GIVING EFFECTIVE PRESENTATIONS
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GIVING EFFECTIVE PRESENTATIONS
Study some additional tips to the speaker.
SOME USEFUL ADVICE TO A SPEAKER
1. Print in advance and distribute as a handout complicated
information requiring a concentrated and careful study.
2. Add explanations if the audience seems to be puzzled. Leave out
some information if the audience proves to be better grounded than
you expected.
3. Make up a brief outline of the content and order of the points to be
presented.
4. Leave time for references to visuals you may decide to use.
5. Number the visuals and include the numbers in your outline.
6. If you are going to use visuals, let them do a trial run.
7. When demonstrating a slide don’t lose eye contact with the
audience. To maintain it, stand to the side of the illustration and use
a pointer.
8. Use slides only if they help you to make your ideas clearer. Don’t
demonstrate them for the sake of demonstration.
9. Don’t demonstrate a slide for more than two minutes.
1. Before you begin writing your paper think about two things: your
purpose and your audience.
2. Regardless of your topic you should take into consideration the
audience’s background and the range of their knowledge in this
particular field.
3. Don’t try to cover too wide a field in your talk: one main idea
consistently and methodically developed will ensure the
understanding and appreciation of the audience. Arrange your
arguments so as to support this main idea.
4. There are two ways of delivering your speech: talking or reading. If
you decided on the first way, a previously prepared outline or notes
on the cards will be good guides during your presentation. They will
help you to keep the order of points and not forget something
important.
You may also write down your speech word for word but don’t try to
learn it by heart. Instead, practice delivering the information the
speech contains in parts. After that, go over the entire speech until
you can speak freely.
5. If you read the text, make the rhythm and pace of your talk closer
to those of natural speech. To keep up contact with the audience
don’t forget to look up regularly.
6. Emphasize the most important points, changing the tone and rate of
your speech and making deliberate pauses. This will help to hold the
attention of the audience.
7. You ought to remember that your listeners don’t have the
opportunity to come back to what has been already said. They can’t
stop at a puzzling idea and think it over. For this reason, don’t
neglect repetition, specification, internal summaries, etc.
8. If your speech exceeds the time allotted, don’t be tempted to speed
up your delivery. Think over in advance which parts of the text can
be left out.
9. You are to talk to the audience as if you were talking to a group of
your very good friends. Make your listeners feel that you are talking
to each one individually.
Each presentation includes an introduction, main body, and
conclusion. The introduction, in turn, may involve
a) the speaker’s appreciation for being able to present his/her
paper,
b) the statement of the problem and its importance (or the
statement of
the aim of the talk),
c) the outline of the sections of the paper.
In the main body of the presentation the speaker deals with
the research done,
the methods/techniques applied,
the data/ results obtained.
The vocabulary used largely depends on the field of research.
Nevertheless, there are phrases common to any presentation,
irrespective of the field, which make it better arranged and more
comprehensible for the audience. Among them are means of
making the composition of the text distinct,
specifying and clearing up the points being discussed,
drawing the audience’s attention to the most important points.
GIVING EFFECTIVE PRESENTATIONS
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Here are some ways of expressing gratitude:
c) Outlining the structure of the talk
a) Expression of appreciation
To begin with, I will consider the theory of ... . Then I will
concern myself with the methods used. In conclusion, I will make an
attempt to ... .
I’ll start by considering some aspects of ... . Further I’ll pass
over to the discussion of ... To conclude, I’ll make some comments on
... .
I will divide my talk into two parts. First, I’ll consider some
aspects of ... . Then, I’ll concentrate on ... .
I will start with the discussion of ... . After a short account of ...
I will proceed to the consideration of ... . I will finish with some
remarks about the possible future course of developments in this field.
First, I will describe ... . Then I will be concerned with ... .
Further I will analyze ... . Finally, the results of ... will be presented.
I think it is a privilege for me to participate in this conference
and I greatly appreciate it.
