introducing your presentation think about audience at a presentation… what do they want to know at...
TRANSCRIPT
APS308-weeks 4&5Introducing your presentation
WEEK 4Introducing your presentation
Think about audience at a presentation…
What do they want to know at the start of a presentation?
What can a presenter do to get their attention at the start?
Introducing your presentation
To feel or show great pleasure
We were delighted to see her.
To be delighted to (v. Phr)
Stop (someone speaking) by saying or doing something:
There is a lot to tell you so please do not interrupt me until I am done.
Interrupt (v)
An idea, feeling, or opinion about something or someone
He wanted to share his impressions and opinions on my presentation.
Impression (n)
The quality of being convincing or believable
The government’s loss of credibility
Credibility (n)
A particular attitude or way of considering a matter:
I’m trying to get Matthew to change his point of view.
Point of view (n. phr)
To give the main facts about something
At the interview she outlined what I would be doing.
Outline (v)
To be located in somewhere
Our business is based in New York.
To be based in somewhere (v. Phr)
Being the person who has control of or is responsible for someone or something:
Who will be in charge of the department when Sophie leaves?
To be in charge of (v. Phr)
To have control and authority over something or someone and the duty of taking care of it or them:
He is directly responsible for the efficient running of the office.
Responsible for (v. Phr)
Have or include (something) as a necessary or integral part or result
My job involves a lot of travelling.
Involve (v)
A thing intended; an aim or plan
She was full of good intentions.
Intention (n)
To provide a general review or summary of a subject
Yesterday, I gave a brief overview of the research.
Give an overview (v. Phr)
Draw special attention to
the issues highlighted by the report are extremely important.
Highlight (v)
To explain something to someone
I'll take you through it one more time, then you can try it yourself.
Take someone through (v. Phr)
To speak or write to someone
He addressed a few introductory remarks to the audience.
Address (v)
To not have enough of something
We're a bit short of coffee - I must get some more.
To be short of time (v. Phr)
To have as a plan or purpose
We intend to go to Australia next year.
Intend (v)
To continue to exist
The meeting lasted two hours.
Last (v)
To talk or write about someone or something, especially in only a few words
In her autobiography she occasionally refers to her unhappy schooldays.
Refer to (v)
Watch video 3.1 (other people talking about the questions about the audience) and fill in the table in activity 2 on your course pack, p. 4.
Introducing your presentation
Sabine Kolbeck is giving a presentation to a group of people. While watching her presentation (video 3.2), answer the questions on page 16 of your course book.
Introducing your presentation
Sabine KolbeckSAVE IT
Supporting Companies Around the World
Expert view: watch video 3.3 and take notes about each part of ABCD model. Do the activity 4 on your coursebook p. 17
Analysis: How well did Sabine use the ABCD model? Watch video 3.4 and do the activity 6 on your course pack p. 5.
The expert feedback: Watch video 3.5 and do the activity 6 on your course pack p. 5.
Introducing your presentation
Language Focus, watch video 3.6 and do the activity 1 on your book p. 18
Then complete activities 2, 3, and 5 on pages 18 and 19.
Introducing your presentation
Students should determine their topics and tell the instructor the following week.
Reminder
WEEK 5Visual aidsPracticing the introduction of a presentation
DISCUSSION
What is a visual aid? What kind of visual aids do you know? What is the most commonly used visual aid
in presentations? Which ones do you prefer to use?
The Purpose of Using Visual Aids
support your ideas improve audience comprehension add variety to presentation (a break from
listening) enliven a difficult / boring subject help illustrate complex ideas/concepts help the presenter to stick to the plan
Design of AVs - The Rule of Five
A maximum of five lines per slide
A maximum of five words per line
If you stick to this rule, you won’t overload
your bullet charts
TIPS
Start with an outline of the goal
Keep visual aids BRIEF
Do not read AV directly (what you say vs. AV)
Ask audience to read or listen, not both
TIPS Account for production time (both in
planning and selection)
Check relevance to topic
Use charts and graphs
Make sure graphics are not too crowded
TIPS... Don't let handouts become a distraction
Practice with AV
Seek feedback on the clarity of your AV
Check grammar and spelling
Outline
1st or 2nd slide - outline
Only main points on the outline slide◦Ex: Use the titles of each slide as main points
Slide Structure
1-2 slides per minute
Point / bullet form (no complete sent.)
