deliver a short oral presentation in english...deliver a short oral presentation in english this...

Deliver a short oral presentation in

English

D1.LAN.CL10.05

Trainee Manual

Deliver a short oral

presentation in English

D1.LAN.CL10.05

Trainee Manual

Project Base

William Angliss Institute of TAFE 555 La Trobe Street Melbourne 3000 Victoria Telephone: (03) 9606 2111 Facsimile: (03) 9670 1330

Acknowledgements

Project Director: Wayne Crosbie Chief Writer: Alan Hickman Subject Writer: Quentin Derrick Project Manager/Editor: Alan Maguire DTP/Production: Daniel Chee, Mai Vu, Kaly Quach

The Association of Southeast Asian Nations (ASEAN) was established on 8 August 1967. The Member States of the Association are Brunei Darussalam, Cambodia, Indonesia, Lao PDR, Malaysia, Myanmar, Philippines, Singapore, Thailand and Viet Nam.

The ASEAN Secretariat is based in Jakarta, Indonesia.

General Information on ASEAN appears online at the ASEAN Website: www.asean.org.

All text is produced by William Angliss Institute of TAFE for the ASEAN Project on “Toolbox Development for Front Office, Food and Beverage Services and Food Production Divisions”.

This publication is supported by the Australian Government’s aid program through the ASEAN-Australia Development Cooperation Program Phase II (AADCP II).

Copyright: Association of Southeast Asian Nations (ASEAN) 2013.

All rights reserved.

Disclaimer

Every effort has been made to ensure that this publication is free from errors or omissions. However, you should conduct your own enquiries and seek professional advice before relying on any fact, statement or matter contained in this book. The ASEAN Secretariat and William Angliss Institute of TAFE are not responsible for any injury, loss or damage as a result of material included or omitted from this course. Information in this module is current at the time of publication. Time of publication is indicated in the date stamp at the bottom of each page.

Some images appearing in this resource have been purchased from stock photography suppliers Shutterstock and iStockphoto and other third party copyright owners and as such are non-transferable and non-exclusive. Clip arts, font images and illustrations used are from the Microsoft Office Clip Art and Media Library. Some images have been provided by and are the property of William Angliss Institute.

Additional images have been sourced from Flickr and SXC and are used under Creative Commons licence: http://creativecommons.org/licenses/by/2.0/deed.en

File name: TM_Deliver_a_short_oral_presentation_in_Eng_refined

http://www.asean.org/

http://creativecommons.org/licenses/by/2.0/deed.en

© ASEAN 2013 Trainee Manual

Deliver a short oral presentation in English

Table of contents

Introduction to trainee manual ........................................................................................... 1

Unit descriptor................................................................................................................... 3

Assessment matrix ........................................................................................................... 5

Glossary ........................................................................................................................... 7

Element 1: Prepare for an oral presentation ...................................................................... 9

Element 2: Deliver a short oral presentation ................................................................... 39

Element 3: Evaluate a short oral presentation ................................................................. 51

Presentation of written work ............................................................................................ 59

Recommended reading ................................................................................................... 61

Trainee evaluation sheet ................................................................................................. 63

Trainee self-assessment checklist .................................................................................. 65

Introduction to trainee manual


Deliver a short oral presentation in English 1


To the Trainee

Congratulations on joining this course. This Trainee Manual is one part of a ‘toolbox’ which is a resource provided to trainees, trainers and assessors to help you become competent in various areas of your work.

The ‘toolbox’ consists of three elements:

A Trainee Manual for you to read and study at home or in class

A Trainer Guide with Power Point slides to help your Trainer explain the content of the training material and provide class activities to help with practice

An Assessment Manual which provides your Assessor with oral and written questions and other assessment tasks to establish whether or not you have achieved competency.

The first thing you may notice is that this training program and the information you find in the Trainee Manual seems different to the textbooks you have used previously. This is because the method of instruction and examination is different. The method used is called Competency based training (CBT) and Competency based assessment (CBA). CBT and CBA is the training and assessment system chosen by ASEAN (Association of South-East Asian Nations) to train people to work in the tourism and hospitality industry throughout all the ASEAN member states.

What is the CBT and CBA system and why has it been adopted by ASEAN?

CBT is a way of training that concentrates on what a worker can do or is required to do at work. The aim is of the training is to enable trainees to perform tasks and duties at a standard expected by employers. CBT seeks to develop the skills, knowledge and attitudes (or recognise the ones the trainee already possesses) to achieve the required competency standard. ASEAN has adopted the CBT/CBA training system as it is able to produce the type of worker that industry is looking for and this therefore increases trainees chances of obtaining employment.

