The ability to present information memorably is an essential skill in all professional contexts. Yet students require more than mere razzle dazzle techniques to successfully deliver their business presentations. In this plenary we will address the key elements of delivering polished, memorable messages and how these can be assessed appropriately. The focus will be on incorporating not only the appropriate techniques and language gambits, but three typically challenging aspects for EFL learners -- difficult sounds, word stress and silent letters. Assessing recordings of current business college students’ giving presentations will afford participants the opportunity to hone their own skills in evaluating a range of presentation techniques, special language gambits, and oral proficiency.

1. Mission
ImPossible

2. Lucerne
University
of
Applied
Sciences
and
Arts,
School
of
Business
The
journey
of
a
thousand
miles
begins
with
a
single
step.

3. Lucerne
University
of
Applied
Sciences
and
Arts,
School
of
Business

4. Lucerne
University
of
Applied
Sciences
and
Arts,
School
of
Business
Content
Language
Organiza/on

5. Lucerne
University
of
Applied
Sciences
and
Arts,
School
of
Business
Content
Language
Organiza/on
Introduc)on
Oral
Skills
Timing/Ques)ons

6. Lucerne
University
of
Applied
Sciences
and
Arts,
School
of
Business
Content
Language
Organiza<on
Introduc)on
Oral
Skills
Timing/Ques2ons

7. Two
Basic
Presenta/on
Types
• Informa/ve
– Providing
knowledge,
especially
useful
or
interes<ng
informa<on
– ABC
formula
Lucerne
University
of
Applied
Sciences
and
Arts,
School
of
Business

8. Two
Basic
Presenta/on
Types
• Informa/ve
– Providing
knowledge,
especially
useful
or
interes<ng
informa<on
– ABC
formula
• Persuasive
– Designed
to
convince
the
audience
that
a
certain
viewpoint
is
correct
– ABCD
formula
Lucerne
University
of
Applied
Sciences
and
Arts
School
of
Business

9. Two
Basic
Presenta/on
Types
• Informa/ve
– Providing
knowledge,
especially
useful
or
interes<ng
informa<on
– ABC
formula
• Persuasive
– Designed
to
convince
the
audience
that
a
certain
viewpoint
is
correct
– ABCD
formula
=
Sticky Message!
Lucerne
University
of
Applied
Sciences
and
Arts,
School
of
Business

10. • A
is
for
…
capturing
their
A>en/on
The
Sticky ABCD
Formula
Lucerne
University
of
Applied
Sciences
and
Arts,
School
of
Business

11. • A
is
for
…
capturing
their
A>en/on
• B
is
for
…
Benefits
of
listening
to
you
The
Sticky ABCD
Formula
Lucerne
University
of
Applied
Sciences
and
Arts,
School
of
Business

12. • A
is
for
…
capturing
their
A>en/on
• B
is
for
…
Benefits
of
listening
to
you
• C
is
for
…
giving
your
Creden/als
The
Sticky
ABCD
Formula
Lucerne
University
of
Applied
Sciences
and
Arts,
School
of
Business

13. • A
is
for
…
capturing
their
A>en/on
• B
is
for
…
Benefits
of
listening
to
you
• C
is
for
…
giving
your
Creden/als
• D
is
for
…
mapping
out
the
Direc/ons
your
talk
is
going
to
take
The
Sticky ABCD
Formula
Lucerne
University
of
Applied
Sciences
and
Arts,
School
of
Business

14. A
is
for
…
A>en/on
B
is
for
…
Benefits
C
is
for
…
Creden/als
D
is
for
…
Direc/ons
Lucerne
University
of
Applied
Sciences
and
Arts,
School
of
Business
The
Sticky ABCD
Formula

15. Powerful
Openings
1. Rhetorical
ques<on
2. Interes<ng
fact
3. Story
and/or
anecdote
4. Problem
to
think
about
5. Famous
quote
The Sticky A
Lucerne
University
of
Applied
Sciences
and
Arts,
School
of
Business

16. Example
phrases
–
Benefits
• Today’s
topic
is
of
par/cular
interest
to
those
of
you/us
who…
• My
topic
is
very
important
for
you
because…
• By
the
end
of
this
talk
you
will
be
familiar
with…
• My
talk
is
par/cularly
relevant
to
those
of
us/
you
who…
The
Sticky B
Lucerne
University
of
Applied
Sciences
and
Arts,
School
of
Business

17. Examples
–
Creden/als
• Name
–
Let
me
begin
by
introducing
myself…
• Role
-­‐
As
you
may
know,
I
am
the
Director
for…
• Experience
-­‐
For
the
last
6
months,
I
have
been
working
on
• Exper/se
–
The
focus
of
my
research
at
…
was
The
Sticky C
Lucerne
University
of
Applied
Sciences
and
Arts,
School
of
Business

