aiMOOC

E9 E - Evaluate and improve presentation performance

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E9 E - Evaluate and improve presentation performance

Mini-Beschreibung: Analyse a voluntary private recording or an example video for structure, clarity, fluency, media use, pronunciation and response to questions. Use evidence, compare perspectives and develop concrete improvements. Then use the improvement in a new presentation.

Privacy first: Recording is always voluntary and stays private. You can work with a live presentation, a teacher-provided example or a public learning video instead. Do not upload recordings, names, school data or private social-media content. This aiMOOC does not require access to external AI tools.

I-can goals

I can analyse a presentation with six clear criteria and support my judgement with evidence.
I can explain how structure, language, voice and media affect an audience.
I can respond to follow-up questions, clarify my point and say honestly when I need to check a fact.
I can improve one presentation through feedback, revision and a second performance.
I can check sources, media and AI-generated claims before I use them.

What you already know

Quick start — answer in English:

What makes a presentation easy to follow?
What helps you when you lose a word?
What can a slide do better than spoken words?

E9-E rule: Start independently. Use hints only when you need them.

The learning cycle

Step	Your action
English first	Watch, listen or read in English before using help.
Understand	Identify the main message and the presentation structure.
Respond	Give an evidence-based reaction.
Ask	Ask a real follow-up question.
Hint	Use a phrase bank, checklist or model only if needed.
Improve	Change one or two high-impact features.
Use again	Present again and test whether the change works.

Input: Evaluate presentation performance

Your six-part evaluation lens

Do not rate the person. Analyse the performance and the effect on the audience.

Lens	Look for	Evidence language
Structure	clear opening, logical order, signposting, focused ending	“The audience can follow the order because …”
Clarity	precise main message, useful examples, explained terms	“The key point becomes clear when …”
Fluency	connected speech, purposeful pauses, recovery after hesitation	“The pause helps because …”
Media use	readable visuals, sources, meaningful images or data, no slide-reading	“The visual adds information by …”
Pronunciation	intelligible sounds, word stress, sentence stress, intonation, volume	“This is easy to understand because …”
Response to questions	listens, answers the question, clarifies, gives evidence, admits uncertainty	“The answer addresses the question by …”

Important: If something is not visible or audible, write not observable. Do not invent evidence.

Listening and viewing 1: Understand the speaker

Use a short excerpt. First viewing: no detailed notes.

Understand: Write the main message in one sentence.
Respond: Name one voice feature that supports understanding.
Ask: Write one question you would ask the speaker.
Improve: Choose one technique you could test in your own presentation.

Focus: intelligibility before accent. English has many legitimate varieties; your goal is to be understood, not to copy one “perfect” accent.

Listening and viewing 2: Compare two performances

This student-focused example is also listed by the Hessian education server for secondary-school English.

Identify two differences between the weaker and stronger performance.
Use the six-part lens and give exact evidence.
Explain which change has the biggest effect on the audience.
Transfer one improvement to your own presentation.

Reading: What effective presenters do

A British Council learning resource for teenagers recommends planning with key notes, speaking clearly, pausing, looking at listeners and practising instead of reading a full script. Use these ideas as a starting point, not as a checklist to copy blindly. Your job at E9-E level is to explain why a strategy works and when it might not.

British Council LearnEnglish Teens: Oral presentation

Context vocabulary

Word or phrase	Use it
main message	“My main message is …”
signpost	“Let me move on to …”
evidence	“The evidence for this is …”
transition	“This links to my next point …”
pace	“My pace becomes too fast when …”
purposeful pause	“I pause after the key point.”
word stress	“I stress the key word.”
intonation	“My voice signals that the point is complete.”
visual	“This visual shows …”
source	“According to the source …”
clarify	“Let me clarify what I mean.”
rephrase	“I’ll put that another way.”
follow-up question	“Could you explain why …?”
limitation	“One limitation of this source is …”

Pronunciation and fluency lab

Practise this short chunked model. The slashes show thought groups, not grammar:

Today I want to show you / why one small change matters. / First, I’ll explain the problem. / Then, I’ll compare two options. / Finally, I’ll answer your questions.