CBA involves collecting evidence and making a judgement of the extent to which a worker can perform his/her duties at the required competency standard. Where a trainee can already demonstrate a degree of competency, either due to prior training or work experience, a process of ‘Recognition of Prior Learning’ (RPL) is available to trainees to recognise this. Please speak to your trainer about RPL if you think this applies to you.

What is a competency standard?

Competency standards are descriptions of the skills and knowledge required to perform a task or activity at the level of a required standard.

242 competency standards for the tourism and hospitality industries throughout the ASEAN region have been developed to cover all the knowledge, skills and attitudes required to work in the following occupational areas:

Housekeeping

Food Production

Food and Beverage Service


2


Front Office

Travel Agencies

Tour Operations.

All of these competency standards are available for you to look at. In fact you will find a summary of each one at the beginning of each Trainee Manual under the heading ‘Unit Descriptor’. The unit descriptor describes the content of the unit you will be studying in the Trainee Manual and provides a table of contents which are divided up into ‘Elements’ and ‘Performance Criteria”. An element is a description of one aspect of what has to be achieved in the workplace. The ‘Performance Criteria’ below each element details the level of performance that needs to be demonstrated to be declared competent.

There are other components of the competency standard:

Unit Title: statement about what is to be done in the workplace

Unit Number: unique number identifying the particular competency

Nominal hours: number of classroom or practical hours usually needed to complete the competency. We call them ‘nominal’ hours because they can vary e.g. sometimes it will take an individual less time to complete a unit of competency because he/she has prior knowledge or work experience in that area.

The final heading you will see before you start reading the Trainee Manual is the ‘Assessment Matrix’. Competency based assessment requires trainees to be assessed in at least 2 – 3 different ways, one of which must be practical. This section outlines three ways assessment can be carried out and includes work projects, written questions and oral questions. The matrix is designed to show you which performance criteria will be assessed and how they will be assessed. Your trainer and/or assessor may also use other assessment methods including ‘Observation Checklist’ and ‘Third Party Statement’. An observation checklist is a way of recording how you perform at work and a third party statement is a statement by a supervisor or employer about the degree of competence they believe you have achieved. This can be based on observing your workplace performance, inspecting your work or gaining feedback from fellow workers.

Your trainer and/or assessor may use other methods to assess you such as:

Journals

Oral presentations

Role plays

Log books

Group projects

Practical demonstrations.

Remember your trainer is there to help you succeed and become competent. Please feel free to ask him or her for more explanation of what you have just read and of what is expected from you and best wishes for your future studies and future career in tourism and hospitality.

Unit descriptor



Unit descriptor


This unit deals with the skills and knowledge required to Deliver a short oral presentation in English in a range of settings within the hotel and travel industries workplace context.

Unit Code:

D1.LAN.CL10.05

Nominal Hours:

60 hours

Element 1: Prepare for an oral presentation

Performance Criteria

1.1 Define the audience for the oral presentation

1.2 Select the topic of the oral presentation suitable for the audience

1.3 Locate sources of information to support the oral presentation

1.4 Select relevant information to be included in the oral presentation

1.5 Organise information in a logical order for the oral presentation

1.6 Check that the presentation is grammatically correct and contains a good range of vocabulary

Element 2: Deliver a short oral presentation


2.1 Rehearse oral presentation

2.2 Deliver an oral presentation appropriately for five minutes on a researched topic of interest

2.3 Answer questions following the oral presentation

Element 3: Evaluate a short oral presentation


3.1 Gather feedback from others regarding the oral presentation

3.2 Reflect on feedback

3.3 Describe how the oral presentation could be improved in the future

Unit descriptor

4


Assessment matrix



Assessment matrix

Showing mapping of Performance Criteria against Work Projects, Written

Questions and Oral Questions

The Assessment Matrix indicates three of the most common assessment activities your Assessor may use to assess your understanding of the content of this manual and your performance - Work Projects, Written Questions and Oral Questions. It also indicates where you can find the subject content related to these assessment activities in the Trainee Manual (i.e. under which element or performance criteria). As explained in the Introduction, however, the assessors are free to choose which assessment activities are most suitable to best capture evidence of competency as they deem appropriate for individual students.

Work

Projects

Written

Questions

Oral

Questions


1.1 Define the audience for the oral presentation 1.1 1,2 1,2


1.2 3 3


1.3 4 3


1.4 5, 6 4


1.5 7 5, 6


1.6 8,9 7, 8


2.1 Rehearse oral presentation 2.1 10 9


2.2 11,12 10, 11


2.3 13,14 12, 13

Assessment matrix

6


Work

Projects

Written

Questions

Oral

Questions



3.1 15 14

3.2 Reflect on feedback 3.2 16,17 15


3.3 18,19 16

Glossary



Glossary

Term Explanation

Actual Real, existing in fact

Affect Have an effect on or make a difference to

Audience The people who watch or listen to an event like a play, movie or concert

Body language The process of communicating without words through gestures and movements

Confident Feeling or showing certainty about something

Content The information contained in a presentation, book, TV program, movie, play etc.

