Professional Documents
Culture Documents
UNIWERSYTET JAGIELLOSKI
This document contains general recommendations on how to approach teaching English for
academic purposes in the Jagiellonian Language Centre of the Jagiellonian University in Krakw.
Although the English Language is lingua academica nowadays, these guidelines or at least some of
them, can be adapted and used for other foreign languages taught in the Centre.
Contents
1. Introduction . 1
A general, working definition of English for Academic Purposes (EAP), is that EAP is concerned with
these communication skills in English which are required for study purposes in a formal education
context or system. However, it should be noticed that most communication skills which are used for
study or academic purposes are those also used for specific, general and social purposes. The
guidelines have been created with the most general understanding of the term EAP in mind.
Students usually possess study skills in their own mother tongue. Therefore they would need
teachers help to transfer them into or adapt them to different language contexts. Other students
may need to raise their own awareness in the area of cultural differences (e.g. style or register
differences within their own mother tongue and the language they are learning as well as between
the two languages). There will be students whose study skills in their mother tongue are not efficient
enough to transfer them into effective use in English, German or Latin. Besides, internationalization
of studies, i.e. foreign students coming to study in Poland on the one hand, makes the teachers
consider students various educational backgrounds and thus various students needs. On the other
hand, an increasing number of Polish students go abroad to study at European universities and
colleges. All in all, assessing students needs seems to be important here.
This document is not designed as a learning or teaching program (syllabus). It is meant to provide
a base for common understanding of the EAP taught in the Centre, to deliver some food for thought
for a staff discussion and some guidelines the application and realization of which depends on
individual teachers, more specifically on their students foreign language competences, their
particular group level or profile and students needs. However, reaching learning outcomes is also
dependent on individual student, their own time spent self-studying and willingness to get involved
and cooperate with peers and the teacher.
This is an open document which will undergo amendments as we develop in our teaching process in
further cooperation with the University departments. They kindly provide us with texts and sources
of relevant texts by means of which foreign languages can be successfully taught and learnt. They
also ensure us that the texts we choose for teaching and learning are those which follow students
interests and develop their linguistic skills as well as their knowledge and transferable skills.
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2. What are study skills
Abilities, techniques, and strategies which are used in reading, writing, listening and speaking for
study purposes. (Richards, Platt and Platt, 1992)
Study skills needed, for example, by a university students studying from textbooks written in English
can include:
Consequently, we will try here to provide guidelines according to the division into four skills (reading,
writing, listening and speaking) summarizing of what has been taught in the Centre often without
calling it academic skills or English for academic purposes. We will mention briefly division into
productive and receptive skills when necessary.
In teaching study skills it is important to see extent to which academic activities e.g. seminars, oral
presentations, can be generalized across disciplines. Teaching EAP to students from various Faculties
should be based on students own texts related to disciplines, which are meaningful to them.
Here there is a general list of study activities and possible study skills needed in these study
situations.
According to Richards (Richards, 1992), the process of determining the needs for which a learner or
a group of learners requires a language is a complex task, which involves arranging the needs
according to priorities. This can be done by means of subjective and objective information.
Various dimensions involved in analyzing students needs are briefly shown below.
Language test
Self-assessment
Advance documentation
Observation in class, monitoring
Class progress test
Survey, profile (questionnaire)
Structured interviews
Learner journal
Case study
Exit test
Evaluation feedback (questionnaires, discussion)
Follow-up investigation
Previous research
Student
Educational and cultural background
Learning style
Study skills proficiency
Language analysis
Expectations
Language level
Subject to be studied
Experience
Constrains (time, equipment, facilities)
Theories of learning
Materials provided
Methods of teaching
Teacher
Teaching style
Sponsor
System
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4. Possible academic topics to discuss in class (B1+ and above)
Some elements of academic skills can be mentioned already at much lower levels (A1 or A2).
This would include drawing students attention to:
cultural differences (in social, academic context)
differences & similarities between their mother tongue and languages taught
differences & similarities in style within the same language (with reference to students
mother tongue)
differences in customary behavior in social and academic context
According to CEFR operating on academic texts can be done effectively at B1 level where a
student can read straightforward factual texts on subjects related to his/her field and interest
with a satisfactory level of comprehension (CEFR, 2001, p. 69).
A list below suggests some topics of academic nature which can be done with students in class
on the basis of some books or/and teachers own materials. This list does not include texts/topics
which are specific for a particular Faculty (in brackets possible sources).
