JAGIELLOSKIE CENTRUM JZYKOWE

UNIWERSYTET JAGIELLOSKI

English for Academic Purposes

Guidelines for Teachers
of the Jagiellonian Language Centre August 2014

This document contains general recommendations on how to approach teaching English for
academic purposes in the Jagiellonian Language Centre of the Jagiellonian University in Krakw.
Although the English Language is lingua academica nowadays, these guidelines or at least some of
them, can be adapted and used for other foreign languages taught in the Centre.

Contents
1. Introduction . 1
2. What are study skills. Study skills and activities . 2
3. Factors to consider in needs analysis . 4
4. Possible academic topics to be discussed in class .... 5
5. Grammar points to consider . 6
6. Academic skills. Reading .. 8
7. Academic skills. Writing . 10
8. Academic skills. Listening .. 13
9. Academic skills. Speaking .. 16
10. List of resources .. 20
11. Presentations & talks. Handouts 23

1. Introduction
A general, working definition of English for Academic Purposes (EAP), is that EAP is concerned with
these communication skills in English which are required for study purposes in a formal education
context or system. However, it should be noticed that most communication skills which are used for
study or academic purposes are those also used for specific, general and social purposes. The
guidelines have been created with the most general understanding of the term EAP in mind.
Students usually possess study skills in their own mother tongue. Therefore they would need
teachers help to transfer them into or adapt them to different language contexts. Other students
may need to raise their own awareness in the area of cultural differences (e.g. style or register
differences within their own mother tongue and the language they are learning as well as between
the two languages). There will be students whose study skills in their mother tongue are not efficient
enough to transfer them into effective use in English, German or Latin. Besides, internationalization
of studies, i.e. foreign students coming to study in Poland on the one hand, makes the teachers
consider students various educational backgrounds and thus various students needs. On the other
hand, an increasing number of Polish students go abroad to study at European universities and
colleges. All in all, assessing students needs seems to be important here.
This document is not designed as a learning or teaching program (syllabus). It is meant to provide
a base for common understanding of the EAP taught in the Centre, to deliver some food for thought
for a staff discussion and some guidelines the application and realization of which depends on
individual teachers, more specifically on their students foreign language competences, their
particular group level or profile and students needs. However, reaching learning outcomes is also
dependent on individual student, their own time spent self-studying and willingness to get involved
and cooperate with peers and the teacher.
This is an open document which will undergo amendments as we develop in our teaching process in
further cooperation with the University departments. They kindly provide us with texts and sources
of relevant texts by means of which foreign languages can be successfully taught and learnt. They
also ensure us that the texts we choose for teaching and learning are those which follow students
interests and develop their linguistic skills as well as their knowledge and transferable skills.

2. What are study skills

Abilities, techniques, and strategies which are used in reading, writing, listening and speaking for
study purposes. (Richards, Platt and Platt, 1992)
Study skills needed, for example, by a university students studying from textbooks written in English
can include:

adjusting reading speed according to the type of material being read

using a dictionary (online or paper version)
guessing the meaning of words from the context
interpreting graphs and diagrams
note-taking
summarizing

Consequently, we will try here to provide guidelines according to the division into four skills (reading,
writing, listening and speaking) summarizing of what has been taught in the Centre often without
calling it academic skills or English for academic purposes. We will mention briefly division into
productive and receptive skills when necessary.
In teaching study skills it is important to see extent to which academic activities e.g. seminars, oral
presentations, can be generalized across disciplines. Teaching EAP to students from various Faculties
should be based on students own texts related to disciplines, which are meaningful to them.
Here there is a general list of study activities and possible study skills needed in these study
situations.
Study skills and activities
Study activity
1. lectures/talks

Study skills needed

listening & understanding
note-taking
asking questions for: repetition,
clarification, information

2.

seminars, tutorials, discussions

3.

laboratory work, field work,

practicals

4.

private study/reading/self-access
(books and journals)

listening & understanding

asking questions as in 1
answering questions explaining
agreeing, disagreeing, stating points of
view, giving reasons, interrupting
speaking with/without notes/giving oral
presentations, initiating comments,
responding, verbalizing data
understanding instructions: written &
spoken, formal & informal
asking questions
asking for help
recording results
reading efficiently, comprehension &
speed
scanning & skimming, evaluating
2

5.

reference material, library use

6.

essays, reports, projects, case

studies, research papers, articles,
abstracts, summaries, theses

usefulness
evaluating texts for bias
understanding & analyzing data, (graphs,
diagrams, etc.)
note-taking; arranging notes in hierarchy
of importance (extensive reading)
summarizing & paraphrasing research
reference skills (see 5)
using the contents/index pages
using a dictionary efficiently
understanding classification systems
using a library catalogues (subject and
author)
evaluating sources
writing a reference list
finding information quickly (general
reference works and bibliographies)
collating information
planning, writing drafts, revising,
summarizing, paraphrasing, synthetizing
writing in academic style organized
properly
writing a thesis statement
constructing a paragraph
building cohesion
using quotations, footnotes,
bibliography
finding, analyzing & documenting
evidence

7.

research (linked to 3-6)

3-6
conducting interviews
designing questionnaires
undertaking surveys

8.

examinations:
written

preparing for examinations (techniques)

revising
analyzing/understanding exam
questions/instructions
writing quickly; pressure of time
answering questions precisely, explicitly
explaining, justifying, describing

9.

oral

general transferable skills

time management (organizing study

time efficiently)
logical thinking (constructing arguments,
use of cohesive markers, linking devises)
recognizing weaknesses and bias in
arguments
critical reading & analyzing
accuracy
memory: recall; mnemonics
3

using computer/word processor

efficiently
conventions

3. Factors to consider in needs analysis

According to Richards (Richards, 1992), the process of determining the needs for which a learner or
a group of learners requires a language is a complex task, which involves arranging the needs
according to priorities. This can be done by means of subjective and objective information.
Various dimensions involved in analyzing students needs are briefly shown below.

