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Session overview
Rationale
This is the first session of a 3-hour seminar aimed at reviewing and extending the material in Module 1 of the Certificate in EMI
Skills – Language for lectures. The seminar material has been organised into two separate sessions with optional activities to
allow local trainers to select according to participant needs.
The focus of Session 1 is on encouraging participants to reflect on how to give effective introductions and conclusions to a
lecture and to share ideas. Session 2 will cover signposting and using visuals.
Delivery
Session 1 is a 1-hour (or 1.5-hour) seminar designed around a number of activities for participants to complete in pairs or
groups and in whole group discussion. Unless otherwise stated, you may wish to have participants working in the same pairs/
groups throughout the session or regroup them for different activities.
Part 1
To focus on language and content for 6. Distribute Handout 1 and allow a couple of minutes for
Aims
introductions to lectures participants to read the checklist in Task 1 and ask any
questions. Check that participants understand the task.
Listen to three introductions to a lecture
about giving lectures
7. R
ead the first introduction (see Trainer’s script on page
Activity Complete participant’s checklist and share 4). Read slowly and clearly with careful emphasis and
answers pausing. Adjust your speed and pausing as appropriate.
Summarise key points Then ask participants to compare answers in pairs. Don’t
ask for answers at this stage.
Timing 30 minutes
Handout 1: Introducing lectures – 8. C
ontinue with the second and third introductions. Then
Materials participant’s checklist ask participants to work in pairs to compare all three and
Board/flipchart see if they agree on the answers. (To add challenge to
this task, you may want to vary the non-verbal features
of each introduction, for example, reading one very fast
Procedure without pausing, or reading one while looking down at
your notes and not facing the participants.)
1. B
efore the start of the session write the aims of the
session on the board/flipchart. 9. A
sk participants to identify key phrases that correspond
with each function and write them in the correct box in
Session aims: Task 2 on the checklist. Read the introductions again if
a. T
o focus on language and content for introductions to necessary.
lectures.
10. C
heck the answers and write them on the board.
b. T
o focus on language and content for conclusions to Emphasise that no single introduction is better than the
lectures. others. (Participants may, however, want to express their
c. ( Optional) To improve use of cohesion in own preferences.)
introductions and conclusions to lectures/To improve
use of stress for key words. 11. Y
ou may want to expand vocabulary at this point by
eliciting a list of useful verbs, such as provide, cover,
2. I ntroduce yourself at the start of the session. Tell mention, outline, describe, illustrate, focus on, etc.
participants that the session reviews the work they did
online in Module 1 – Language for lectures. 12. A
sk participants to form pairs. Their task is to write an
introduction to the lecture entitled How to give lectures,
3. A
sk participants to introduce themselves to the people including what they consider to be the most effective
they are sitting next to. Give them 1 minute to do this. (If features of each of the three examples. Allow 10 minutes
participants have met before, move to the next step.) for work and discussion. (One person in each pair can be
the ‘writer’ and one can be the ‘presenter’.)
4. E
xplain the aim of this part of the session (to practise
language for introducing lectures). You may want to 13. A
sk volunteers to read out their introduction to the whole
explain the approach to the seminar: you are going to read group. Ask the other participants which features they felt
different introductions to lectures, they are going to listen were most effective in each one.
to them with a checklist, and then they are going to write
their own introduction to a lecture. 14. W
rap up this phase by asking participants what they feel
they could apply to their own lecture introductions.
5. D
escribe the situation: They are to imagine that this is the
first lecture in a series of lectures for new students. You
are going to read three different introductions and they
are going to use the checklist on Handout 1: Introducing
lectures – participant’s checklist to check which items
are included in each one. The topic of the lecture is: How
to give lectures.
Trainer’s script:
I’m going to read three different introductions to a lecture. Please use the
checklist in A to tick which features you hear.
Introduction number 1:
Hello everyone. Today’s lecture is about how to give effective lectures.
[pause] We will cover three main areas: how to structure your lectures, how
to signpost your lectures and how to use visuals such as images or tables.
[pause] The aim of this lecture is to help you engage your students in lecture
content. During this lecture, I expect you to take notes and also write down
any questions you may have. [pause] I will allow time for questions at the end.
Introduction number 2:
In today’s lecture, I’m going to cover some of the key features of effective
lectures. [pause] This lecture consists of three parts: structuring, signposting
and using visuals, for example charts and graphs. [pause] I’m going to explain
how to integrate each of these features into your lectures and how they will
help to make your lectures more effective. [pause] Now, before we start, I’d like
you to take a moment to think of one feature of effective lectures and write it
in your notebook.