Students autonomy (what is it, how students understand it, etc., works well at the first
meeting with a group; group work poster session, group presentations)
Academic success (self-assessment, setting learning goals, Cambridge Academic English,
Hewings and Thaine, CUP.)
Study habits and skills (good for collecting data and report writing; Academic Vocabulary
in Use, McCarthy and ODell, Unit 17-22)
Critical reading (C1, also reading for a bias), Cambridge Academic English, Hewings and
Thaine, CUP.
Innovation and invention (source: as above)
Using IT in higher education (B2+/C1, source: as above)
Culture as a vehicle for social stability and economic development (C1)
Group work/project work vs individual work; individualization and autonomy (suitable
for teaching comparing and contrasting)
Multitasking
Procrastination
Polish attitude to foreigners (building questionnaires; question formation, essay, report
writing)
What is special about academic English? (Academic Vocabulary in Use, McCarthy and
ODell, Unit 1-9)
Nanotechnology (source: as above, Unit 114)
Ways of studying in higher education (Cambridge Academic English Advanced)
Communicating Science (Cambridge Academic English Advanced, Doumont J-L, Trees,
maps, and Theorems, Principiae, Belgium, 2012.)
Approaches to learning (Language for Study)
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5. Academic skills. Teaching points (grammar & functions) to consider
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6. Academic skills. Reading
Academic reading for students should be always reading for a purpose. For example:
to obtain information (facts, data, etc.)
to understand ideas or theories, etc.
to discover authors viewpoints
to seek evidence for their own point of view
to verify information
Consider drawing students attention to the following strategies on a more systematic basis:
prediction (also on the basis of a title)
skimming (reading quickly for the main idea or gist)
scanning (reading quickly for a specific piece of information)
improving critical reading approach, i.e.: distinguishing between:
o factual and non-factual information
o important and less important items
o relevant and irrelevant information
o explicit and implicit information
o ideas and examples and opinions
o recognizing bias
drawing inferences and conclusions
deducing unknown words from the context
strategies for vocabulary development
note-taking and information transfer
understanding graphic presentations (data, diagrams, etc.)
improving reading speed (with comprehension) wpm
understanding text organization and linguistic /semantic aspects, for example :
o relations between and within sentences (cohesion)
o recognizing discourse markers and their functions; this can be done on
subject-specific texts
(after Jordan 2007, 9th printing)
Most of these strategies, if not all of them, can be easily employed in learning L3, L4, etc.
Lexicon seems to be an independent entity in processing (after Nunan, 1991), so it is not always
essential to integrate vocabulary with communication. Vocabulary work may be a separate
learning/teaching activity. In presentation of vocabulary, pronunciation (word stress in particular)
should be given special attention (so reading may not always be the best way to introduce new
vocabulary; maybe it is better sometimes just pre-teach vocabulary first?) But at the same time,
more meaningful tasks help new information to be stored in long-term memory. Implication for
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teaching: problem-solving, task-based activities help students remember. So, let them choose their
own readings and topics when possible.
Semantic links play an important role in production, which suggests semantic field based
presentation methods of vocabulary. To activate vocabulary students need to know about each new
word:
which other words it can be used with, and in which contexts
how it relates to other words with similar meaning.
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7. Academic skills. Writing
process approach which sees writing as an enabling, creative approach where students try to
work out their own solution to the problems they have set themselves (a lot of feedback and
time needed)
Which approach is the one that you practice most often in your teaching and why?
Techniques needed for effective writing (see: Dollahite, N.,Sourcework for tasks and features of
relevant techniques)
o summarizing (e.g. Language for Study 1.,3, p.134)
o paraphrasing (e.g. Academic Encounters 3. Reading. Writing, p.132, Cambridge
Academic English. Advanced, p.102)
o synthetizing (e.g. Language for Study 3, p.112)
o hedging (e.g. Cambridge Academic English Upper-Intermediate ,p.138)
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Building a paper
o choosing a topic
o narrowing a topic
o creating a research question
o writing a thesis statement (make sure it is relatively narrow)
o choosing effective evidence to support a thesis (building argument)
o writing an outline
o drafting
o refining
o writing effective conclusion (does it connect to a thesis statement ?)
Building a paragraph (topic sentence; does it connect to a thesis statement?)
Building a reference list (how to document sources?)
