Vocabulary task 4

The teacher will read you a list of words to test your memory.

You will need to listen carefully and cannot write any of the words. Later the teacher will test and see how many words you remember.

Watch the instruction for the exercise in the syllabus.

Discussion

Discuss in groups of three.

1. Why is it important to follow a certain structure when you prepare an academic presentation?

2. What is the purpose of the academic presentation?

3. How does the purpose depend on the target audience?

4. What are the compulsory parts of the presentation?

5. What parts can be considered optional?

6. How do you think what information should be included into various sections of presentation?

7. Do you know any ways to hook the audience?

8. What are the ways to grasp the audience attention?

Reading

Task 1

Find the suitable heading for each paragraph.  

Discussion and Conclusions, Introduction, References, Results, Methods

Developing the content of your presentation

The best presentations generally follow the guidelines of a published paper, with certain sections. However, you will have only a couple of minutes per section, so you might always remember about your central message. Here are some guidelines:

A ) This section should start with your general research objectives and a few words about the context of your work. You should make a clear statement of the hypotheses or predictions that you tested. Think ahead and ask yourself, how is this connected to the Discussion? Does it tell your audience why you did this experiment or research?

B) Unless your material relates directly to methodology (e.g., a new way of collecting urine samples from uncooperative subjects), you should strive to keep your methods section brief. Don't be so brief that we can't figure out what you did, but do give some thought to what is relevant to this particular presentation

C) What did you find? Did your tests come out the way you expected? This section will be supported by graphics of your data and statistics. This section may be shorter than you first expect, and this is ok! The more concise and clear your results are, the more time you have to talk about their importance.

D) This is a section that is often overlooked in oral presentations. Speakers run short of time and rush through this, the most crucial part of the talk. Don't let this happen to you. Consider the major point that you want your target audience to remember about your talk. Speak in details not only what your results show but also why they are SIGNIFICANT (significant meaning important, not statistically significant). Demonstrate how your research relates to the larger picture or issues. Indicate why anyone should care about your findings. This will summarize your study and send the audience off on a high note.

F) Literature review is rarely provided in an oral presentation, unless the speaker cites direct quotes or seminal works. However, it is becoming increasingly common to acknowledge sources of support and research assistance at some point in the talk. We recommend citing just a few sources, focusing on those papers that are particularly relevant to your research. When you think you have got the content outlined, even in a rough form, try it out on your professor, your office mate, and your mother. If they get what you are trying to say, then you're on the right track.

Discussion

What spoils a talk? You have probably also found yourself attending some poor or badly given talks. What qualities did these speakers display that detracted from your enjoyment of the presentation? How significant are the following: Inappropriate level of subject matter? Unhelpful slides? Over-long presentation? You might add other problems to this list.

2. Why do we need visual aid? Continue the following list:

• crystallize ideas;

• help information retention;

3. What are the main difficulties that you have to overcome when 1) you prepare academic presentation 2) present your report?

Task 2

Read the text and give its main ideas in 6 sentences.

Preparing visual aids for an oral presentation

The first question that many students ask is how many slides to show. Some experts recommend one slide per minute, but this is probably a little slow. Speakers should certainly allow at least one minute for some slides – especially the graphs of data, which need to be talked about at length – but other slides might go much faster. You might plan on about 15 slides for a 7-minute talk.

The first question that many students ask is how many slides to show. Some experts recommend one slide per minute, but this is probably a little slow. Speakers should certainly allow at least one minute for some slides – especially the graphs of data, which need to be talked about at length – but other slides might go much faster. You might plan on about 15 slides for a 7-minute talk.

Text slides can be used effectively in a variety of ways. For example, you might start your talk with a title slide, which includes your name, your affiliation (e.g., your graduate program) and of course the title of your talk. Text slides can also provide visual support as you present your introductory material. For example, one slide might show "bullet points" of your central research objectives. Another might list your specific hypotheses. Text slides can be a good way to outline your research protocol, specific methods of data collection that your audience needs to know and etc.. . However, the key to doing text slides right is to remember "less is more" and "bigger is better." If your slides aren't visible and legible, then you might as well leave them at home.

(1) Use very few words. We recommend no more than six lines of type per slide, with at most seven words per line. Try translating statements into bullet statements or an outline. Keep the wording tight; use simple language, minimal jargon terminology, and short, uncomplicated sentences. Remember that you will also be speaking to your audience. These slides are visual support of what you are saying, not a substitute for your oral presentation.

(2) Choose the right font. Use a typeface that is easy to read, such as Times New Roman, Arial or Courier. Studies show that text written in all large letters is hard to follow; it is better to use bold print. Use the same typeface throughout your presentation. We recommend using 1.5 spacing so that the lines are easier to follow. Then use a font that is about as large as the slide will accommodate, for example title lines size 44, major text 32, and minor text 24.

(3) Choose the right color(s). We recommend using contrasting colors, light type on a dark background or vice versa, like white on cobalt blue, or dark green on a pale yellow. Avoid red type - it looks good on your computer but is virtually impossible to read off of the slide screen. And at all costs avoid bright yellow as a background, it is blinding for everyone.