To begin with, I’d like to say I am very pleased to be here and
to be able to take part in this meeting. I hope it will be very
stimulating and useful for each of us here.
I’d like to begin by expressing my appreciation for this
opportunity to exchange information on the problems which interest all
of us.
It is a great pleasure for me to attend this representative
meeting and to have an opportunity to give a talk here.
b) Stating the problem and its importance
In my paper I am concerned with/I will concern myself with... .
As is known, in recent years a considerable number of works have
appeared on various problems of... . However, no detailed information
is so far available on the phenomenon of ... which is very important
for... . Our research has been undertaken with a view to understand
the mechanism of ... . Now I will report the data we have obtained.
My talk deals with/is concerned with ... . It is known that in the
last few years there have been many studies of the phenomenon of ...
. Research into the properties of ... is of great importance, because it
may contribute to our understanding of the processes occurring in ... .
It was the purpose of our study to determine some of the features
specific to the processes of ... . Now let me present the results
obtained.
The aim/purpose of my talk today is to consider/discuss ...
In recent years much interest has been centered around the
phenomenon of ... because it is very important for clarifying the nature
of ... . We have performed a series of experiments in order to
determine ... The results we have obtained from the experiments
appear to be quite different from those reported in the literature. Now
I will present these results.
My task today is to speak/report about ... . Consideration of
these phenomena is highly important as it may help to clarify the
nature of ... .
Phrases which are used
a) to make the composition of the text distinct & to link ideas
(sequencing/ordering )
Firstly...secondly...thirdly...
Then...next...finally/lastly...
Now I’ll consider briefly ... .
Let’s start with...
Further I’ll concern myself with ... .
At this point I’ll speak in more detail about ... .
Let me now make some comments on ... .
Let us turn (back) to ... .
Let’s move/go on/ get back to...
Now we come to …
Now I’ll pass/go over to ... .
I would now like to make a short remark on the other aspect of ... .
I would like to say a few words on ... .
That brings us to...
Let’s leave that...
That covers...
GIVING EFFECTIVE PRESENTATIONS
Giving
reasons/
causes
therefore
so
as a result
that’s why
Contrasting
but
however
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Various ways of concluding a paper
Comparing Summarizing
Concluding
similarly
to sum up
in the
same way
in brief
in short
in
conclusion
to conclude
Contradicting
actually
in fact
Highlighting
in particular
especially
Giving
examples
usually
generally
as a rule
Digressing
by the way
in passing
b) to specify and clear up the points being discussed
From this it follows that ... .
Consequently, it is possible that ... .
For this reason, it is feasible that ... .
That is ... (The critical temperature, that is the temperature of melting,
was maintained.)
Namely ... (At very high velocities, namely at 100 mph, ... .)
On the contrary, ... (The effect can hardly be called regular. On the
contrary, it occurs only ...)
On the one hand ... , on the other hand ... .
In other words (The band doesn’t spread over, in other words it is
localized in ...)
In particular (This reasoning is inconsistent, in particular in its
mathematical aspect.)
Strictly speaking, ... .
c) to draw the attention of the audience to the most important
points
It is essential that ...
It is particularly important/interesting that ...
It is of great interest/significance/importance that ...
It should be noticed that ...
It is to be noted that ...
I’d like to draw/call your attention to ...
It is interesting to note that ...
It is important to recognize that ...
It should be stressed (emphasized, underlined, underscored) that ...
Of special interest/importance is the fact that ...
Endings
Signaling the end
That brings me to the end of my presentation.
That completes my presentation.
Before I stop/finish, let me just say...
That covers all I wanted to say today.
Summarizing
Summing up/To sum up, it is evident that ... .
Summarizing /To summarize what I have said, (this phenomenon is
psychological in nature)
Let me just run over the key points again.
I’ll briefly summarize the main issues.
To sum up...
Briefly...
Concluding
From this it can be concluded that ... .
