Focusing on presentations
Fiche de présentation de la ressource
Classe : Terminale STL
Enseignement : LV et Enseignements Technologiques
Titre : Préparation à l’épreuve du baccalauréat en Enseignement Technologique en Langue
Vivante 1
« Focusing on Presentations »
Extrait du BOEN (applicable à compter de la session 2013)
http://www.education.gouv.fr/pid25535/bulletin_officiel.html?cid_bo=59457
Baccalauréat technologique
Épreuve d'enseignement technologique en langue vivante 1
série STL
Rappel du règlement d'examen
Épreuve orale, évaluée en cours d'année.
Seuls sont pris en compte pour l'examen du baccalauréat
les points supérieurs à la moyenne de 10 sur 20. Ces points sont multipliés par deux.
Objectifs de l'épreuve
L'épreuve porte sur les compétences de communication en langue vivante 1 dans le contexte de la
réalisation du projet en biotechnologies ou en sciences physiques et chimiques en laboratoire. Elle
permet d'évaluer les capacités du candidat à présenter en langue vivante 1 les différentes
problématiques scientifiques et techniques auxquelles il est confronté et à expliquer en langue
vivante 1 les choix effectués. Sont notamment évalués le lexique fonctionnel utilisé ainsi que les
compétences sociolinguistiques et pragmatiques mises en œuvre en vue d'une communication
efficace.
Structure de l'épreuve
Cette épreuve se déroule en deux parties. La première est conduite dans le cadre de la première
partie de l'épreuve de projet, définie par la présente note de service. En revanche, l'organisation de
la seconde partie est indépendante de l'épreuve de projet ; elle est ponctuelle et se tient au cours du
troisième trimestre. - Présentation orale en langue vivante 1 de la conduite de projet Une fois dans l'année, les
compétences de communication du candidat en langue vivante 1 sont évaluées dans le contexte de
la conduite de projet. La conduite de projet elle-même fait l'objet de l'épreuve de projet définie par
la présente note de service.
Cette partie est notée sur 10 points.
L'évaluation est individuelle.
- Présentation orale en langue vivante 1 du projet Cette partie est notée sur 10 points.
Elle est
organisée par le chef d'établissement au cours du troisième trimestre.
En vue de la présentation
orale en langue vivante 1, le candidat élabore un dossier scientifique et technique, sous forme
numérique, en langue vivante 1. Ce dossier comporte 1 à 5 pages, tableaux et graphiques inclus. Ce
dossier est un support de présentation, il n'est pas évalué.
La présentation débute par un exposé du
candidat, qui dispose d'une durée maximale de 5 min. Elle est suivie d'un entretien en langue vivante
1 avec les examinateurs. L'ensemble de l'épreuve a une durée totale de 10 min.
Notation
Les enseignants de langue vivante 1 et les enseignants de la spécialité participant au suivi
du projet évaluent le candidat. A cette fin, ils établissent, pour chaque candidat, deux fiches
d'évaluation, une pour chaque partie de l'épreuve, selon les modèles publiés par le ministre chargé
de l'éducation nationale. Ces fiches d'évaluation ont le statut de copies d'examen.
L'épreuve est
notée sur 20 points.
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Focusing on presentations
Compétences transversales et attitudes


Mobiliser ses connaissances
Raisonner, argumenter


S’exprimer en continu
Utiliser un vocabulaire précis

Préparation au baccalauréat
Type de ressource

Réinvestissement, approfondissement
Résumé du contenu de la ressource :
Cette séquence permet de préparer les élèves aux présentations orales propres à l’examen du
baccalauréat STL.
L’objectif est de savoir réaliser une présentation de manière autonome, pour une prise de parole de
5min.
Cet exercice peut se révéler très complexe car il sollicite la prise de parole en continu de l’élève et
devant un public qui plus est.
Pour cela, on procède à une approche progressive des difficultés. Cette préparation par étapes et
donc avec niveau de difficulté croissant permet de dédramatiser cette épreuve qui pourrait paraître
difficile au premier abord.