Methods of collecting data for needs analysis

Language test
Self-assessment
Advance documentation
Observation in class, monitoring
Class progress test
Survey, profile (questionnaire)
Structured interviews
Learner journal
Case study
Exit test
Evaluation feedback (questionnaires, discussion)
Follow-up investigation
Previous research

Factors to be considered in needs analysis

Student
Educational and cultural background
Learning style
Study skills proficiency
Language analysis
Expectations
Language level
Subject to be studied
Experience
Constrains (time, equipment, facilities)
Theories of learning
Materials provided
Methods of teaching
Teacher
Teaching style
Sponsor
System
4

4. Possible academic topics to discuss in class (B1+ and above)

Some elements of academic skills can be mentioned already at much lower levels (A1 or A2).
This would include drawing students attention to:
cultural differences (in social, academic context)
differences & similarities between their mother tongue and languages taught
differences & similarities in style within the same language (with reference to students
mother tongue)
differences in customary behavior in social and academic context
According to CEFR operating on academic texts can be done effectively at B1 level where a
student can read straightforward factual texts on subjects related to his/her field and interest
with a satisfactory level of comprehension (CEFR, 2001, p. 69).
A list below suggests some topics of academic nature which can be done with students in class
on the basis of some books or/and teachers own materials. This list does not include texts/topics
which are specific for a particular Faculty (in brackets possible sources).

Students autonomy (what is it, how students understand it, etc., works well at the first
meeting with a group; group work poster session, group presentations)
Academic success (self-assessment, setting learning goals, Cambridge Academic English,
Hewings and Thaine, CUP.)
Study habits and skills (good for collecting data and report writing; Academic Vocabulary
in Use, McCarthy and ODell, Unit 17-22)
Critical reading (C1, also reading for a bias), Cambridge Academic English, Hewings and
Thaine, CUP.
Innovation and invention (source: as above)
Using IT in higher education (B2+/C1, source: as above)
Culture as a vehicle for social stability and economic development (C1)
Group work/project work vs individual work; individualization and autonomy (suitable
for teaching comparing and contrasting)
Multitasking
Procrastination
Polish attitude to foreigners (building questionnaires; question formation, essay, report
writing)
What is special about academic English? (Academic Vocabulary in Use, McCarthy and
ODell, Unit 1-9)
Nanotechnology (source: as above, Unit 114)
Ways of studying in higher education (Cambridge Academic English Advanced)
Communicating Science (Cambridge Academic English Advanced, Doumont J-L, Trees,
maps, and Theorems, Principiae, Belgium, 2012.)
Approaches to learning (Language for Study)

5. Academic skills. Teaching points (grammar & functions) to consider

no Grammar points
1. Tenses

2.

Passive voice

Modal verbs

4.

Noun phrases; compounds

5.

Relative clauses

6.

Conditionals

7.

Verb patterns

8.
9.

11

Subject-verb agreement
FUNCTIONS
Comparing & contrasting
Cause & effect
Arguing
Being persuasive
Using definite language
Hedging
Describing study aims
Writing a thesis statement
Describing processes and procedures
Describing research methods
Describing change
Presenting an argument
Classifying
Expressing degree of certainty
Analysis of results
Summarizing
Paraphrasing
Concluding
Signposting
Reporting what other say
Cohesion & coherence; discourse markers

12
13

Punctuation
Suffixes

Sources (examples)
1. Oxford Grammar for EAP, Paterson K., OUP,
2013.
2. Hewings M.,Thaine C., CUP, 2013, U 4.
1. Oxford Grammar for EAP, Paterson K., OUP,
2013.
1. Oxford Grammar for EAP, Paterson K., OUP,
2013.
2. Advanced Learners Grammar, Foley M.& Hall
D.,Longman, 2010, pp.174-200.
Oxford Grammar for EAP, Paterson K., OUP, 2013.
p.116.
2. Cambridge Academic English C1.
Academic Vocabulary in Use, McCarthy, ODell F.,
OUP, 2008.
Oxford Grammar for EAP, Paterson K., OUP, 2013,
p.116.
Oxford Grammar for EAP, Paterson K., OUP, 2013,
p.152.
Cambridge Academic English C1, p.126.
Oxford Grammar for EAP, Paterson K., OUP, 2013,
p.116
Cambridge Academic English B2
Cambridge Academic English C1.
Oxford Grammar for EAP, Paterson K., OUP, 2013.
Cambridge Academic English Advanced C1,
Hewings M.,Thaine C., CUP, 2013.
Academic Vocabulary in Use, McCarthy, ODell F.,
OUP, 2008.
Sourcework. Academic Writing from Sources,
Dollahite E. N., Haun, J., Thomson and Heinle,
2011.
(hedging Oxford Grammar for EAP, Paterson K.,
OUP, 2013, p.124.)
de Chazal E. & Rogers L., Oxford EAP. A course in
English for Academic Purposes, OUP , Oxford
2013.
Manning A., Sowton C., Thaine C., Cambridge
Academic English. An integrated skills course for
EAP. Students Book, CUP Cambridge 2012.
Sanabria K., Academic Encounters. Life in Society
3. Listening & Speaking, CUP, Cambridge 2012.
de Chazal E. & McCarter S., Oxford EAP. A course
in English for Academic Purposes, OUP , Oxford
2013.
Advanced Language Practice, Vince M.,OUP,2013
English Vocabulary in Use Advanced, McCarthy M.
6

& ODell F., OUP, 2014.;

Oxford Word Skills Advanced, Gairns R. and
Redman S., OUP, 2009.

6. Academic skills. Reading

Academic reading for students should be always reading for a purpose. For example:
to obtain information (facts, data, etc.)
to understand ideas or theories, etc.
to discover authors viewpoints
to seek evidence for their own point of view
to verify information
In the process of reading students deal with:
subject matter of what they read
the language in which it is expressed
Both aspects involve comprehension and appropriate strategies and skills.
In our teaching we can help develop relevant strategies, which play a part in developing
comprehension skills.
Consider drawing students attention to the following strategies on a more systematic basis:
prediction (also on the basis of a title)
skimming (reading quickly for the main idea or gist)
scanning (reading quickly for a specific piece of information)
improving critical reading approach, i.e.: distinguishing between:
o factual and non-factual information
o important and less important items
o relevant and irrelevant information
o explicit and implicit information
o ideas and examples and opinions
o recognizing bias
drawing inferences and conclusions
deducing unknown words from the context
strategies for vocabulary development
note-taking and information transfer
understanding graphic presentations (data, diagrams, etc.)
improving reading speed (with comprehension) wpm
understanding text organization and linguistic /semantic aspects, for example :
o relations between and within sentences (cohesion)
o recognizing discourse markers and their functions; this can be done on
subject-specific texts
(after Jordan 2007, 9th printing)
Most of these strategies, if not all of them, can be easily employed in learning L3, L4, etc.
Lexicon seems to be an independent entity in processing (after Nunan, 1991), so it is not always
essential to integrate vocabulary with communication. Vocabulary work may be a separate
learning/teaching activity. In presentation of vocabulary, pronunciation (word stress in particular)
should be given special attention (so reading may not always be the best way to introduce new
vocabulary; maybe it is better sometimes just pre-teach vocabulary first?) But at the same time,
more meaningful tasks help new information to be stored in long-term memory. Implication for
8