(4) Graphic images can be helpful in your Introduction in the form of flow charts. If you are trying to summarize how several variables interact, then a good flow chart might be just the thing. The same might be true for your Methods section. Schematic diagrams might help to show a piece of equipment or the physiognomy of a forest. Tables are really tricky. So many talks include a table full of tiny words and numbers that are impossible to read. This situation is hardly helped by the speaker's noting, "I know this is hard to read..." or "I don't expect you to read all of this..." Then why show it? If you must provide a table, keep it to no more than four columns and three lines - that is about as much as your audience is likely to digest. Graphics are most important in the Results section. Effective graphs will clarify your findings at a glance. Poor graphs will leave your audience irretrievably confused. Our recommendation is that you limit the amount of information that you put into each graph. You might be tempted to compile all of your data into one megahistogram, but please take pity on your audience. Try to keep it simple. Let each graph make one specific point, and plan to put just one graph on each slide.

Task 3

According to the text above say whether these statements are true or false.

1. All experts agree that the best variant for presentation is one slide per minute talk.

2. Studies show that it is better to use bold print then all caps.

3. Effective graphs will leave your audience distracted.

4. Tables are really intricate.

5. It is better to use complex and compound sentences on your text slides.

6. Text slides should serve as a supplemental material for your oral presentation.

7. It is better to escape red type on your slide.

8. To clarify the result a presenter should put all his data in one chart.

9. Title slide can be a good way to highlight your research protocol.

10. Flow chart is good if you are trying to summarize how several variables relate to each other.

Discussion

Express you agreement or disagreement with the statement. Give arguments.

Subjects who were exposed to a graphic representation of the strategy paid significantly more attention to, agreed more with, and better recalled the strategy than did subjects who saw a (textually identical) bulleted list version. Who is the author?

Classroom video 1

Video: https://www.youtube.com/watch?v=SFxVihJ1KSo

Task 1

Watch the video and mark the sentences as TRUE or FALSE

1. The presenter is the person who has more knowledge about the subject than somebody else.

2. The presenter should never pitch his talk to the level of the audience.

3. In terms of preparation, be sure to make your speech well before the meeting.

4. There is no need to run through your presentation multiple time if you have already participated in many scientific conferences.

5. If the unexperienced audience gets what you are trying to say, then you're on the right track.

6. Presentation is a substitution of your scientific talk, so you can read everything that is on your slide.

7. Animation may look cool and it wouldn’t disturb the audience.

8. You can win if you outline the bullet points in your presentation.

9. Rule of thumb is the usual experience of 1 slide per minute.

10. Technicians can detract you when you are running through your slides in advance.

Task 2

Watch the video one again and fill in the missing words in the sentences.

1. If you have the chance go up to the podium and __________ yourself with the equipment.

2. Use the laser pointer to highlight critical ___________.

3. Stay calm if something goes wrong and doesn’t work as IV technicians are _____________ to help you.

4. Always be aware of your ____________.

5. People will remember your presentation at the end of the day if they are able to hear _____________ even in the scientific talk.

6. Do you best to answer all the questions ____________.

7. Timing is everything, don’t _____________ your welcome.

8. Always be aware of how much tome you are given and be prepared to __________ some of your slides if you run out of time.

Speaking

What is the task?

Making a presentation: language and phrases

Good presenters always use language (sometimes single words, sometimes phrases) which shows where they are in their presentation. These ‘signposts’ make it easier for the audience to:

• follow the structure of the presentation,

• understand the speaker more easily,

• get an idea of the length and content of the presentation.

We’ve divided the phrases and sentences into sections which follow the logical progression of a well-balanced presentation.

1. Introducing yourself

• Hello. My name is Mark Pavlov and I am a master student from South Ural State University.

• Good morning everyone. Let me introduce myself; my name is Mark Pavlov and I am a master student from South Ural State University.

2. Introducing your presentation

• The purpose of today’s presentation is to … .

• The purpose of my presentation today is to … .

• In today’s presentation I’d like to … show you … . / explain to you how … .

• In today’s presentation I’m hoping to … give you an update on… / give you an overview of …

• In today’s presentation I’m planning to … look at … . / explain … .

3. Starting the presentation

• To begin with … .

• To start with … .

• Let’s start/begin by looking at … .

• I’d like to start by looking at … .

4. Closing a section of the presentation

• So, that concludes [title of the section] … .

• So, that’s an overview of … .

• I think that just about covers … .

5. Beginning a new section of the presentation

• Now let’s move on to … .

• Now let’s take a look at … .

• Now I’d like to move on to … .

• Next I’d like to take a look at … .

• Moving on to the next part, I’d like to … .

• Moving on to the next section, let’s take a look at … .

6. Concluding and summarising the presentation

• Well, that brings us to the end of the final section. Now, I’d like to summarise by … .

• That brings us to the end of the final section. Now, if I can just summarise the main points again.

• That concludes my presentation. Now, if I can just summarise the main points.

• That’s an overview of … . Now, just to summarise, let’s quickly look at the main points again.

7. Finishing and thanking

• Thank you for your attention.

• That brings the presentation to an end.

• That brings us to the end of my presentation.

• Finally, I’d like to finish by thanking you (all) for your attention.

• I’d like to thank you (all) for your attention and interest.

8. Inviting questions

• If anyone has any questions, I’ll be pleased to answer them.

• If anyone has any questions, I’ll do my best to answer them.

• If anyone has any questions, please feel free to ask them now.

• If anyone has any questions, please feel free to ask them and I’ll do my best to answer.

Project work

Task 1

Make up your own academic presentation according to all the requirements of the unit. You can use the information from your Bachelor thesis. Present your research to your group mates (time limit for your presentation speech 5 minutes).

Task 2

Evaluate the speech and the presentation of your group mates according to the table 1. Comment on the presentations.

40-33 - Excellent

32-25 - Good

24-17 - Satisfactory