- •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
Visualize success
Imagine yourself speaking to your audience in a loud and clear voice. Then visualize the audience applauding at the end of your talk as you smile.
Use the steps to reduce nervousness, but also remember that being nervous isn’t all bad. Many experienced presenters say that they can also use your nervousness to give you that extra energy that you need to give a good performance.
Today’s topic is …
Signposting (phrases to organize your presentation) helps you structure and shape the main content of your presentation. Signposts create verbal paragraphs or verbal signals and raise the attention curve at the beginning and end of each point of your presentation. The technique allows you to guide the audience through the structure of your presentation linking one point to the next. The audience can’t see your notes and can’t look forward to see what is coming. You know where you are going on your journey and you need to guide your audience by telling them exactly where you are on the roadmap of your presentation. This is a simple but highly effective technique that adds clarity to your presentations. Phrases below are examples of signposts.
Saying what is coming
In this part of my presentation, I’d like to talk about …
So, let me give you a brief overview.
Summarizing a point
Before I move on, I’d like to recap the main points.
Let me briefly summarize the main issues.
I’d like to summarize what I’ve said so far …
So, that’s the general picture for …
I’d like to conclude this point by saying
So, we’ve looked at …
That completes my overview of …
Let’s just recap …
Indicating the end of a section
This brings me to the end of my first point.
Let me briefly summarize the main issues.
I’d like to summarize what I’ve said so far.
That’s all I want to say about …
Moving to the next point
This leads directly to my next point.
This brings us to the next question.
Let’s now move on / turn to …
After examining this point, let’s turn to …
Let’s now take a look at …
Moving on now to …
Now turning to …
This leads me to a point …
So, that covers this point.
My next point is …
Referring back
As I said / mentioned earlier
Let me come back to what I said before
Let’s go back to what we were discussing earlier.
As I’ve already explained …
As I pointed out in the first section …
Referring to other points
I have a question in connection with (concerning) …
There are a few problems regarding …
With respect / regard to planning, we need more background information.
According to the survey, …
Adding ideas
In addition to this, I’d like to say that …
Moreover / furthermore, there are some interesting facts we should take a look at.
Apart from being to expensive, this model is too big.
As well as that, we can offer …
Talking about (difficult) issues
I think we first need to identify the problem.
Of course we’ll have to clarify a few points before we start.
We will have to deal with the problem of…
How shall we cope with …
The question is: why don’t we …
If we don’t solve the problem now, we’ll get / run into serious trouble soon.
We will have to take care of this problem now.
We are currently having difficulties with