UNIVERSITY LIFE: GROUP ORAL PRESENTATIONS
We have already discussed how to organise a group written assignment. We will repeat some of this information below, applying it to the oral presentation.
PLANNING YOUR ORAL PRESENTATION
First clarify with your lecturer how your group oral presentation will be assessed:
• Will you be assessed on the group processes, or just on the product of your team? Will you all be given the same team mark, or is there an individual component within the mark? Has the lecturer put in place any procedures to deal with assessing students who do not do their fair share of the work?
• Must all group members make the same contribution to the task (eg each member must speak for five minutes; each member must contribute to a group PowerPoint), or must you all make equivalent contributions to the task? In the latter case, for example, one member might put together the entire group PowerPoint, then speak for less time than the others during the group's oral presentation.
As soon as you are given your group assignment, meet as a team very briefly to work through the following steps.
STEP 1
Immediately introduce yourselves, and exchange mobile phone numbers, email addresses and MSN (or other) sign-in names. Write these details down now (or enter them into your phones), but do not continue the process until you know each other's details.
STEP 2
Brainstorm the task jrou have been given. Clarify together the exact purpose of the presentatioa Argue and talk until you all agree about the objective and the requirements. If the instructions seem ambiguous, talk to the lecturer and make sure you are all aware of any specifications or expectations of this assignment.
STEP 3
Lode at the chart of Belbin's team roles.
(If you haven't talked about this chart yet in class, you may need to spend some time discussing it in your group, or perhaps agree that you will all look at it at home and discuss it at your next meeting.) Talk about the roles each of you tends to play in teams, and consider the balance of roles you have in this team. Given the combination of roles you have, what strengths and problems do you anticipate your team might have?
STEP 4
It’s time to be honest and tell each other about your own skills—those that are relevant to this team assignment For example:
• I am good at following through research, and getting all the details correct.
• My critical reading skills are good—I give useful feedback on other people’s ideas.
• I have lots of creative ideas.
• I finish tasks on time.
• I speak fluently and confidently.
• I’m good at organising an audience (eg during a question-and-answer session or an audience involvement activity).
• I can make excellent PowerPoint slides.
Try to be open about your capabilities and expectations of the assignment. However, note that none of you can shirk the responsibility of being part of a team—you must all do an equal amount of work. Lookback at the section on teamwork and conflict resolution.
It is also a good time to talk about whether you are aiming for a High Distinction or a mere Pass. If there are discrepancies in the group on this point, try to resolve these in an adult manner.
For example, if you are the only group member aiming for a High Distinction, consider these issues:
• What are you prepared to do to make this more likely to happen?
• How will you feel if other team members get a higher mark than they deserve thanks to your effort?
• Are the other members prepared to meet you halfway?
STEP 5
Plan—and write down—all the tasks and roles you think are required for this assignment, and start to organise and volunteer for particular tasks.
(But be aware that the tasks may change as you all start working on the assignment.) You will need to do more work at the next meeting to clarify exactly what you need to do to complete the assignment successfully Consider all practical issues, such as obtaining equipment and preparing visual aids.
If this is your first group work assignment, accept that this process may be imperfect, but as time passes you will all get to know each other more and know who does what job well If this is the first time you have met your peers, try to use consensus to assign tasks or roles.
STEP 6
Organise at least two meeting dates now. and decide on some deadlines. Make the first meeting date soon—within the next seven days. Discuss the possibility of simultaneous chat time together. If you're going to make a team PowerPoint or set of overhead transparencies, make decisions about when you must email attachments to each other so that you can share information and make team layout decisions.
Planning your presentation
First, ask your tutor how your team . This will determine whether the whole team is to be assessed equally or whether individual marks will be awarded.
After exchanging contact details with other members of your team, brainstorm the task and decide as a team what the purpose of the task is and .
Due to the balance of roles within your team, consider the of your team, as well as the problems your team might face.
Decide which personal skills you each have that might be most helpful to your team. These could include computer skills, speaking ability, creative skills or being able to to meet a deadline.
Plan and make a list of all tasks required for the presentation, and start to and for particular tasks. Consider all issues, including who will obtain equipment and prepare visual aids.
Organise early meeting dates and decide on deadlines. If you plan to make a or slides, decide when you will all need to email attachments to each other so you can share information and decide on layout.
AI explanationShows the answer. Tap to open.
Question Focus: Synonym match - summary says 'ask your tutor how your team ...' and passage talks about assessment
Correct Answer: will be assessed
Why this is correct: The summary says you should ask how your team is judged. The passage uses the exact phrase will you be assessed, which directly matches this idea. You must copy the wording from the passage, not invent your own.
Passage Reference: First clarify with your lecturer how your group oral presentation will be assessed: • Will you be assessed on the group processes, or just on the product of your team? Will you all be given the same team mark, or is there an individual component within the mark?
Common Mistake: Students often write is assessed or assessment method. These change the grammar or wording. You must copy the exact phrase. This is a synonym trap.