Dans « Part 1 » de cette ressource, l’élève doit présenter un montage de chimie, biologie ou
physique de manière très guidée : les phrases à utiliser sont réunies dans un tableau qui
donne une structure à sa présentation.
Dans « Part 2 », des thèmes sont proposés ainsi que quelques lignes d’explication. Des
phrases clés sont proposées et l’élève doit organiser lui même sa présentation en l’articulant
grâce aux expressions données.
Dans « Part 3 », l’élève est bien plus indépendant. Il doit choisir son thème, faire ses
recherches et éventuellement regrouper son travail sous forme de présentation PowerPoint.
Pour cela, il doit s’appuyer sur les conseils promulgués ainsi que sur les expressions orales
proposées dans « Part 2 ».
Pour chaque présentation, une grille d’évaluation (personnelle et des camarades de classe) est
fournie. Son objectif est de guider les retours qui seront donnés systématiquement à l’oral en fin de
présentation. Ceci permet alors aux élèves de cibler leurs faiblesses et mettre en avant leurs points
forts.
Niveau requis
Langue cible
Niveau requis
Nombre de séances
Anglais
Compréhension écrite : B1 Expression orale : B1
Niveaux définis dans le Cadre Commun de référence pour les Langues :
http://fr.wikipedia.org/wiki/Cadre_européen_commun_de_référence_po
ur_les_langues
4 séances d’une heure : 1h de présentation de l’activité puis 3*1h de
présentations orales, voire plus.
Mots clés de recherche : présentation, PowerPoint, baccalauréat, évaluation
Provenance : CANU Cécile, [email protected]
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PART 1 : GUIDED PRESENTATION (LEVEL 1)
1. CHOOSING YOUR TOPIC
Among the devices illustrated below, choose one that you would like to present.
Fluorescent light bulb
http://commons.wikimedia.org/wiki/File:Doppelrohr
lampeb.jpg
Filtration apparatus
http://commons.wikimedia.org/wiki/File
:Filtracia.png
Magnifying glass
http://upload.wikimedia.org/wikipedia/commons/f/
f4/Lupa.na.encyklopedii.jpg
Volumetric flask
http://commons.wikimedia.org/wiki/File
:Volumetric_flask.PNG
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Prokaryote cell
http://commons.wikimedia.org/wiki/File:Prokaryote_cell_diagram.svg
1: Heat source
2: Still pot/round bottomed flask
3: Still head
4: Thermometer
5: Condenser
6: Cooling water in
7: Cooling water out
8: Distillate/receiving flask
10: Still receiver
13: Stirrer/heat plate
14: Heating (Oil/sand) bath
15: Stirrer bar/anti-bumping granules
16: Cooling bath.
Simple distillation set up
http://upload.wikimedia.org/wikipedia/commons/1/13/Simple_distillation_apparatus.png?uselang=f
r
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2. WRITING YOUR PRESENTATION
Write your presentation using the following frame.
You should then present for about 3-5min.
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3. EVALUATING AND GIVING FEEDBACK ON A PRESENTATION
Fill in the following table in order to evaluate your work as well as your classmates’ presentations.
Skill evaluated
Using the format and
expressions given by the
frame
Yourself
Name :
Name :
Name :
Name :
/5
/5
/5
/5
/5
/7
/7
/7
/7
/7
/7
/7
/7
/7
/7
/3
/3
/3
/3
/3
/3
/3
/3
/3
/3
/5
/5
/5
/5
/5
/30
/30
/30
/30
/30
Ability to speak freely and
without notes
Speaking without many
grammar or vocabulary
mistakes
Adequate length of
presentation (3-5min)
Ability to captivate the
audience
Scientific content
Total
Final grade :
A : 25-30,
B : 20-25,
C : 15-20,
D : 10-15,
F : 0-10
Example : If you obtain 27
points out of 30, you get an A
At the end of each presentation, the class should give its feedback orally. Aspects that were well
treated and points of improvement should be given. Always stick to constructive criticism.
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PART 2 : PRESENTATION (LEVEL 2)
1. CHOOSING YOUR TOPIC
Among the themes presented below, choose one that you would like to present.
Topic 1:
Source : http://en.wikipedia.org/wiki/atom
The atom is the smallest unit of an element that retains the chemical properties of that element. An
atom has an electron cloud consisting of negatively charged electrons surrounding a dense nucleus.
The nucleus contains positively charged protons and electrically neutral neutrons. In an element, the
number of protons in the nucleus equals the number of electrons. The atom is electrically neutral.
Topic 2:
Source : http://en.wikipedia.org/wiki/ammonia
Ammonia is a compound with the formula NH3. It is normally
encountered as a gas with a characteristic pungent odor. Ammonia
contributes significantly to the nutritional needs of terrestrial
organisms by serving as a precursor to foodstuffs and fertilizers.
Ammonia, either directly or indirectly, is also a building block for the
synthesis of many pharmaceuticals. Although in wide use, ammonia is
both caustic and hazardous. In 2006, worldwide production was
estimated at 146.5 M tonnes.
Topic 3:
Source : http://en.wikipedia.org/wiki/esters
Esters are a class of organic compounds. (R-COO-R’)
Volatile esters, particularly carboxylate esters, often have a pleasant smell and are found in
perfumes, essential oils… Esters can be synthesized in a condensation reaction between an acid and
an alcohol in a reaction known as esterification.
Topic 4:
Source : http://en.wikipedia.org/wiki/distillation
Distillation is a method of separating mixtures based on differences in their volatilities in a boiling
liquid mixture. Distillation is a unit operation, or a physical separation process, and not a chemical
reaction.
Commercially, distillation has a number of uses. It is used to separate crude oil into more fractions
for specific uses such as transport, power generation, and heating. Water is distilled to remove
impurities, such as salt from seawater. Air is distilled to separate its components—notably oxygen,
nitrogen, and argon—for industrial use. Distillation of fermented solutions has been used since
ancient times to produce distilled beverages with a higher alcohol content.
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Topic 5:
Source : http://en.wikipedia.org/wiki/redox
Redox reactions describes all chemical reactions in which atoms have their oxidation number
changed.
The term redox comes from the two concepts of reduction and oxidation. It can be explained in