Now say it again:

slower at the key point,
with one purposeful pause,
with stress on the most important content word in each thought group.

Fluency is not speed. A fluent speaker can pause, repair a sentence and continue without losing the message.

A fictional school presentation for analysis

Fictional context: Alex is presenting a project called “Refill first”. No real names, profiles or school data are used.

Opening: “Our school uses many single-use bottles. Today I’ll compare two ways to reduce them: refill stations and reusable bottles. I’ll first explain the problem, then compare the options, and finally give my recommendation.”

Slide cue: one photo of a refill station, one simple comparison chart, source line visible.

Question: “What if refill stations are too expensive?”

Response: “That’s a fair question. The first cost can be high, so I would compare purchase and maintenance costs before deciding. I don’t have the exact price for our school, so I would need to check that.”

Analyse the example:

Which sentence makes the structure clear?
Which part of the answer shows responsible source use?
What would you ask next?

Media use: useful, not decorative

Use media when it does a job: showing evidence, making a comparison, explaining a process or helping the audience remember a key idea.

Quick test: If you remove the visual, what important information is lost? If the answer is “nothing”, improve or remove it.

For images, use legal sources such as Wikimedia Commons. Check the file page for author, licence and attribution information.

Source and media check

Before you use a fact, image, graph or AI-generated suggestion, check:

Check	Question
Author	Who created it, and are they identifiable?
Date	Is it current enough for this topic?
Evidence	Can I verify the claim in another reliable source?
Purpose	Is the source informing, selling, entertaining or persuading?
Licence	May I legally reuse this media, and how must I credit it?
Perspective	Whose view is included, and whose is missing?

AI rule: AI feedback is not evidence by itself. Do not upload audio, video, personal data or private messages to external AI services for this course. If your school explicitly allows text-based AI support, use only invented or anonymised text, check factual claims and keep your own wording and revision decisions.

Speaking: version 1 → feedback → version 2

Task: Give a 3–4 minute presentation alone or with one partner. Use one or two meaningful media items and expect two or three spontaneous follow-up questions. Use keyword notes, not a full script.

Choose an age-appropriate topic with reliable sources, for example a school project, a hobby with a real-world question, a local environmental issue or a comparison of two study strategies.

Recording option: A private recording can help you compare version 1 and version 2, but it is voluntary. You may choose live peer feedback instead.

Response to questions

Watch the short youth presentation evaluation clip, then use this three-step move:

Move	Useful language
1 Listen and acknowledge	“That’s an important question.” / “I see your point.”
2 Answer or clarify	“My main reason is …” / “What I mean is …”
3 Check or extend	“Does that answer your question?” / “I’d need to verify the exact figure.”

If you do not know, do not bluff. Say what you know, what you do not know and how you would check it.

Functional grammar for better presenting

Grammar serves the message.

Function	Pattern	Example
Improve a future version	if + present, will + verb	“If I slow down after key points, the audience will follow more easily.”
Connect evidence	relative clause	“The chart that shows the change needs a source.”
Show purpose	so that	“I shortened the slide so that the audience could focus on the graph.”
Be appropriately cautious	may / might / seems to	“This result may depend on the sample.”

Help levels

Start without help. Move down only if needed.

Level	Help
A – independent	Analyse with the six-part lens and your own language.
B – phrase support	Use: “One strength is … because …”; “The effect on the audience is …”; “A better option would be …”
C – planning frame	Evidence → effect → next step. Complete one sentence for each.

Feedback that leads to action

Use Evidence → Effect → Next step.

Example: “At 1:20 you read the full slide. That makes eye contact difficult. Next time, reduce the slide to three keywords and explain the rest freely.”

Good feedback is specific, respectful and changeable. Avoid comments about personality, accent identity or appearance.

Error analysis

Do not try to fix everything at once.