Giving feedback correcting codes (not all errors are cued!; emphasis on errors that
interfere with communication (what do you mean? kind of errors and the errors that recur
frequently; the main language areas that are likely to be concentrated on are:
organization, style/register, accuracy in grammar and vocabulary)
Avoiding plagiarism recognizing and understanding plagiarism (a form of theft, dishonesty,
form of cheating, breach of civil and criminal law). Forms of plagiarism (copying, incorrect
citations, lack of sources provided, etc. ), Cambridge Academic English .Advanced, p.113.
Points to consider when teaching academic writing (they make our teaching goals at the same time):
types of writing needed for students of a particular Faculty (e.g. essays, reports, law reports,
lab reports, summaries, abstracts)
overall structure and argumentation, introduction and conclusion - if they connect
organizing information into a coherent structure
expressing different writing functions
employing appropriate register
using appropriate linking devices to produce a cohesive text (knowing functions of these
devices)
achieving greater grammatical and lexical accuracy in subject-specific writing
employing usual conventions (for example, developing reference skills)
modality and hedging in different disciplines
bibliographic presentation in different disciplines
always giving feedback on written assignments asap, using the same code
employing process approach (works well with Ph.D. students)
using peer support in essay writing (peer correction)
Many teachers have their own code and set of symbols for drawing attention to different grammar
features; your praising code is also needed . It is good to use your code consistently and add a
couple of words to comment on students work; it takes time but it is always very well-perceived by
students who feel they are approached individually.
S subject missing
V verb form error
art article error
T tense error
SV subject-verb concord error
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Adv adverb misplaced, missing wrong form
Adj adjective misplaced, missing wrong form
Prep preposition error
Reg/R register error
Spel spelling error
? What is it? Cannot read it! rewrite
WO word order
Expr Unidiomatic/no English expression
Str structure
~~ meaning unclear rewrite
well done
not too good
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8. Academic skills. Listening, note-taking
Together with the process of internationalization of studies more and more Polish students go
abroad to study. Also our University introduces the requirement for each student to participate
during his studies in one course run in English. Our aim then would be to help them make most of
these offers by providing relevant knowledge, strategies and skills.
The language may cause some problems as well as the way lectures and talks are delivered. Here is
the list of some micro-skills (or points to consider) needed for (academic) listening (adapted from
Richards 1993), which we can reflect on and, at the same time, explain teaching objectives to our
students:
In any listening we can draw students attention to three types of clues/markers, which make
listening easier to comprehend:
prosodic features (stress, intonation, pauses; pauses appear often before something
important is said)
lexical discourse markers (see below)
vocal underlining (volume of voice, pitch, pace are indicators of meaning)
Here is a list of some micro- and macro-markers to indicate/signal meaning. Please consider the fact
that we teach the same or similar items for effective delivery of a presentation or a talk
(a productive skill); now we are looking at presentation/lecture/talk and its comprehension as a
receptive skill.
Macro-markers are more important/higher-order discourse markers and they indicate major
transitions, emphasis, important points, etc. they have important functions. They are also easier for
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students to detect and follow and should constitute a relevant focus for listening and speaking
activities in our teaching. Examples of macro-markers:
o What Im going to talk about today is something you probably know something already
o You probably know that
o The surprising thing is
o As you may have heard
o What happened was (that)
o That/this is why
o To begin with
o Another interesting development was
o The surprising thing is that
o Now, where are we
o The problem (here) was that
o The next thing was
o This meant that
o One of the problems was
o Here was a big problem
o You can imagine what happened next
o In this way
o Its really very interesting that
o This is not the end of the story
o Our story does not finish here
1. Segmentation:
o Now
o Well
o OK
o And
o Right
o All right
2. Temporal
o At that time
o And
o After this
o For the moment
o Eventually, finally
3. Cause
o So
o Then
o Because
4. Contrast
o Both
o But
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o However
o Only
o On the other hand
5. Emphasis
o Of course
o You can see
o You see
o Actually
o Obviously
o Unbelievably
o As you know
o In fact
o Naturally
Drawing attention to (macro-) markers would mean for teachers following activities:
exemplification/recognition (for example, by reading parts of scripts from Students Book or
website)
identification and discussion (should be clearly done in class)
listening and recognition (checking and feedback)
listening and writing (for example, note taking from a different listening)
Taking notes (creation of your own notes). Very often not easy in ones own language!