Context The circumstances that form the setting for an event, statement, or idea

Define Explain the meaning

Deliver To present

Design To create or develop something

Develop To build or grow something like an idea, a movement, a plan

Effective Useful

Eye contact Looking directly at someone you are speaking or listening to

Feedback Information received about your performance of a task or activity

Gesture A movement of part of the body that conveys meaning

Hobby An interest

Introduction A preface of information that outlines what will come next

Logical Clear and rational order

Material The content of a presentation

Glossary

8


Term Explanation

Notes A written summary of an entire piece of work

Outline A summary of the main points

Organisation The way in which something is arranged or set out

Potential Possible outcome

Presentation A speech or talk that shares information with an audience

Purpose The reason or goal

Recommended Advised to be considered

Reflect Think about and analyse

Rehearse Practice

Research Investigate a topic

Survey Questionnaire, data collection about a given topic or event

Topic The main idea




Element 1:

Prepare for an oral presentation


Introduction

Before you plan a presentation, it is critical to understand the people who you are presenting to. It is important to define your audience so that you can deliver a presentation that is meaningful and interesting. Not understanding your audience can lead to frustration and boredom for the listeners. There are some questions that you should always answer before planning the content of your presentation.

Questions for defining audience

It is important to know the background of your audience, the purpose for them coming to your presentation and the context in which you are delivering the presentation. The following checklist can be used to determine who your audience is.

Questions

What is the group size? How many people will be attending the presentation?

The number of people will affect many aspects of your presentation including your delivery style, how you present visual information, the amount and type of handouts or materials needed, and how much audience participation or interaction is possible

What is the average age of the audience? Is there a wide variety of ages represented or are all participants of a similar age?

If the audience is predominantly made up of one age range such as younger or older, this will affect the types of examples you may use for your presentation

What jobs or positions do the people in the audience hold? How does this relate to your position?

If the audience is composed of your superiors, the language and tone you use will be important. You would have to use more formal and professional language

If your audience is predominantly made up of your peers, you may use more informal language that they can relate to. It is also important not to use language that could be seen as condescending for people with lower ranks than you

Why are people joining your presentation?

If they have been instructed to attend your presentation, the audience may not be as engaged in comparison to an audience that has been invited or who attend because of their own interest


10


How much do the audience know about your topic?

If your audience is familiar with the information, you will not have to provide much background or explanation

If your audience is unfamiliar with the topic, you will have to provide some support for them

You can always ask questions at the beginning of or before your presentation, to find out how much background knowledge your audience has about the topic

Where are you presenting? What time is the presentation?

Is the room air conditioned/heated? Is it small, large, hot, cold or loud?

Has the audience been working all day or is it being presented very early in the morning?

These things will impact on your audience’s enthusiasm and engagement. If they are tired, hot and uncomfortable, you might have to adjust your presentation to recognize these conditions.

Understanding your audience

There are many things that you can do to align your presentation with audience expectations. Using appropriate language for your audience is critical to make it successful as well as presenting a topic that is interesting or engaging for your audience. Understanding your audience will help you to decide what type of information and language you will use in the presentation.

Activity

Look at the different types of audience below and in pairs decide what the most important factors are that may influence the presentation. Use the ideas in the previous section to help you. Are there other things about the audience that may affect the presentation?

1.

2.




3.

4.

5.

6.

7.

8.


12


1.2 Select the topic of the oral presentation

suitable for the audience

Introduction

When making a presentation it is always important to match the topic to the audience or to the situation. Sometimes you will be asked to make a presentation and the topic will be chosen for you. For example, you may have to report about the occupancy rates in your hotel or you may be asked to present a customer service improvement strategy. If the topic has been chosen for you, you need to keep the content of the presentation aligned with the desired outcomes that the audience expects. If you are choosing your own topic, then you need to make sure that the topic is suitable for your audience. This means you need to know information about your audience before you chose the topic.

Choosing the right topic

When choosing a topic you should consider:

Choosing a topic that is interesting to you:

This will make researching information for the topic more interesting and fun for you

If you are more interested in presenting a topic, your audience will also become more engaged

When choosing an interesting topic you could select:

A favourite hobby

A personal experience that you would like to share

A value or belief that is important to you

Something you would like to learn more about

An aspect of your work that you find interesting

Some important questions that you should ask that will influence your topic choice include:

Is the topic appropriate for the context or occasion?

Will the audience be interested in the topic?

Can you talk about the topic confidently and enthusiastically?

Is the presentation going to present something new or show another perspective for your audience?

What does the audience know about the topic?




