Introduction to public speaking and techniques.
Published on: Mar 4, 2016
Transcripts - Presenting presenting!
ORAL I V
Prof. Dr. Ron Martinez
Goals for the week
• Raise awareness of what constitutes ‘good’
• Develop criteria that will later be used for the
assessments in this class.
• Present new calendar and rationale.
• Start discussion of criteria and midterm
Proposed new calendar
• 60 hours total
• 12 hours already covered (including today)
• 36 hours can be added by December 9th
• Remaining 12 hours can be covered by distance
• Distance task will involve an analysis of your own
presentation, and that of one other colleague,
based on the points covered on this course (e.g.
fluency, intelligibility, spoken grammar, etc.).
• Due Monday, January 4th, 2016
Summary from last week(s)
• Fluency is not...
• Fluency is...
• Intelligibility is...
• Spoken language is...
• Spoken English is not necesarily...
• Now we will apply those concepts to oral
• Why presentations?
Did you watch a TED talk?
What makes a good presentation?
• In your opinion, what are elements that
characterize good presentations? What about
“Mini-Presentation”: Wall Street
• What is the main purpose of Gordon Gecko’s
A. To inform.
B. To persuade.
C. To compare.
D. To present research results.
I. Watch again: What techniques does he use to
accomplish his purpose?
II. Complete worksheet (online).
• Watch the Jaimer Lerner TED talk. Does he
use any of the same techniques used in the
Wall Street clip?
• What did you like about the talk? Consider
the characteristics you discussed earlier.
• Was there anything you thought could have
• Now watch the Enrique Peñalosa TED talk
(former mayor of Bogotá, Colombia). How
does his talk compare to Jaime Lerner’s?
(Week 4 – Day 2)
ORAL I V
Prof. Dr. Ron Martinez
Goals for today
• Review the talks seen in last class, focusing on
key rhetorical elements.
• Carefully consider the notion of ‘clarity’ in
• Talk about assessment, and assessment
• Settle on partners (and topics).
1. Compare your worksheets.
2. How ‘effective’ was Gordon Gecko’s talk?
Why do you think so?
3. Any elements of that effectiveness evident in
the Lerner or Peñalosa talks?
Jaimer Lerner: Intro
Enrique Peñalosa: Intro
A ‘mini-talk’ about Curitiba...
1. What points are made in TALK A? Take notes.
2. What points are made in TALK B? Take notes.
3. Compare your notes with a partner.
4. Which talk did you prefer, and why?
A TALE OF TWO TALKS
1. As a class: Look the Jaime Lerner trascript.
How many different themes and points are
2. Individually: Read the Enrique Peñalosa talk
and identify themes and points.
3. Discuss in groups: How does the Peñalosa
talk compare to Lerner’s?
The importance of ‘signaling’ in talks
• How do people signal ‘moves’ (e.g. the
structure of a talk, a new topic) in talks?
• Compare how Lerner signals to how Peñalosa
Reconsidering effective speaking
Now that you have watched the Lerner and
Peñalosa videos, is there anything else you
would like to add to the features of good
speaking you discussed earlier? Talk to your
classmates. (See board-work from last class
on next slide.)
Your midterm presentations
• Worth 20% of final grade.
• Will occur 26 & 28 October.
• Will be in seminar format (max. 3 people).
• Each person speaks for 10 minutes (so 2
seminar speakers =20 minutes).
• There will be a list of topics. (Or guided ones.)
• The presentations will be recorded.
• Assessment will be peer and “self”.
Self-assessment of speaking?
• Research has shown that, done properly, there is
no statistically significant difference between
teachers’ ratings and students’ ratings of oral
performance (Ross, 1998).
• Done “properly” usually involves some kind of
training exercise on the use of criteria, and what
they mean. This exercise has also shown to have
its own pedagogical value (Chen, 2008).
• When trained peer-feedback is involved, the
“self-assessment” rating comes especially close
to teachers’ assessments (Patri, 2002).
References on our website:
• Ross, S. (1998). Self-assessment in second
language testing: A meta-analysis and analysis of
experiential factors. Language testing, 15(1), 1-
• Chen, Y. M. (2008). Learning to self-assess oral
performance in English: A longitudinal case
study. Language Teaching Research, 12(2), 235-
• Patri, M. (2002). The influence of peer feedback
on self-and peer-assessment of oral
skills. Language Testing, 19(2), 109-131.
The coming weeks...
• Week 4: (28-30 September) INTRO – criteria, topics
• Week 5: (5-* October) CALIBRATION – finalizing and
applying criteria in class (Weekend homework: apply
criteria in seminar form)
• Week 6: (*-14 October) FINAL TOUCHES – use of voice,
• Week 7: (21-23 October) PLANNING & REHEARSAL –
plan, incl. voice prep.
• Week 8: (26-28 October) DELIVERY – presentations
• Week 9: (*-4 November) EVALUATION – peer feedback,
Homework (from last class)
• Choose a partner (or partners)
• Choose a topic (see online)
• By next class, partner(s) and topic must be
chosen and finalized.
• Sample topics: ‘5 Myths about Curitiba’, ‘How
Haiku Can Change Your Life’, ‘How Disability-
Friendly is Curitiba?’, ‘Inglês sem Fronteiras:
Challenges and Opportunities’
HOMEWORK (for Monday)
• Watch the Ernesto Sirolli video (on our
website) and make notes about things you
like/dislike about the talk. How would you
evaluate the general effectiveness of the
speaker, and of the talk? (‘Excellent’, Very
good’, ‘Average’, ‘Below average’, ‘Poor’?)
• Analyse the transcript for elements of ‘clarity’.
• Elements of what we have covered in previous
classes (e.g. fluency, intelligibility, spoken
language) should be remembered for the seminar
• The notion of a ‘good’ presentation can depend
on many variables, but of key importance is 1)
having a point that is clear to the audience, and
2) carefully planning and selecting how to
‘deliver’ that point for optimal effect.