- •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
Talking about trends
We can describe movements and trends in English in different ways:
Verbs of change.
Upwards |
Downwards |
Other |
climb expand go up grow increase pick up reach a high recover rise gain improve peak jump bottom out reach a peak shoot up recover
|
decline decrease drop fall go down hit a low plunge come down deteriorate dip shrink slump take off slide
|
fluctuate remain stable stabilize stay the same level off remain steady even out hold firm stagnate slip back
|
A dramatic movement may be expressed by the verbs: rocket, soar, dive, dip.
A slight movement can be indicated by: edge up, edge down, dip.
The amount of increase can also be indicated using these verbs: halve, double, triple, quadruple, and increase tenfold.
You can be dramatic by adding adjectives and adverbs to your trend descriptions.
Adjectives + nouns |
Adverbs + verbs |
a sudden increase a moderate fall a gradual decline (rise) a slight rise (increase) a rapid growth a sharp jump a significant decrease the greatest increase |
increase slightly drop significantly (slightly) rise sharply decline slightly decrease steadily fall dramatically grow considerably
|
Prepositions.
Profits rose 11% to $2.7 billion.
Profits have gone up from 3 million to 4 million euros.
Our business grew by 10% last year.
There’s been a decrease in annual sales of 1 million euros.
Last year profits stood at 2.5 million pounds.
Our household income has actually dropped by 10% to 15 %.
The proportion of the food budget that we spend in restaurants has risen from 2% to 4% in the same period.
Our expenditure on ready meals fluctuated somewhere between $250 million and $300 million just 2 years ago.
This has now jumped by nearly $400 million to almost $700 million.
Different verb forms.
Past simple
We use the past simple to talk about trends that happened in the past and that now finished. It is often used with words and phrases referring to finished periods of time (last year, from 2003-2008, ten years ago, when we installed the new production process).
Sales fell between 2000 and 2003.
Sales increased during the summer months last year.
Present perfect
We use the present perfect to talk about trends that started in the past period and haven’t yet finished. It is often used with words and phrases referring to unfinished periods of time (since, for, this year).
Sales have risen since 2003.
Sales have deteriorated this month.
Past perfect and perfect continuous
We use the past perfect or past perfect continuous to talk about trends that had already happened before another event in the past.
Sales had already improved when we introduced the new product line in 2006.
Sales had been fluctuating before we streamlined the processes.
Present continuous
We use the present continuous to talk about trends and changes that are happening now or around now.
Sales are improving now.
The sales figures are getting worse and worse.
Will
We use will to predict future trends.
Sales will pick up next year.
Sales won’t improve in some markets in the foreseeable future.