teaching: problem-solving, task-based activities help students remember. So, let them choose their
own readings and topics when possible.
Semantic links play an important role in production, which suggests semantic field based
presentation methods of vocabulary. To activate vocabulary students need to know about each new
word:
which other words it can be used with, and in which contexts
how it relates to other words with similar meaning.

7. Academic skills. Writing

Generally, there are two approaches noticeable in teaching academic writing:
product approach or functional-product approach, where language functions are provided
with model usages:
o description (including processes, sequencing)
o narrative
o instruction
o explanation
o definition
o exemplification
o classification
o comparison and contrast
o cause and effect
o expressing: purpose, means, prediction, expectancy, reservations, result
o generalization and specificity
o discussion and argumentation (problem and solution)
o summarizing
o drawing conclusions
or where academic genres are considered and models are provided:
(a genre a communicative event the members of which share some set of communicative purpose;
how the language is used within a particular setting, i.e. in EAP ). Examples of genres in academic
written English:
o research articles or papers (scholarly articles; especially their introductions)
o abstracts
o theses
o dissertations
o research proposals
o textbooks
o summaries (particularly of books, dissertations)
o reports
Genres have characteristic features of style and form that are recognized. They have conventions
about layout, form, and style/register that are to a large degree standardized.

process approach which sees writing as an enabling, creative approach where students try to
work out their own solution to the problems they have set themselves (a lot of feedback and
time needed)

Which approach is the one that you practice most often in your teaching and why?
Techniques needed for effective writing (see: Dollahite, N.,Sourcework for tasks and features of
relevant techniques)
o summarizing (e.g. Language for Study 1.,3, p.134)
o paraphrasing (e.g. Academic Encounters 3. Reading. Writing, p.132, Cambridge
Academic English. Advanced, p.102)
o synthetizing (e.g. Language for Study 3, p.112)
o hedging (e.g. Cambridge Academic English Upper-Intermediate ,p.138)

10

Building a paper
o choosing a topic
o narrowing a topic
o creating a research question
o writing a thesis statement (make sure it is relatively narrow)
o choosing effective evidence to support a thesis (building argument)
o writing an outline
o drafting
o refining
o writing effective conclusion (does it connect to a thesis statement ?)
Building a paragraph (topic sentence; does it connect to a thesis statement?)
Building a reference list (how to document sources?)
Giving feedback correcting codes (not all errors are cued!; emphasis on errors that
interfere with communication (what do you mean? kind of errors and the errors that recur
frequently; the main language areas that are likely to be concentrated on are:
organization, style/register, accuracy in grammar and vocabulary)
Avoiding plagiarism recognizing and understanding plagiarism (a form of theft, dishonesty,
form of cheating, breach of civil and criminal law). Forms of plagiarism (copying, incorrect
citations, lack of sources provided, etc. ), Cambridge Academic English .Advanced, p.113.

Points to consider when teaching academic writing (they make our teaching goals at the same time):
types of writing needed for students of a particular Faculty (e.g. essays, reports, law reports,
lab reports, summaries, abstracts)
overall structure and argumentation, introduction and conclusion - if they connect
organizing information into a coherent structure
expressing different writing functions
employing appropriate register
using appropriate linking devices to produce a cohesive text (knowing functions of these
devices)
achieving greater grammatical and lexical accuracy in subject-specific writing
employing usual conventions (for example, developing reference skills)
modality and hedging in different disciplines
bibliographic presentation in different disciplines
always giving feedback on written assignments asap, using the same code
employing process approach (works well with Ph.D. students)
using peer support in essay writing (peer correction)
Many teachers have their own code and set of symbols for drawing attention to different grammar
features; your praising code is also needed . It is good to use your code consistently and add a
couple of words to comment on students work; it takes time but it is always very well-perceived by
students who feel they are approached individually.
S
V
art
T
SV

subject missing
verb form error
article error
tense error
subject-verb concord error
11

Adv
Adj
Prep
Reg/R
Spel
?
WO
Expr
Str
~~

adverb misplaced, missing wrong form

adjective misplaced, missing wrong form
preposition error
register error
spelling error
What is it? Cannot read it! rewrite
word order
Unidiomatic/no English expression
structure
meaning unclear rewrite
well done
not too good

12

8. Academic skills. Listening, note-taking

Together with the process of internationalization of studies more and more Polish students go
abroad to study. Also our University introduces the requirement for each student to participate
during his studies in one course run in English. Our aim then would be to help them make most of
these offers by providing relevant knowledge, strategies and skills.
In lectures, seminars students are likely to face these main problems:
decoding, i.e. recognizing what has been said
comprehending, i.e. understanding the main and subsidiary points
taking notes, i.e. writing down quickly, briefly and clearly the important point for future use
The language may cause some problems as well as the way lectures and talks are delivered. Here is
the list of some micro-skills (or points to consider) needed for (academic) listening (adapted from
Richards 1993), which we can reflect on and, at the same time, explain teaching objectives to our
students:

ability to identify purpose and scope of lectures

ability to identify topic and follow topic development
ability to identify units and relations among units (e.g. major ideas, generalizations,
supporting ideas, facts, examples)
ability to recognize discourse markers (their functions) in signaling/signposting
ability to infer relationships (e.g. cause, effect, conclusions)
ability to recognize functions of intonation to signal information (also cultural differences)
ability to detect speakers attitude towards the subject matter
ability to follow different modes of listening (audio, spoken, audio-visual)
familiarity with different styles of talks: formal, read, unplanned, conversational, rhetorical
familiarity with different registers: written vs more colloquial
ability to recognize functions of non-verbal clues (cultural features)
knowledge of classroom/setting conventions (e.g. turn-taking, asking for clarification, asking
questions)
ability to recognize instructions/student tasks (e.g. recommendations, requests, instructions,
warnings, advice)

