The aim of this paper is to provide a theoretical framework for pupils’ presentations in classroom, which preparations have to be done in advance, and which skills the pupils have to be made familiar with so that they can perform a proper classroom presentation. Furthermore it will show how oral presentations can be assessed. The second part of this paper is a description of the practical micro-teaching experiment performed in the Fachdidaktik Oberkurs with the topic Presentations in the EFL Classroom.
Inhaltsverzeichnis (Table of Contents)
- Introduction
- I, Theoretical Part
- Presentations or Prepared Talks
- Preparations required by the teacher
- The structure of a presentation
- The evaluation of an oral presentation
- II, Practical Part
- Aim of the micro- teaching experiment
Zielsetzung und Themenschwerpunkte (Objectives and Key Themes)
This paper aims to provide a theoretical framework for pupils' presentations in classrooms. It outlines the necessary preparations, skills, and assessment methods for effective classroom presentations. The second part describes a practical micro-teaching experiment focused on presentations in an EFL classroom.
- Preparing pupils for classroom presentations
- The structure and delivery of oral presentations
- The effective use of visuals in presentations
- Evaluating oral presentations in the classroom
- Practical application of theoretical concepts in a micro-teaching experiment
Zusammenfassung der Kapitel (Chapter Summaries)
The introduction discusses the rise of oral communication in contemporary society and its implications for language use and education. The theoretical part delves into the importance of presentations in the classroom, exploring the teacher's role in preparation, the structure of a presentation, and effective methods for evaluation.
Schlüsselwörter (Keywords)
This paper focuses on the themes of classroom presentations, oral communication, language skills, and assessment in the context of foreign language teaching. Key concepts include presentation structure, visual aids, evaluation criteria, and the application of theoretical knowledge to practical teaching scenarios.
Frequently Asked Questions
How can teachers prepare pupils for oral presentations?
Teachers should provide clear guidelines on structure, teach research skills, and offer opportunities for practice and feedback before the final performance.
What is the ideal structure of a classroom presentation?
A standard presentation consists of an introduction (hook and outline), the main body (logical points), and a conclusion (summary and Q&A).
How should oral presentations be assessed in EFL?
Assessment should cover language accuracy, fluency, content relevance, body language, and the effective use of visual aids.
Why are visuals important in presentations?
Visuals support the spoken word, help the audience follow complex ideas, and can reduce the speaker's anxiety by providing a focal point.
What is micro-teaching?
Micro-teaching is a teacher training technique where a small part of a lesson is practiced in a controlled environment with peers to gain feedback.
- Quote paper
- Sebastian Meindl (Author), 2010, Präsentationen und Referate im Englischunterricht, Munich, GRIN Verlag, https://www.grin.com/document/162518
