Standards in this strand: Comprehension and Collaboration:.1, prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others' ideas and expressing their own clearly and persuasively.2, integrate and evaluate information presented in diverse media and formats, including visually. Presentation of Knowledge and Ideas:.4, present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience.5, make strategic use of digital media and visual displays of data. Note on range and content of student speaking and listening. To build a foundation for college and career readiness, students must have ample opportunities to take part in a variety of rich, structured conversations—as part of a whole class, in small groups, and with a partner. Being productive members of these conversations requires that students contribute accurate, relevant information; respond to and develop what others have said; make comparisons and contrasts; and analyze and synthesize a multitude of ideas in various domains. New technologies have broadened and expanded the role that speaking and listening play in acquiring and sharing knowledge and have tightened their link to other forms of communication.
Bbc learning English talking business
Palms down, the opposite movement can be viewed positively too—as a sign of strength, authority and assertiveness. Barack Obama has often used it to calm a crowd right after moments of rousing oration. The next time you give a presentation, try to have it recorded, then review the video with the sound off, watching only your essay body language. How did you stand and gesture? Did you use any of these positions? . If not, think about how you might do so the next time youre in front of an audience, or even just speaking to your boss or a big client. Practice in front of a mirror, then with friends, until they feel natural. Non-verbal communication wont necessarily make or break you as a leader, but it might help you achieve more successful outcomes. The k-12 standards on the following pages define what students should understand and be able to do by the end of each grade. They correspond to the college and Career readiness big (CCR) anchor standards below by number. The ccr and grade-specific standards are necessary complements—the former providing broad standards, the latter providing additional specificity—that together define the skills and understandings that all students must demonstrate.
One way to accomplish that is to clasp both hands together in a relaxed pyramid. Many business executives employ this gesture, though beware of overuse or pairing it with domineering or arrogant facial expressions. The idea is to show youre relaxed, not smug. Wide stance, how people stand is a strong indicator of their mindset. . When you surgery stand in this strong and steady position, with your feet about a shoulder width apart, it signals that you feel in control. Palms up, this gesture indicates openness and honesty. . Oprah makes strong use of this during her speeches. She is a powerful, influential figure, but also appears willing to connect sincerely with the people she is speaking to, be it one person or a crowd of thousands.
The box, early in Bill Clintons political career he would punctuate his speeches with big, wide gestures that made him appear untrustworthy. To help him keep his body language under control, his advisors essay taught him to imagine a box in front of his chest and belly and contain his hand movements within. Since then, the Clinton box has become a popular term in the field. Holding the ball, gesturing as if you were holding a basketball between your hands is an indicator of confidence and control, as if you almost literally have the facts at your fingertips hands. Steve jobs frequently used this position in his speeches. When people are nervous, their hands often flit about and fidget. When theyre confident, they are still.
He displayed primarily open, positive, confident positions congruent with his speech. Romney, by contrast, often gave out negative signals, diminishing his message with contradictory and distracting facial expressions and movement. Of course, the election didnt hinge on body language. Nor did the results of the start-up competition. But the right kinds of non-verbal communication did correlate with success. How can you send out the same signals—and hopefully generate the same success? Center for Body, language, weve studied successful leaders across a range of fields and identified several positions which are indicators of effective, persuasive body language.
Presentation, language for Non-native speakers, presentation, prep
We evaluated each would-be entrepreneur on a scale from 0-15. People scored points for each sign of positive, confident body language, such as smiling, maintaining eye contact, and persuasive gesturing. They lost points for each negative signal, such as fidgeting, stiff hand movements, and averted eyes. We found resume that contestants whose pitches were rated in the top eight by competition judges scored an average.3 on our 15-point scale, while those who did not place in that top tier had an average score.5. Positive body language was strongly correlated with more successful outcomes. Weve found similar correlations in the political realm.