Activity

It is important to know some background information about your audience before you choose your topic for a presentation. Complete the table below and interview some of your classmates to gather information about them. In the column with a ?, think of another question that may be useful for you to ask.

Name/Age Job/Position Hobbies/Interests ?


14


Choosing a topic

Once you have determined who your audience is, it is necessary to choose a topic that is interesting and informative for them. Look at the information below and decide which topics would be suitable for your classmates and which topics may not be suitable.

Topic Suitable Not

Suitable Why?/Why Not

The environment

The American stock market

Tourism numbers in your region

Badminton

Things to do in your city

The history of the Beatles

Traditional food in your country

1.3 Locate sources of information to support the

oral presentation

Introduction

After determining a topic for your presentation, it is necessary to identify appropriate information to support the delivery of the talk. Using the internet can be the easiest way to access information for your presentation but there are other ways to find suitable information as well. Magazines, journals, surveys, marketing data could also be used to collect relevant data for a presentation.

Surveys and Questionnaires

One source of information for a presentation could be from questionnaires or surveys. This information could have been compiled by your marketing department or may come from the tourism department and this information could be useful for your presentation.




Activity

In groups of 3, write a report on the information technology competence (ability)

of your classmates.

You have to investigate any three of the following:

What electronic equipment do your classmates have in their homes?

How often do they use them?

How confident do they feel using them?

How skilled are they at using them?

Do they think they are skilled enough to use them in their future job?

These are the types of questions you could in ask in your survey:

How confident are you at using the programs on your computer?

Do you read a manual before you start using a new piece of technology?

Does new technology make you nervous?

How many times a week would you use a computer?

Where would you usually use a computer?

At home?

At a friend’s place?

At school?

Other?

Could you confidently use a computer in a job today?

Each group designs a survey to ask the rest of the class. Below is a model of a survey:

Topic: Do you feel confident in using pieces of technology?

Questions Very

confident

Fairly

confident

Confident Not very

confident

Nervous

1. IPod

2. IPad

3. CD player

4. Cell phone

5. Laptop computer

6. Desktop computer

7. DVD player

8. Video camera


16


It is now time for you to decide what you are going to do your survey on.

1. Design your questionnaires (survey)

2. Carry out the survey – ask every member of your class

3. Work out the results of the survey (conclusion)

4. Write your report

5. Present your results to the class.

1.4 Select relevant information to be included in

the oral presentation

Introduction

Selecting the best information for your presentation is critical for the overall success of the talk. The content information must be relevant to the presentation itself and for the audience. Choosing the wrong information could lead to the audience becoming bored and disinterested. When selecting relevant information for your presentation it is important to be clear about the outcome you want from your presentation. When choosing information the first question you should ask is “What am I trying to achieve with my presentation?” This will help you choose useful and relevant information for your talk.

What information do you need?

Finding relevant and useful information for your presentation is often the most challenging part of the process. It is common to either have too much information or not enough and this can lead to difficulties in preparing your presentation. It is important to think about your audience when selecting information for your presentation. If your audience does not know anything about your topic, you will have to include more information to explain the topic. If your audience understands the topic clearly, you will need to choose information that supports the goal of your talk which may be to argue a point of view or new idea.

When selecting relevant information you should:

Know who your audience is and what they expect from your presentation

Have a clear purpose or goal for your presentation

Know how long your talk will go for

Write an outline for your presentation

Understand clearly the context or why you are presenting

Choose information from appropriate sources that relates to your outline.




Example – Outline

One of the first steps in preparing your presentation is to write an outline. This will help you to decide on the best information to support the main ideas and will allow you to see where you need more or less information. Look at the example outline below about which is a report on great low budget restaurants. Discuss the questions below with your partner.

Great restaurants on a budget – Outline

Aim of the report

How we set up the survey

Choosing the restaurants

Survey the restaurants

Survey questions

Findings of survey

Conclusion

Questions from audience:

Is the outline clear?

How does the outline help you choose information for the presentation?

Activity

Look at the topics and contexts below. In pairs, decide what information would be relevant to each topic. Write an outline for each topic. When you have finished, share your outlines with another pair and see if they are the same or different.

1. Topic: A summary of complaints in a hotel for a 12 month period.

Audience: General Manager and key managers.

Context: The presentation is to share information and offer solutions to improve performance. 15 minute presentation.

2. Topic: Tourist sights to visit in your city.

Audience: Guests at a hotel.

Context: A group of business people at a conference have a free day and they want to know what to do and see. 5 minute presentation.

3. Topic: Occupational safety and health issues for pool areas.

Audience: Recreation, lifeguards and food and beverage service staff.

Context: Staff are being instructed about issues they should be aware of around pool areas. 30 minute presentation.