Problem	Likely effect	First fix
unclear order	audience loses the thread	add signposts and a one-sentence preview
too many slide words	audience reads instead of listening	reduce text and explain the visual
very fast pace	key ideas disappear	mark two planned pauses
weak source use	claim is hard to trust	name the source and check the evidence
answer goes off-topic	question remains unanswered	restate the question before answering

Choose one high-impact fix for version 2.

Writing: evidence-based self-review

Write a 160–220 word evidence-based improvement argument after version 1: Which change should you prioritise for version 2, and why?

Your text must:

state a clear priority,
use exact evidence from your performance,
explain the effect on the audience,
compare your own view with one peer’s perspective,
connect your decision to one checked source or media principle,
consider one reasonable alternative,
end with one measurable target for version 2.

Then revise your text once for coherence, evidence and language. Keep your own voice; do not replace the whole text with generated wording.

Mediation: purpose and audience

A German-speaking classmate gives this feedback: „Die Grafik ist hilfreich, aber du erklärst nicht, woher die Zahlen kommen. Bei der Rückfrage wirst du sehr schnell.“

Your English-speaking exchange partner asks what the feedback means for the next version. Mediate the relevant message in English for that purpose. Do not translate word for word.

Transfer: use the improvement again

Give version 2 to a small audience. Keep the topic the same so that you can compare performance, not content knowledge.

Afterwards, collect only two pieces of evidence:

Did the chosen improvement work?
What is the next most useful change?

E9-E reflection

Answer in English and use evidence.

Which change had the strongest effect on clarity? Compare version 1 and version 2.
Where did your own judgement differ from peer feedback? Which evidence is stronger?
Which source or media choice needed the most checking, and why?
How did your response to a spontaneous question show understanding rather than memorisation?
Which part of your language was accurate but not yet effective? Revise it for impact.
What would you keep if you presented the same topic to a different audience? What would you adapt?

Can-do check

Can-do	Not yet	Partly	Yes
I can identify evidence for all six evaluation areas.	□	□	□
I can explain an audience effect, not just name a feature.	□	□	□
I can use signposting and purposeful pauses.	□	□	□
I can answer or clarify a spontaneous question.	□	□	□
I can check sources and media before using them.	□	□	□
I can revise a presentation and show what improved.	□	□	□

Follow-up course

Continue with E9 E - Present and discuss with confidence: longer presentations, stronger argumentation, source-based discussion and more spontaneous follow-up.

Sources and media notes

Bildungsplan Baden-Württemberg – Englisch als erste Fremdsprache, Sekundarstufe I
British Council LearnEnglish Teens – Oral presentation
Hessischer Bildungsserver – Good Presentation VS Bad Presentation
University of Maine 4-H – Evaluating Presentations
TED – How to speak so that people want to listen
Wikimedia Commons file pages provide author and licence information for the embedded images.

Interaktive Aufgaben

Quiz: Teste Dein Wissen

Which observation is evidence for strong structure? (The speaker previews the order and uses clear signposts) (!The speaker uses the most colourful slide) (!The speaker talks without any pause) (!The speaker uses the longest words)

What is the best first step when a fact is uncertain? (Say what is uncertain and check a reliable source) (!Invent a number that sounds realistic) (!Ignore the question and change the topic) (!Repeat the same claim more loudly)

Which feedback is most actionable? (At 1:20 you read the slide so reduce it to keywords and explain the rest) (!Your presentation was bad) (!You should sound like a native speaker) (!You need more confidence somehow)

What does fluency mean in this course? (Connected understandable speech that can include purposeful pauses and repairs) (!Speaking as fast as possible) (!Never pausing or correcting yourself) (!Using an accent from one specific country)

When is a visual useful? (When it adds information or makes an idea easier to understand) (!When every sentence of the talk is written on it) (!When it is decorative but unrelated) (!When it replaces the speaker completely)

What is a good response to a difficult follow-up question? (Listen answer what you can and identify what still needs checking) (!Pretend you know the answer) (!Give a memorised answer to a different question) (!End the presentation immediately)

