INTRODUCTION

A presentation is the process of presenting a topic to an audience. It is typically a demonstration, lecture, or speech meant to inform, persuade, or build good will. The term can also be used for a formal or ritualized introduction or offering, as with the presentation of a debutante.

An effective teacher is an excellent communicator and therefore thinks about improving his or her presentation skills. One of the most important aspects of communicating is shaping both content and style to fit your audience. In the classroom, if you cannot communicate in a way that is both comprehensible and interesting to your students, their learning will be greatly reduced. [1]

Presenting your work to others demonstrates many of the skills needed to complete your degree, such as:

• Good organization
• Answering questions from your tutor and student colleagues verbally
• Gaining confidence in your verbal communication skills
• Using technology to visually display your work
• Developing academic arguments and defending them
• Engaging in debate about other students' work

 

The topicality of work is in the fact that the concept of academic presentations is a new step in the way of teaching students work with a text editor and correct presentation to the audience.

The aim of the research work is giving general characteristics of academic presentation in teaching foreign languages and defining the types of academic presentation.

To achieve our aim we have to solve the following objectives:

1.    Define the functions of teaching academic presentation skills;

2.      Analyze the usage of academic presentation;

3.      Make the analytical review organizing academic presentation and the types of academic presentations, the new modern style of presentation in teaching foreign languages.

 

The object of research is teaching academic presentation skills in FL.

The subject of research is the use of academic presentation at foreign language lessons.

The theoretical significance of the work lies in the employment of such trainers as Muromceva A.V., Buzova D.I., Jim Scriviner. Following their works it is noticeable that the academic presentation is very important in teaching process.

The practical significance of the investigation is in the fact that we are considering the use of this material on the elective courses on modern methods of teaching FL.

Methods of investigation: Researching methodical literature, the essential guide, analysis of textbooks and books, educational magazines, and internet.

The structure of the term paper consists of content, introduction, theoretical part, practical part, conclusion, appendix and bibliography

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

1.     Presentation in teaching foreign languages

1.1.         Academic presentation

 

A presentation is the process of presenting a topic to an audience. It is typically a demonstration, lecture, or speech meant to inform, persuade, or build good will. The term can also be used for a formal or ritualized introduction or offering, as with the presentation of a debutante.

To date the most comprehensive definition is: the presentation (academic presentation skills) is one of the information technologies that are used to provide information to consumers, addressed to specific people and focused on the challenge of desired behavioral responses. [2,112]

 

A presentation program, such as Microsoft PowerPoint, Apple Keynote, OpenOffice.org Impress or Prezi, is often used to generate the presentation content. Modern internet-based presentation software, such as the presentation application in Google Docs, SlideRocket and emaze also allow presentations to be developed collaboratively by geographically disparate collaborators. Presentation viewers can be used to combine content from different presentation programs into one presentation. [3,196]

Presentation software is probably better known by its product names: Powerpoint (Microsoft), Keynote (from Apple), the free Impress (OpenOffice) and a growing range of free or paid online options, including presentations.[6,337]

For many teachers, presentation software has become an important way of organizing, storing and showing learning content. The basic concept is akin to a slide show. Each slide can have pictures, text, audio, video clips in any mixture.

This content can be arranged on the slide in creative ways and can be programmed to appear in a sequence and in animated ways. It is most often used as part of a basic explanation-based input, providing images and text to support what the teacher is saying. A handout could be simply made by printing out reduced images of the actual slides. Learning to use presentation software often looks daunting before you start , but with a 30-minute induction, shouldn't prove much more challenging than using a word processor.

As the Doctor of Philosophy, Professor S.S Kunanbayeva in the "Concept foreign language education of the Republic of Kazakhstan ", one of the main areas of teacher training for foreign language is "a mastery of modern methods and technologies, including information and computer, foreign language learning ''[8, 85].