Students claim they make notes (my own research):
o as a mnemonic device
o to prepare/revise for exams and tests (to prepare cribs too!)
o to reinforce or compare information from different sources
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9. Academic skills. Speaking
Speaking for academic purposes means using spoken language in academic settings. The language is
usually neutral or formal and it follows conventions associated with the genre and/or activity. Typical
academic activities are:
asking questions in lectures and seminars
participation in seminars/discussions
making oral presentations, answering questions/points to follow
verbalizing data, giving oral instructions in seminars/workshops/laboratories
It is possible to distinguish four main types of questions asked during academic activities (after
McKenna, E.) including teaching/learning in class. Consider if they should not be our strong teaching
points and part of class speech, particularly clarification questions, as this function is generally
needed:
clarification
o requesting repeated information
o requesting additional information
interpretation check
o rephrasing information (interpreting the speakers words)
o illustrating given information (using an example as a check)
digression
challenge (querying something the speaker said)
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o Examples of phrases clarifying ones point:
o Let me explain that (in more detail) ...
o Let me put it in another way ...
o Sorry. Let me explain ...
o In other words ...
o To say this differently ...
o To put it differently ...
During presentations/talks in class (both in small groups and in front of the whole group) students
need both:
presentation skills (as main speaker)
participation skills (as audience)
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Presentation skills (as main speaker) would involve:
o sequencing
o introducing yourself
o getting and keeping audience attention
o stating purpose
o emphasizing
o signposting
o delivery
o visual aids
o commenting on visual aids
o body language
o summarizing
o concluding
o invitation to discuss
o survival skills
o handling questions
Verbalizing data
Verbalizing data is an area of difficulty for many students, but students in the humanities may need
less help than students in the social sciences, sciences and technology. Depending on students needs
practice is needed in:
cardinal /ordinal number
fractions
decimals
percentages
formulae and equations
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measures
dates
time
money
using Greek alphabet (in reading and verbalizing formulae)*
Some of the above may need to be practiced in particularly for B2+ exams, IELTS academic:
graphs
tables
diagrams
histograms
charts
plans
maps
*You will find how to read Greek letters in English and some mathematical terms and formulae at:
http://englishplusplus.jcj.uj.edu.pl/materials/
English & maths for adults:
http://www.bbc.co.uk/skillswise/topic-group/numbers
How to write responses at:
http://www.amazon.com/IELTS-Task-Academic-Responses-Diagrams-ebook/dp/B00BTHSTH4
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10. Resources:
B1
Espinosa T., Henstock C., Walsh C., Language for Study. Level 1, CUP, Cambridge 2012.
Fletcher C., Matthews B., Skills for Study. Level 1, CUP, Cambridge 2012.
Harrison R., Headway Academic Skills. Reading, Writing, and Study Skills. Level 1. Students
Book, OUP, Oxford 2011.
Harrison R., Headway Academic Skills. Reading, Writing, and Study Skills. Level 1. Teachers
Guide, OUP, Oxford 2011.
Pathare E. & Pathare G., Headway Academic Skills. Listening, Speaking and Study Skills. Level
1. Students Book, OUP, Oxford 2011.
Pathare E. & Pathare G., Headway Academic Skills. Listening, Speaking and Study Skills. Level
1. Teachers Guide, OUP, Oxford 2011.
Philpot S., Headway Academic Skills. Reading, Writing, and Study Skills. Level 2. Students
Book, OUP, Oxford 2011.
Philpot S., Headway Academic Skills. Reading, Writing, and Study Skills. Level 2. Teachers
Guide, OUP, Oxford 2011.
Philpot S. & Curnick L., Headway Academic Skills. Listening, Speaking and Study Skills. Level 2.
Students Book, OUP, Oxford 2011.
Philpot S. & Curnick L., Headway Academic Skills. Listening, Speaking and Study Skills. Level 2.
Teachers Guide, OUP, Oxford 2011.
B1+
Manning A., Sowton C., Thaine C., Cambridge Academic English. An integrated skills course
for EAP. Students Book, CUP Cambridge 2012.
Manning A., Sowton C., Thaine C., Cambridge Academic English. An integrated skills course
for EAP. Teachers Book, CUP Cambridge 2012.
de Chazal E. & Rogers L., Oxford EAP. A course in English for Academic Purposes, OUP , Oxford
2013.
de Chazal E. & Rogers L., Oxford EAP. A course in English for Academic Purposes. Teachers
Handbook, OUP , Oxford 2013.
