- •Part I Let’s get started
- •Introducing yourself
- •Structuring a presentation
- •Hot tips to “jump start” your presentation
- •Dealing with nervousness
- •Visualize success
- •Today’s topic is …
- •Indicating the end of a section
- •Tips on presenting to an English-speaking audience
- •Visual aids
- •Describing a visual
- •Introducing a visual
- •Saying numbers
- •Talking about trends
- •Some advice to describe trends on graphs and charts
- •Concluding a presentation
- •Handling the question and answer session
- •Powerful techniques
- •Some additional techniques to help communicate the message
- •If we took at imagery first, what’s the difference between simile, metaphor and analogy?
- •Love your audience … not everyone is like you
- •If you are an Extravert, you probably …
- •If you are an Introvert, you probably …
- •If you are a Sensor, you probably …
- •Presentation activities for different personality types
- •Multiple intelligences
- •Some presentation activities for “intelligences”
- •Part II Test yourself
- •1. Match these less formal phrases with the more formal phrases in the table.
- •2. Complete sentences 1 – 8 with the correct form of the verb and a sentence ending from the box below.
- •3. Complete the sentences with the words in the box.
- •4. Complete the sentences with the prepositions in the box.
- •6. Replace the highlighted words in the presentation with words or phrases from the box.
- •7. Match the two parts to make typical sentences from the introduction.
- •8. Match items from the three columns to make attention-grabbing openings.
- •9. Put the words in the right order to make sentences.
- •10. Match examples of jump starts (a –g) with the techniques 1 – 7.
- •11. Make signpost sentences using elements from each column.
- •12. Complete the sentences with words from the box.
- •14. Choose the correct verb to fit the sentence.
- •15. Complete the sentences with the words from the box.
- •16. Match the two parts to make sentences used to refer to media.
- •17. Match the two parts to make sentences.
- •18. Complete the sentences with the correct adverb – adjective construction from the box.
- •19. Complete this presentation with words from the box.
- •20. Choose the correct word to fit the sentences.
- •21. Match the two parts to make sentences used to talk about visuals.
- •23. Use the notes to make sentences in the past simple or present perfect.
- •24. Read the following sentences and check whether rise and raise have been used correctly. If not, correct the sentences.
- •25. Choose the correct verb to fit the sentences.
- •26. Put the sentences that describe the graph in the correct order.
- •28. Sometimes it is necessary to interrupt the visual by explaining the reason behind the fact (the cause) or its consequence (the effect). Use the words from each column to make sentences.
- •29. Complete the presentation extract with the correct prepositions.
- •30. Unscramble the sentences to make typical sentences from a conclusion.
- •31. Complete the sentences with words from the box.
- •32. Match the two parts to make final statements from conclusions.
- •33. Complete the sentences with prepositions.
- •34. Look at the clues in brackets and underline the word which should be stressed in each sentence.
- •35. Match the two parts to make sentences.
- •36. Complete the dialogue with phrases from the box.
- •37. Complete the sentences with verbs from the box. Sometimes more than one answer is possible.
- •38. Test yourself. See how much you’ve learned about giving presentations in English.
- •39. Look at the text below containing three small ones.
- •42. Complete the gaps in these presentation extracts
- •43. Choose the best adverb or adjective for each sentence.
- •44. Complete this presentation extract with the correct prepositions.
- •45. Look at the graphs and complete these presentation extracts, using the correct form of the verbs in brackets
- •46. Now, look at this graph and complete sentences 1 – 6, describing the sales. What tenses did you use and why?
- •47. Read the statements below and write a rhetorical question that could go before each of them.
- •48. Read the statements below and write a rhetorical question that could go after each of them.
- •49. A Yale University study identified the following words as the twelve most powerful words in the English language. Why do you think these words are powerful?
- •50. Choose the best response (a, b or c) for questions 1 – 8. Then define the question and the strategy the presenter uses to answer each question.
- •Part III Full presentations Presentation 1
- •Presentation 2
- •Presentation 3
- •Presentation 4
37. Complete the sentences with verbs from the box. Sometimes more than one answer is possible.
answer deal go mention mind move prefer recap summarize |
Well, actually, I’d … to answer your questions after the presentation.
To … what we were discussing let me … the following points.
Sorry, but I’d rather not … with this question now as we’ll be looking at that in detail later on this morning.