simple terms:
Oxidation describes the loss of electrons by a molecule, atom or ion
Reduction describes the gain of electrons by a molecule, atom or ion
Topic 6:
Source : http://en.wikipedia.org/wiki/aspirin
Aspirin, or acetylsalicylic acid (A.S.A.) is a drug, often used as an analgesic to relieve minor aches and
pains, to reduce fever, and as an anti-inflammatory medication.
Aspirin also has an "anti-clotting" effect and is used in long-term, low doses to prevent heart attacks,
strokes and blood clot formation in people at high risk for developing blood clots. The main
undesirable side effects of aspirin are gastrointestinal—ulcers and stomach bleeding—especially in
higher doses.
Topic 7:
Source : http://en.wikipedia.org/wiki/Wave
In physics, a wave is a disturbance or oscillation that
travels through spacetime, accompanied by a transfer of
energy. Wave motion transfers energy from one point
to another, often with no permanent displacement of
the particles of the medium—that is, with little or no
associated mass transport. They consist, instead, of
oscillations or vibrations around almost fixed locations.
Waves are described by a wave equation which sets out
how the disturbance proceeds over time. The
mathematical form of this equation varies depending on
the type of wave.
Topic 8:
Source : http://en.wikipedia.org/wiki/DNA
Deoxyribonucleic acid (DNA) is a nucleic acid containing the genetic instructions
used in the development and functioning of all known living organisms (with the
exception of RNA viruses). The DNA segments carrying this genetic information
are called genes. Likewise, other DNA sequences have structural purpose s, or
are involved in regulating the use of this genetic information. Along with RNA
and proteins, DNA is one of the three major macromolecules that are essential
for all known forms of life.
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2. WRITING YOUR PRESENTATION
Write your presentation using the following expressions.
You should then present for about 3-5min.
Function
Introducing yourself
Introducing the subject
Showing organization
Finishing one subject...
...and starting another
Ordering
Analysing a point and giving
recommendations
Giving an example
Signposting in presentations
Language
Good morning,/afternoon/evening
I'm _________,
My name is ________ and I come from ____ school in ___.
Let me take a minute to introduce myself.
I'd like to start by...
Let's begin by...
First of all, I'll...
I'll begin by...
I'm here to talk about . . .
Today, I'd like to say a few words about . . .
I'm going to give you an overview of . . .
The main reason I'm here today is . . .
The focus of my remarks is . . .
I'd like to share some thoughts on (+topic)
I've divided my topic into three sections/parts. They are . . .
This presentation can be divided into the following subtopics:
First,
First of all
The first point is . .
Second
Secondly
The next point is . .
Third
Thirdly
Next, we come to . .
Finally
Last
The final point is . .
Well, I've told you about...
That's all I have to say about...
We've looked at...
So much for...
Now we'll move on to...
Let me turn now to...
Next...
Turning to...
I'd like now to discuss...
Let's look now at...
That brings us to . . .
Firstly...secondly...thirdly...lastly...
First of all...then...next...after that...finally...
Where does that lead us?
Let's consider this in more detail...
What does this mean for …?
Translated into real terms...
For example,...
For instance,
Such as
Let me illustrate,
To illustrate,
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Highlighting
Giving reasons
Generalising
Dealing with questions
Summarising and
concluding
A good example of this is...
As an illustration,...
To give you an example,...
To illustrate this point...
Actually,
In fact,
As a matter of fact,
In particular
Particularly
Especially
This is why . . .
The main reason is . . .
Therefore,
Generally,
Usually,
As a rule,
Most of the time,
In most cases,
We'll be examining this point in more detail later on...
I'd like to deal with this question later, if I may...
I'll come back to this question later in my talk...
Perhaps you'd like to raise this point at the end...
I won't comment on this now...
In conclusion,...
Right, let's sum up, shall we?
I'd like now to recap...
Let's summarise briefly what we've looked at...
Finally, let me remind you of some of the issues we've covered...
If I can just sum up the main points...
Thank you for your time
Thank you for taking the time to be here
Taking questions
Are/Were there any questions?
We have just a few minutes for questions
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3. EVALUATING AND GIVING FEEDBACK ON PRESENTATION 2
Fill in the following table in order to evaluate your work as well as your classmates’ presentations.
Skill evaluated
Using the signposting
expressions: introduction +
showing organization
Using the signposting
expressions: core of the
presentation, giving examples,
using link phrases
Using the signposting
expressions: conclusion and
taking questions
Yourself
Name :
Name :
Name :
Name :
/3
/3
/3
/3
/3
/4
/4
/4
/4
/4
/3
/3
/3
/3
/3
/5
/5
/5
/5
/5
/5
/5
/5
/5
/5
/2
/2
/2
/2
/2
/3
/3
/3
/3
/3
/5
/5
/5
/5
/5
/30
/30
/30
/30
/30
Ability to speak freely and
without notes
Speaking without many
grammar or vocabulary
mistakes
Adequate length of
presentation (3-5min)
Ability to captivate the
audience
Scientific content
Total
Final grade: A : 25-30, B : 2025, C : 15-20, D : 10-15, F : 010
At the end of each presentation, the class should give its feedback orally. Aspects that were well
treated and points of improvement should be given. Always stick to constructive criticism.
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PART 3 : PROFESSIONAL PRESENTATION (LEVEL 3)
1. CHOOSING YOUR TOPIC
Choose a topic that you like and deals with physics, biology or chemistry. Do the necessary research
and construct your 5min presentation. Should you choose to use a piece of software such as
PowerPoint, make 5 to 10 slides using the advice given below.
2. TIPS ON HOW TO GIVE A POWERPOINT PRESENTATION
Presentation Contents
A member of the audience should visualize your presentation like this:
Introduction


