C) Present your project to the group. Answer the questions (Appendix 9 may help). Ask your groupmates to evaluate your presentation, use the form below.
Evaluating checklist
(Presentation)
Students Name
| Points to check for | No | Yes | ||
| 1. Is there an interesting/ important topic from a professional field? | ||||
| 2. Could the audience easily understand the presentation? | ||||
| 3. Did the presenter clearly state the objectives in the introduction? | ||||
| 4. Did the presenter help the audience to follow the main points? | ||||
| 5. Did the speaker present the information clearly, keeping the attention and interest of the audience? | ||||
| 6. If visual aids were used, were they a) clear; b) visible; c) easy to understand? | ||||
| 7. Did the presenter maintain sufficient eye contact with the audience? | ||||
| 8. Evaluate the speaker's voice: a) speed; b) volume; c) pitch | a) fast /slow/OK b) quiet /loud /OK c) monotonous / expressive | |||
| 9. Did the speaker make a conclusion? | ||||
| 10. Did the speaker manage the timing well? | ||||
| 1. Did the speaker deal with questions well? | ||||
| 2. Your assessment of the presentation: | Poor (2) | Satisfactory (3) | Good (4) | Excellent (5) |
Appendix 1
Appendix 2
| A person can be: of fair (dark) complexion - () handsome , ( ) charming , , ( ) pretty ( ) elegant strong broadshouldered A person can: have freckles have dimples have moles be tall/short/middle sized / / be lean (thin)/slim (slender)/plump/plumpish / / / be cleanshaved be well-dressed be immaculately dressed look nice dress casually - , wear formal dress wear fashionable clothes wear simple jewelry use expensive make up Smbs face can be: oval / square / round / / wrinkled / pleasant / unpleasant / / Smb.s eyes can be: grey/ green /blue /hazel (brown) / / / large /small / clever / / | Smb.s eyelashes can be: long/ short/ thick/ thin / / / Smb.s eyebrows can be: pencilled/ bushy / Smb.s forehead can be: broad/ narrow/ high/ low/ great / / / / Smb.s hair can be: fair/ black/ chestnut/ red / / / long/ short/ thin/ thick/ good/ bad / / / / / Smb.s nose can be: straight/ aquiline/ crooked/ snub (turned up) / / / Smb.s cheeks can be: rosy/ pale / plump/ hollow / Smb.s lips can be: thin/ full/ red/ pale / / / Smb.s teeth can be: white/ small/ large/ even/ uneven / / / / Smb.s chin can be: tiny/ round/ even/ protruding / / / |
Appendix 3
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Appendix 4
 
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Appendix 5
Follow the instructions:
a) Complete the headings (1-6) on the mind map using these words: achievements; languages; experience; personal characteristics; knowledge. The first one has been done for you.
b) On the mind map some strengths and weaknesses are highlighted. Complete the sentences (a-j) in the mind map using the prepositions in, to or at.
Appendix 6
Clichés for abstracts for communication
| 1. Introduction | 1. |
| Importance of the research | |
| Today/ Nowadays/ At present | / |
| is one of the most pressing issues of today. | |
| Its evident that | , |
| The theme | |
| The research studies | |
| The aim, the object, the purpose, the task | , |
| The primary aim (object, main task) of the study is to determine/ to describe... | (, ) () ... (, , ...) |
| 2. The body | 2. |
| Special attention was paid to | |
| Important information/ rare documents are found. | / . |
| Our results make it possible to | () |
| The above-named reasons prove that | , |
| It is evident that have several advantages over... | , ... |
| Of great interest for the researchers is | |
| The results of our study indicate (show) that | , |
| The results obtained nfirm the importance of | |
| From our data we concluded that | , |
| Obviously | -, |
| Thus | , |
| In particular | , |
| However | |
| As the result | |
| Following this, we can point out that | , , |
| the following/ as follows | / |
| Speaking about | |
| by an example of | |
| make, undertake, perform study, carry out an investigation, perform analysis of (on) | , , , , |
| give description of | , , ... |
| with particular attention to | |
| overcome the difficulty, reduce the limitation, difficulty | , , , , , |
| 3. Conclusion | 3. |
| It was concluded that | , |
| It may be stated that/ It may be noted (stated) that... | , |
| It is concluded that.../ Thus, we can make a conclusion (a conclusion can be made) that... | , / , , |
| The problem is suggested for discussion. | . . |
| It is necessary that a more thorough study of the phenomenon should be performed. | . , . . |
| Thus, have analysed foreign experience we may define another problem | , , / |
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Appendix 7
Clichés for Using visual aids
| 1. Have a look at this chart (British). / Take a look at this diagram (American). 2. I'd like you to look at this drawing. 3. Here we can see .. 4. The graph represents . 5. The picture shows/gives information about 6. Lets now look at the next slide which shows 7. First, let me explain the graph. 8. You can see that different colours have been used to indicate 9. The key in the bottom left-hand corner shows you 10. Each line on the graph indicates... 11. In the upper right-hand corner you can see 12. The names of the new models are listed in the slide. | 1. / . 2. , . 3. 4. 5. / 6. , 7. , . 8. , 9. / 10. 11. 12. . |
