To illustrate (further explain) this point, we can
look at …
On the other
hand, Now, let me turn to …
I’ll now explain …
If I can just
Suggested answers:
(b) Teachers can remind students that signposts and linking words used for most other text-types can also be used in presentations. The following are some more examples:
To sequence points:
First, I’d like to talk about… / To begin with,…
To indicate movement to a new point:
Having looked at…, I’d now like to discuss…
Now, I’d like to move on to…
Let’s now look at…
To provide an example:
Take…as an example,…
Let me give you a couple of examples. Firstly,…
To show a contrast:
Yet, / Though… / Although…
To sequence points e.g. First of all
• Lastly,
• To start with,
• My third point is,
• I will begin by…
To indicate movement to a new point
• Now, let me turn to …
• Now, I’d like to discuss …
• I’ll now explain …
• In addition to …, we need to think about … To provide an example • For example,
• For instance,
• To illustrate this point, we can look at …
• An example of this is … To show a contrast • However,
• On the other hand,
• Whereas…
• But,
To sum up and conclude • Let me remind you of some of the issues we’ve covered.
• If I can just repeat the main points,
• To conclude,
• Let me briefly summarise the main points.
(c) Students fill out the gaps and teachers elicit from them the different possible options.
Suggested answers: (other phrases that fit in the passage should also be accepted) Script of a Presentation on Internet Addiction
Good morning everyone. I’m here today to talk about Internet addiction. (1) I will begin by asking you a question. Have your parents and teachers ever told you that you’re
‘addicted’ to the Internet? Yes, right? So, what is ‘Internet addiction’ really?
Internet addiction is defined as excessive use of the Internet and its features such as online games and chat programs. This is a worldwide phenomenon and is particularly common in developed countries. (2) For instance, in mainland China, an estimated 3.2%
of teenagers are addicted to Internet use and in Hong Kong 15.4% are addicted.
(3) Now, let me turn to why so many people are addicted to the Internet. Hong Kong is a place with a large population and very little space. Using the Internet can help young people to establish their own identities online, without interference from their family or others. Another reason that encourages Internet use is that the Internet is becoming cheaper and more easily accessible every day. (4) For example, free Internet connection is provided in almost all government buildings and public areas. Teenagers are therefore quick to take advantage of the Internet for fun, collecting information and staying in touch with friends. (5) However, this healthy activity can lead to addiction when the Internet is used as a way of escaping problems in the family or at school, or relieving feelings of helplessness, guilt, or anxiety.
(6) I’ll now explain how Internet addiction affects the addicts and their families. Like alcoholics or drug abusers, Internet addicts tend to be depressed and have low self-esteem. Since they usually spend many hours behind the computer screen, this can affect their job, friendships, romantic relationships and educational opportunities. (7) In addition to the impact on the addicts, we need to think about how their families are affected as a result too. The parents of young Internet addicts are unlikely to understand the attraction of cyberspace, so they may ask their addicted children to reduce the time they spend online. When their children refuse, they are likely to feel irritated, angry and sometimes even helpless, which can create tension and conflict within the family.
(8) Now, I’d like to discuss how the problem of Internet addiction can be solved. (9) First of all, at school, extra-curricular activities should be provided to encourage Internet addicts to develop other hobbies. Also, family counselling sessions can help in combating addiction and allow parents to understand youth culture and why the Internet is so important to their children. (10) My third point is that social welfare organisations have a role to play in addressing the problem too. Lastly, courses should be provided to allow Internet addicts to build their self-confidence and ability to communicate, along with other skills needed in human interaction.
Now, (11) let me briefly summarise the main points. I have discussed the definition of Internet addiction and the global spread of this phenomenon. I have also talked about the factors that contribute to the growth of Internet addiction and how Internet addiction affects the addicts and their families. And (12) lastly, I have suggested a few solutions to combat this problem.
I hope you found this presentation useful and I am happy to answer any questions you have about this issue.
Learning Activity 5 30 minutes (pair work)
(a) This allows students to see for themselves the different gestures and postures.
Suggested answers:
stand upright keep looking at your
feet hold your notes or
the table all the time
point to relevant
parts of visual aids pound your fist
count with your fingers as you say
‘firstly’, ‘secondly’, etc.
put both hands into
your pockets cross your arms move one or two steps forwards /
backwards turn your back to
the audience
shake your head as you say ‘no’, ‘never’,
etc.
point your finger at the audience
(b)
put your hand out a little, palm up, as
you refer to the audience
slouch and lean on the table
(as if you feeltoo tired to carry the
play with your hair / finger
Catering for Learner Diversity
For less advanced students:
Less advanced students may find the following words / phrases difficult. You can give them hints as suggested below.
pound your fist – hand movement; you do it when you feel very angry palm – central part of the front of your hand
slouch – stand, sit or walk with your shoulders and head bent forward
Learning Activity 6
20 minutes (individual work) Suggested answers:
DOs
1. Use short phrases or __key__ points only.
2. Use diagrams
to show relationships, trends, etc. instead of using textual description.
3. Introduce complicated ideas one step at a time. This allows the audience time to slowly take in the points.
4. To avoid making language mistakes, proofread
the slides before the presentation.
5. Familiarise yourself with the PowerPoint until you know when to
click the mouse for the next slide / point.
DON’Ts
1. Do not put
every word you say on the slides. PowerPoint is to ASSIST you, not REPLACE you.
2. Do not use many different
font styles and sizes on the same slide. This is confusing for the audience to read, so be consistent.
3. Do not use font colour similar to the background colour. You can use the ‘Design Template’ to avoid this.
4. Do not use unnecessary sound effects and animation, as they will distract your audience from you.
5. Do not stand in front of the screen.
Teachers can play the ‘bad’ presentation video used (Presentation A) in Learning Activity 2 again for students to demonstrate the dos and don’ts with the use of PowerPoint.
Catering for Learner Diversity
For less advanced students:
Instead of asking students to fill out the blanks on their own, you may provide a list of words for students to choose from. You may also play the game ‘hangman’ to help students to get at some of the words which they have difficulty with.
For more advanced students:
The following videos about the use of PowerPoint can be played for more advanced students.
http://www.youtube.com/watch?v=cagxPlVqrtM http://www.youtube.com/watch?v=hKv_s6WMc1U
You can elicit the points mentioned in the videos from students after viewing.
Learning Activity 7
(Approximately 8 minutes per group + 10 minutes for follow-up)
Teachers make copies of the peer evaluation form below and distribute them to students.
Students should be encouraged to give critical feedback to each other. To encourage more interaction between groups, teachers can regroup the students after all the groups have finished presenting and ask students to discuss and vote for the best presentation in the new group. Students should be prepared to justify their choice.
Presentation of a Social Issue Peer Evaluation Form Student’s name:
Topic:
Give feedback on your classmate’s performance by circling the appropriate number.
Needs
improvement Satisfactory Good Content
1. There are enough examples and
details to support the points 1 2 3
2. The points are interesting 1 2 3
3. The points are logical and
convincing 1 2 3
Organisation
4. A good introduction is given 1 2 3
5. Each part is signposted clearly 1 2 3
6. The main point in each part is clear 1 2 3
7. A good conclusion is given 1 2 3
Delivery
8. Notes are appropriately referred to
(i.e. speech is natural) 1 2 3
9. Good eye contact is maintained 1 2 3
10. Voice is loud and clear 1 2 3
11. Confidence is shown 1 2 3
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