Philpot S. & Curnick L., Headway Academic Skills. Listening, Speaking and Study Skills. Level 3.
Students Book, OUP, Oxford 2011.
Philpot S. & Curnick L., Headway Academic Skills. Listening, Speaking and Study Skills. Level 3.
Teachers Guide, OUP, Oxford 2011.
B2
Fletcher C., Skills for Study, Skills for Study, CUP, Cambridge 2012.
Espinosa T., Walsh C., McNair A., Language for Study, CUP, Cambridge 2012.
Hewings M., Cambridge Academic English. An integrated skills course for EAP. Students
Book, CUP Cambridge 2012.
Sowton C. & Hewings M., Cambridge Academic English. An integrated skills course for EAP.
Teachers Book, CUP Cambridge 2012.
de Chazal E. & McCarter S., Oxford EAP. A course in English for Academic Purposes, OUP ,
Oxford 2013.
de Chazal E. & McCarter S., Oxford EAP. A course in English for Academic Purposes. Teachers
Handbook, OUP , Oxford 2013.
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C1
McNair A., Gooch F., Language for Study, CUP, Cambridge 2013.
Hewings M.& Thaine C., Cambridge Academic English. An integrated skills course for EAP.
Students Book, CUP Cambridge 2012.
Firth M., Sowton C., Hewings M.&Thaine C., Cambridge Academic English. An integrated
skills course for EAP. Teachers Book, CUP Cambridge 2012.
Sanabria K., Academic Encounters. Life in Society 3. Listening & Speaking, CUP,
Cambridge 2012.
Sanabria K., Academic Encounters. Life in Society 3. Listening &Speaking. Teachers
Manual, CUP, Cambridge 2012.
Williams J., Brown K., Hood S., Academic Encounters. Life in Society3. Reading &Writing,
CUP, Cambridge 2012.
Williams J., Brown K., Hood S., Academic Encounters. Life in Society 3. Reading &Writing.
Teachers Manual, CUP, Cambridge 2012.
Espeseth M., Academic Encounters. Human Behavior 4. Listening &Speaking, CUP,
Cambridge 2012.
Espeseth M., Academic Encounters. Human Behavior 4. Listening &Speaking, Teachers
Manual, CUP, Cambridge 2012.
Seal B., Academic Encounters. Human Behavior 4. Reading &Writing, CUP, Cambridge,
2012.
Seal B., Academic Encounters. Human Behavior 4.Reading &Writing. Teachers Manual,
CUP, Cambridge, 2012.
Bixby J., McVeigh J., Q: Skills for Success. Reading and Writing. Intro, OUP, Oxford 2011.
Bixby J., Q: Skills for Success. Reading and Writing. Intro. Teachers Handbook, OUP,
Oxford 2011.
Lynn S., Q: Skills for Success. Reading and Writing 1, OUP, Oxford 2011.
Lawson L., Q: Skills for Success. Reading and Writing 1. Teachers Handbook, OUP, Oxford
2011.
Bixby J., McVeigh J., Q: Skills for Success. Reading and Writing 2, OUP, Oxford 2011.
Bixby J., Q: Skills for Success. Reading and Writing 2. Teachers Handbook, OUP, Oxford
201.
Caplan N. A., Scott R. D., Q: Skills for Success. Reading and Writing 5, OUP, Oxford 2011.
Scott R. D., Caplan N. A., Q: Skills for Success. Reading and Writing 5. Teachers
Handbook, OUP, Oxford 2011.
McCarter, S. and Jakes, P., Uncovering EAP. How to Teach Academic Writing and Reading.
Macmillan Books for Teachers, 2009.
Cox, K. and Hill D., EAP Now! English for Academic Purposes. Pearson Longman, 2004.
McCarthy, M. and ODell, F., Academic Vocabulary in Use. CUP, Cambridge 2008.
Hamp-Lyons L., Heasley B., Study Writing. A course in writing skills for academic
purposes, CUP, Cambridge 2013.
Powell M., Presenting in English. How to Give Successful Presentations, Heinle, Boston
2011.
Paterson K., Wedge R., Oxford Grammar for EAP. English Grammar and Practice for
Academic Purposes, OUP, Oxford 2013.
Jordan R. R., Academic Writing Course. Collins Study Skills in English, Collins, London
1989.