18. Giving
Direc/ons
could
include…
• Outlining
the
talk
• Men<oning
the
Timing
(how
long…)
• Note
when
Ques/ons
are
allowed
• Will
there
be
Handouts
or
Slides
available
The
Sticky D
Lucerne
University
of
Applied
Sciences
and
Arts,
School
of
Business

19. A>en/on
Benefits
Creden/als
Direc/ons
Lucerne
University
of
Applied
Sciences
and
Arts,
School
of
Business
The
Sticky ABCD
Formula

20. Lucerne
University
of
Applied
Sciences
and
Arts,
School
of
Business
Content
Language
Organiza<on
Introduc2on
Oral
Skills
Ques2ons

21. • Should
reflect…
…
the
types
of
language
tasks
and
knowledge
the
learner
is
likely
to
encounter
outside
the
classroom
tes<ng
environment.
(Bachman
and
Palmer,
1996;
Scarlin
1996)
Authen/c
Tests
Lucerne
University
of
Applied
Sciences
and
Arts,
School
of
Business

22. • Holis/c
~
how
well
a
na<ve
speaker
would
understand
them
=
faster
• Atomis/c
~
taking
into
considera<on
the
various
components
(e.g.
stress,
rhythm,
intona<on,
etc.)
=
more
useful
for
diagnos/c
purposes
(Hughes,
1991,
in
Szpyra-­‐Kozlowska,
et
al
2005:
3)
Approaches
to
Assessment
Lucerne
University
of
Applied
Sciences
and
Arts,
School
of
Business

23.
Band
Scale
Descriptors
Lucerne
University
of
Applied
Sciences
and
Arts,
School
of
Business

24. (Lambert
2003)
Criterion-­‐Referenced
Ra/ng
Scale
Lucerne
University
of
Applied
Sciences
and
Arts,
School
of
Business

25.
Common
European
Framework
of
Reference,
Can-­‐Do
Scale
Lucerne
University
of
Applied
Sciences
and
Arts,
School
of
Business

26. Lucerne
University
of
Applied
Sciences
and
Arts,
School
of
Business
(Adapted
from
Carroll,
1980,
cited
in
Weir,
1993:
44)
Impression
Marking
Scheme

27. Lucerne
University
of
Applied
Sciences
and
Arts,
School
of
Business
(Adapted
from
Carroll,
1980,
cited
in
Weir,
1993:
44)
Impression
Marking
Scheme

28. Lucerne
University
of
Applied
Sciences
and
Arts,
School
of
Business
(Adapted
from
Carroll,
1980,
cited
in
Weir,
1993:
44)
Impression
Marking
Scheme
Band
Descrip/on
9
Expert,
authority,
expand
8
Very
good,
effec<ve,
ini<ates,
elaborates
7
Good,
clear,
less
flexible
and
fluent,
can
respond,
hesita<on
6
Competent,
follow,
stumbles
and
hesitates,
reasonably
fluent
5
Modest,
basic
gist,
no<ceable
deficiencies,
repe<<on,
lacks
flexibility

29. • PorZolios
• Observa/ons
• Peer
Assessment
• Simula/ons
• Self-­‐Assessment
(Shohamy,
1998)
Some
techniques
in
our
assessment
toolbox
include…
Lucerne
University
of
Applied
Sciences
and
Arts,
School
of
Business

30.
Sample
1
–
Peer-­‐Assessment
Lucerne
University
of
Applied
Sciences
and
Arts,
School
of
Business

31.
Sample
2.a
–
Peer-­‐Assessment
Content
and
Language
– Knowledge
and
understanding
of
topic
– Extent,
quality
and
appropriateness
of
informa<on
presented
– Effec<ve
use
of
Gambits
– Accurate
grammar/language
Lucerne
University
of
Applied
Sciences
and
Arts,
School
of
Business

32. Quality
of
management
– Pacing
of
presenta<on
– Effec<ve
use
of
visual
material
-­‐whiteboard,
visual
aids,
hand-­‐outs
(as
appropriate)
– Organisa/on/structure
of
material
• introduc<on
• main
body
• conclusion
Sample
2.b
–
Peer-­‐Assessment
Lucerne
University
of
Applied
Sciences
and
Arts,
School
of
Business

33. Quality
of
communica<on
– Audibility,
liveliness
and
clarity
of
presenta<on
– Confidence
and
fluency
in
use
of
English
– Appropriate
use
of
body
language
(incl.
eye
contact)
– Responsiveness
to
audience
and
ability
to
answer
ques<ons
(Adapted
from
University
of
Reading,
Accessed
06.04.15:
hkps://www.reading.ac.uk/web/FILES/EngageinFeedback/
staff_and_student_feedback_and_assessment_sheets_presenta<ons.pdf)
Sample
2.c
–
Teacher,
Self,
Peer-­‐Assessment
Lucerne
University
of
Applied
Sciences
and
Arts,
School
of
Business

