GROUP 3

GALOR, MARY ROSE

JATAAS, JANNA MAE
JOCSON, IRENE
TESTA, RHEA
STEP 4
Presentation of the Process Guides and or Graphic Organizer

After developing your process guides and or graphic

organizer packaged in a brochure, present these to your
classmates. Your brochure will be evaluated using the
brochure rubric (Rubistar, 2007) below.
A. Using Presentations in Teaching
Language Skills
Language teachers can use computers to create visually and
audibly appealing presentations that utilize a variety of media tools.
By using presentation software applications, students can also
develop their project outputs and reports to be able to share in the
class or in the World Wide Web. Both teachers and students can learn
variety of skills in the process of planning, developing, presenting,
and evaluating their presentations.
A. Using Presentations in Teaching
Language Skills
In language teaching and learning, presentation software
applications have a lot of uses. It can be used as a presentation tool in
an innovative skill integration task, and the other as a novel writing
tool. In both cases, students can use language actively for speaking,
listening, reading, and writing (Schcolnik & Kol, 1999). While it is
true that presentation software is commonly used in business and
other disciplines for presentation, this is also a very powerful tool in
the language classroom.
 Presentations, allow language learners to experience a world of real
language environment and opportunity in language courses, ie, Filipino,
English, Mother Tongue and Foreign Languages. For instance, presentation
software applications allow language learners to:

1. present their language reports with audio, visual

images and animations;
2. develop and present their group projects using real-
world visual presentations;
3. present charts, tables, graphics, charts, and others that
are useful to facilitate students understanding of any
language
4. show data stored in graphic organizers that cannot be fully
presented by a printed material;
5. develop digital stories or story books;
6. show results of any survey, questionnaire and other forms of
language assessment activities;
7. articulate and crystallize their ideas using the special
features of presentation software apps;
8. experience language learning process through the integration
of contents in the presentations;
9. enjoy developing their projects; thus, are highly involved;
10. commit to the quality of their work, both content and form,
because they don't only present what their classmates hear
but what they also see;
11. present information in condensed form and focusing on
salient points because of the limited area in slide
presentations hence, avoiding digression and drifting;

12. innovatively communicate their ideas and express

themselves in ways they feel comfortable.
Specifically, the integration of presentation software applications
to language teaching and learning is very beneficial in developing the
students' four language skills. In their study Schcolnik and Kol
(1999) were able to present how presentation software activates the
four macro skills:
1. Reading - In our courses, students first read some of
academic articles on a topic of their choice, knowing that they
will have to present their conclusions in class. They analyze
the articles critically, compare and contrast the ideas
presented, synthesize and evaluate. Finally, they select
highlights for inclusion in their presentations. This process is
comparable to the process students go through when reading

to write a paper. In both cases, reading to transmit

information requires clarification of ideas and presentation of
those ideas in such a way that others will understand.
2. Writing - When composing slides, students have to condense
the information they have gathered to present only the main
points. In this type of minimalistic writing, key concepts and
words have to be retained, while the chaff is discarded. This
information reduction process is in itself a difficult but very
profitable language task. While writing a minimal list of
points on the screen, students can organize a suitable
sequence for the points and divide the points into slides. At
the same time, students need to take into consideration slide
layout.
3. Speaking - The material that students have read, organized
and summarized has to be presented orally to convey a clear
message to an audience of peers. Just as they would in a
purely oral presentation, students have to 'rehearse' the
pronunciation of difficult words, time themselves, and make
sure that they have all the English lexicon needed for their
speech. The added value of computer presentations is that the
repeated revisions of their slides (to be seen by all of their
peers) give students extensive exposure to the content of
their "talk", helping them remember what they want to say
and giving them more self-confidence.
4. Listening - The class listens to the oral presentation. Listening
to a non- native speaker is not easy, and visual elements
facilitate comprehension. We give the listeners a task
requiring them to write down three new facts that they
learned about the subject and one question to ask the speaker
at the end of the presentation. When listening for a purpose,
the listening is focused and thus perhaps made easier.

