Understanding the rules – Before getting started with any of the activities make sure that students understand the rules.

The best-case scenario is a balance between these two approaches based on the levels and abilities of your students. Getting students to do these presentations with minimal or no preparation can be chaotic, but in many ways, it can be more developmental as it forces students to use language creatively and to improvise with language. Giving students time to plan their Pecha Kucha will enable them to deliver a higher quality presentation, but they are more likely to script what they are going to say.

Planned vs spontaneous – There are pros and cons to both of these options.

This reduces the time needed in class to do all the presentations and also reduces the performance pressure on students.

Once students are more comfortable with the format you can get them to deliver their solo presentations to smaller groups. This reduces the amount of speaking they will have to do in any one turn. They can then take it in turns to do a slide each. Group vs solo – Getting students to do their first Pecha Kucha presentation can be a bit of an ordeal, so it can be better to get them started in groups of four or five.

Overcoming public speaking nerves can be a huge challenge, but regular small group and whole group practice of this, along with supportive and constructive feedback can help students overcome their nerves and develop more self-confidence.Talking about an image or theme can be quite demanding, especially if the students are having to improvise what they say, so don’t set your expectations too high the first few times they have to do it, especially if your students are lower-level learners, and be sure to offer lots of encouragement.

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