Welcome
Explanation of structure
Body

Usually three main points
Conclusion

Summing up
The Slides




Fonts: use large fonts. Use thick lines for graphs.
Colors: use strongly contrasting colors and avoid dark backgrounds.
Title: EVERY slide should have a title. Similarly every slide (except the title page) should have
a page number.
Main Ideas: Your points should not be full sentences. They should be short and the number
of points per slide should be limited. No more than 5-8 lines of text per slide.
The Presentation





Watch your time. Count on 30s-1min per slide (not too short, and not too long)
Don't read your slide. Restate the points in your own words and elaborate on them.
Look convinced. Act convinced.
Practice the presentation beforehand. This helps to see if the content is good. It helps to get
the timing right. It helps you to familiarize yourself with the presentation.
Talk to the audience, not to the screen/floor/laptop/projector.
Other Tips

Prepare extra slides to answer expected questions. This is very helpful if the answer is
complex and a slide can help clarify it.
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Focusing on presentations
3. EVALUATING AND GIVING FEEDBACK ON A POWERPOINT PRESENTATION
Skill evaluated
Using the signposting
expressions: introduction +
showing organization
Using the signposting
expressions: core of the
presentation, giving examples,
using link phrases
Using the signposting
expressions: conclusion and
taking questions
Yourself
Name :
Name :
Name :
Name :
/2
/2
/2
/2
/2
/2
/2
/2
/2
/2
/2
/2
/2
/2
/2
/6
/6
/6
/6
/6
/3
/3
/3
/3
/3
/5
/5
/5
/5
/5
/2
/2
/2
/2
/2
/2
/2
/2
/2
/2
/6
/6
/6
/6
/6
/30
/30
/30
/30
/30
Aspect of slides, animations,
amount of work produced
Ability to speak freely and
without notes
Speaking without many
grammar or vocabulary
mistakes
Adequate length of
presentation (3-5min)
Ability to captivate the
audience
Scientific content
Total
Final grade : A : 25-30, B : 2025, C : 15-20, D : 10-15, F : 010
At the end of each presentation, the class should give its feedback orally. Aspects that were well
treated and points of improvement should be given.
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