Introduction number 3:
Good morning everyone! I’m glad to see you all here today! [pause] To get you
to think about the topic, I’d like you to close your eyes for a moment and think
about a lecturer you had at college or university. What was it that made their
lectures effective? [pause] OK, you can open your eyes! And that’s today’s
topic: How to give effective lectures. [pause] By the end of this lecture, you will
be able to identify three key features of effective lectures and understand how
they help to make your lectures clearer and easier for your students to follow.
Part 2
To focus on language and content for Suggested language for conclusions to lectures
Aims
conclusions to lectures
Summarising
Identify key features of effective conclusions Let me summarise/recap.
Activity Create a conclusion to a lecture Let’s go over the main/key/important points again.
Give feedback on each other’s work
Let’s take a few minutes to review the main points.
Timing 30 minutes I’d like to summarise the main points for you again.
Materials Board/flipchart Reflecting
I’d like you to write down one thing you learned from this
Procedure lecture ...
Think about one topic from the lecture that you’d like to
1. E
xplain that the aim of this phase of the seminar is to focus
take forward ...
on language for concluding lectures. Ask participants to
work in groups of three or four. Allow 3 minutes for groups What are the main points from this lecture that you can
to brainstorm three main features of an effective lecture. apply to your work?
Looking forward
2. S
ignal the end of discussion time and ask volunteers to
suggest key features. Write them on the board/flipchart. In the next lecture, we’re going to …
They may include points covered in Module 1, for example, Next week, I’m going to look at …
good use of visuals, clarity and sounding interested in your
In our next session, the topic will be …
subject.
Assigning a task
3. E
xplain that you are going to ask groups to write a
conclusion to the lecture in the previous phase about giving I’d like you to read up on these references before our
lectures. Review key language for concluding a lecture by next lecture: …
writing these headings on the board and asking participants Here are some references that will help you with this
to suggest language for each one: Summarising, Reflecting, topic: …
Looking forward, Assigning a task. (See below for suggested Your assignments are due next Monday.
language.)
4. A
sk participants to work in their groups, with one person
as the secretary and one as the presenter. Ask them to
write the conclusion to the lecture in the previous phase
about giving lectures. Remind them to make notes or use a
visual to help them plan their lecture conclusion. Allow 15
minutes for group work. Circulate to help with language or
ideas.
5. A
sk volunteers from each group to present their lecture
conclusion to the whole group. Ask other participants to
give feedback on effective features of each one.
6. W
rap up this phase by asking participants which of the
features covered in this part of the session they could apply
to their lectures.
Part 3 (Optional)
To improve use of cohesion in introductions 7. W
rap up this phase by asking participants what they
Aims and conclusions to lectures could apply to their own lecture introductions and
To improve use of stress on key words conclusions.
Complete a lecture introduction and 8. G
ive (an effective!) conclusion by summarising the
conclusion with key language structures main points of this session and outlining the points to
Activity
Use signalling phrases to improve cohesion be covered in Session 2 (signposting and using visuals).
Decide which key words should be stressed Thank everyone for their participation.
5. P
airs/groups may want to exchange transcripts and
compare answers. Compare answers as a whole group.
1. Give a greeting
3. Give an overview
4. Give an example
5. State objectives
Task 2
Think about the language that was used for each function above. Write examples from the introductions in
the table below.
1. Give a greeting
3. Give an overview
4. Give an example
5. State objectives
Introduction
Find the correct phrase for each gap in the lecture introduction.
1. _______________________ .
Conclusion
Find the correct phrase for each gap in the lecture conclusion.
A. present them
2. _______________________ four different types of
B. Now let me summarise
entrepreneurial ideas and 3. _______________________ the main
features of each one. Then we looked at some examples of each C. I think I’ll leave it there for
today
type of entrepreneurial idea in practice.
D. identified
4. _______________________ come up with your own examples
E. Finally, I asked you to
for each type of idea and 5. _______________________ in our
seminar on Tuesday. F. We looked at
Task
Introduction Conclusion
Good morning everyone! I’m glad to see you all
here today!
To get you to think about the topic, I’d like you to
close your eyes for a moment and think about a
lecturer you had at college or university. What
was it that made their lectures effective? OK,
you can open your eyes! And that’s today’s topic:
How to give effective lectures.
Published research
www.cambridgeenglish.org/research-and-validation/published-research
All details are correct at the time of going to print in September 2015