- •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
Describing a visual
During a presentation we can use different kinds of visuals:
a bar chart
a table
a technical drawing
a map
a graph
a pie chart
organizational chart / organigram(me)
The first rule of preparing effective visuals is that they should be clear and easy for the audience to follow. Sometimes it is necessary to explain a more complicated visual and it is always necessary to point out the most important information.
Introducing a visual
Let’s now look at the next slide which shows …
To illustrate this, let’s have a closer look at…
The chart on the following slide shows …
I have a slide here that shows …
The problem is illustrated in the next bar chart.
According to this graph, …
You can see the test results in this table.
As you can see here, …
Now I’ll show you …
Let’s move on now and look at the figures for …
Explaining a visual
First, let me quickly explain the graph.
You can see that different colours have been used to indicate …
The new models are listed across the bottom.
The biggest segment indicates …
The key in the bottom left-hand corner …
If you look at the top right-hand corner …
The blue dotted line represents …
The top half shows …
The figures in this table show …
Highlighting information
I’d like to stress / highlight / emphasize the following point(s).
I’d like to start by drawing your attention to …
Let me point out that …
I’d like to focus your attention on …
I think you’ll be surprised to see that …
What’s really important here is …
Let’s look more closely at …
What is interesting / important here is …
It is important to notice that …
I would like you to concentrate on this …
Saying numbers
Numbers, especially long ones, are often difficult for the audience to understand. Try to say numbers slowly and clearly, and point them while speaking.
2m – two million (2,000,000) |
235m – two hundred and thirty five million |
1.6bn – one point six billion |
98% – ninety-eight per cent |
¾ – three-quarters |
$150,000 – one hundred and fifty thousand dollars |
0.185 – naught/zero point one eight five |
2009 – two thousand and nine |
Remember that:
We use a comma in English to show thousands and a point to show the decimal place.
We say “2 million” or “10 billion”.
We say “2 million dollars” or “170 pounds”.
If you give numbers during your presentation, you don’t always need to give exact figures. An audience can be confused by too much complexity, and it is often better to use approximate figures in presentations as they are easier for the audience to understand and remember. Lead your audience to your conclusion by using approximations:
- (less) |
+/ - (about the same) |
+ (more) |
a little less than just under |
about, almost approximately around, nearly roughly |
just over well over |
While giving numbers during your presentation, you often need to emphasize the most important points. You can do this by the following ways:
Using a verb (stress, emphasize, etc.) I’d like to stress the following point. I’d like to draw your attention to the latest figures. I’d like to emphasize that our market position is excellent. |
Rhetorical questions What conclusion can we draw from this? So, what does this mean? So, how good are the results? So, how are we going to deal with this increase? So, where do we go from here? Why do I say that? Because … Do we really want to miss this opportunity to …?
|
Using what What is really important is how much we are prepared to invest. What we should do is talk about intercultural problems. |
adverb + adjective construction It would be completely wrong to change our strategy at this point. I think this fact is extremely important. totally unacceptable extremely dangerous absolutely safe incredibly cheap highly interesting absolutely necessary surprisingly good completely useless
|
Making contrasts although despite however nevertheless on the one hand … on the other hand whereas while |
Describing results This was because of … The unexpected drop was caused by … as a result consequently as a consequence therefore thus |