for ESOL but could be used in any class where oral presentations are a
top of activity
-- to help students
develop non-verbal aspects of giving oral presentations, i.e., gestures,
-- to acquaint students with famous public speakers in the United States
-- to allow students to focus on pronunciation rather than content
or grammar in an oral presentation
LCD projector and
computer with an Internet connection to show video clips of famous speeches
Camcorder to video tape the presentations given in class
- In class, the students
view a brief section of a well known speech, such as Martin Luther King's
"I Have a Dream" speech. Our library has a fabulous list of web
sites that provided streaming videos and texts of famous speeches.
The link is TC3
Library Gateway Audio, Video, Multimedia The
students also watch a student from a previous class giving the oral
Click here to see a sample clip.
- First in groups
and then as a whole class, the students discuss what they notice about
the speaker's delivery, specifically gestures, intonation and pacing.
Then they comment on how well the student copied the speaker's delivery.
- For homework, the
students need to select a famous speech that they would like to work
on. They also need to research biographical information about
the speaker and the context of the speech.
- In preparing for
the oral presentation, the students need to practice givng a short segment
of the speech. They need to prepare a transcript of that section
to distribute to the class prior to their presentation.
- As students give
their presentations, the rest of the class anonymously completes the
grading rubric, adding helpful comments. After all the students
have given their presentations, the rubrics are distributed to the individual
speakers for feedback.
- The students are
video taped while the give their presentations. After giving the
presentations, the assignment is to view the video tape and then complete
a reflection assignment.
- Once the students
have completed their reflection assignment, I give them feedback, using
the rubric for grading and responding to their reflections with appropriate
comments and suggestions.
a reflection assignment, answering the following questions.
1. Did you enjoy giving
this presentation? Why or why not?
2. What do you think
you did particularly well?
3. After viewing
your presentation, what do you think you need to work on for the next
the Famous Speech Oral Presentation Activity guided by the three components
of our theoretical model:
Oral presentations are difficult for all students, but they are
especially difficult for non-native speakers. This activity
limits the things a student must think about in giving a presentation.
Thus, each student can focus on a specific weakness.
Because giving oral presentations is very stressful, attention needs
to be paid to creating a supportive environment. When the students
are introduced to the activity, they view a video clip of a famous speech
and a student from a previous class completing the assignment.
In this way, the expectations of the assignment are made clear.
Allowing students to read the speech and giving the audience the transcript
also ease some of the anxiety.
of individual meaning
In order to realistically mimic another speaker, the students need
to try to figure out what the speaker intended with the specific gestures,
intonation, and pacing. Because it's impossible to know what the
speaker really did intend, the students must give a meaning to those
aspects of the oral presentation that makes sense to them.
here to email Annette questions, comments, and suggestions.
here to join our email discussion group!
here to read more about our model.