During the 2012. Presidential election, we conducted an online study in which 1,000 participants—both Democrats and Republicans—watched two-minute video clips featuring Barack Obama and Mitt Romney at campaign events delivering both neutral and emotional content. Webcams recorded the viewers facial expressions, and our team analyzed them for six key emotions identified in psychology research: happy, surprised, afraid, disgusted, angry, and sad. We coded for the tenor of the emotion (positive or negative) and how strongly it seem to be expressed. This analysis showed that Obama sparked stronger emotional responses and fewer negative ones. Even a significant number of Republicans—16— reacted negatively to romney. And when we analyzed the candidates body language, we found that the Presidents resembled those of our pitch contest winners.
Place his written word and the prepared label up at the top of the table. Repeat for all of the labels. Place all of the written labels on top of each other and all of the prepared labels on top of each other. Then the child can make a booklet of all of the objects from the object box. to recognize there is another way to communicate - to help the child realize that a written word is a group of sounds represented by graphic signs and has a meaning. introduction to reading.
The directress 4 1/2 - 5 years onwards Share your experiences in the. Several years ago, colleagues and I were invited to predict the results of a start-up pitch contest in vienna, where 2,500 tech entrepreneurs were competing to win thousands of euros in funds. We observed the presentations, but rather than paying attention to the ideas the entrepreneurs were pitching, we were watching the body language and microexpressions of the judges as they listened. We gave our prediction of who would win before the winners were announced and, as we and the audience soon learned, we were spot. We had spoiled the surprise. Two years later we were invited back to the same event, but this time, instead of watching the judges, we observed the contestants. Our task was not to guess the winners, but to determine how presenters non-verbal communication contributed to their success or failure.
Making a presentation : language and phrases
Show him each card one at a time and have the child read the word on the card. The child can continue reading the cards on his own. The child can read the cards as shown in the presentation. box of objects (just use the prepared literature labels) - supply tray - if needed, single lined paper. Have the child bring over the material. Tell the child that we can now write all of the objects from the objects box. Give the child one prepared label. Have him read it, turn it over and then write. Have him check his writing with the prepared labels.
For example the resume word box was written. Have the child bring the label and go to a shelf and have him find the word you have written. (For example, the child would bring the label to a box on the shelf and place the label on the box.). Repeat this for other words, one at a time, such as the words basket, map, jug. (Objects in the classroom with short phonetic names.). Once done, have the child pick up the labels from around the room. box with words from the box written on them. Bring the child over to the shelf and have him bring over the material. Tell the child that this is a set of cards for reading.
the name of the first object in the column. The child says the name and then reads through the prepared labels to find the correct one. Continue in this way until all objects have a label. The child can work as shown in the presentation. Tell the child, Im going to write something for you. Have the child read.
Repeat the sounds a little fast plan and a little faster until you are both saying the word and not the individual sounds. Have the child repeat the word and then place the label with that item. Continue in the same way until you have placed all of the labels with the appropriate object. Ask the child to pick up the labels, mix them, read one by one and place them below the objects again. If the child doesn't struggle, then present the pre-written labels. tell the child that these are prepared labels for the objects. The child can read the prepared labels and place them next to their object.
The language of presentations
The Phonetic Object Box - a box containing ten to twelve objects, the names of which are phonetic (single symbol single sound) - objects could be: jug, bus, car, hat, basket, hat, box, clog, pig, dog, peg, bag, drum, etc. supply tray pencil, paper, and scissors - prepared labels - the child is ready for this first reading experience with classroom material if he reads words in the environment such as a book title, a word composed with the moveable Alphabet or another word. the directress writes in the chosen script and the labels are also typed in the same print. be sure the presentation conveys to the child that reading is another way to communicate. the children are accustomed to working with second sounds and may need some time to fuse the sounds together to make a word with meaning. box of objects - tray of materials - prepared labels, have the child take out all of the objects from the box and as he does so, have him name all f the objects so you are sure that the child knows what each. Tell the child that you are thinking of one of the objects but you are not going to say brief a word. Write one of the objects a slip of paper. With the child, look at the letters and make the sounds of the word.