PRS:Syllabus, Course Outline, Asignment Sheet

PRESENTATION: The General Course Description
Hansung University English Department
Spring 2006
Textbook: Discussion Strategies. Beyond Everyday Conversations. David and Peggy Kehe. Pro-Lingua Associates, 1998.

Contact Details: pleae, obtain them in class. Email: 110558@hansung.ac.kr

This course is designed for advanced learners of English who possess excellent passive knowledge of grammar and vocabulary but find it difficult to communicate orally in formal or informal discussions and lack confidence in any form of public speaking.

There are two aspects to the course: one concentrates on discussion strategies with partner(s) or in larger groups; the other focuses on developing skills necessary in effective public presentations, i.e. speeches and debates.

Discussion Strategies:
A part of our 3-hour weekly sessions focuses on developing the art of discussion. The textbook activities force students to learn and apply the following discussion strategies: using rejoinders, asking follow-up questions, seeking and giving clarifications, using comprehension checks, answering with details or demanding more details, interrupting others, giving opinions, agreeing or disagreeing, offering explanations, summarizing what someone else said, leading a discussion themselves, etc. Each of these strategies comes with specific vocabulary, e.g. when disagreeing with the speaker the listener usually starts with one of the following expressions: I don't think that..., Don't you think it would be better..., I don't agree, I'd prefer..., Shouldn't we consider..., But what about..., I'm afraid I don't agree..., Frankly, I doubt if..., Let's face it, The truth of the matter is..., The problem with your point of view is that...Mastering these expressions will greatly contribute to your discussion and presentation abilities and make you sound more nativelike. Students work with a partner, in a smaller group or participate in a whole-class activity.
Effective public presentations
Most people find speaking in public very uncomfortable and in case of having to do it in a foreign language downright terrifying. My aim is to disperse some of those fears and help you achieve a level of comfort necessary in a good public speaker. A part of our weekly sessions will be devoted to learning about the basics of good public speaking (body language, speech/presentation structure, visual aids, etc.). We will start gently with easy presentations that concern your favourite object or your most memorable experience. Then we’ll move onto the fine art of debating and finally crown the class with persuasive speeches. You will be taken through the ‘how to do’ process step by step, and I will prepare a number of handouts and helpful websites for you to look at.

What about Power-Point?
Since I am not a computer software instructor I will not teach the technical aspects of a Power Point presentation - most of you are better at the “PP gimmicks” than me, anyway. I will, however, give you a lowdown on some of the dos and don’ts of Power Point presentations. Power Point is sometimes used as a crutch; presenters create a poorly organized jumble of words, spice it up with some fancy visuals, mumble their way to the end – and, naturally, bore their audience to tears. Rest assured that a presentation of this kind will not be graded highly. What matters is the content, the quality of your research and organization of your ideas. Power Point should only enhance your presentation not be its focal point. What you need to learn is how to modify your Power Point Presentation and make it understandable to English speakers. You must know how to create effective bullets, what font colour and size to choose, how many slides per minute, how many lines per slide, how many words per line, what should your posture be when presenting, etc. Ultimately, what matters to me is the content and organization of your speech, not the ‘visual effect’ with Power Point. You may opt out of using Power Point altogether and replace it with other visuals (board, posters, props, overhead projectors, slides).
What do you need for this class?

Students are required to purchase the relevant textbook and workbook Discussion Strategies. Beyond Everyday Conversation and a blank notebook. It is very important for you to take notes in class! If you don’t, you forget what you learn much faster.
What do I expect from you?

I expect you to attend classes regularly and participate in class activities with enthusiasm. Also, all homework is to be submitted on time. Do not be shy to ask questions or demand further explanations. Visit my office or call if you need assistance in your studies. Speak in English only – the class time is your chance to practice and improve your oral communication skills. Last but not least: Switch the cell phones off!

How are you graded?

GRADING POLICY
Hansung University follows the ‘bell curve’ grading system. Simply put, you are competing against one another. Please, remember that when it comes to grading what you give is what you get. If you are not putting in the maximum effort, you cannot expect to get the highest grade.

Official university policy dictates that each class be graded accordingly:

A= 30% of the class
B= 40% of the class
C,D,F, = 30% of the class

In class grading will be as follows:

Attendance: 10 %
Participation = 20%
1st Oral Presentation: A.) Show ‘n’ Tell or B.) Personal Experience 20 % (April 12/14)
2nd Oral Presentation: Debate, 20% (May 17/19)
3rd Oral Presentation: Persuasive Speech, 30% (June 14/16)

ATTANDANCE POLICY:

The rule is very simple: your regular and on-time attendance is a must. Two lates count for one absent; five absents will land you the final grade D, regardless of your performance in any other aspect of this course; more than 5 absents will result in an automatic failing grade F. You will be excused for illness or family emergency in which case you need to call me in advance and later submit a written proof (a doctor’s note or a signed letter from a parent or guardian). Bear in mind that attendance and participation go hand-in-hand and combined they count for 30% of your final grade.
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THE COURSE OUTLINE