18


Selecting relevant information

When you have completed your outline you need to match relevant information with your main points. Different types of presentations will require different types of information. Look at the examples below. Can you think of more examples of relevant information for each type of presentation?

Reports Informative Instructional Arousing

Facts

Figures

Graphs, charts, diagrams

Survey results

Data

Recommendations

Questions

Facts

Time: when things should be done

Place: where things should happen

Cause and effect: how things should happen

Diagrams and visual aids

Provide specific instructions or orders

Why is the information valuable?

Process and steps

Demonstrate

Visual aids

Explanation of new terms or equipment

Questions and feedback

Raise attention

Examples or stories

Comparison of past and present

Audience experiences

Feedback and questions

Persuasive Other Other Other

Facts and examples

Visual aids and data

Potential solutions or benefits

Reasons why

Questions




1.5 Organise information in a logical order for the

oral presentation

Introduction

Once you have selected the relevant information that you will use in your presentation, you need to put it into a logical order. Organising your information logically helps to achieve the goal or desired outcome of the talk and keeps the audience engaged. If your presentation is not well organised the audience may become confused and bored. It is important to align the order of information to your overall goal or objective of the presentation.

A successful presentation

An introduction

Speaker introduces himself or herself and the topic

An outline Speaker briefly explains what he/she is going to talk about

Main body Speaker gives the main points of his/her presentation

Summary Speaker repeats the main points of his/her presentation in a shortened form

Conclusion Speaker ends his/her presentation and thanks the audience for listening

Questions Speaker asks the audience if they have any questions about his/her presentation

Introduction

When you are introducing yourself and your topic, you need to include the following:

Greet the audience

Tell the audience your name

Tell the audience the title of your presentation

Tell the audience the purpose of your presentation.


20


Activity

Below is a list of expressions you can use when giving a presentation. There are a number of ways that you can say the same thing. Read them to your partner, using good expression and pronunciation. Remember, you only need to use one expression for each section in your oral presentation.

Greeting the Audience

Good morning (afternoon) everybody (everyone).

Good morning (afternoon) my fellow classmates.

Good morning (afternoon) trainer. Good morning (afternoon) class.

Tell the audience your name

My name is ...

I’d like to introduce myself. My name is ...

For those of you who don’t know me, my name is ...

Tell the audience the title of your presentation

My presentation is called …

The name of my presentation is …

My presentation is entitled …

My presentation is about …

Today, I want to tell you about …

This morning (afternoon), I would like to talk to you about …

Tell the audience the purpose of your presentation

I’d like to explain to you how …

I’d like to tell you about …

I’d like to instruct you on how to …

I’d like to inform you about …




Activity

Now practice the following introductions. Fill in the gaps with your own ideas.

1. Good morning, everybody. My name is __________ . My presentation is called

‘_______________.’ I’d like to explain to you how ______________

2. Good afternoon, my fellow classmates. I’d like to introduce myself. My name is

____________. The name of my presentation is ‘______________.’ I’d like to tell

you about _______________.

3. Good afternoon, trainer. Good afternoon class. For those of you who don’t know

me, my name is _____________. This afternoon, I would like to talk to you about

_____________. I’d like to inform you about _______________.

Activity

Complete the following introduction of a presentation

everyone morning price purpose

inform title

Good morning, 1 ________________. My name is Jamal.

This 2 ______________ , I would like to talk to you about good

restaurants in our local area. The 3 __________ of my presentation is

‘Great restaurants on a budget.’ The 4 ______________ of this

presentation is to 5 ____________ you about the local restaurants in our

area that offer great food good service in a nice atmosphere, all for a low

6 __________.


22


Activity

Read the following introductions with a partner. Discuss which introduction is

better and why?

Introduction one

Hello. I’m going to talk about scuba diving in the Coral Sea. I like scuba diving and the Coral Sea is a great place to go scuba diving. I’ve gone scuba diving in the Coral Sea about ten times. It’s lots of fun. Now, I will start my presentation.

Introduction two

Good morning, everyone. My name is Joseph. This morning, I would like to talk to you about scuba diving in the Coral Sea. The title of my presentation is ‘the best places to scuba dive in the Coral Sea.’ I’d like to inform you about the best places in the Coral Sea to scuba dive, how to get there and how much money it will cost.

Outline

After you have given your introduction, you must give an outline of your presentation. Look at the following outline of a presentation about great restaurants on a budget.

Great restaurants on a budget – Outline

Aim of the report

How we set up the survey

Choosing the restaurants

Survey the restaurants

Survey questions

Findings of survey

Conclusion

Questions from audience.




Activity

Work in pairs. Trainee A asks Trainee B questions to find the missing information in the passage below. Trainee B provides the answers to the questions. Write the answers in

the spaces provided. Do not look at each others passage!