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Comfort J., Utley D., Effective Presentations. Oxford Business English Skills, OUP, Oxford
1995.
Gear J., Gear R., Cambridge Preparation for the TOEFL Test, CUP 2002.
Online resources:
Using English for Academic Purposes. A Guide for Students in Higher Education.
www.uefap.com Sections on: Speaking, Listening, Reading, Writing, Vocabulary; Online
exercises with answers; useful vocabulary.
BBC Learning English: http://www.bbc.co.uk/worldservice/learngenglish/
Especially Academic Listening, in the section: General and Business English. You can stream
(play) programmes online, each is around 10 min (12 parts overall); you can download both
audio and the script. The Learning English site has also materials for teachers such as lesson
plans and task sheets.
TED talks at www.ted.com Useful for practising listening (length: 8-20 min), transcripts
available, subtitles in various languages too.
Phrase bank for academic writing at Manchester University
http://www.phrasebank.manchester.ac.uk/
English ++. English for Computer Science Students. Monika Stawicka, Uniwersytet
Jagielloski, Krakw 2008. www.englishplusplus.jcj.uj.edu.pl
How to write abstracts in English abstract project, Monika Stawicka, Uniwersytet
Jagiellonski 2012. www.abstract.jcj.uj.edu.pl
Powell M., Presenting in English. How to Give Successful Presentations, Heinle, Boston
2011.
Doumont J-L, Trees, maps, and Theorems, Principiae, Belgium, 2012.
www. Principiae.be
https://www.youtube.com/watch?v=meBXuTIPJQk how to prepare effective slides for
science presentation; ca 45 mins lecture by J.L. Doumont at Standford.
Grussendorf M., English for Presentations, Wydawnictwo BC.edu, Warszawa, 2008.
English ++. English for Computer Science Students. Monika Stawicka, Uniwersytet
Jagielloski, Krakw 2008. (Chapter on presentations) www.englishplusplus.jcj.uj.edu.pl
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Handouts: presentation skills
23
Finally / lastly / last of all Id like to analyse / discuss / look at / consider / explain / tell you about /
show you how / speak to you about
7. Inviting questions
Id be glad to answer any questions at the end of my talk.
If you have any questions, please feel free to interrupt.
Please interrupt me if theres something which needs clarifying. Otherwise there will be time for
discussion at the end.
8. Reference to the audience
I can see many of you are
I understand you are quite familiar with the subject . Let me then
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Part three ending
1 Signaling the end
That brings me to the end of my presentation. That covers all I want/wanted to say today.
That completes my presentation. Before I stop / finish, let me just say
2. Summarising
Let me just run over the key points again.
Ill briefly summarise the main issues.
To sum up Briefly Lets recap, shall we? Id like to sum up now
If I can just sum up the main points Finally, Id like to go over /
review
First I talked about Secondly I discussed Thirdly I looked at
3. Concluding
In conclusion
Id like to conclude by saying
As a conclusion, Id like to
Id like to leave you with the following thought/idea.
4. Closing
Thank you for your attention / being so attentive / coming / listening.
It was pleasure talking to you
I will be giving you handouts.
You will find handouts at the entrance. There are copies on the table.
5. Inviting questions
Are there any questions? Have you got any questions?
6. Asking questions
You mentioned
Could I go back to the point you made about?
I was interested in your comment on
You said that
Could you say a little more about that?
Im still a little bit confused about
Could you clarify what you said about ?
Id like to ask about May I ask you a question?
Im interested in your opinion about
Would you mind if I asked you / telling me if / whether / what
7. Handling questions
A clarifying
If I understand you correctly, you are saying that
I didnt quite catch that. Could you go over that again?
Im not sure what youre getting at. Sorry, Im not sure what you mean.
B playing for time
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Thats a good / interesting / difficult point / question / comment.
Im glad you raised that point.
C saying you dont know
Im sorry I dont have that information at this moment.
Im afraid I dont know at the moment.
D avoiding giving answers
Perhaps we could deal with that later.
Can we talk about that on another occasion?
I dont have the figures/data with me.
Ill get back to you if time permits.
E checking the questioner is satisfied
Does that answer your question? Is that clear? Can we go on?
F concluding the questions
Right, if nobody wants to ask anything else, I think we can finish here.
Right, if there are no more questions
THANK YOU.