March 8th Class only : General Introduction to the course.
Unit 1: Rejoinders and Follow-up Questions (both classes)
Theoretical Introduction to Presentations and Public Speaking in English.
Practice: “Show and Tell”
Week 2 , March 15/17

Unit 2: Clarification Expressions
Important aspects of preparing a presentation.
Practice: Personal Experience

Week 3 , March 22/23

Unit 6 : Discussion – Your high school days
Presentation Language
Practice: Show and Tell

Week 4 , March 29/31

Unit 10: Discussion - Stress
Presentation Equipment
Practice: Personal Experience
Week 5, /April 5/7

Unit 13: Description Expressions
Presentation Structure
Practice: Personal Experience

Week 6 , April 12/14

1st Public Oral Presentation:
Show ‘n’ Tell
Personal Experience (as child or adult)
(Simple Visuals allowed: No Power-point!)

Week 7 , April 19/21

Unit 14: Discussion – Superstitions
The art of Debate

Week 8, April 26/28

Unit 15: Telling what you’ve heard
The art of Debate

Week 9 , May 3/5
May 5th Class: Holiday

May 3rd Class: More on Presentations, Debating, Public Speaking. Friday class students are welcome to attend

Week 10, May 10/12

Unit 18: Clarifying by summarizing – Getting Fat
Preparation for the Debate Assignment

Week 11, May 17/19

2nd Public Oral Presentation: Debate
(no visual aid)
Week 12
May 24/26
Unit 25: Expressing Opinions I
Introduction to Effective Speeches
On Power-Point Presentations

Week 13, May 31/June 2

Mock Job Interview
Speech Structure/Practice
Dos and don’ts of PP presentation

Week 14 , June 7/9

Mock Job Interview
Speech Practice


Week 15. June 14/16

3rd Public Oral Presentation: Speech
The use of visuals (board, flipchart, posters, handouts, Power-Point is expected)
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Hansung University, English Department, Presentation

Assignments

Each student in the Presentation Class has three public presentation assignments worth 20% respectively amounting to a total of 60% (20% x 3 = 60%) of your final grade. They are public presentations which means that you will be presenting in front of the whole class in your regular classroom not in my office.

Assignment Dates:

1st Presentation: Week 6, April 12 (Wed. Class) - April 14 (Friday Class):
A.) Show ‘n’ Tell or B.) Personal Experience (individual)
2nd Presentation: Week 10, May 17th (Wed. Class) - May 19th (Friday Class)
Debate (groups of four)
3rd Presentation: Week 15, June 14 (Wed. Class) – June 16 (Friday Class)
Persuasive Speech (individual)

1st Oral Assignment: Individual Presentation (5 minutes)
You can choose between the two oral assignments: a) Show ‘n’ Tell or b) Personal Experience. You will prepare the assignments writing notes but present speaking naturally, not reading .

a) Show ‘n’ Tell

It’s a simple assignment that entails your choosing an object that has a very special meaning to you and preparing a brief presentation about it. You must describe the object (regardless of the audience actually looking at it), saying what the object is, how old it is, where you got it, how you got it, what its size is, shape, weight, what it’s made of, why it is special to you, why you feel strongly about it, why you chose it among all other things. Also, try to incorporate an anecdote connected with that object. Examples of objects you may choose: a gift from a dear person (jewelry, watch, picture frame), a special pillow/blanket, a piece of clothing, shoes or backpack that took you all over the world (why not?), souvenirs from places you visited, etc. The object must be very precious and meaningful to you. By the end of your presentation the audience should understand why it means so much to you and hopefully would want to know more about it. Choose your ‘show ‘n’ tell’ item wisely. Look at the attached “Meaningful Object Presentation Worksheet.” Use it as a guideline only, don’t simply answer the questions. Give a lot of details and make it interesting.

b) A Personal Experience

You may choose to talk about a personal experience as an adult or a child. Everyone, for sure, has some experiences that are unforgettable. These make great speech topics. Your challenge is to make the audience relieve this experience with you. If it was a happy experience, your audience should feel happy; if it was a sad experience, your audience should feel sad, etc. For example, if you choose an experience as a child, you may speak about the time you got lost, your most memorable birthday, your first day at school, a terrible lie you told, your first pet, your first childhood sweetheart, the saddest experience in your childhood, etc. If you choose an experience as an adult, I am sure you can decide which one would be good to share with your classmates.
Your goal is to speak naturally and maintain eye contact with your audience. You have to prepare your speech in writing but you are not allowed to read it. To help you prepare, look at the “Speech Preparation Worksheet” attached. Keep in mind that the worksheet is merely a guideline, not the ‘formula’ for making the speech.

