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InternationalConference(6)
(ateachingplan)
OrganizingyourIntroductionClosingSpeechTeachingstrategiesTeachingobjectivesApplicationtacticsforteaching
ClassroomActivitiesAssessmentworkClosingSpeechTeachingObjective1Communicationskills:
HelpstudentsidentifytheORGANIZEDwaysofintroducinganyinstitutionorareaconcernedwiththeirworkorstudy.TeachingObjective2
Languageknowledge:A.HelpstudentsgetfamiliarwithkeyexpressionsforARTICULATINGandLINKINGideas.B.HelpstudentspreparefortheintroductionbothintheproperlyWRITTENandSPOKENstyles.TeachingObjective3Conferencepractice
HelpstudentsDESIGN(draft),RHEARSEandDELIVERtheirintroductionsinanorganizedway.Applicationtacticsforteaching1)INPUTTINGenoughinformation(byusingillustrations,videoclips,wordlists,etc.)forstudenttorealizetheimportanceoflinkingmaterialinanorderlyandorganizedway.2)establishingINTERACTIVEcircumstancesforpractice,whichincludes:a.groupingthemforBRAINSTORMINGideasonabetterorganizedsequenceforapresentation,b.lettingthemdiscussandCOMPAREthedifferentversionsofthevideoclip.Classroomactivity1Whichisthemoreefficientwayofthreadingideas?--Howdoyouusuallyputtogetherinformationinapresentation?--Comparethemethodsintheillustrationanddiscusswhyyouagreewiththemornot?--Activitynote:askthemtoSELECTATOPICforintroducingtheirlaborschoolbyconsideringthesemethodsandtheleaderofeachgroupwillSHAREtheirplanwiththeclassbydrawingaSKETCHontheboard.(15-20minutes)Classroomactivity2Analysisandtips(5-10minutes)--Whatorganizationalstrategiescanyouusewhilepresentingyourintroduction?Theretwonegativeinclinationsweneedtoavoidinorganizingourintroduction:1)spontaneity:over-preparinginformationwithconnectionsorrelevanceintoomanydirections.(likeintheupperexample)2)inflexibility:isolatingdifferentstagesoftheintroduction,showinglittlecohenrence,runningtheriskoftearingtheintroductionapart.(likeinthelowerexamples)Inpracticemostspeakerschoosefromninebasicorganizationalstrategies:
Suggestionforstudents:Manyatimewemayfindourselvesusingthesemethodscomprehensivelyratherthanadoptingonlyoneofthem.Inanycase,themajorrequirementistostructureyourinformationcoherentlyandsequentiallysothattheaudiencecaneasilyunderstandit.Classroomactivity2Viewingvideoversion1(5-10minutes)WatchVersion1.Discussingroupsandtakenotesonthecontentandorganizationofthetalk.ShareyourcomentswiththeclassSuggestionsforgeneralcommentonVersion1:Hardtofollowincontent.Noclearsignalsfordifferentstagesoftalk.Badinteractionswiththeaudience.Norevelanceorconnectionsforideas.Noproperorganizationsinpreparation.Classroomactivity3Viewingvideoversion2(15-20minutes)WatchVersion2ofthevideo.CompareitwithVersion1andtrytolisttheimprovementsincontentandorganizationGeoffmakeshere.note:Thereisnoproblemofredundancyhere.Repetitionisnecessaryforspokenlanguagebecauseaudience,unlikereaders,haslittleopportunitytogooverkeypointsifyouneglectrephrasingorreformulatingthem.NotesonrehearsinginaproperlanguagestyleAreyoureallypreparingforanORALpreparation?AreyoureallySPEAKING?Asforlanguageuse,itisextremelyimportanttodistinguishspokenfromwrittenlanguagestyleswhenweprepareforapresentation.Ourwrittendraftforatalkneedsto'SHIFT'toamoreINTERATIVE,PERSONALspokenstylescript.ClosingSpeechHomeWork1.StudythefollowingCHECKLISTforSelectinganOrganizationalStrategyanddecideontheorganizationofyoupresentationforintroducingyourworkunit?AmIusingastrategythatwillworkformygeneralpurpose(toinform,persuade,oraccentuate)?Doesmytopicsuggestastrategy?Forexample,aspeechonthehistoryofMardiGrascallsforastrategyrelatedtotime(chronological).Whatdoesmyaudienceneedtoknoworwhat
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