In any listening we can draw students attention to three types of clues/markers, which make
listening easier to comprehend:
prosodic features (stress, intonation, pauses; pauses appear often before something
important is said)
lexical discourse markers (see below)
vocal underlining (volume of voice, pitch, pace are indicators of meaning)
Here is a list of some micro- and macro-markers to indicate/signal meaning. Please consider the fact
that we teach the same or similar items for effective delivery of a presentation or a talk
(a productive skill); now we are looking at presentation/lecture/talk and its comprehension as a
receptive skill.
Macro-markers are more important/higher-order discourse markers and they indicate major
transitions, emphasis, important points, etc. they have important functions. They are also easier for
13

students to detect and follow and should constitute a relevant focus for listening and speaking
activities in our teaching. Examples of macro-markers:
o
o
o
o
o
o
o
o
o
o
o
o
o
o
o
o
o
o
o
o

What Im going to talk about today is something you probably know something already
You probably know that
The surprising thing is
As you may have heard
What happened was (that)
That/this is why
To begin with
Another interesting development was
The surprising thing is that
Now, where are we
The problem (here) was that
The next thing was
This meant that
One of the problems was
Here was a big problem
You can imagine what happened next
In this way
Its really very interesting that
This is not the end of the story
Our story does not finish here

Micro-markers (lower-order discourse markers) signal connections/relations between sentences.

Their functions can be mentioned to students very early in their language learning (A1/A2) when they
operate at a simple sentence level. Examples of micro-markers:
1. Segmentation:
o Now
o Well
o OK
o And
o Right
o All right
2. Temporal
o At that time
o And
o After this
o For the moment
o Eventually, finally
3. Cause
o So
o Then
o Because
4. Contrast
o Both
o But
14

o However
o Only
o On the other hand
5. Emphasis
o Of course
o You can see
o You see
o Actually
o Obviously
o Unbelievably
o As you know
o In fact
o Naturally
Drawing attention to (macro-) markers would mean for teachers following activities:
exemplification/recognition (for example, by reading parts of scripts from Students Book or
website)
identification and discussion (should be clearly done in class)
listening and recognition (checking and feedback)
listening and writing (for example, note taking from a different listening)

Taking notes (creation of your own notes). Very often not easy in ones own language!
Students claim they make notes (my own research):
o as a mnemonic device
o to prepare/revise for exams and tests (to prepare cribs too!)
o to reinforce or compare information from different sources

A couple of teaching points to consider:

o dictation exercise at lower levels (write down words in the order you hear them; phrases,
later on: sentences said once only); write down discourse markers /connectors you hear in
the recording
o provide students with a table or a chart which must be completed while listening to a talk
o provide students with yes/no questions they have to justify their answers
o provide students with open questions to which they have to find answers while listening
o ask students if they have their own system/code for writing things down (with texting now it
is easier to have one)
o students can work with the same piece of listening for different purposes: identifying
discourse markers, listening for recognizing the structure,
o listening for the main idea
o listening for some details
o listening for a bias (if there is any)
o try to provide short (very short 2-5 minutes) listening tasks for intensive work in class very
often and set longer listening as HW (preferably with some task to follow or to be done
during the listening)
o increase the length gradually listening and note-taking is hard .

15

9. Academic skills. Speaking

Speaking for academic purposes means using spoken language in academic settings. The language is
usually neutral or formal and it follows conventions associated with the genre and/or activity. Typical
academic activities are:
asking questions in lectures and seminars
participation in seminars/discussions
making oral presentations, answering questions/points to follow
verbalizing data, giving oral instructions in seminars/workshops/laboratories
It is possible to distinguish four main types of questions asked during academic activities (after
McKenna, E.) including teaching/learning in class. Consider if they should not be our strong teaching
points and part of class speech, particularly clarification questions, as this function is generally
needed:
clarification
o requesting repeated information
o requesting additional information
interpretation check
o rephrasing information (interpreting the speakers words)
o illustrating given information (using an example as a check)
digression
challenge (querying something the speaker said)
Examples of phrases showing lack of understanding:
o I beg your pardon?
o I beg your pardon, but I don't quite understand.
o Sorry. I'm not quite sure I know what you mean.
o I'm not quite sure I follow you.
o I don't quite see what you mean.
o I'm not sure I got your point.
o Sorry, I didn't quite hear what you said.
o Sorry, I didn't get your point.
o Sorry. I don't quite see what you're getting at.
Examples of phrases for clarification:
o Sorry. Do you mean ...?
o Sorry. What do you mean by ...?
o Could you say that again, please?
o Could you repeat, please?
o Could you clarify that, please?
o Would you elaborate on that, please?
o Could you be more explicit, please?
o Could you explain what you mean by ...?
o Could you give us an example?
o I wonder if you could say that in a different way.
o Could you put it differently, please?
o Could you be more specific, please?
16

o
o
o
o
o
o
o

Examples of phrases clarifying ones point:

Let me explain that (in more detail) ...
Let me put it in another way ...
Sorry. Let me explain ...
In other words ...
To say this differently ...
To put it differently ...

In class situation spoken communication happens

o in group work/pair work (for example, problem-solving task; reading report)
o teacher-student
o discussion (for example, of material previously read by the whole group)
o presentation/talk (class members reporting on reading they have done or research
students presenting research to date; could be done in groups as well)
o presentation proper in front of the whole group with a question-answer session to
follow (B2 - about 15 minutes + about 5 minutes for discussion; C1, Phd students 20
minutes+10 minutes for discussion
In your teaching (for academic or general purposes) make sure that:
o a class layout enhances communication (preferably not school system if space
allows (a horseshoe, turning round to talk to classmates sitting behind, changing a
layout for more homely :0)
o students face each other when communicating (not ramie w ramie)
o students know that eye contact is important in effective communication
o there are any long periods of silence it is no good for communication
o that your students do not whisper when working on a task; this is really irritating;
besides you cannot hear them; make them use their ordinary voice volume
o you increase a waiting time for an answer up to 4 second, which increases
responsiveness
o your talking time is smaller than your students talking time (TTT vs STT)
o you avoid frontal questioning if possible (T-S); so for example, ask a question, let Ss
in pairs get the answer together and only then call somebody to answer
o students know that there are culturally different conventions for interrupting, turn
taking, saying no, agreeing and disagreeing, which can be done to different degree
and that they know relevant phrases for signaling these functions (starting at A1
level); this is teaching strategies
o your students (this depends on their level of competence and needs) know signaling
phrases for: interrupting, asking question (proste i zoone), expressing general
comments, agreeing, disagreeing (full/partial), expressing criticism (culturally
important!), making suggestions
o you give clear, short instructions
o all your students understand your instructions
During presentations/talks in class (both in small groups and in front of the whole group) students
need both:
presentation skills (as main speaker)
participation skills (as audience)
17