Creating a PowerPoint for an Academic Presentation

"Effective presenters do not just dispense or cover material, but rather induct audiences into ways of understanding content" (Stoner, 2007). PowerPoint is a presentational communication tool that incorporates reading and writing to enhance the presenter's information and motivation. [4,72] So how does one create an academic PowerPoint presentation that informs and motivates?

Layout

Think of the layout of your PowerPoint as visual rhetoric that takes the main ideas of your speech and codes them into symbolic points. The most effective layout depends on consistency (Stoner, 2007). Be sure that bullet points, length of points, color of points and text, and size of text are consistent. The size of text needs to be at least 32 to be visible on the projector. Selecting a layout from the design tab is the easiest way to maintain consistency, size of font, and color scheme.

Bullet Points

Bullet points should emphasize key ideas, not contain the idea word for word. If the audience must move their eyes more than twice to read the point, there are too many words after the bullet:  South Indian Hindus have a variety of spices used in their colorful and tasty foods.

Keep bullets short, to the point, containing only a couple of words: Variety of Indian Spices. Do not exceed more than one sub point because the audience will get lost. The sub point should emphasize a main point, but not be information that should be explained by the speaker.

Animations

To maintain a professional appearance, moderate and subtle animations such as ascend and appear can be used to attract the audience to a point. If animations are too flashy, they begin to distract the audience. The animation is most effective when used consistently. Avoid flashy transitions, such as dissolve, in an academic presentation.

Citations

Citations in a slide show appear credible in APA or MLA format at the bottom of the slide or directly after the information. References at the end of a slide show are not necessary unless specified by the professor. References are, however, required in the speech outline.

Remember: An academic presentation does not use PowerPoint to drive or present the speech word by word. Instead, an academic presentation uses PowerPoint to convey information, help the speaker stay on track, and for interpreting material presented. [4,74]

Presentation Types

Workshops

Workshops consist of a brief presentation followed by interaction with the audience. The purpose of a workshop is to introduce the audience to your subject and involve them in using a skill or technique. (20 minutes to present and 10 minutes to respond to questions)

Posters

Posters present a visual display of student work on poster boards supplied by the College. Presenters should be able to provide a scholarly introduction to their work and be prepared to entertain the viewers' questions. (students will stand next to their posters for 1 hour to explain their projects to conference participants and address participant questions). Examples of poster presentations include a research study, a creative unit plan, a pictorial display of art work, an essay. Specifics for poster designs are available online.

Oral presentations

Oral presentations involve a presentation of a paper or research project with or without visual aids. (20 minutes to present and 10 minutes to respond to questions)

Panel discussions

Panel discussions involve 3-5 students presenting and discussing their views on a scholarly topic and responding to audience questions. (45 minutes to present and 15 minutes to respond to questions)

Performances

Performances require students to provide an introduction to and perform their scholarly work. Examples of performances include a poetry reading, dramatic reading, dance, and vocal or instrumental piece. Presenters should be able to provide the audience with an intellectual context for the performance and be prepared to entertain questions from the audience. (20 minutes to present or perform and 10 minutes to respond to questions)

Exhibits

Exhibits consist of a visual display of a collection or body of work by one or more students (i.e. paintings, drawings, prints, posters, photography, sculpture, ceramics, video, installation, multi-media). An exhibit should be accompanied by a general statement of purpose and individual artist statements that provide an intellectual context both for the collection as a whole and for its individual pieces. Presenters should be prepared to entertain the viewers' questions after the exhibition.

1.2.         Academic presentation in foreign languages

 

New technology provides a wide range of ways for teachers to help learners improve their skills.

The Russian scientists Nisilevich A.B, Strizhova E.V in their work "Information technology and communication Techniques in teaching foreign language" wrote about the importance of using information technologies in teaching foreign languages [12, 247].

Listening and speaking

Academic Listening Strategies offers additional listening comprehension practice and strategies for understanding lectures for students who are currently enrolled in a college or university. The exercises in this text, together with the lectures and short talks on the accompanying DVDs, will provide students with many opportunities to practice effective listening strategies.