Trainee B reads:

Now I would like to give you an outline of my presentation. I will __________ by

explaining the aim of this presentation. ________ I will show you how I set out the

survey and selected the restaurants. ________ I will show you how I judged the

restaurants. __________________ I will tell you the questions I asked the restaurant’s

customers and their answers. ______________ I will give you my conclusions. After my

presentation, there will be time for any questions you might have.

Now, Trainee B asks Trainee A questions to find the missing information in the

passage below. Trainee A provides the answers to the questions. Write the

answers in the spaces provided.

Now, I would like to give you an ____________of my presentation. I will begin by

explaining the _______ of this __________. First, I will show you how I set out the

_________and selected the restaurants. Then, I will show you how I judged the

______________. After that, I will tell you the questions I asked the restaurant’s

customers and their answers. Finally, I will give you my _____________. After my

presentation, there will be time for any ____________ you might have.


24


Main body

When you are writing your presentation, you will need to remember the following:

Include all main points

Supporting information

Linking words/expressions

Grammar

Vocabulary

Topic sentences.

Summary and conclusion

After you have finished telling your audience the main points of your presentation, you will have to summarise these main points and give a conclusion. This is very important.

A good summary/conclusion follows this pattern:

Signal the end of presentation

Summary of presentation

Recommendations

Closing remarks

Invitation for questions.

Signaling the end of your presentation

You signal you are about to end your speech. This means you give the audience a hint or a clue that you are about to finish, by saying one of the following phrases:

That brings me to the end of my speech

Before I finish I would like to say…

Before I complete my speech I would to remind you…

I would like to conclude my presentation by saying…

When the audience hears you say these phrases, they know your presentation is coming to an end, and that you have finished the main points of your presentation.

Summary

The summary is a reflection of all of the main points of your speech. Your summary does not last very long and should not include anything new from the main body of your presentation.

You should start your summary with one of the following phrases:

To sum up let me say...

To summarize what I have told you…

In summarizing what I have said to day…

Let me go over the main points again…




Recommendations

Not all presentations will have a recommendation. A recommendation is a suggestion about what you think should happen in the future.

You should start your summary with one of the following phrases:

So I would suggest that we…

I would like to recommend that…

In my opinion we should…

It would be a good idea if…

Closing remarks

Closing remarks are the phrases you tell your audience, thanking them for listening to your presentation.

You should say one of the following phrases:

I would like to thank you all for listening

Thank you for listening to me this morning

Thank you for being such an attentive audience.

Inviting questions

After you have finished your presentation, you should ask the audience if they have any questions.

You should say one of the following phrases:

Does anyone have a question?

I would be glad to answer any questions now

Are there any questions?


26


Activity

Read the following sentences and write whether they are an invitation to question (IQ); recommendation (R); summary (S); signal to end (SE). Write you answers in the spaces provided.

1. I would recommend a map of the restaurant’s location be included in the brochure.

______

2. To sum up my main points again. ______

3. Before I finish, I would just like to thank all the owners of the restaurants.

______

4. Does anyone have any questions? ______

5. In my opinion, the city’s restaurants need good brochures to help advertise their restaurants.

______

Read the beginning of the following sentences on the left, and match them with the correct endings on the right. Write the completed sentences in the spaces provided under the table.

I would be happy to answer the main points again

Before I finish I would like by saying the city has many good cheap restaurants

In my opinion to thank you all for listening

Let me go over any questions you have now

We can conclude the best restaurant for your money is

Complete sentences

1. __________________________________________________________________________

2. __________________________________________________________________________

3. __________________________________________________________________________

4. __________________________________________________________________________

5 __________________________________________________________________________




1.6 Check that the presentation is grammatically

correct and contains a good range of

vocabulary

Introduction

It is important to check your presentation for grammar mistakes and to see if you have used a wide range of vocabulary. Repeating words or phrases too often may lead to the audience becoming disinterested and bored so it is crucial that you include a variety of vocabulary and grammar.

Grammar points

Topic sentences

Topic sentences are usually the first sentence in every paragraph. A topic sentence tells the audience the main point about each paragraph. For example:

Dubai is a popular city with tourists from many countries. These tourists come to enjoy the hot weather, the beaches and the beautiful hotels. Tourists also like to go shopping in Dubai which is famous for its gold.

Activity

Read the following paragraphs and choose the most appropriate topic sentence from the list below. There is one more topic sentence than there are paragraphs:

Dubai is very multicultural

Dubai has a wide range of restaurants

Dubai has many hotels

The weather in Dubai is warm and sunny

Dubai is growing very quickly

Dubai is located on the Persian Gulf.

1. _____________________________.There are thousands of new apartment

buildings. People from all over the world want to buy apartments in the city. Every

year, many international companies are moving to Dubai and opening stores to

sell their products.