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Jagiellonian Language Center
PRESENTATION MARK SHEET
Name & surname:
Faculty:
Level ... Total score:______ /25
CONTROL OF PRESENTATION FEATURES
timing, structure, signaling, clarity, relevance, evidence of preparation
CONTROL OF LINGUISTIC FEATURES grammar accuracy & range, cohesion, linking devices
INTERACTION SKILLS
handling questions, responding, keeping the interaction going, fluency
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Presentation. Self-assessment grid
Aspects of your
Points to consider
presentation
ORGANIZATION clear
coherent
relevant, clear
VISUAL AIDS handling
(if applicable) comments
enthusiasm
rapport / eye contact
DELIVERY audibility
confidence
body language
clarity
simplicity
LANGUAGE accuracy
fluency
pronunciation
signaling
clarity of message
OVERALL interesting? enjoyable?
motivating? informative?
reader friendly
HANDOUT/PLAN
clear
informative
rodo: JCJ/2012
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Presentation. Preparation
PLANNING Thorough panning will make you more confident and help you to overcome your nervousness.
OBJECTIVES Think what you want to achieve. What is the PURPOSE of your talk? Try to be as precise as possible
and narrow down the topic carefully. Are you aiming to inform, persuade, present, train your audience?
CONTENT Whom exactly will you be addressing? What do they need to know? What do they already know?
What will they expect in terms of content and approach?
VISUAL AIDS
If you have a lot of complex information to explain, think about using some charts, diagrams, etc. Make sure
they are relevant and clear. Check grammar and spelling. Provide sources. Do not try to put too much
information on each slide. Think about the size and colour of fonts and the colour of the background.
Allow time to practice your presentation this will give you a chance to identify gaps and weak points. You will
be able to check timing and make sure you pronounce any figures and your key words or names clearly and
confidently!
DELIVERY
NERVES! Dont worry most people ARE nervous at the beginning of their presentations. Try not to speak too
fast this is the time to establish your rapport with the audience and the first impression is very important.
RAPPORT Try to be enthusiastic!! Look around your audience when you speak; eye contact is essential for
maintaining a good rapport.
BODY LANGUAGE Try to be aware of any repetitive hand gestures or some mannerism that might irritate your
audience. Face the audience!
VOICE QUALITY You must be clearly audible at all times. Try to vary your intonation your voice will be more
interesting to listen to.
VISUAL AIDS Comment on your visual aids confidently, relevantly and in a structured way. Allow your audience
time to absorb information from the figures.
LANGUAGE
SIMPLICITY Use words and sentences that you are comfortable with. There is no benefit in using very difficult
language. Remember! Spoken language differs from written language!
CLARITY Active verbs and concrete words are much clearer to understand than passive verbs and abstract
concepts.
SIGNALLING/SIGNPOSTING Indicate when you have completed one point or section in your presentation and
are moving to the next. Give your audience CLEAR signals as to the directions you are moving in your talk.
Enjoy!!
For more information and a repertoire of useful phrases for signposting and real examples of students
presentation go to an open book online English++
www.englishplusplus.jcj.uj.edu.pl
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Presentation. Self-assessment sheet
In need of
Good points
Aspects Points to consider improvement
4-5
1-3
PLANNING evidence of careful preparation
OBJECTIVES clearly stated
appropriate to audience
CONTENT relevant
appropriate to your objective(s)
ORGANIZATION clear
coherent/use of signaling devices
VISUAL AIDS relevant
(if applicable)
clear
DELIVERY enthusiasm
rapport/eye contact
audibility
confidence
body language
LANGUAGE clarity .
accuracy
fluency
pronunciation
signaling
OVERALL clarity of message
interesting? enjoyable? motivating?
informative?
HANDOUT/PLAN reader friendly? clear?
Scale: 1 = unacceptable 2 = poor 3 = average 4 = good 5 = excellent
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Jagiellonian Language Center
Presentation Peer Evaluation Sheet
Please, complete this sheet by filling in the spaces or by circling the items.
5. Did the speaker show clearly when they were moving to a new point?
8. Did the speaker make good use of visual aids (e.g. slides, handouts) to make their points clearer?
10. How would you judge the speakers eye contact with the listeners?
11. If you had serious difficulties in following the talk, were they any of the following?
speed of speaking/ accent / loudness/ poor organization/ grammar/ poor signaling of new points
12. What advice would you give the speaker for future seminar/conference presentation?
...................
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