答辯演示稿(教育方向)

1、Essentials of Oral Defense(English Language Teaching)August, 20091 This lecture will address the academic issues you need to be aware of in your oral defense. It will NOT cover the administrative issues concerning the event.2What makes an oral defense?Thesis Presentation SessionQuestion & Answer Ses

2、sion5 10 minutes+You present a summary of your thesis.5 10 minutesYou answer questions raised by the examiners.Two Phases3Part I: Thesis PresentationQ1: What should I include in my presentation?Q3: What should I stay alert to when presenting my thesis?Q2: What should I stay alert to when preparing f

3、or my thesis presentation? 4Part I: Thesis PresentationQ1: What should I include in my presentation?Q3: What should I stay alert to when presenting my thesis?Q2: What should I stay alert to when preparing for my thesis presentation? 51/7. Context against what the thesis is setYou need to specify the

4、 following information:Who you are and where you workeg. a teacher at a language training school; responsible for delivering training classes; on reading skill improvement to middle school students of 14-15 years old. 2)What the teaching situation is: eg. PETS training programmes to students who pla

5、n to take part in PETS exam (Band 2); reading section; reading speed and good comprehension is crucial to test takers.62. Problem and its analysisYou need to specify the following information:The problem: eg. students need to enhance their reading speed and comprehension.2)The analysis of the proble

6、m: inappropriate reading habits from their regular in-school English classestheir vocabulary size and vocabulary skills inappropriate teaching methods73 . Project objective and hypothesisYou need to specify the following information:Project objective: eg. to enhance my students reading speed and com

7、prehension through skimming. 2)Project hypothesis: eg. If my students became aware and began to apply skimming to their reading tasks in PETS, they could read faster with good comprehension. 84. Project design You need to specify the following information:Activity design: eg. 16 passages; grew in le

8、ngth yet were given less and less time to read; designed to guide students from the awareness to the application of skimming in their reading tasks. 2)Reading materials: eg. 16 passages from the reading section of simulation PETS exam papers; divided into four groups based on their level of difficul

9、ties and word length in ascending order.3)Teaching arrangement: eg. a time span of four weeks; two sessions of reading classes a week; each session one hour long; one group of passages for each stage. 95. Subject and research methodsYou need to specify the following information:Who took part in the

10、project: 60 students. 46 out of 60 regularly attended their training classes and completed their questionnaires. What research methods you used, what they were designed to find out and when you used them: A pre-project questionnaire aimed to check their reading habits and their awareness of skimming

11、 skill. A post-project questionnaire to report their understanding and application of skimming skill. 16 quizzes (with three multiple-choice questions each) attached to the 16 reading passages; filled out after they finished reading an assigned passage within 10 minutesteaching notes/diary to record

12、 the impression after class106. Findings and conclusionsYou need to specify the following information:Findings: eg. Analysis of the pre- and post-questionnaire, together with the 16 passage-based quizzes: students became fully aware of skimming skill as a reading strategy; students applied such a sk

13、ill to their reading tasks; students made significant progress in their reading speed and comprehension; use of skimming skill reading speed and comprehension was enhanced 2)Conclusion: eg. findings supported my hypothesis 117. SignificanceYou need to specify the following information:Who benefited

14、from your project and what the benefits are: Eg. made a good attempt to experiment with introducing skimming to my reading class; experimented a practical and easy-to-follow model to teachers trying to solve their problems; a model useful at a language training school; a model not only brings benefi

15、ts to the students, but also helps teachers in their career development. 12Part I: Thesis PresentationQ1: What should I include in my presentation?Q3: What should I stay alert to when presenting my thesis?Q2: What should I stay alert to when preparing for my thesis presentation? 13 Content: all for

16、one. Problem description, problem analysis, project objective and hypothesis, activities design, subject, research methods, findings and conclusions should address the SAME issue. Organization: all in one. Make sure that you include all the 7 components and follow the suggested sequence. Use markers

17、 whenever possible (so, therefore, first, second, etc.) Language: No excuse for any mistakes. Use short sentences. Use markers to indicate the sequence and change of topics. Use correct tenses.14Part I: Thesis PresentationQ1: What should I include in my presentation?Q3: What should I stay alert to w

18、hen presenting my thesis?Q2: What should I stay alert to when preparing for my thesis presentation? 151) Manner: Start your presentation upon the examiners permission. State your name and student ID before presentation Indicate when your presentation is over. Dont read from your paper or notes. 2) P

19、ronunciation: Accuracy, speed, intonation. 3) Timing:5-10 minutes16Part II: Q & A SessionQ1: What might be the questions? Q2: What is considered to be a good answer? 17Part II: Q & A SessionQ1: What might be the questions? Q2: What is considered to be a good answer? 18Your examiners will focus their

20、 questions on key issues or issues that need further clarification or specification concerning your thesis and your presentation. You need to have a “mind-map” of the organization and content of your thesis. In addition, you should be able to interpret the information conveyed in your thesis using s

21、imple and communicative language. Q1: What might be the questions? 19Concerning your topic:Why were you interested in this topic? How closely related was your topic to your work? Concerning your problem:What was the problem you planned to solve in your project?Why do you think this could be justifie

22、d as a problem? What do you think caused the problem? What were the methods you used to analyze your problem? Q1: What might be the questions? 20Concerning your project design:What were your project objective and hypothesis?Can you briefly describe your project design?In what way did your project de

23、sign meet the demand of your project objective? What were the features of your project design that made it different from your everyday practice? What were the difficulties or problems you came across when you designed or implemented your project? And how did you deal with them?Can you explain why y

24、ou believed that your project design could solve your problem? What was your role in the project?21Concerning your research methods :What were the research methods you used to collect data? What were the data you collected to test the project hypothesis?How did you analyze the data?What did the data indicate? Why do you think that the data could verify your project hypothesis? 22Concerning your findings:What were your major findings of the project? Concerning