2. _____________________________. It is in the north-east of the United Arab

Emirates. It is sometimes called the ‘Pearl of the Persian Gulf’ and is known

internationally as the ‘Shopping capital of the Middle East.’ The city is about thirty-

five square kilometres in area.


28


3. ______________________________. Less than 10% of the people are local

Emiratis, the rest are people from all over the world. They come from India, Iran

and other Arabic countries.

4. _______________________________. Even in the winter, Dubai has an average

daytime temperature of 25°C. In the summer, the weather is very hot and humid,

with temperatures reaching the mid 40s. It does not rain very much in Dubai. In

fact, on average, it only rains five days a year.

5. _______________________________. You can taste food from every country

around the world. The best restaurants are inside the hotels. Internationally

famous chefs come to Dubai to work in the kitchens of some of the most luxurious

hotels and restaurants in the world.

Supporting information

Supporting sentences help show that the ideas in the topic sentence are true.

For example:

The Burj Al Arab Hotel has amazing views. This sail-shaped building is three hundred and twenty-one meters high. From the Skyview area you can see the whole city of Dubai below.

Activity

Read the following topic sentences and choose two supporting sentences for each, from the list below:

For instance, the great pyramid is over 3500 years old

He needs to be able to speak clearly and politely to guests

Dubai caters for tourists from all over the world

You can learn about new developments in your industry

You can meet people from other companies in similar jobs

Dubai is considered the ‘Shopping capital of the Middle East.’

Many historical sites date back thousands of years

He needs to be strong and energetic.

1. A good porter needs to have the following qualities.

__________________________________________________________________________

__________________________________________________________________________




2. Attending a conference has several advantages for employees.

__________________________________________________________________________

__________________________________________________________________________

3. Egypt is famous for its history.

__________________________________________________________________________

__________________________________________________________________________

4. Tourism is one of the fastest growing industries in the Middle East.

__________________________________________________________________________

__________________________________________________________________________

In your future vocational studies in the tourism, hospitality and accommodation industry, or in your job in the future, you could be asked to write and present a report.

This means that you have to give your trainer/supervisor information about:

Something that you have found out about

Something that was done

Something that you have seen or heard about.

Activity

Match the definitions

Before you read the report, you will need to know the following vocabulary. Match the words on the left with their definitions’ on the right. Write your answers in the spaces provided below.

1. investigation a) a list of things that are inside a report

2. low budget b) a skill or an ability that is needed for a job

3. contents of a report c) research to find out all the facts about something

4. references in a report d) computer and other equipment that is used in communication


30


5. information technology e) a list that tells you where the information in the report came from

6. competence f) not expensive

Answers:

1. ____ 2. ____ 3. ____ 4. ____ 5. ____ 6. ____

The contents of a report

Below is an example of what a report looks like. The information that you gather should be written in a way that can be easily read and understood.

Cover page – the cover page needs a title.

For example:

Great Riyadh Restaurants on a budget

Authors

The names of the people who wrote the report.

For example:

Writers: Bob Jones and June Summers

Contents page

The contents page is where you list what is in the main part of the report.

For example:

Contents page

The body of the report

Conclusion

Recommendation

Introduction

The introduction tells the reader(s):

Why you have written this report

How the research was done.




For example:

The aim of this report is to find out which are the best low budget restaurants in Riyadh. We want to find out about these restaurants so we can produce a brochure, to be given to visitors who come to the tourist centre.

We conducted a survey on the customers’ feedback of five low budget restaurants in Riyadh.

We created the survey to interview restaurant customers.

We interviewed customers as they were leaving the restaurant.

The research took three weeks.

We awarded stars according to the level of customer satisfaction.

The Body

The body is the information which is written in sections with headings and main points. It is usually written in point form for easy reading. Charts, graphs and photographs can be included.

For example:

Price:

Most people interviewed said that the prices of the dishes were not expensive

Most people agreed that they got good value for money

Two people ordered the most expensive dishes on the menu and were happy with the price they paid

The most expensive food was served in the restaurants selling international food.

Food:

Out of 16 restaurants, 8 served excellent food

5 of the restaurants served food that was not local food

2 restaurants served well-known international dishes

2 served only traditional Middle Eastern food. These restaurants served the most delicious food

The customers at one particular restaurant were not happy with the quality of the food.


32


Atmosphere and service:

2 of the restaurants played soft music that was pleasant

2 of the restaurants looked like European restaurants

2 of the restaurants were Middle Eastern in style. The walls were decorated with traditional art and craft, creating a great atmosphere. These were the busiest restaurants

2 restaurants had staff who dressed in national costume

Most of the restaurants had good service from the food and beverage attendants

The service was friendly and polite

At one restaurant, the customers complained that the service was a little slow

The restaurants that served Middle Eastern food had the best service.