Academic Speaking is designed for students whose English speaking skills need improvement. The objective of the course is to strengthen all aspects of speaking ability, especially in academic contexts. Students receive feedback on assignments in class and in individual meetings with the instructor.

Activities include:

• developing discussion skills
• improving pronunciation
• preparing for conference presentations
• Focus of the course is on:
• increasing intelligibility
• increasing fluency
• increasing accuracy
• improving public-speaking skills
• preparing and using visual aids
• asking and answering questions effectively

 

Listening and speaking

• Instant language lab. It's surprisingly easy to make an effective language laboratory. You need computers with some cheap headphones that have an attached microphone. There is some excellent audio recording software available online, some of it inexpensive or free (eg Audacity). You can use this to make recordings for students to listen to (eg stories, dictations). Students can use it to record their own voices (eg endings to your unfinished story, missing words in exercises, repetitions of your pronunciation) and then listen back to their production (and re-record if they want to).
• Podcasts. Get students to download podcasts you recommend. Or record your own short podcasts for students - perhaps summarizing the week's work, reading dictations, texts or stories aloud or setting new tasks. They can listen to them on the tram home. Even better, get students to make their own podcasts and share them among the class.
• Video conferencing. It's not very hard to create an online webcam link nowadays. Link up with another school in another country for reports, discussions and shared tasks.
• Integration. Don't assume that a lesson using computers or the Internet must necessarily use that technology for all the class time. As we become more familiar and more comfortable with our technology tools, we need to start finding ways to elegantly integrate them into our normal teaching. So, for example, students work on a project which, for just a part of the time, requires them to go online o check facts or find pictures, but otherwise is mainly discussion and group planning work using pen and paper in class.[6,340]

 

Writing

A simple definition of academic writing is hard to come by because it refers to writing done for several reasons. Also, academic writing is used in many different forms. Following are characteristics, explanations, examples, and a list of works where academic writing is used.

A broad definition of academic writing is any writing done to fulfill a requirement of a college or university. Academic writing is also used for publications that are read by teacher and researchers or presented at conferences. A very broad definition of academic writing could include any writing assignment given in an academic setting.

Now that you have a definition of academic writing, here are some things to remember about the characteristics of academic writing.

• Planning - There is a certain amount of planning before you start writing the paper; so, it will be analytical and organized.
• Outline - A proper outline is a must for academic writing. An outline will not only help you formulate your thoughts, but will sometimes make you aware of certain relationships between topics. It will help you determine the pertinent information to be included in your paper.
• Tone - A formal tone is used. You do not use slang words, jargon, abbreviations, or many clichés.
• Language - The language in your paper needs to be clear and words need to be chosen for their precision. A thesaurus is a good tool to help you pick just the right words to explain the issues.
• Point-of-view - The point of view in the third person, as the focus of academic writing is to educate on the facts, not support an opinion.
• Approach - Deductive reasoning is a big part of academic writing as your readers have to follow the path that brought you to your conclusion.

 