2nd Oral Assignment: Group of Four Presentation – Debate ( 10 minutes)
Students work in groups of four. Within each group there are two ‘sub-groups’ with opposite views on the controversial subject or motion. The ‘sub-groups’ will be arguing the correctness of their position and proving the falsity of their opponents position. Possible motions: gender-altering surgery/plastic surgery; human cloning; abortion; corporal punishment at school or home; Unification of the two Koreas, etc. Certainly, there’s no shortage of controversial issues in the world. You must get approval of your topic from me. You will conquer the art of good debating step-by-step and have plenty of time and guidance to prepare this assignment. You will learn terms such as motion (proposition), opposition, rebuttal, as well as the proper structure of a debate: who talks, what is to be said, when and for how long, etc.
You are required to hand in your preparation sheet (evidence of research you’ve done, notes, ideas, etc.)

3rd Oral Assignment: Persuasive Speech (Individual – 10 minutes)

A persuasive speech acts to convince others to change their feelings or behaviour and make them see and understand the validity of your point of view. A sales person trying to convince someone to buy a product, a political leader trying to get a vote are examples of persuasive speaking. You will be practicing the art of persuasive speaking in your groups. For example, you will be asked to convince: your parents to go traveling with your friends/partners, your friend that watching TV is not a waste of time, me that spending hours on computer games (Starcraft) is not a waste of time (J), a friend to stop smoking, someone to marry you, etc. Persuasive speech is very similar to debate since you have to come up with a list of good arguments to support your point of view. A speech is also very similar to a good essay in that it has an introduction, body and conclusion and that it has to be ordered logically. In our weekly sessions you will learn how to ‘brainstorm’ pros and cons (“fors and againsts”), how to organize your speech, and how to look confident during your presentation (the appropriate posture, body language, eye contact, tone and volume of voice, how to dress, etc.)
The speech has to be written and handed in before your presentation. You will not be allowed to read You are allowed to use visual aid such as handouts, posters, board, slides, Power Point. However, visual aids are to be used as presentation enhancers, not to be made into its focal point.
You are required to hand in your preparation sheet (evidence of research you’ve done, notes, ideas, etc.).

“Show ‘n’ Tell”/Personal Experience Evaluation Rubric

Choice of object/topic (interest level)
V. poor 1
Poor 2
Good 3
V. Good 4
Excellent 5
Total
Evidence of Preparation
V. poor 1
Poor 2
Good 3
V. Good 4
Excellent 5

Organization
V. poor 1
Poor 2
Good 3
V. Good 4
Excellent 5

Sufficient Use of Details
V. poor 1
Poor 2
Good 3
V. Good 4
Excellent 5

Quality of Language (grammar, pronunciation, vocabulary)
V. poor 1
Poor 2
Good 3
V. Good 4
Excellent 5

Level of Comfort (posture, eye contact)
V. poor 1
Poor 2
Good 3
V. good 4
Excellent 5

Grand Total (max. 30)


Debate Evaluation Rubric

Opening Statements
Very Poorly Defined 1
Poorly Defined 2
Defined 3
Well-defined 4
Excellent 5
Total
Arguments
V. Poorly Formulated 1
Poorly Formulated 2
Formulated 3
Well-formulated 4
Excellent 5

Participation of Team members
Very poorly distributed 1
Poorly Distributed 2
Satisfactory 3
Well-distributed 4
Excellent 5

Quality of Language (grammar, pronunciation, vocabulary)
Very Poor 1
Poor 2
Mediocre 3
Very good 4
Excellent 5

Physical aspect of Debate
(body language, voice volume, eye contact with audience)
Very poor 1
Poor 2
Mediocre 3
Very Good 4
Excellent 5

Evidence of Preparation (notes, research evidence – websites and other external sources)
Non-existent 1
Insufficient 2
Acceptable 3
Remarkable 4
Excellent 5

Grand Total (max. 30 points)


Persuasive Speech Evaluation Grid

Logical structure and flow of ideas

Very Poor 1
Poor 2
Satisfactory 3
Very logical and fluent 4
Superbly organized 5
Total
Persuasiveness
Not persuasive at all 1
Some persuasiveness 2
Satisfactory 3
Persuasive 4
Very persuasive 5

Body Language (posture, smile, eye contact)
Very poor 1
Poor 2
Satisfactory 3
Very good 4
Excellent 5

Speaking manner (tone, expression, speed)
Not suitable 1
Somewhat suitable 2
Satisfactory 3
Very good 4
Excellent 5

Evidence of Preparation
Non-existent 1
Insufficient 2
Acceptable 3
Remarkable 4
Excellent 5

Visual Aids (used as presentation enhancers, not its focal point

No visual aids 1
Not adequate 2
Adequate 3
Very good 4
Excellent 5

Grand Total (max. 30)