| 1. I'd like us to look at this part of the graph in more detail. 2. I'd like you to focus your attention on the significance of this figure here. 3. I'd like to point out one or two interesting details. 4. As you can see 5. I'd also like to draw your attention to 6. If you look at it more closely, you'll notice 7. Id like to start by drawing your attention to 8. What Id like to point out here is 9. Lets look more closely at | 1. . 2. . 3. . 4. / 5. 6. , , ... 7. , 8. 9. . |
| 1. I'm sure the results of these estimations are obvious. 2. I think the conclusions to be drawn from this graph are clear to all of us. | 1. /, . 2. , , . |
Appendix 8
Clichés for presenting a project
| Signaling the start Can I have your attention, please? | . |
| Greeting and Self-identification Good morning/afternoon/evening, ladies and gentlemen. Let me introduce myself My name is/ I am a second year student of Faculty, Siberian Transport University | / / , . . . |
| Introducing the subject Stating the purpose - Id like to talk (to you) today about - Im going to present my research paper where to inform you about/describe/discuss/analyse - The subject of my academic paper/my presentation is - My purpose/objective/aim today is... - This morning Im going to be talking to you about/telling you/showing you/reporting onthe summary of my research work | , / / / |
| Outlining the structure - Ive divided my presentation into parts/sections. They are The subject can be looked at under the following headings - So, I'll start off by giving you an overview of/making a few observations about/outlining... - And then I'll go on to discuss in more depth the implications of/talk you through - We can break this area down into the following fields: Let me begin with/To start with/Firstly, I'd like to look at... Then/Secondly/Next Thirdly Finally/Lastly/Last of all | , / --- , |
| Stating the rules - The report will take about 5minutes. -Id be glad to answer any questions at the end of my presentation. - Ill try to answer all of your questions after the presentation. | 5 . . . |
| Changing to another topic -Let's now move on to/turn to... -Moving on now to -This leads/brings me to the next point which is -I'd now like to move on to /turn to... -So far we have looked at.... Now I'd like to... | , |
| Using visual aids -Have a look at this chart (British). / Take a look at this diagram (American). -Here we can see... -Id like you to look at this chart, which shows/ Lets look at. -Let me show you/As you can see -If you look at this graph, youll see -This table/diagram/slide/chart shows/compares/gives information about -Id like to draw your attention to the next slide | . /, // // |
| Thanking the audience Inviting questions -Thank you for your attention. -Thank you for listening. - Feel free to ask questions. - Are there any questions youd like to ask? -If you have any questions, Id be pleased to answer them. -If there are any questions, I'll do my best to answer them. | . ? , . . |
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Appendix 9
Clichés for handling questions
| Clarifying a question - Sorry, I dont follow you. Could you say that again, please? -Could you go over that again? /Sorry, could you say that again/repeat that, please? -If I understand you correctly, you are saying/asking... -I didn't quite catch that. - What exactly did you mean by ? Avoiding giving an answer -I'm afraid that's not the field of my research. -I/m afraid Im not able to answer this question at present. - Im afraid thats outside of my report. However, it would be interesting to discuss it later. - Sorry, but Im not in a position to answer your question. This is outside of my knowledge. Perhaps we can talk about it later. | , . , ? , ? , , , . , ? . , . , . . , . , . |
| Linking words/phrases Personal opinion: In my opinion/view To my mind I think/suppose/believe/consider It seems to me that As far as Im concerned To list pints: First/To start/to begin with/First of all Secondly/after that/Afterwards/Next/Then Thirdly/Finally/Lastly To add more points: What is more/Furthermore/Apart from this/In addition(to this)/Moreover/Besidesnot to mention the fact that Not onlybut also Bothand To refer to other sources: With reference toConcerning According to To express cause: Because/Owing to the fact that/due to the fact that/On the grounds that/Since/As To express effect: Thus/Therefore/So/Consequently/As a result/As a consequence To emphasize a point: Indeed/Naturally/Clearly/Obviously/Needless to say It is a fact that/In effect/In fact/As a matter of fact/Actually/Indeed As a rule/Generally/In general/On the whole | - - --- , - .. |
| Agreement/Disagreement I fully/completely agree with you. Thats just what I was going to say. I think so too. Im afraid, I cant agree with you. I dont think thats quite right. Im afraid I have to disagree with you. | / . . . , . . . |
| Closing the debates -So, if there are no other questions, I will finish my speech/report. Thank you. | , , . . |
1. .. . .: ; .: , 2007. 159 .
2. , .., , .. : (Academic Conference: Steps to effective presentation): . , - . 2010. 73 .
3. .., .. ( ). , 2008. 51 .
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15. http://www.youtube.com/