Writing

• Emails. A great way to encourage writing (and reading). Get students sending emails to you, to each other, to students from other schools, to organizations (eg requesting information about something of interest to them). Use all the techniques you would normally use to help students write better letters - bur focus on emails - and then really send them.
• Word processors. Students can prepare texts individually, in pairs or groups or collaboratively as a whole class using word processors rather than pen and paper. As appropriate, show them how to use tools such as spell checks and tables. Use the comments facility to allow students to add their thoughts and ideas to someone else's text. Teach the use of change-tracking to allow different people to work cooperatively on drafts and clearly see what alterations others have made. Prepare stories, articles, class news sheets, answers to exercises, homework drafts, classroom posters and displays. Ask students to design forms for their own questionnaires, quizzes and exercises. Set writing tasks with tight restrictions that will require careful drafting and redrafting. Get students to post their texts and homework on the class website or blog.
• Wikis. A wiki is a co-created dictionary or encyclopedia, built up from the writing of a number of people. Try creating a wiki on language areas being studied in the course, eg our typical mistakes, hints for passing the exam or useful words. Many sites offer free wikis - but they are frequently used as part of a wider website or Virtual Learning Environment.
• Blogs. A blog is a diary kept online. There are many services that allow blogs to be setup and maintained free. You can encourage students to keep an individual blog or share a whole-class one. The focus can be kept strictly on work-related issues - or you can invite comments and thoughts on anything (so long as it is in English).
• Social networks. Sites such as Facebook let you create groups of people who can easily keep in touch with each other or share documents and pictures.
• Websites. To set up a website used to require a skilful programmer who had knowledge of HTML or access to expensive design software. Nowadays, it is astonishingly easy to create a personalized website using free services on the Internet. Obviously it will take more time to make your site look really good and to maintain the contents. One advantage of a website over a blog is that you can have more freedom in arranging content onto different pages and using a variety of page designs. A website can contain a class blog as one of its features.
• Forums. Many popular websites (eg pop fan sites, film sites, news sites) allow readers to add their own comments and questions. Help students to read sites they like, choose what they want to post or reply to and word their contribution.
• Online notice boards and walls. A wall is the online equivalent of a notice board in class. It is typically a website with a single page that anyone can add a message to. It's like sticking a post-it note or scrap of paper on a board. Popular uses include collecting birthday greetings for a friend, brainstorming ideas or collecting feedback comments on a suggestion. Very easy to set up and to use. A great collaborative tool.
• Text and voice messaging. It's easy for people to get in touch over the Internet with messaging services (eg Windows Live Messenger, Yahoo! Messenger, Skype). With text messages you can get your students to participate in spontaneous fluent conversations. Pair up people in different parts of the classroom and get them to discuss a topic, solve a problem or role play two specific characters interacting. Use voice calls whenever you need phone practice. [6,341]

 

Reading

Academic reading is very different to everyday reading. Whilst studying at University you will have a higher quantity of reading and you will need to be able to grasp the main ideas, theories, key themes and arguments. Academic reading introduces you to new ideas and enables you to think in a different way.

To help you to focus and make your reading more active, identify what you want to find out from your reading before you start. Depending at what stage you are at, you may be reading to find out:

• Wide background information or context
• Previous or most recent research on a defined area
• Theories or methods to underpin your work
• Evidence to support your ideas

Academic reading is all about being selective, you are not expected to read every book on your reading list - but choose the texts you do read carefully. 

An excellent interactive online tutorial, Reading skills has been developed by Leeds University and takes around 60 minutes to work through. It covers topics such as interpreting your essay title, choosing what to read and reading with understanding.

1.3.         Types of presentations

• With the script. Is the ultimate tool for providing information for the classroom. The material in this presentation is usually well organized, you can rehearse in advance to ensure a flawless presentation.
• Interactive. In such presentations we realize the opportunity to choose as a way of studying the educational material and the level of detail of presentation allow you to adapt the information and provide individual attention to each student.
• Self-running. Complete information products. You can address a self-presentation of the audience, if you put it on a website, floppy disk, CD - or a video cassette and used for self-study at school during the lesson or at home.
• Educational presentations are designed to help teachers and students and allow convenient and visualize the material. The use of even the most simple graphical tools is extremely effective.

 

Interactive presentation of a dialogue between the computer and the person in which the person is given the opportunity to seek and find information for themselves on their own, as required.

The user controls the interactive presentation, making a decision about what kind of material is important for him, and carrying on a computer screen choice, ie pointing the cursor to the desired object and performing a mouse click or by pressing a key on the keyboard. The computer responds to the user issuing the requested information.

All interactive programs have in common: they are driven by events This means that when there is an event: keypress, positioning the cursor on the display object, the program performs the appropriate response in the event action.