In conclusion, we will say that ... .
To conclude, the most effective method of investigating this problem is
... .
As you can see, there are some very good reasons...
I’d like to leave you with the following thought/idea.
Recommending
So, I would suggest that we...
I’d like to propose...( more formal )
In my opinion, the only way forward is...
Closing
Thank you for attention.
Thank you for listening.
I hope you will have gained an insight into...
Inviting questions
I’d be glad to try and answer any questions.
So, let’s throw it open to questions.
Any questions?
GIVING EFFECTIVE PRESENTATIONS
When the presentation of the paper is over the speaker
usually takes questions. When answering, the speaker may feel the
need to comment on the question or apologize for a certain looseness
in definitions, citations, data estimation etc. Here are some possible
ways of
a) commenting on a question or a point of view expressed
That’s a good question. Thank you for asking it.
It’s a difficult/intricate question. I can’t give a detailed answer to it
now.
I’m glad you’ve asked me this question.
Yes, I understood you. The idea of ... seems interesting/very attractive
to me.
Well, your argument sounds convincing but don’t you think that ... .
Oh, yes. Your remark is quite relevant. Thank you for reminding me
that ... .
Would you mind if I came back to your question later?
I’m not sure this question should be answered. It’s not quite relevant
to the subject discussed.
I’m afraid you misunderstood me. I didn’t mean to say that ...
NOTE:
That’s a good question is a time-gainer when one is
seeking for an answer to an extremely difficult question.
b) apologizing for lack of exactness in answers
I haven’t really considered the problem in this aspect, but I believe
that ... .
Speaking off the cuff, I’d say that ... .
Roughly speaking, this problem might be regarded as ... .
The phenomenon itself may be described, so to speak, as ... .
In a way, this definition isn’t exact but ... .
If I may put it this way, the explanation is possible if ... .
I’m afraid I’m not prepared to give a detailed answer to this all at
once. All I could say is ... .
If I remember it right, the assumption was advanced that ... .
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Delivery and Style
Tempo
Vary the speed - don’t talk at the same pace all the time. And pause
from time to time - a few seconds of silence are sometimes just as
effective as words.
Volume
This is largely a question of voice projection. There is no need to
shout. Vary the volume. A quiet part can contrast with a louder part.
Expressiveness
Vary the pitch (high pitch - soprano, low pitch - bass). A good way of
varying the pitch is to introduce into your presentation. This should
force you to raise the pitch a little.
Articulation
The sounds will be clearer if you don’t rush your words. If you
anticipate difficulty in pronouncing certain key words, practice them
beforehand. Usually the problem is the syllable stress.
Sentence length
Avoid reading your text - this should keep the sentences fairly short.
The Fog Index
The Fog Index (invented by Robert Gunning) is a mathematical
formula for measuring the comprehensibility of language (usually
written language).
F=0,4(A+L)
Key
F = Fog Index
A = the average length of sentences
L = the number of long words per 100 words (a long word has
three or more syllables excluding the endings -ed, -es, -ing)
Register / Style
Make your English sound natural - don’t use written English. Decide
how formal the language should be for the audience.
Linkers
Use linking expressions to guide the audience through your
presentation. Linkers will also help you vary the pace of your
presentation.
Emphasizers / Minimizers
It’s always a good idea to exaggerate a little - it will help to get your
message across persuasively.
GIVING EFFECTIVE PRESENTATIONS
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Describing trends, charts, and graphs
Types of charts segments
pie chart
line graph
bar chart
table
flow chart
organigram
Describing change
Upward movement
to increase/rise/go up
to grow/expand
to rocket/boom
To increase and to expand can also be used transitively:
e.g. We increased sales.
We expanded our workforce.
To raise can only be used transitively:
e.g. We raised our prices.
NOTE:
Transitive verbs can be used when we want to express an
action which affects an object.
e.g. We raised our prices.
Intransitive verbs cannot be used to express an action, only a
result.
e.g. Prices rose.