Paraphrasing: Passage: 'will you be assessed' = Summary: 'how your team [GAP_1]'
Tips: When a gap asks about marking or grades, look for words like assessed or marked in the passage.
Key Vocabulary:
- assessed = graded
- component = part
Question Focus: Synonym match - 'decide as a team' paraphrases 'clarify together'
Correct Answer: what is required
Passage Reference: P 2 Brainstorm the task jrou have been given. Clarify together the exact purpose of the presentatioa Argue and talk until you all agree about the objective and the requirements. If the instructions seem ambiguous, talk to the lecturer and make sure you are all aware of any specifications or expectations of this assignment.
Why this is correct: The passage says you must agree on the objective and the requirements. The summary rewrites this as deciding what the purpose is and what is required.
Common Mistake: Students sometimes write the objective, but the gap asks for the second idea. That is a partial truth trap.
Paraphrasing: Passage: 'the objective and the requirements' = Summary: 'the purpose of the task is and [GAP_2]'
Tips: Watch for paired ideas joined by 'and'. Make sure you fill the correct half.
Key Vocabulary:
- objective = goal
- requirements = things needed
Question Focus: Direct word match
Correct Answer: strengths
Passage Reference: s team. Given the combination of roles you have, what strengths and problems do you anticipate your team might have?
Why this is correct: The passage clearly tells you to think about what strengths and problems your team might have. The summary uses the same idea.
Common Mistake: Some students write skills, which is related but not the same word. This is a synonym trap.
Paraphrasing: Passage: 'what strengths and problems' = Summary: 'consider the [GAP_3] of your team'
Tips: If the exact word from the passage fits the gap, always use it.
Key Vocabulary:
- strengths = advantages
- anticipate = expect
Question Focus: Synonym match with grammar clue
Correct Answer: finish
Passage Reference: ssignment For example: • I am good at following through research, and getting all the details correct. • My critical reading skills are good-I give useful feedback on other people's ideas. • I have lots of creative ideas. • I finish tasks on time.
Why this is correct: One listed skill in the passage is finish tasks on time. The summary shortens this to being able to finish to meet a deadline.
Common Mistake: Students often write on time, but the gap needs a verb. This is a grammar trap.
Paraphrasing: Passage: 'finish tasks on time' = Summary: 'finish to meet a deadline'
Tips: Always check the word before the gap. 'Able to' is followed by a verb.
Key Vocabulary:
- deadline = due date
- tasks = jobs
Question Focus: Direct word match
Correct Answer: organize
Passage Reference: t you halfway? STEP 5 Plan-and write down-all the tasks and roles you think are required for this assignment, and start to organise and volunteer for particular tasks.
Why this is correct: The passage says to organise and volunteer for particular tasks. The summary keeps the same structure.
Common Mistake: Students sometimes write plan, but that comes earlier in the sentence. This is a wrong section trap.
Paraphrasing: Passage: 'organise and volunteer' = Summary: 'start to [GAP_5] and [GAP_6]'
Tips: When two gaps are joined by 'and', they usually come from the same sentence.
Key Vocabulary:
- organise = arrange
- tasks = duties
Question Focus: Direct word match
Correct Answer: volunteer
Passage Reference: t you halfway? STEP 5 Plan-and write down-all the tasks and roles you think are required for this assignment, and start to organise and volunteer for particular tasks.
Why this is correct: This is the second verb from the same sentence as Gap 5. The passage uses volunteer exactly.
Common Mistake: Some students write choose or decide, but those words are not in the passage. This is a synonym trap.
Paraphrasing: Passage: 'volunteer for particular tasks' = Summary: '[GAP_6] for particular tasks'
Tips: Copy spelling carefully. One missing letter loses the mark.
Key Vocabulary:
- volunteer = offer to do
- particular = specific
Question Focus: Direct word match with capitalization ignored
Correct Answer: powerpoint
Passage Reference: taneous chat time together. If you're going to make a team PowerPoint or set of overhead transparencies, make decisions about when you must email attachments to each other so that you can share information and
Why this is correct: The passage clearly mentions making a team PowerPoint. The summary shortens this to PowerPoint or slides.
Common Mistake: Students sometimes write slides only, but the gap refers to the first item. This is a partial truth trap.
Paraphrasing: Passage: 'team PowerPoint' = Summary: 'make a [GAP_7] or slides'
Tips: Capital letters do not matter in IELTS, but spelling does.
Key Vocabulary:
- slides = presentation pages
- attachments = files
General Tips:
- Summary completion questions follow passage order. Use the previous gap to find the next answer faster.
- Always copy the exact word or words from the passage. Do not invent synonyms.
- Check grammar around the gap. Words like 'to', 'a', or 'the' give strong clues.
- Keep an eye on the word limit. Extra words automatically make the answer wrong.
The rest of this explanation is for members. Sign in free to read why the other options are wrong, key words and tips.
Sign in to read the full explanation