For the user, interactive presentation realized in a convenient and entertaining way possible to search for the right information, venturing into it as much as was provided for the presentation of the creator. For example, you can start exploring the theme of the lesson from that read on the computer screen the general information about him; then by clicking on hypertext links (underlined or Highlight the word or phrase), the button or icon, it is more detailed information on specific issues on the subject.

Another hallmark of high-quality interactive presentation is mortgaged property there to enthrall the user to keep his interest in the material submitted. Most active presentations contain elements of surprise, which contribute to the stimulation of interest to the user for further research.

Interactive multimedia tools allow for individual attention to each student. Through interactive presentations conveniently implement custom "tours" of the lesson, which allow the user to view information about the structure, subject and lessons.

When using multimedia training presentations, even the false topics can be presented so that students will master the material easily and with interest.

Multimedia presentation of the scenario in which the teacher directs the feed material. It's the perfect way to organize the process of presenting information in the classroom at school. This technique can be applied in any field of study.

Professional performance of multimedia educational presentation will allow you to make an impact on learners and to achieve the desired result.

Conclusion to the 1st chapter. In the first chapter we analyzed the concept of academic presentation.  We found scholars from different countries and studied their articles, books.

 

 

 

 

 

 

 

 

2.     The practical implementation of teaching academic presentation skills

2.1                    The structure of academic presentation

 

Why are most presentations so bad? Well, most people who give presentations have not actually considered what is good practice in this field and most students have had such poor examples presented to them by academics that they do not know any better.

Many lessons come from the world of business which is now moving away from text-rich slides full of bullet points to more visually interesting slides. Death by PowerPoint is a by word for any presentation that is so dominated by the excess use of PowerPoint features (bullet points, animations, complex diagrams, clipart etc) that the content is lost and the audience are brain dead by the end of it.

Presentation structure

Requirements and assessment criteria

• Time of presentation: 6-10 minutes.
• Content must conform to the presentation adopted the theme.
• Structure of the presentation:

-a greeting, a brief introduction;

-the relevance of the chosen theme, a subject of study, objectives, goals, hypothesis (depending on specialty), research methods;

-main part: the course of the study (or its main milestones);

-theoretical assumptions and methodological framework;

-practical part (or plan);

-received or expected results and conclusions.

The style of presentation - Research

Culture of verbal behavior: using rules of etiquette, adopted in the academic environment and permissible during the presentation of scientific work.

Effectively applied graphic presentation (correctly formatted slides, the use of a multimedia projector).

Reading of the presentation is unacceptable. In the case of reading a student immediately receives admonition, and when you try to re-read the text of the presentation of the examinee gets a failing grade.

Presentation design - 5 top tips

1.     Don't use one of the themes that comes with PowerPoint

At best they are overused so that your presentation does not stand out, at worse they contain distracting elements and bad colour choices.

 

2.     Make sure there is sufficient contrast between your background and any text on the slide

As a general guideline, using coloured text on a coloured background is rarely necessary. Also, try to avoid black text on a white background as this is acknowledged as particularly troublesome for dyslexics in your audience. If you stick to the basic rules below you cannot go wrong.

 

3.     Avoid unnecessary clutter

Don't put a logo or image on every slide - if you need to use a logo, just put it on the first slide and the last slide (and on your handouts).

4.      Keep fonts simple

Don't use fancy fonts for the main text in your presentation. You should also avoid WordArt for the main text too. It is OK to use a fancy font if you are making a point with it, but otherwise stick to the simple ones. Oh, and NEVER use Comic Sans!!

Some people say it is wrong to use the default fonts (usually Calibri or Cambria) but these are actually perfectly serviceable fonts. If you want to change to something else, just to show you are not boring, consider one of the fonts below which are still easily readable and yet have a bit of extra character (and are all standard in MS Office).

If you decide to download a font from elsewhere, remember to change your Save options (found under PowerPoint Options at the bottom of the Windows menu) to Embed fonts so that you can use them on other machines.