34. Pronuncia/on
• Intona/on
• Fluency
• Stress
• Rhythm
• Connected
speech
Range
• Vocabulary
• Grammar
Accuracy
• Grammar
• Vocabulary
Appropriateness
• Vocabulary
• Register
• Structures
appropriate
for
the
specific
func/on
Communica/vity
• Effec/ve
communica/on
• Task
fulfillment
• Intelligibility
Components
of
Oral
Communica/ve
Ability
Lucerne
University
of
Applied
Sciences
and
Arts,
School
of
Business

35.
Components
of
Oral
Communica/ve
Ability
Lucerne
University
of
Applied
Sciences
and
Arts,
School
of
Business
Pronuncia/on
• Intona/on
• Fluency
• Stress
• Rhythm
• Connected
speech

36.
Components
of
Oral
Communica/ve
Ability
Lucerne
University
of
Applied
Sciences
and
Arts,
School
of
Business
Pronuncia/on
• Intona/on
• Fluency
• Stress
• Rhythm
• Connected
speech
Components
of
a
Persuasive
Talk
The
Sticky ABCD
Formula
• A>en/on
• Benefits
• Creden/als
• Direc/ons

37. Selec/ng
our
Criteria
/
Scale
1
2
3
4
5
Intona<on
Fluency
Rhythm
Stress
A>en/on
–
Sticky Opening
All
ABCD
Elements
included
Lucerne
University
of
Applied
Sciences
and
Arts,
School
of
Business
1
=
poor
5
=
excellent

38. Summary
Sticky Presentation
–
persuasive
• Aken<on,
Benefits,
Creden<als,
Direc<ons
Assessing
Language
–
effec)ve
communica)on
• Skills
– Use
of
Peer/Self/Teacher-­‐Assessment
Tools
• Language
and
Pronuncia/on
– Use
of
Ra<ng
Scales,
personal
notes,
…
Lucerne
University
of
Applied
Sciences
and
Arts,
School
of
Business

39. Lucerne
University
of
Applied
Sciences
and
Arts,
School
of
Business

40.
Lucerne
University
of
Applied
Sciences
and
Arts,
School
of
Business
®Peter
Salvisberg

41.
Lucerne
University
of
Applied
Sciences
and
Arts,
School
of
Business
®Peter
Salvisberg
?
?
?

42. Lucerne
University
of
Applied
Sciences
and
Arts,
School
of
Business

43. Lucerne
University
of
Applied
Sciences
and
Arts,
School
of
Business
References
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(2002).
The
ALTE
Can
Do
Project.
English
Version.
ALTE.
Retrieved
06.03.06:
hkp:www.cambridgeenglish.org/images/28906-­‐alte-­‐can-­‐do-­‐document.pdf
Bachman,
L.
F.,
and
Palmer,
A.
S.
(1996).
Language
Tes<ng
In
Prac<ce:
Designing
and
Developing
Useful
Language
Tests.
Oxford:
Oxford
University
Press.
Carroll,
B.
J.
(1980).
Tes<ng
Communica<ve
Performance.
London:
Pergamon.
Hughes,
A.
(1991).
Tes<ng
for
Language
Teachers.
Cambridge:
Cambridge
University
Press.
Lambert,
I.
(2003)
Recoding
Speaking
Tests
for
Oral
Assessment.
Tokyo
Denki
University
(Tokyo,
Japan).
Retrieved
May
10,
2006
from:
hkp://iteslj.org/Ar<cles/Lambert-­‐SpeakingTests.html.
Minister
of
Educa<on,
Alberta
Educa<on,
Curriculum
Branch.
(1980).
Oral
Presenta<ons:
Peer
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Cited
by
University
of
Reading.Retrieved
06.04.15:
hkps://www.reading.ac.uk/web/FILES/EngageinFeedback
peer_assessment_of_oral_presenta<ons_shees.pdf
Salvisberg,
J.
(2005).
What
does
a
grade
tell
you
anyway?
ETAS
Journal,
22(3),
28-­‐31.
Scarlin,
W.
(1996).
Third
Genera<on
tes<ng
–
the
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E.
1998.
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L.
(2005).
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of
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Curie-­‐Sklodowska
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Lublin,
Poland.
Retrieved
10.03.06:
www.phon.ucl.ac.uk/home/johnm/ptlc2005/pdf/
ptlcp37.pdf.
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C.
J.
(1993).
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and
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New
York:
Pren<ce
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Images
Footprints
in
the
Sand
and
Crossing
the
Bridge
into
the
Unknown
–
©Peter
Salvisberg
Magic
Carpet
-­‐
imgbuddy.com
Many
Thanks
-­‐
hkp://www.trys.ie/trys-­‐events-­‐training-­‐calendar/many-­‐thanks/