4-5 points per slide
Key words and phrases only
Slide Structure - Bad
This page contains too many words for a presentation slide. It is not written in point form, making it difficult both for your audience to read and for you to present each point. Although there are exactly the same number of points on this slide as the previous slide, it looks much more complicated. In short, your audience will spend too much time trying to read this paragraph instead of listening to you.
Slide Structure – Good
Showing one point at a time will:
◦ help audience concentrate on what you are saying
◦ prevent audience from reading ahead
◦ help you keep your presentation focused
Slide Structure - Animation
Do not use distracting animation
Do not go overboard with the animation
Be consistent with the animation that you use
Fonts - Good
Use at least an 18-point font
Use different size fonts for main points and
secondary points
◦this font: 28-point
◦main point font: 30-point
◦title font: 42-point Use a standard font like Times New Roman or
Arial
Fonts - Bad
If you use a small font, your audience won’t be able to read what you have written
CAPITALIZE ONLY WHEN NECESSARY. IT IS DIFFICULT TO READ
Don’t use a complicated font
Color - Good
Use a color of font that contrasts sharply with
the background
◦ Ex: blue font on white background
Use color to reinforce the logic of your structure
◦ Ex: light blue title and dark blue text
Use color to emphasize a point
◦ But use this only occasionally
Color - Bad
Using a font color that does not contrast with the
background color is hard to read
Using color for decoration is distracting and
annoying.
Using a different color for each point is unnecessary
◦ Using a different color for secondary points is also
unnecessary
Trying to be creative can also be bad
Background - Good
Use backgrounds such as this one (attractive but simple)
Use backgrounds which are light
Use the same background consistently
Background – Bad Avoid backgrounds that are distracting or
difficult to read from Always be consistent with the background
that you use
Spelling and Grammar
Proofread your slides for:
◦ speling mistakes
◦ the use of of repeated words
◦ grammatical errors you might have make
Have someone else check your
presentation!
Conclusion
Use an effective and strong closing
◦ Audience is likely to remember your last words
Use a conclusion slide to:
◦ Summarize the main points
◦ Suggest future avenues of research
Questions??
End with a simple question slide to:
◦ Invite your audience to ask questions
◦ Provide a visual aid during question period
◦ Avoid ending a presentation abruptly
Useful Language Structures
Describing & Referring to Visual
Aids
Useful Language Structures
1. Now, let’s look at...2. This shows/illustrates...3. As you can see from this ...4. Take a look at this graph/ chart/ table.5. Let’s now look at the next slide which
shows...6. Let me explain the graph/picture...7. The picture on the left shows you ...
B
A
C
Which box is...1. in the centre?2. in the bottom left corner?3. in the upper right corner?
Useful Language Structures
in the centre
A
B
C
in the upper right-hand corner
in the bottom left-hand corner
F E
D
G
Which box is...1. at the top2. on the left3. at the
bottom4. on the
right
F E
D
G
at the top
on the right
at the bottom
on the left
Useful Language Structure- Practice
Useful Language Structure- Practice
Useful Language Structure- Practice
Designing Visuals-Evaluate this slide
Literature may consist of texts based on factual information (journalistic or non-fiction), a category that may also include polemical works, biographies, and reflective essays, or it may consist of texts based on imagination (such as fiction, poetry, or drama). Literature written in poetry emphasizes the aesthetic and rhythmic qualities of language—such as sound, symbolism, and metre—to evoke meanings in addition to, or in place of, ordinary meanings, while literature written in prose applies ordinary grammatical structure and the natural flow of speech. Literature can also be classified according to historical periods, genres, and political influences. While the concept of genre has broadened over the centuries, in general, a genre consists of artistic works that fall within a certain central theme; examples of genre include romance, mystery, crime, fantasy, erotica, and adventure, among others.
Designing Visuals-Evaluate this slide
historical periods genres political influences
Designing Visuals
Examples of Genre:
Romance Mystery Crime Fantasy Adventure
You can use the checklist and useful structures on your coursepack page 6 when you are preparing your slides.
Reminder
Prepare an introduction to a presentation by choosing one of the cards on pages 7-11 of your coursepack.
Your presentation should take about 2 minutes.
Study the useful phrases on page 20 of your book and try to use them as many as possible.
Presentation Task
You have 8-10 minutes to prepare your presentation
Structuring your presentationPresentation Task
Analysis Use the analysis checklist on page 21 while
you watch the presentation of your friend.
Self assesment: After you complete your presentation, think
about your performance by answering the questions on page 21 about self assessment.
Structuring your presentationPresentation Task
Topics will be determined by the students and written down by the instructor this week.
Reminder