5.     Keep animation to a minimum

Don't presentation-wide animations (like animating all titles to fly in or all text to build a point at a time). You should only use animation when it is absolutely necessary; to make it easier for the audience to understand or visualise something. If you apply it to all slides, this thought process is clearly not being followed.

 

2.2 Use of academic presentations on the lessons FL

We are the future teachers will naturally want our students do not just listen to us, but also to understand and be able to effectively apply this knowledge in practice. Interactive multimedia training presentations - one way to implement this approach. The creative combination of the learning process of multimedia presentations and learning in practice usually gives good results.

Features of preparation of educational multimedia presentations.

In preparing educational multimedia presentations need to be considered, on the one hand educative principles of training courses requirements dictated psychological characteristics of perception information from the screen to the print substrate (since any text can be output via a printer to paper) requirements, and on the other, most have use of opportunities that provide us with software for telecommunications network of modern information technologies. Repulsive, of course, it is necessary from the teaching and educational goals and objectives for information technology tools are a means of realization of teaching tasks.

When you create a multimedia presentation should take into account not only the relevant principles of classical didactics, but also the specific principles for the use of multimedia computer presentation.

The study of the classics have shown that teachers developer of multimedia presentations are useful, for example, recommendations, data is still F. Disterveg in his "Guide to the German education teachers". They remain extremely-date in our time in the most modern educational technology. Here are some of them:
          -apportion each material at a certain stage and small finished parts;

- points to each stage parts of consecutive material and avoiding significant interruption, the drive of the Semidetached data to excite curiosity student;

 -apportion and disposable material in such a way that, where possible, at the next stage in the study of the new repeat the previous

It is necessary that the material you have captured. Using the well-known reputable sources, brands and concepts could make people treat him with great interest. Apply a variety of graphics, animation and simulation should enhance the attractiveness of online courses.

The application of multimedia technologies to create electronic materials dictates its own laws, and imposes certain requirements on the development of approaches and methods.

Multimedia training presentations designed to help teachers and allow convenient and visualize the material. The use of even the most simple graphical tools is an extremely effective tool.

Skillfully made presentation can attract the attention of students and awaken interest in learning. But we should not get carried away and abused outside of the presentations related to special effects. If you overdo it, you reduce the effectiveness of the presentation as a whole. It is necessary to find a balance between the feed and its accompanying affects to your students literally "sitting on the edge of his chair." This rule is true for all the multimedia presentations in general, but especially: for educational presentations.

When you create a schema of the script and compilation of text to accompany the multimedia presentation is  guided by the following principles:

• The presentation should be brief, accessible and compositional integrity. The duration of the presentation of the scenario should be no more than 20-30 minutes. To demonstrate the need to prepare about 20-25 slides (one slide show takes about 1 minute, plus the time to answer questions from the audience.
• In presenting the material should highlight a few key points and during the demonstrations from time to time to go back to them to highlight the issue from different angles. This ensures proper perception of the information your audience.

Useful phrases and vocabulary

 

 