Presentation skills (as main speaker) would involve:

o sequencing
o introducing yourself
o getting and keeping audience attention
o stating purpose
o emphasizing
o signposting
o delivery
o visual aids
o commenting on visual aids
o body language
o summarizing
o concluding
o invitation to discuss
o survival skills
o handling questions
Participation skills would involve:
o indicating non-comprehension
o asking for clarification
o questioning
o disagreeing
Points to consider for teaching effective communication (via presentations or talks)
Students need to develop confidence and fluency (particularly at lower levels);
start with one minute talks in groups (for fluency)
Stress the importance of signaling devices (lexical signals phrases) since it helps to
provide a framework for students (and the audience) and organizes their talks
Use peer evaluation for teaching because it:
-stresses the value of communication between and among students in FL
-draws attention to the necessity for understanding and being understood by peers
(NNS)
-provides feedback for the speaker from the audience (on what the audience has
understood and on the delivery)
-provides a wider sample of opinions (not just from the teacher)
For handouts helpful to teach presentation skills see below.
Verbalizing data
Verbalizing data is an area of difficulty for many students, but students in the humanities may need
less help than students in the social sciences, sciences and technology. Depending on students needs
practice is needed in:
cardinal /ordinal number
fractions
decimals
percentages
formulae and equations
18

 measures
dates
time
money
using Greek alphabet (in reading and verbalizing formulae)*
Some of the above may need to be practiced in particularly for B2+ exams, IELTS academic:
graphs
tables
diagrams
histograms
charts
plans
maps

*You will find how to read Greek letters in English and some mathematical terms and formulae at:
http://englishplusplus.jcj.uj.edu.pl/materials/
English & maths for adults:
http://www.bbc.co.uk/skillswise/topic-group/numbers
How to write responses at:
http://www.amazon.com/IELTS-Task-Academic-Responses-Diagrams-ebook/dp/B00BTHSTH4

19

10. Resources:
B1

Espinosa T., Henstock C., Walsh C., Language for Study. Level 1, CUP, Cambridge 2012.
Fletcher C., Matthews B., Skills for Study. Level 1, CUP, Cambridge 2012.
Harrison R., Headway Academic Skills. Reading, Writing, and Study Skills. Level 1. Students
Book, OUP, Oxford 2011.
Harrison R., Headway Academic Skills. Reading, Writing, and Study Skills. Level 1. Teachers
Guide, OUP, Oxford 2011.
Pathare E. & Pathare G., Headway Academic Skills. Listening, Speaking and Study Skills. Level
1. Students Book, OUP, Oxford 2011.
Pathare E. & Pathare G., Headway Academic Skills. Listening, Speaking and Study Skills. Level
1. Teachers Guide, OUP, Oxford 2011.
Philpot S., Headway Academic Skills. Reading, Writing, and Study Skills. Level 2. Students
Book, OUP, Oxford 2011.
Philpot S., Headway Academic Skills. Reading, Writing, and Study Skills. Level 2. Teachers
Guide, OUP, Oxford 2011.
Philpot S. & Curnick L., Headway Academic Skills. Listening, Speaking and Study Skills. Level 2.
Students Book, OUP, Oxford 2011.
Philpot S. & Curnick L., Headway Academic Skills. Listening, Speaking and Study Skills. Level 2.
Teachers Guide, OUP, Oxford 2011.

B1+

Manning A., Sowton C., Thaine C., Cambridge Academic English. An integrated skills course
for EAP. Students Book, CUP Cambridge 2012.
Manning A., Sowton C., Thaine C., Cambridge Academic English. An integrated skills course
for EAP. Teachers Book, CUP Cambridge 2012.
de Chazal E. & Rogers L., Oxford EAP. A course in English for Academic Purposes, OUP , Oxford
2013.
de Chazal E. & Rogers L., Oxford EAP. A course in English for Academic Purposes. Teachers
Handbook, OUP , Oxford 2013.
Philpot S. & Curnick L., Headway Academic Skills. Listening, Speaking and Study Skills. Level 3.
Students Book, OUP, Oxford 2011.
Philpot S. & Curnick L., Headway Academic Skills. Listening, Speaking and Study Skills. Level 3.
Teachers Guide, OUP, Oxford 2011.

B2

Fletcher C., Skills for Study, Skills for Study, CUP, Cambridge 2012.
Espinosa T., Walsh C., McNair A., Language for Study, CUP, Cambridge 2012.
Hewings M., Cambridge Academic English. An integrated skills course for EAP. Students
Book, CUP Cambridge 2012.
Sowton C. & Hewings M., Cambridge Academic English. An integrated skills course for EAP.
Teachers Book, CUP Cambridge 2012.
de Chazal E. & McCarter S., Oxford EAP. A course in English for Academic Purposes, OUP ,
Oxford 2013.
de Chazal E. & McCarter S., Oxford EAP. A course in English for Academic Purposes. Teachers
Handbook, OUP , Oxford 2013.
20

