“PECHA KUCHA” STRATEGY 1 (A2-B1-B2)

This name, which may seem amusing, is a Japanese term which means “chit-chat”. It consists in an oral presentation in which 20 slides are shown for 20 seconds maximum each (6 minutes and 40 seconds in total); the text which appears on each slide must be brief and concise (individual words, never full sentences) so as to avoid the tendency to read out the the written content. Images and photos are used to make the presentation more appealing.
We have no intention of following this definition to the letter, but to adapt it to the characteristics of each group and level, modifying the number and length of the slides accordingly.
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This proposal is inspired by the CLIL methodology (Content and Language Integrated Learning):
-FL2 is the language used in the activity
-the student searches for information about the non-linguistic content which he/she then shares with his/her classmates
-the students who are the listeners acquire linguistic and non-linguistic knowledge thanks to one or two of their classmates’ oral presentations. (We recommend B2 students to work individually and B1 students to work in pairs)
In our case, the training and summative assessment will only be carried out taking into account linguistic aspects as the objective of the learning process does not include non-linguistic assessment.
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• -improve oral expression in L2
• -boost motivation when choosing the topic
• -improve presentation content synthesis skill
• -improve conversation turn-taking in public
• -increase self-confidence and self-esteem
• -increase ICT skills
• -use of L2 for sharing knowledge, not only from a communicative approach
• -improve attention and listening skills

• Final task explanation to the students
• Decide topics/text types to be used depending on the level of the group
• Explaining what steps are to be taken
During slide preparation
• How to look for information/content
• How to choose/select information/content
• How to deal with information/content
• How to present/organize information/content
• What appears on each slide
• What is explained on each slide
During the presentation
• Tone of voice
• Gestures
• Body posture
• Establish/consensuate the presentation calendar
• Establish assessment criteria

For the teacher
-create cohesion and a pleasant group atmosphere using cooperative activities and propose pecha kucha after a certain length of time
-choose and create lists of topics depending on the level
-choose and create lists of resources for each level
-prepare a draft in a powerpoint/openoffice document – varied models
–prepare a draft to check student development (annex 1)
-fill in cooperative and teacher assessment sheet (annex 2 and 3)
-record the presentations with the approval of the students – previously signed by the students
-carry out an example in class in small groups based on a text/information provided by the teacher in 4 stages:

• PREPARATION
  
  • brainstorm the main ideas – in a big group
  • summarise – in a big group
  • synthesise when writing out the wording for each slide and each cue card – in small groups
  • ICT: use the computer/smartphone to find images – in small groups

• ELABORATION(in small groups)
  • Elaboration of the slides including images and text
  • Writing out the cue-cards for each slide: this entails an outline of the ideas and key words to be used for each slide, not a full text to be read aloud
• PRESENTATION
  • -the groups take turns to present their project – 6 or 7 slides each
  • -the rest of the class fill in the assessment sheet
• EVALUATION
  • autoevaluation of those who have carried out their presentation
  • classmates’ evaluation
  • teacher’s evaluation (enlace anexo 3)
  • decide on frequency of student presentations
  • write out a list of contents to be used and decide on presentation dates
  • make a list of linguistic requirements – depending on level and time of course year

For the student
-believe in the project
-choose the topic
-search for and select information
-what to do with the information:

• Identify main ideas and secondary ideas
• Summarise the information in your own words
• Write out an outline of the presentation (introduction – main part – conclusion)
• Reduce the ideas to concepts which will be mentioned in each slide
• Make an outline of the information to be said in each slide which will be used in the cue-cards

-look for images
-create slides
-verify that the established linguistic requirements are kept
-rehearse for the presentation
 -take note of reminders and key words such as “Have you understood?” “Do you follow me? in the cue-cards
-rehearse the presentation by recording it beforehand, in the mirror or find an audience
– to practice phonetics, intonation, gestures…
-have a relaxing herb tea and a mindfulness session before doing the presentation (Yes I can!)

 
The main goal of this activity is to improve the student’s oral communication competence, therefore the assessment will be based mainly on the training sheet in (annex 3). Autoevaluation forms will also be filled in both by the students and the teachers in order to gather information regarding their expectations and results, both at the beginning and at the end of the presentations

In the case in which it is possible to include a number of presentations per year, it would be advisable to fill in a summative assessment sheet for a presentation carried out in the last stage of the course year.
 

• Download some free templates for the EN_maquette_PK A2 / EN_maquette_PK B1 /EN_maquette_PK B2 /