Which sentence is a clear signpost? (First I will explain the problem and then compare two options) (!This is maybe kind of interesting) (!There are many things to say) (!I have a slide here somewhere)

What should you evaluate about pronunciation? (How understandable stress intonation sounds and volume are) (!Whether the speaker has no regional accent) (!Whether the speaker copies one celebrity) (!Whether every word sounds identical)

What is the main purpose of version 2? (To test whether a specific improvement works) (!To change the topic completely) (!To add as many slides as possible) (!To memorise every sentence)

How should external AI feedback be treated? (As a suggestion that must be checked and not as evidence by itself) (!As an automatic final judgement) (!As permission to upload private recordings) (!As a replacement for your own revision)

Memory

Structure	logical order and signposting
Clarity	main message is easy to understand
Fluency	connected speech with useful pauses
Media	visuals that add information
Pronunciation	intelligible stress and intonation
Questions	relevant answers and clarification
Evidence	exact observation from the performance
Revision	a deliberate change for version two

Drag and Drop

Ordne die richtigen Begriffe zu.	Thema
Signposting	Structure
Purposeful pause	Fluency
Source line	Media use
Word stress	Pronunciation
Clarifying answer	Response to questions

Kreuzworträtsel

Structure	What gives a presentation a clear beginning middle and end?
Clarity	What makes the main message easy to understand?
Fluency	What describes connected speaking with useful pauses?
Audience	Who should the presenter keep in mind?
Signpost	What word describes a phrase that shows where the talk is going?
Intonation	What describes the rise and fall of the voice?

LearningApps

Lückentext

Offene Aufgaben

Leicht

Presentation structure: Mark the opening, main points, transitions and ending in a public example video.
Signposting: Create six useful signpost phrases and use each in a short spoken example.
Media check: Choose one Wikimedia Commons image for a school presentation and document author, licence and purpose.
Question practice: Write five follow-up questions for a fictional presentation and practise answering two of them spontaneously.

Standard

Performance analysis: Analyse a 2–3 minute excerpt with all six evaluation lenses and give evidence for each observable point.
Peer feedback: Give a partner Evidence → Effect → Next step feedback and compare it with their self-assessment.
Slide revision: Turn one text-heavy fictional slide into a visual that supports rather than duplicates the talk.
Private rehearsal: Give a 3–4 minute presentation, optionally record it privately, and revise one high-impact feature.

Schwer

Perspective comparison: Compare self-feedback, peer feedback and advice from one reliable learning source; explain where the perspectives agree or differ.
Source-based presentation: Present a contested everyday question using two reliable sources, clearly separating evidence from your own conclusion.
Spontaneous Q&A: Answer three unprepared questions, then analyse how well each answer addressed the question and used evidence.
Performance portfolio: Document version 1, feedback, revision decisions and version 2, and justify which change had the greatest effect.

Lernkontrolle

Evidence and effect: Watch a short presentation excerpt and explain how two observed choices influence the audience. Support each point with exact evidence.
Revision decision: You may improve only one feature before presenting again. Choose a feature, justify the priority and describe how you will test the change.
Media judgement: Compare two possible visuals for the same point. Decide which information each adds, check the source situation and explain how you would use one in the talk.
Q&A transfer: Respond to an unexpected question for which you only know part of the answer. Show how you would clarify, answer responsibly and identify what needs checking.
Perspective and source check: Two peers give different feedback. Compare their evidence, check one external source on presentation skills and formulate your own reasoned next step.
Mediation: Pass the useful content of German feedback to an English-speaking partner for the purpose of revising a presentation without translating every sentence.

Lernnachweis

For a successful Lernnachweis, show that you can:

analyse presentation performance with the six criteria and use evidence,
present a coherent 3–4 minute contribution with purposeful media,
respond to spontaneous questions and clarify uncertainty,
use understandable pronunciation, pacing and signposting,
check sources, licences and factual claims,
compare self- and peer feedback,
revise your own work and explain what changed from version 1 to version 2,
protect privacy by using voluntary/private recordings and fictional or anonymised data where needed.

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