C1

McNair A., Gooch F., Language for Study, CUP, Cambridge 2013.
Hewings M.& Thaine C., Cambridge Academic English. An integrated skills course for EAP.
Students Book, CUP Cambridge 2012.
Firth M., Sowton C., Hewings M.&Thaine C., Cambridge Academic English. An integrated
skills course for EAP. Teachers Book, CUP Cambridge 2012.
Sanabria K., Academic Encounters. Life in Society 3. Listening & Speaking, CUP,
Cambridge 2012.
Sanabria K., Academic Encounters. Life in Society 3. Listening &Speaking. Teachers
Manual, CUP, Cambridge 2012.
Williams J., Brown K., Hood S., Academic Encounters. Life in Society3. Reading &Writing,
CUP, Cambridge 2012.
Williams J., Brown K., Hood S., Academic Encounters. Life in Society 3. Reading &Writing.
Teachers Manual, CUP, Cambridge 2012.
Espeseth M., Academic Encounters. Human Behavior 4. Listening &Speaking, CUP,
Cambridge 2012.
Espeseth M., Academic Encounters. Human Behavior 4. Listening &Speaking, Teachers
Manual, CUP, Cambridge 2012.
Seal B., Academic Encounters. Human Behavior 4. Reading &Writing, CUP, Cambridge,
2012.
Seal B., Academic Encounters. Human Behavior 4.Reading &Writing. Teachers Manual,
CUP, Cambridge, 2012.
Bixby J., McVeigh J., Q: Skills for Success. Reading and Writing. Intro, OUP, Oxford 2011.
Bixby J., Q: Skills for Success. Reading and Writing. Intro. Teachers Handbook, OUP,
Oxford 2011.
Lynn S., Q: Skills for Success. Reading and Writing 1, OUP, Oxford 2011.
Lawson L., Q: Skills for Success. Reading and Writing 1. Teachers Handbook, OUP, Oxford
2011.
Bixby J., McVeigh J., Q: Skills for Success. Reading and Writing 2, OUP, Oxford 2011.
Bixby J., Q: Skills for Success. Reading and Writing 2. Teachers Handbook, OUP, Oxford
201.
Caplan N. A., Scott R. D., Q: Skills for Success. Reading and Writing 5, OUP, Oxford 2011.
Scott R. D., Caplan N. A., Q: Skills for Success. Reading and Writing 5. Teachers
Handbook, OUP, Oxford 2011.
McCarter, S. and Jakes, P., Uncovering EAP. How to Teach Academic Writing and Reading.
Macmillan Books for Teachers, 2009.
Cox, K. and Hill D., EAP Now! English for Academic Purposes. Pearson Longman, 2004.
McCarthy, M. and ODell, F., Academic Vocabulary in Use. CUP, Cambridge 2008.
Hamp-Lyons L., Heasley B., Study Writing. A course in writing skills for academic
purposes, CUP, Cambridge 2013.
Powell M., Presenting in English. How to Give Successful Presentations, Heinle, Boston
2011.
Paterson K., Wedge R., Oxford Grammar for EAP. English Grammar and Practice for
Academic Purposes, OUP, Oxford 2013.
Jordan R. R., Academic Writing Course. Collins Study Skills in English, Collins, London
1989.
21

Comfort J., Utley D., Effective Presentations. Oxford Business English Skills, OUP, Oxford
1995.
Gear J., Gear R., Cambridge Preparation for the TOEFL Test, CUP 2002.

Online resources:

Using English for Academic Purposes. A Guide for Students in Higher Education.
www.uefap.com Sections on: Speaking, Listening, Reading, Writing, Vocabulary; Online
exercises with answers; useful vocabulary.
BBC Learning English: http://www.bbc.co.uk/worldservice/learngenglish/
Especially Academic Listening, in the section: General and Business English. You can stream
(play) programmes online, each is around 10 min (12 parts overall); you can download both
audio and the script. The Learning English site has also materials for teachers such as lesson
plans and task sheets.
TED talks at www.ted.com Useful for practising listening (length: 8-20 min), transcripts
available, subtitles in various languages too.
Phrase bank for academic writing at Manchester University
http://www.phrasebank.manchester.ac.uk/
English ++. English for Computer Science Students. Monika Stawicka, Uniwersytet
Jagielloski, Krakw 2008. www.englishplusplus.jcj.uj.edu.pl
How to write abstracts in English abstract project, Monika Stawicka, Uniwersytet
Jagiellonski 2012. www.abstract.jcj.uj.edu.pl

Teaching presentation skills

Powell M., Presenting in English. How to Give Successful Presentations, Heinle, Boston
2011.
Doumont J-L, Trees, maps, and Theorems, Principiae, Belgium, 2012.
www. Principiae.be
https://www.youtube.com/watch?v=meBXuTIPJQk how to prepare effective slides for
science presentation; ca 45 mins lecture by J.L. Doumont at Standford.
Grussendorf M., English for Presentations, Wydawnictwo BC.edu, Warszawa, 2008.
English ++. English for Computer Science Students. Monika Stawicka, Uniwersytet
Jagielloski, Krakw 2008. (Chapter on presentations) www.englishplusplus.jcj.uj.edu.pl

22

Handouts: presentation skills

Language input into a successful presentation

Part one introduction
1. Signaling the start
OK, then, shall we start?

Lets start

OK, then, Id like to begin.

Its time to begin our

2. Greeting
Good morning/afternoon, ladies and gentlemen/ everyone.
Welcome to
Its very nice to see you all here today.
Im very happy that youve come here today.
3. Self-introduction
First of all, Id like to introduce myself.
My name is
Let me start with just a few words about myself/ my own background.
Im .(name) from (country/city).
Im from ..(organisation).
I work as a ..(job) for .(organisation).
I study (subject) at .(university). Im in my third year.
I represent / Im a representative of
4.Introducing the subject
Today, Im going to talk about...
Id like to talk to you today about
Im going to present the recent / inform you about / describe
The subject / focus / topic of my talk / presentation/ speech is
5. Stating the purpose
We are here today to decide / learn about / discuss
The aim / objective / purpose today is to /to put you in the picture about/ update you on/
In my presentation today Ill be discussing / Im going to explain
What Id like to do today is to present
This talk is designed to
6. Outline (main points / sequencing / length)
Ive divided my presentation into four parts/ sections. They are
My presentation will consist of
Right, Id like to begin with my first point.
Firstly / First of all ..I will
Secondly / then / next .I would like to
Thirdly / and then we come to
After that / later...Im going to talk about / look at
23

Finally / lastly / last of all Id like to analyse / discuss / look at / consider / explain / tell you about /
show you how / speak to you about
7. Inviting questions
Id be glad to answer any questions at the end of my talk.
If you have any questions, please feel free to interrupt.
Please interrupt me if theres something which needs clarifying. Otherwise there will be time for
discussion at the end.
8. Reference to the audience
I can see many of you are
I understand you are quite familiar with the subject .

