Adapted from reflection models in Susan M. Reinharts, Giving Academic Presentations, 2nd Ed.

2013

Pronunciation Explanation - Self-Evaluation Form

Name:

(Make a check in the

appropriate column)
Good
Did you verbally introduce the
pronunciation points to be explained?
Did you use the boards to explicitly
name or identify the pronunciation
points that you explained?
Did you produce the sounds as a
pair/set, demonstrating their auditory
differences next to each other?
Did you provide examples of words or
structures that contain the sounds?
Did you explain how a speaker produces
the sound differences in question? If this
was a phonetic issue, did you explain
the positioning of the mouth and the
place and manner? If this was a
suprasegmental issue, did you explore
how the sound differences are
normally accomplished? Provide
details on how you handled this aspect
of your explanation.

Did you continue to use the board throughout

your explanation, in order to illustrate your
meaning? Explain how.
Did you use body language to help
you explain your points? Explain
the types of body language you
used and how it helped (or
hindered) your performance.

Did you go off track at any point, losing

focus with regard to what you were
instructed to explain? Did you remain
focused on the task at all times?
Explain your thoughts on this.

OK

Needs
Work

Comments (include specific

problems you noticed)

Adapted from reflection models in Susan M. Reinharts, Giving Academic Presentations, 2nd Ed. 2013

(Make a check in the

appropriate column)
Good

OK

Needs
Work

Comments (include specific

problems you noticed)

Did your voice carry adequately through

the entire room, reaching all students?
Did you see you overall explanation of the
pronunciation points as clear and well
organized? How would you improve this?

Did you use the students who were

listening to your explanation as tools
to help you make your points? More
specifically, did you call on members
of the class to help you in various
ways: to repeat structures, to model
or say words, to give thoughts, or to
respond with what they thought you
were inquiring about (etc.). Give
some details about how you used the
audience.

Pronunciation Observations (list out some of the specific problems that you noticed in your presentation)

Other comments (make sure that you add some personal notes here, things that you were not asked about)

Goals for my upcoming final presentation (list 23 areas that you want to improve for your next presentation)

Adapted from reflection models in Susan M. Reinharts, Giving Academic Presentations, 2nd Ed. 2013