Downward movement
to decrease/fall/drop/decline/go down
to contract
to slump/collapse
To decrease and to drop can also be used transitively:
e.g. We have decreased our costs.
We will drop our prices.
To reduce and to cut can only be used transitively:
e.g. We reduced his salary.
We had to cut 200 jobs.
An end to movement
to flatten out/level off
No change
to remain constant/stable
to stay the same/at the same level
Three other verbs - to maintain, to hold and to keep - are used
transitively:
e.g. We plan to maintain our dividend (at the same level).
We need to hold our costs down.
We plan to keep our prices low.
Degree of change
dramatically/considerably/significantly/moderately/slightly
Sales have fallen considerably.
Profits rose slightly.
Speed of change
rapidly/quickly/suddenly/gradually/steadily/slowly
Absenteeism had dropped slowly. Sales went up rapidly.
GIVING EFFECTIVE PRESENTATIONS
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PRESENTATION PRACTICE
Prepare and give a five-minute presentation on ‘’The golden rules of
presentation’’. Evaluate each other’s performance using this
assessment form.
poor
System
general organization
introduction
ending
connections
relevance
length
level
Delivery
tempo
volume
expressiveness
articulation
Language
sentence length
register/style
linkers
emphasizers/minimizers
Manner
audience contact
interest
assurance/confidence
Body language
stance and posture
hands
eye contact
movement
facial expression
appearance
Visual aids
number
design
relevance
use
Overall impression
satisfactory
good
excellent
GIVING EFFECTIVE PRESENTATIONS
DISCUSSION
Discussion is aimed at clearing up a problem by presenting,
considering and assessing various view points, opinions, approaches,
etc. As such, it includes the following organizing elements:
A. Reference to what has been said.
B. Various interactions:
1) inviting the other party to expand on the previous point;
2) making sure the other party understand;
3) making sure you understand;
4) breaking in.
C. Encouragement of the other party.
D. Expression of one’s own opinion, assessment, judgment:
1) agreeing or disagreeing, expressing confirmation;
2) expressing hesitation, certainty, uncertainty;
3) expressing one’s own opinion.
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3. Making sure you understand.
Did I understand you correctly that ... ?
Do I understand you to say that ... ?
If I understand you correctly, you’re saying that ... .
So, what you are saying is ... .
4. Breaking in.
Excuse me, may I say something here?
Excuse me, I’d like to comment on this.
Oh, yes. But what would you say about... ?
May I ask you a question?
C.
Encouraging the other party (sometimes by assessing
what has been said).
Go on, please.
Yes, what is it?
I see your point.
It’s a reasonable question.
Yes?
D.
Expressing one’s own opinion, assessment, judgment.
Presented here are the organizing elements of discussion.
A.
Reference to what has been said.
Mr. Curry,
you mention that... .
you argued that... .
you made an interesting remark about... .
you made an appropriate point about... .
you said that... .
B.
Interactions
1. Inviting the other party to expand on the previous point.
Could you specify what/where/how/when ... ?
Would you say that again?
I don’t understand, if/how/why ... .
Your point isn’t quite clear yet.
2. Making sure the other party understand.
What I’m saying is ... .
Let me rephrase what I’ve said.
Do you follow me?
Is it clear so far?
1. Agreeing or disagreeing. Expressing confirmation.
Yes, I think so.
That’s (very) true.
Absolutely.
I agree with you there.
Perhaps, you are right.
I don’t think so.
Probably not.
I am afraid I can’t agree with you there.
That’s (not) quite right /(That’s) not exactly so.
2. Expressing hesitation, certainty, uncertainty.
There is no denying that ... .
Well, let me see/think ... .
I’m not sure that ... .
I doubt that ... .
Yes, but on the other hand ... .
3. Expressing one’s own opinion.
I guess, ... .
To my mind, ... .
As far as I can judge, ... .
As far as I know, ... .