Let me just … back to what we were discussing earlier.
I’ll … this question in the course of my presentation.
Before we … on, let me briefly … the main points we have been talking about.
I’m sorry, but would you … waiting until the question period?
38. Test yourself. See how much you’ve learned about giving presentations in English.
Indicating the start of a talk: … of all I’d like to talk about the new project.
Reprint: To speak when somebody else is speaking.
The opposite of increase: We have experienced a dramatic … in orders.
Another word for vary: Orders generally … between 1.2 and 1.4 million.
Indicating the end of one section and the start of the next: This … me directly to my next topic.
Written material for the audience: I’ve prepared a … for you.
In a few words: Let me just go over this again …
Another word for approaching: I’m … the end of my talk.
ZSMUMIRAE: To restate the main point briefly.
Another word for said: As I … earlier, the situation is improving.
Very small: There has been a … decrease in sales this year.
If you don’t mind, I’d … not to discuss this today.
Another word for part.
Another word for increased: The British government has … taxes again.
DECURONIT: Let me … myself. My name is Brian Winston.
What’s the preposition? She’s the regional manager, responsible … Europe.
(PowerPoint): Let’s look at the next …
A good visual for showing percentages. (2 words – 3,5)
To deal with something (like a question) later.
Another word for emphasize: I’d like to … the main advantages.
Another word for subject: Today’s … is market segmentation.
RUGIFES: Here you can see the sales … for 2009.
To repeat the same question or information in different ways.
Facts and figures displayed in blocks or rows and columns.
A polite way of asking somebody to do something: Would you … repeating that?
Another way to say regarding: With … to.
To make sure something is clear.
What’s the preposition? If we don’t do something, we will run … serious trouble.
PAZEEMISH: Let me … the fact that we need to act quickly.
A general description of the most important facts: I’ll begin by giving you an …
Another word for role: I am here in my … as head of marketing.
39. Look at the text below containing three small ones.
What is genetic data?
Our DNA consists of 4 bases A, C, T and G; so our genetic data is a string of these 4 letters, e.g. …AGGGGATTTAAA…
But at each genetic location a person can have 1 or 2 types, so can encode the genetic data in terms of 0 and 1s, e.g. …0101001010101…
Why do we simulate genetic data?
Lots of methods in literature about how to locate disease genes.
To assess a method, apply it to data set and compare predicted location with actual location.
But need data sets with known location of disease gene… not many of these.
Use simulated data sets.
Why is simulating genetic data challenging?
Real genetic data is not a random set of 0 and 1s.
There are complex correlation structures due to thousands of years of evolution.
Realistic simulated data should contain these structures.
Grammatically inconsistent lists are confusing and difficult to follow. Simplify the text by (1) applying the ‘less is more’ principle and cutting the number of words and (2) making the bullet points grammatically consistent.
Examples
Bullet points starting with verbs
Attack market
Simplify product line
Cut prices
Bullet points starting with adjectives
Larger market
Simplified products
Reduced prices
Bullet points starting with nouns
Market attack
Simplification of product line
Price reduction
40. Numbers and approximations
Read aloud 1 – 5 and pronounce them clearly.
4,579 employees 2. 30,33 metres 3. $995 4. 7.385% 5. €5.1 million
Now read aloud 1 – 5 below.
around 4,500 employees
just over 30 metres
$1,000 more or less
approximately 7.4%
roughly €5 million
Read the examples of approximations below.
Our agency has worked on 1,024 brands.
Our agency has worked on over / just over / more than 1,000 brands.
The number of brands is just above 1,000.
Our agency has worked on approximately / about / round about / roughly / more or less 1,000 brands.
Our agency has worked on 1,994 brands.
Our agency has worked on well over / well above 1,000 brands.
Our agency has worked on nearly / just under / almost 2,000 brands.
Now present sentences 1 – 10, using approximations.
We have 693 offices in 153 cities worldwide.
Our revenue was €333.33 billion last year.
There was a 5.67% increase in sales.
Ingredients: 82.7% water.
78.9% stated a strong preference for Product Y.
Europe: last twelve month, category spending is $12.9 million, down 0.2%.
Total forecast value: £2,697.
Australia: 193,399 professional engineers.
Fast process: 22-29 seconds.
We manufacture a total of 721 different products.
41. Brainstorm all the words you already know to describe the following graphs:
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