Introduction	The middle/main part	Conclusion
Welcoming the audience Good morning / afternoon, ladies and gentlemen.Hello / Hi everyone. First of all, let me thank you all for coming here today.It's a pleasure to welcome you today. I'm happy / delighted that so many of you could make it today.It's good to see you all here.  Introducing yourself  Let me introduce myself. I'm Ann Brown from ...For those of you who don't know me, my name is ...Let me just start by introducing myself. My name is ... Giving your position, function, department, company As some of you know, I'm the purchasing manager.I'm the key account manager here and am responsible for ...I'm here in my function as the head of ...I'm the project manager in charge of ... Introducing your topic What I'd like to present to you today is ...I'm here today to present ... Today's topic is ...The subject / topic of my presentation is ...In my presentation I would like to report on ... In my talk I'll tell you about ... Today I'm going to talk about ... I'll be talking about ...  Saying why your topic is relevant for your audience Today's topic is of particular interest to those of you / us who ...My talk is particularly relevant to those of us who ...My topic is / will be very important for you because ...By the end of this talk you will be familiar with ... Stating your purpose The purpose / objective / aim of this presentation is to ...Our goal is to determine how / the best way to ...What I want to show you is ...My objective is to ...Today I'd like to give you an overview of ...Today I'll be showing you / reporting on ...I'd like to update you on / inform you about ...During the next few hours we'll be Structuring I've divided my presentation into three (main) parts.In my presentation I'll focus on three major issues. Sequencing Point one deals with ... , point two ... , and point three ... First, I'll be looking at ... , second ... , and third ... I'll begin / start off by ... . Then I'll move on to ... Then / Next / After that ...I'll end with ... Timing My presentation will take about 30 minutes.It will take about 20 minutes to cover these issues.	Saying what is coming In this part of my presentation, I'd like to talk about ...So, let me first give you a brief overview. Indicating the end of a section This brings me to the end of my first point.So much for point two.So, that's the background on ...That's all I wanted to say about ... Summarizing a point Before I move on, I'd like to recap the main points.Let me briefly summarize the main issues.I'd like to summarize what I've said so far ... Moving to the next point This leads directly to my next point.This brings us to the next question.Let's now move on / turn to ...After examining this point, let's turn to ...Let's now take a look at ...	Indicating the end of your talk I'm now approaching / nearing the end of my presentation.Well, this brings me to the end of my presentation.That covers just about everything I wanted to say about ...OK, I think that's everything I wanted to say about ...As a final point, I'd like to ...Finally, I'd like to highlight one key issue. Summarizing points Before I stop, let me go over the key issues again.Just to summarize the main points of my talk ... I'd like to run through my main points again ...To conclude / In conclusion, I'd like to ...To sum up (then), we ... Making recommendations We'd suggest ...We therefore (strongly) recommend that ...In my opinion, we should ...Based on the figures we have, I'm quite certain that ... Inviting questions Are there any questions?We just have time for a few questions.And now I'll be happy to answer any questions you may have.

Conclusion to the 2nd chapter. In the second chapter we analyzed the role of presentation in education process. In addition to this we gave the useful phrases and vocabulary of academic presentations on the lessons FL.

 

 

 

 

 

 

 

 

 

 

 

Conclusion

The technology of multimedia presentations in the classroom for the English modernizing the educational process: developing individualized learning so as a student in the preparation given the choice; in independence; optimizes the time spent; helps students work with this type of application: public speaking; developing communicative competence. In our opinion, the introduction of presentation Power Point n Prezi in the educational process the use of this type of information technology in the classroom of English at a local scale for the study of certain topics is an effective means of development information in a foreign language and generates skills work with the application that will be needed to schoolchildren in future careers.

We analyzed the concept of academic presentation.  We found scholars from different countries and studied their articles, books. All scientists who researched this topic they wrote that the role of using of information techniques in teaching is crucial, because it helps to motivate students to learn English.

To sum up, we may conclude that the given aim was achieved, the objectives were studied. In theoretical part we researched the work was the usage of academic presentation in English teaching language reveals its causes and tendencies. We studied foreign and our scientists articles. In practical part we showed the structure of academic presentation. In addition to this we gave the useful phrases and vocabulary of academic presentations on the lessons FL.

 

 

 

 

 

 

 

 

 

References

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6.     Jim Scrivener "Learning teaching. The essential guide to English language teaching" Third edition

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20.                       Vasiliev, K. (2014). Systems Approach for Better, Washington, D.C. : World Bank Group

21.                       Spratt, M., Pulverness A. and Williams M. (2013) The TKT (Teaching Knowledge Test) Course (Modules 1,2, and 3), Cambridge University Press

22.                        Crandall, J. (. (2000). Language teacher education. Annual Review of Applied Linguistics.

 

 

 

 

 

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