Let me then

Part two main body

1. Ordering
A reaching the end of one point
Right, Ive talked about/ mentioned

Weve looked at

Thats all I have to say about

So much for

That covers

This is all about

Lets leave that

B moving on to the next point

Now we come to

That brings us to

Id like to move on/ draw your attention to my next point.

Lets move on to
Lets look now at The next thing Id like to talk about is
2. Giving reasons
There are two reasons / explanations for this. First, Second,...
This can be explained by two factors. Firstly, Secondly,
This is due to

One reason for this is

Another reason is

3. Presenting causes
Therefore

so

as a result

thats why

for this reason

4. Developing the point

Where does that take us?

Lets look at this in more detail.

What this means in reality is

What does that mean for us?

5. Giving examples
For example

A good example of this is

To illustrate this point,

for instance

Id like to give you some examples

for example

such as

like

6. Referring to visuals
Take/Have a...

Id like you to...

Look at this transparency / graph / table / pie chart/flow chart / bar chart / diagram /chart...
Id like to draw your attention to
This shows / represents

As you can see

24

If you look at you can see from the transparency etc. that
Let me show you

The next slide / picture / graph shows

7. Relating ideas
A showing consequence
therefore

so

consequently

because of this

as a result .

B comparing
similarly

in the same way

One similarity/difference between is that

C contrasting
but
even though
In contrast to

however

although

nevertheless

despite / in spite (of the fact that) whereas/while

By contrast with

On the other hand

D contradicting
in fact

actually

E highlighting
in particular

especially

adding the auxiliary, eg: I do see

it did change

changing the word order, e.g.: What was important was the final conclusion. (instead of: The
final conclusion was important.)
repeating key words, e.g.: We need to compare past achievements and present achievements.
(instead of We need to compare past and present achievements.)
Id like to stress is that
F showing an additional argument
moreover

in addition to this

not only but also

furthermore

G digressing
by the way ...
H using survival techniques
What you say:

What you think:

So, lets just recap on that.

Too fast! Go back.

So, basically, what Im saying is this

Too complicated! Make it simple.

Sorry, what I mean is this

Ive got my facts wrong!

Sorry, I should just mention one thing.

Ive forgotten to say something.

So, just to give you the main points

Im running out of time!

Sorry, let me rephrase that.

Wrong! Try again.

Sorry, whats the word/expression?

How do you say this in English?

Sorry, perhaps I didnt make that quite clear.

Im talking nonsense.

25

Part three ending

1 Signaling the end
That brings me to the end of my presentation.

That covers all I want/wanted to say today.

That completes my presentation.

Before I stop / finish, let me just say

2. Summarising
Let me just run over the key points again.
Ill briefly summarise the main issues.
To sum up Briefly

Lets recap, shall we?

Id like to sum up now

If I can just sum up the main points

Finally, Id like to go over /

review
First I talked about

Secondly I discussed

Thirdly I looked at

3. Concluding
In conclusion
Id like to conclude by saying
As a conclusion, Id like to
Id like to leave you with the following thought/idea.
4. Closing
Thank you for your attention / being so attentive / coming / listening.
It was pleasure talking to you
I will be giving you handouts.
You will find handouts at the entrance.

There are copies on the table.

5. Inviting questions
Are there any questions?

Have you got any questions?

6. Asking questions
You mentioned
Could I go back to the point you made about?
I was interested in your comment on
You said that
Could you say a little more about that?
Im still a little bit confused about
Could you clarify what you said about ?
Id like to ask about May I ask you a question?
Im interested in your opinion about
Would you mind if I asked you / telling me if / whether / what
7. Handling questions
A clarifying
If I understand you correctly, you are saying that
I didnt quite catch that.
Im not sure what youre getting at.

Could you go over that again?

Sorry, Im not sure what you mean.

B playing for time

26

Thats a good / interesting / difficult point / question / comment.

Im glad you raised that point.
C saying you dont know
Im sorry I dont have that information at this moment.
Im afraid I dont know at the moment.
D avoiding giving answers
Perhaps we could deal with that later.
Can we talk about that on another occasion?
I dont have the figures/data with me.
Ill get back to you if time permits.
E checking the questioner is satisfied
Does that answer your question?

Is that clear?

Can we go on?

F concluding the questions

Right, if nobody wants to ask anything else, I think we can finish here.
Right, if there are no more questions
THANK YOU.

27

Jagiellonian Language Center

PRESENTATION MARK SHEET
Name & surname:
Faculty:
Level ...

Total score:______ /25

CONTROL OF PRESENTATION FEATURES

timing, structure, signaling, clarity, relevance, evidence of preparation
unsatisfactory 1___I___I___I___I___5 completely satisfactory

CONTROL OF LINGUISTIC FEATURES grammar accuracy & range, cohesion, linking devices
incomplete 1___I___I___I___I___5 complete
CONTROL OF LINGUISTIC FEATURES vocabulary range & appropriateness
incomplete 1___I___I___I___I___5 complete
PRONUNCIATION (including pronunciation of technical vocabulary items)
intelligibility, intonation, word stress
poor 1___I___I___I___I__5 excellent
INTERACTION SKILLS
handling questions, responding, keeping the interaction going, fluency
poor 1___I___I___I___I___5 excellent
See overleaf for additional remarks
Punktacja: Za t cz testu mona uzyska maksymalnie 25 punktw. Prezentacja materiau fachowego
jest oceniana na poziomie odpowiednio: B1, B2, B2+ lub C1 oraz C2 wg ESOKJ/CEFR.
1. Control of presentation features stopie opanowania cech typowych dla prezentacji ustnej, np. struktura,
trzymanie si ustalonych ram czasowych, sygnalizowanie nowych wtkw/czci prezentacji wraz ze stopniem
przygotowania i wykonania zadania, co moe si przekada na oglne wraenie jakie mwicy wywar na
suchajcych jest oceniana w skali od 1 do 5.
2. Control of linguistic features grammar umiejtnoci jzykowe wyraone przez zakres uytych struktur
gramatycznych i stopie poprawnoci gramatycznej, spjno wypowiedzi uzyskan m.in. przez uycie
odpowiednich cznikw w obrbie zdania oraz midzy zdaniami jest oceniana w skali od 1 do 5.
3. Control of linguistic features vocabulary umiejtnoci jzykowe wyraone przez zakres sownictwa, w tym
sownictwa fachowego stosownie uytego jest oceniana w skali od 1 do 5.
4. Pronunciation / wymowa rozumiana jako oglna zrozumiao wypowiedz, wymowa poszczeglnych
wyrazw, w tym wymowa terminw fachowych oraz intonacja oceniana jest w skali od 0 do 5.
5. Interaction skils umiejtnoci komunikacyjne wyraone przez umiejtno podjcia i prowadzenia
rozmowy na temat materiau przedstawionego w prezentacji, tj. rozumienia pyta interlokutora i udzielania
relewantnych odpowiedzi na pytania, udzielania wyjanie oraz pynno wypowiedzi s oceniane w skali od
1do 5.

