assessment_sheets_presenta<ons.pdf)
Sample 2.c – Teacher, Self, Peer-‐Assessment
Lucerne University of Applied Sciences and Arts, School of Business
Pronuncia/on • Intona/on • Fluency • Stress • Rhythm • Connected speech
Range • Vocabulary • Grammar
Accuracy • Grammar • Vocabulary
Appropriateness • Vocabulary • Register • Structures appropriate for the specific func/on
Communica/vity • Effec/ve communica/on • Task fulfillment • Intelligibility
Components of Oral Communica/ve Ability
Lucerne University of Applied Sciences and Arts, School of Business
Components of Oral Communica/ve Ability
Lucerne University of Applied Sciences and Arts, School of Business
Pronuncia/on • Intona/on • Fluency • Stress • Rhythm • Connected speech
Components of Oral Communica/ve Ability
Lucerne University of Applied Sciences and Arts, School of Business
Pronuncia/on • Intona/on • Fluency • Stress • Rhythm • Connected speech
Components of a Persuasive Talk
The Sticky ABCD Formula
• A>en/on • Benefits • Creden/als • Direc/ons
Selec/ng our Criteria / Scale
1 2 3 4 5 Intona<on Fluency Rhythm Stress A>en/on – Sticky Opening All ABCD Elements included
Lucerne University of Applied Sciences and Arts, School of Business
1 = poor 5 = excellent
Summary
Sticky Presentation – persuasive • Aken<on, Benefits, Creden<als, Direc<ons
Assessing Language – effec)ve communica)on • Skills – Use of Peer/Self/Teacher-‐Assessment Tools
• Language and Pronuncia/on – Use of Ra<ng Scales, personal notes, …
Lucerne University of Applied Sciences and Arts, School of Business
Lucerne University of Applied Sciences and Arts, School of Business
References ALTE. (2002). The ALTE Can Do Project. English Version. ALTE. Retrieved 06.03.06:
hkp:www.cambridgeenglish.org/images/28906-‐alte-‐can-‐do-‐document.pdf Bachman, L. F., and Palmer, A. S. (1996). Language Tes<ng In Prac<ce: Designing and Developing
Useful Language Tests. Oxford: Oxford University Press. Carroll, B. J. (1980). Tes<ng Communica<ve Performance. London: Pergamon. Hughes, A. (1991). Tes<ng for Language Teachers. Cambridge: Cambridge University Press. Lambert, I. (2003) Recoding Speaking Tests for Oral Assessment. Tokyo Denki University (Tokyo,
Japan). Retrieved May 10, 2006 from: hkp://iteslj.org/Ar<cles/Lambert-‐SpeakingTests.html. Minister of Educa<on, Alberta Educa<on, Curriculum Branch. (1980). Oral Presenta<ons: Peer
Assessment. Cited by University of Reading.Retrieved 06.04.15: hkps://www.reading.ac.uk/web/FILES/EngageinFeedback peer_assessment_of_oral_presenta<ons_shees.pdf
Salvisberg, J. (2005). What does a grade tell you anyway? ETAS Journal, 22(3), 28-‐31. Scarlin, W. (1996). Third Genera<on tes<ng – the communica<ve approach. ETAS Journal, 14(1), 36-‐37. Shohamy, E. 1998. Cri<cal language tes<ng and beyond. Studies in Educa<onal Evalua<on. 24(4), 331-‐345. Szpyra-‐Kozlowska, J. F., Nowacka, M., and Stadnicka, L. (2005). Assessing assessment
methods – on the reliability of pronuncia<on tests in EFL. Marie Curie-‐Sklodowska University, Lublin, Poland. Retrieved 10.03.06: www.phon.ucl.ac.uk/home/johnm/ptlc2005/pdf/ ptlcp37.pdf.
Weir, C. J. (1993). Understanding and Developing Language Tests. New York: Pren<ce Hall. Images Footprints in the Sand and Crossing the Bridge into the Unknown – ©Peter Salvisberg Magic Carpet -‐ imgbuddy.com Many Thanks -‐ hkp://www.trys.ie/trys-‐events-‐training-‐calendar/many-‐thanks/