1. Academic Communication Lesson 6 Pick up handout at front. One copy for each student. Please sit in pairs. Each person needs one partner. Course Website: staff.ustc.edu.cn/~acadcom

2. Listening to Conclusion Sections Read your Conclusion transcript to your partner. Read your Conclusion transcript to your partner. Listen to your partner’s Conclusion and time how long it takes Listen to your partner’s Conclusion and time how long it takes Does it sound like a your partner is actually speaking to you (good) or like they are just reading a paper’s text (bad)? Does it sound like a your partner is actually speaking to you (good) or like they are just reading a paper’s text (bad)? After listening to each other, trade transcripts and check your partner’s After listening to each other, trade transcripts and check your partner’s

3. Does your partner’s Conclusion section transcript…? …start with words “In conclusion,…” or something similar to indicate the talk is ending? …start with words “In conclusion,…” or something similar to indicate the talk is ending? …summarize 2-4 main points of the body in one sentence each? Must be concise! …summarize 2-4 main points of the body in one sentence each? Must be concise! …emphasize the central idea – the most important result of the research? …emphasize the central idea – the most important result of the research? …remind the audience of the motivation or give an application? …remind the audience of the motivation or give an application? …mention an open question or give a future research direction? Specific! (not “improve our result”) …mention an open question or give a future research direction? Specific! (not “improve our result”) …end with “Thank you” and inviting questions? …end with “Thank you” and inviting questions? …last for 75-120 seconds? …last for 75-120 seconds?

4. Checklist for Presentation Part 4A: Detailed Planning Outline includes timing for each slide includes timing for each slide may even include specifics like gestures or tone of voice may even include specifics like gestures or tone of voice

5. Checklist Part 4B: Wording and/or Transcript Exact wording for key points is vital for any presentation Exact wording for key points is vital for any presentation Read the sentences out loud Read the sentences out loud difficult word combinations? difficult word combinations? difficult sound combinations (words)? difficult sound combinations (words)? Choose words that are easy to say when you’re nervous: e.g. Do you want to say “x to the fifth” or “x to the power of five”? Choose words that are easy to say when you’re nervous: e.g. Do you want to say “x to the fifth” or “x to the power of five”?

6. Checklist Part 4B: Wording and/or Transcript Always write exact wording for key points Always write exact wording for key points Should you write a full transcript? Should you write a full transcript? (every word, for every slide?) For this course: Yes For this course: Yes See handout See handout Bring to class for Lesson 8 (two weeks from today) a printout of your transcript Bring to class for Lesson 8 (two weeks from today) a printout of your transcript

7. Speaking of careful wording… Informal conversation: Informal conversation: Most people use “think” Most people use “think” Formal prepared presentation: Formal prepared presentation: Avoid saying “think” in the prepared part. Avoid saying “think” in the prepared part. “Think” is OK in the Question/Answer part. “Think” is OK in the Question/Answer part. In a prepared talk, In a prepared talk, more careful wording is expected!

8. Useful Sentence Patterns See the reference sheet available on the course website for Lesson 6. See the reference sheet available on the course website for Lesson 6.(http://staff.ustc.edu.cn/~acadcom) Feel free to use these patterns where you can in your presentation. Feel free to use these patterns where you can in your presentation.

9. Examples from “Useful Sentence” reference sheet (available on website) 1.As in,. As in 1993, studies recommending computerized coordination of traffic lights were ignored. As in 1993, studies recommending computerized coordination of traffic lights were ignored. 2.As in,. As in early 1993, people tended to ignore inconvenient traffic regulations. As in early 1993, people tended to ignore inconvenient traffic regulations.

10. Examples from “Useful Sentence” reference sheet (available on website) 3.Because they,. Because they disobeyed traffic laws, taxi drivers caused many traffic jams. Because they disobeyed traffic laws, taxi drivers caused many traffic jams. 4.By, had. By 1992, the traffic commission had realized there was a serious problem and started to investigate possible solutions By 1992, the traffic commission had realized there was a serious problem and started to investigate possible solutions By January, 1992, the traffic commission… By January, 1992, the traffic commission… By January 27, 1992, the traffic commission… By January 27, 1992, the traffic commission…

11. 22 Examples on “Useful Sentence” reference sheet (available on website) The reference sheet has 22 patterns The reference sheet has 22 patterns Use these to increase the number of good English sentence patterns you use in your presentations Use these to increase the number of good English sentence patterns you use in your presentations Impress your teacher! Impress your teacher!

12. Speaking of careful wording… See “Degrees of Belief” on handout See “Degrees of Belief” on handout Use precise wording as on the handout Use precise wording as on the handout Handout gives examples Handout gives examples % numbers are approximate % numbers are approximate

13. Activity: Describe the new animal Genetic engineering: Combine the DNA Genetic engineering: Combine the DNA What would the new animal be like? What would the new animal be like? For different features, use appropriate probability sentences. For different features, use appropriate probability sentences. Do not use the word “think”!!! Do not use the word “think”!!! Bad: “I think it would eat meat.” Bad: “I think it would eat meat.” Good: “Probably it would eat meat.” Good: “Probably it would eat meat.” “It probably would eat meat.” “It probably would eat meat.”

14. Activity: Describe the new animal Can use present tense as if it were in front of you: Can use present tense as if it were in front of you: It may be able to swim. It may be able to swim. Can use future or conditional tense as if you were predicting results of an experiment: Can use future or conditional tense as if you were predicting results of an experiment: It will eat meat. It will eat meat. It would probably be yellow with black stripes. It would probably be yellow with black stripes.

15. Your new animal Name the new animal Name the new animal Describe the animal to each other Describe the animal to each other Use all degrees of belief sentence patterns Use all degrees of belief sentence patterns E.g. What may or may not be true? What must be true? What certainly is not true? E.g. What may or may not be true? What must be true? What certainly is not true? Lives where? Can swim? fly? climb trees? Eats what? Dangerous? Make good pet? Taste good to eat? Has stripes? wings? How many legs? What size? Fast? Slow?... Lives where? Can swim? fly? climb trees? Eats what? Dangerous? Make good pet? Taste good to eat? Has stripes? wings? How many legs? What size? Fast? Slow?... After a few minutes, draw a picture After a few minutes, draw a picture

16. Tell another pair about your animal You are not allowed to say the word “think” when answering a question. You are not allowed to say the word “think” when answering a question. Ask questions about the other group’s animal Ask questions about the other group’s animal Answer questions about your animal, using the degrees of belief vocabulary and sentence patterns. Answer questions about your animal, using the degrees of belief vocabulary and sentence patterns.

17. Please give back all the animal cards at the end of this class!!

18. Homework due 2 weeks from today Bring to Lesson 8 a printout of your full presentation transcript. Must include printouts of the slides Must include printouts of the slides Must include what you will say for each slide. Split up the text according to slides. Must include what you will say for each slide. Split up the text according to slides. “Slide 1: ” “Slide 1: ” “Slide 2: ” “Slide 2: ” etc. etc. Write out on the transcript the exact words you will say while the slide is showing! Write out on the transcript the exact words you will say while the slide is showing! Not “I’ll read the slide” or “I’ll make comments.” Not “I’ll read the slide” or “I’ll make comments.” Must include the timing for each slide Must include the timing for each slide