28

Presentation. Self-assessment grid

Look back at your presentation. Reflect on it and say:
Which aspects of you talk are you happy with?
Which aspects are in need of improvement?

Aspects of your
presentation

Points to consider

PLANNING

evidence of careful preparation

OBJECTIVES

clearly stated

CONTENT

relevant to the objective(s)

ORGANIZATION

clear
coherent

relevant, clear
handling
comments

DELIVERY

enthusiasm
rapport / eye contact
audibility
confidence
body language

LANGUAGE

clarity
simplicity
accuracy
fluency
pronunciation
signaling

clarity of message
interesting? enjoyable?
motivating? informative?

reader friendly
clear
informative

VISUAL AIDS
(if applicable)

OVERALL

HANDOUT/PLAN

rodo: JCJ/2012

29

Presentation. Preparation
PLANNING Thorough panning will make you more confident and help you to overcome your nervousness.
OBJECTIVES Think what you want to achieve. What is the PURPOSE of your talk? Try to be as precise as possible
and narrow down the topic carefully. Are you aiming to inform, persuade, present, train your audience?
CONTENT Whom exactly will you be addressing? What do they need to know? What do they already know?
What will they expect in terms of content and approach?
APPROACH & ORGANIZATION
A rule of thumb: Tell your audience what you are going to say, say it, then tell your audience what you have
said. Try to develop your key points in an interesting and varied way, drawing on relevant examples, figures for
support as appropriate.
Think how you will organize your presentation. It should have a clear, coherent structure and cover the points
you wish to make in a logical order. Most presentations will start with a brief introduction and end with a brief
conclusion. Use the introduction to welcome the audience, introduce your topic, outline the structure of your
talk, provide guidelines for questions. Use the conclusion to summarize the main points, thank the audience for
their attention and invite questions.
VISUAL AIDS
If you have a lot of complex information to explain, think about using some charts, diagrams, etc. Make sure
they are relevant and clear. Check grammar and spelling. Provide sources. Do not try to put too much
information on each slide. Think about the size and colour of fonts and the colour of the background.
Allow time to practice your presentation this will give you a chance to identify gaps and weak points. You will
be able to check timing and make sure you pronounce any figures and your key words or names clearly and
confidently!
DELIVERY
NERVES! Dont worry most people ARE nervous at the beginning of their presentations. Try not to speak too
fast this is the time to establish your rapport with the audience and the first impression is very important.
RAPPORT Try to be enthusiastic!! Look around your audience when you speak; eye contact is essential for
maintaining a good rapport.
BODY LANGUAGE Try to be aware of any repetitive hand gestures or some mannerism that might irritate your
audience. Face the audience!
VOICE QUALITY You must be clearly audible at all times. Try to vary your intonation your voice will be more
interesting to listen to.
VISUAL AIDS Comment on your visual aids confidently, relevantly and in a structured way. Allow your audience
time to absorb information from the figures.
LANGUAGE
SIMPLICITY Use words and sentences that you are comfortable with. There is no benefit in using very difficult
language. Remember! Spoken language differs from written language!
CLARITY Active verbs and concrete words are much clearer to understand than passive verbs and abstract
concepts.
SIGNALLING/SIGNPOSTING Indicate when you have completed one point or section in your presentation and
are moving to the next. Give your audience CLEAR signals as to the directions you are moving in your talk.
Enjoy!!
For more information and a repertoire of useful phrases for signposting and real examples of students
presentation go to an open book online English++
www.englishplusplus.jcj.uj.edu.pl

30

Presentation. Self-assessment sheet

Look back at your presentation. Reflect on it and say:
Which aspects of your talk are you happy with?
Which aspects are in need of improvement?

Aspects
PLANNING

In need of
improvement
1-3

Good points
4-5

Points to consider
evidence of careful preparation

OBJECTIVES

clearly stated
appropriate to audience

CONTENT

relevant
appropriate to your objective(s)

ORGANIZATION

clear
coherent/use of signaling devices

VISUAL AIDS
(if applicable)

relevant
clear

DELIVERY

enthusiasm
rapport/eye contact
audibility
confidence
body language

LANGUAGE

clarity

accuracy
fluency
pronunciation
signaling
OVERALL

HANDOUT/PLAN
Scale: 1 = unacceptable

clarity of message
interesting? enjoyable? motivating?
informative?
reader friendly? clear?
2 = poor

3 = average

4 = good

5 = excellent

31

Jagiellonian Language Center

Presentation Peer Evaluation Sheet

Please, complete this sheet by filling in the spaces or by circling the items.
1. What do you think were the strengths of the presentation?

2. Were you able to follow the main points?

YES

WITH DIFFICULTY

NO

3. Would you be able to summarize the talk to someone else?

YES

WITH DIFFICULTY

NO

NOT REALLY

NO

4. Was the presentation well-organized?

YES

5. Did the speaker show clearly when they were moving to a new point?
YES

NOT ALWAYS

NO

TOO FAST

TOO SLOW

NOT LOUD ENOUGH

TOO LOUD

6. Was the speed of speaking appropriate?

YES
7. Was the loudness appropriate?
YES

8. Did the speaker make good use of visual aids (e.g. slides, handouts) to make their points clearer?
YES

NOT ALWAYS

NO

9. Was the amount of information appropriate to the purpose?

YES

TOO LITTLE

TOO MUCH

10. How would you judge the speakers eye contact with the listeners?
GOOD

INSUFFICIENT

BAD

11. If you had serious difficulties in following the talk, were they any of the following?
speed of speaking/ accent / loudness/ poor organization/ grammar/ poor signaling of new points
12. What advice would you give the speaker for future seminar/conference presentation?
.
...................

32