Other studies confirm that the use of presentation software

facilitates the acquisition of the four macro skills. Brooks and Gavin
(2015) stressed that most teachers recognize the spoken component of
presenting, as students are required to speak when giving their
presentations.
Moreover, they are required to research and plan out their presentations
for a properly structured academic presentation. In doing so, students are
required to use their reading and writing skills. Students also have the
opportunity to practice their writing skills when they are asked to give
presentations that include some type of visual component. When they are
preparing for these presentations students will have to write out the
appropriate information on their poster of in their PowerPoint slides.
 In preparing language presentations, there are various factors that
must be considered to ensure that the language competencies are also
developed and demonstrated. The following are some guidelines that
Brooks and Gavin (2015) shared in designing presentations:

Basic Instructional Design in Preparing

1. Setting Up the Presentation Class - It is not enough to simply
Presentations
tell students to go and do a presentation. Students have to be
taught the skills involved in giving a presentation. This can
include such things as when to use eye contact, how to
organize a presentation, how to connect with an audience,
how to use body language and manage time, and how to construct an
effective PowerPoint presentation. Since oral presentations involve
multiple communication and language skills, it is important to focus on the
specific presentation skills that are needed to present in front of others.
These included things like voice projection, eye contact and the use of
gestures.

2. Organization of the Presentation - Proper organization of

information is one of the most important competencies that
must be developed among students. Hence, before beginning to
work on developing presentation, it is important to understand
the genre of oral presentation.
There is a need to learn how to separate the presentation into meaningful
sections and present each section separately to reduce the cognitive work
that is required in the presentation.

3. Presentation Skills - Its developing oral presentation is very

important to consider in developing oral presentations to
spend time to consider the macro and micro skills that are
needed. These micro level skills include the genre specific
language items, such as the vocabulary and grammar that
students need to be successful in oral presentation. These
items are important to the students for two reasons.
First of all, they allow students to be successful when they are presenting
in the class. Secondly, the language and grammar that students learn in
the course of giving a presentation will be useful for them in other
situations that involve spoken English (Thombury, 2005).

4. The Use of Visual Aids - Visual aids are an important part of

oral presentations because they provide support for both the
speakers and listeners during the presentation. Visual aids
can be used to give more details about the topic, help the
audience members to understand what is being said, and act
as a concrete reminder of the message for both the audience
and the presenter.
The type of visual aid used can vary depending on the topic of the
presentation. Visual aids help cater to different learning styles and some
of the students who are not savvy at paper written presentations are
motivated at using presentation software applications. In language
learning, it helps students who are comparatively weaker at acquiring a
language to be motivated to participate in the presentation and become
valuable members of their groups, which helped to facilitate a more
positive group dynamics.
5. Performing Self-Reflections - The final stage of each oral presentation
involves students writing a self-reflection of their presentation. Through
this activity, writing skills are further enhanced together with the ability
of the students to do self-reflection.

B. Using Spreadsheets in Language

Spreadsheets are very helpful in introducing some lessons in
Learning
language courses. Through spreadsheets, one can teach with tables and
charts, make a table and a graph, compute students' grades. Spreadsheet
programs are not only beneficial to business and mathematics courses but
are also beneficial to language courses.
Apart from being built around a grid of cells that hold numerical data, it
also contain text, dates, and other content that can be presented in
language courses for discussions.

The following are essential ideas that teachers may consider when
employing spreadsheets in the language classrooms:

1. Reinforce learning scientific and mathematical languages that

are also relevant in language learning.
2. Add well-designed charts and tables to reports to enhance
students' non-verbal reading skills.
3. Allow students to create their own charts, graphs, tables, and
the like, to develop and enhance their language and spatial
skills.
4. Give students completed chart and see if they can reconstruct
underlying worksheet. This goes a long way toward helping
them to understand the relationships between the data and
the chart.
5. Require that language reports and research papers contain
some type of chart to help support their findings. Encourage
them to look for samples form the World Wide Web.
6. Let students explore websites that have table presentation for
language teaching and let them discuss how these were used
to facilitate the acquisition of language competencies.
7. Let the student look for charts in language learning materials
like textbooks, workbooks, and others and discuss why these
were used.
8. Teach the language and principles of financial literacy and
management as it is also important to learn these concepts in
the context of purposive communication and life skills.
9. Explain numerical concepts by showing the relationships
between the numbers and their concrete representation in
charts and graphs. As language teachers, this is needed to
understand language researches with quantitative designs.
10. Demonstrate how spreadsheets are useful in preparing
assessment and evaluation tools for strudents’ performance.
Thank You