Conclusion

The conclusion is a summary of the information from the body of the report. Write down what the results are and give an opinion about the results. Usually the conclusion is written as a paragraph.

For example:

Our survey found that the restaurants selling food from other countries were the most expensive. They also had the best service. The Middle Eastern restaurants served the most delicious food. The busiest restaurants were the most colorfully decorated ones. The survey found there is an excellent choice of low budget restaurants in the center of Riyadh.

Recommendations

The recommendations are the part of the report where you can suggest any actions that can or should be taken. If there is more than one recommendation, you can number them.

For example:

1. The names of eight low budget restaurants should be in the brochure.

2. Telephone details and a small map of each restaurant’s location should be included in the brochure.

3. The type of food served by the restaurant should be included.

4. A star rating for each restaurant should be shown.




Vocabulary/Spelling

Make sure you learn these words!

You need to know:

The meaning of each word

How to spell it

How to use it.

request selection reasonable potential balcony

bistro confirmation delegates audience reserves

drought restrictions pronunciation conclusion tempo

posture discussion trend proportion ratio

maximum minimum essential annoying exciting

Activity

Fill in the gaps, using the correct words from the box

reasonable selection confirmation

1. All the delegates received _____________ that they would be attending the tour

operators’ conference in August. The cost of the meals, including a

_________________ of food at the hotel bistro, seemed very _____________.

requests potential essential

2. Hasam seems to have a lot of ________________ as a customer service officer.

He is a very well organized person and deals with individual ____________ very

quickly. He knows that it is _______________ to help customers as much as

possible.

Which is the correct sentence for each of the following? Circle the correct answer.

1. a) What proportion of the total costs are paid by the company?

b) What proportion of the total costs is paid by the company?

2. a) How many people are in the audience?

b) How many people is in the audience?


34


3. a) Which selections of dishes would you recommend?

b) Which selection of dishes would you recommend?

4. a) Where are the figures that show the ratio of ticket stock to sales?

b) Where is the figures that show the ration of ticket stock to sales?

5. a) When did the human resources officers finish their discussion about staff vacancies?

b) When did the human resources staff finished their discussion about staff vacancies?

6. a) Why did the assistant chef changes the menu at the bistro?

b) Why did the assistant chef change the menu at the bistro?

7. a) When are you planning to go on a tour of the fortress?

b) When is you planning to go on a tour of the fortress?

8. b) It was very annoyed that the food I ordered for the conference did not arrive on time.

a) It was very annoying that the food I ordered for the conference did not arrive on time.

request selection reasonable potential balcony

bistro confirmation delegates audience reserves

drought restrictions pronunciation conclusion tempo

posture discussion trend proportion ratio

maximum minimum essential annoying exciting




Activity

Gap fill

Complete the following sentences, using words from the vocabulary list. The first letter of each word has been given to help you.

1. It was e_____________ for Haris to sign up for the conference, so that he could

learn about the latest tour products.

2. Nathan was a sales and marketing representative and had to study the monthly

sales t__________.

3. The customer thought it was very a_______________ having to wait so long in

the queue at the ticketing office.

4. We only have enough seats in the bistro for a m_____________ of fifty guests.

5. The foreign visitor was surprised by the effects of the d______________ on the

countryside.

6. There are a number of r__________________ on the kinds of goods that can be

brought into the country.

7. The customer wanted c__________________ that the computer exhibition was

going to be held in June.

8. After reading the tourist brochures, Rachel came to the c_____________ that

the beach would be the best place for an e___________ family holiday.


36


Work Projects

It is a requirement of this Unit that you complete Work Projects as advised by your Trainer. You must submit documentation, suitable evidence or other relevant proof of completion of the project to your Trainer by the agreed date.

1.1 Explain the background of your audience to your trainer including age, interests, education etc.

1.2. Write the topic for your presentation and why you chose it. Submit to your trainer.

1.3. Write a list of places where you could find information for your topic. Explain to your trainer why these sources of information are appropriate.

1.4. Show your trainer the information you gathered for your presentation. Explain why it is appropriate for your talk.

1.5 Show your trainer an outline for your presentation which has information organised in a logical and clear manner.

1.6 Submit your written presentation to your trainer.




Summary

Prepare for an oral presentation

When developing a presentation it is important to consider:

The audience: age, background, education, reason for attending the presentation, hobbies and interests

A topic that is relevant to your audience

The information that you will include in the talk

Where you can access suitable information for the presentation

The content organisation

Correct grammar and a variety of vocabulary.


38





Element 2:

Deliver a short oral presentation


Introduction

Being able to write a report or presentation is a necessary skill in any industry, but being able to deliver the presentation effectively is even more important. Referring to notes and not reading from them is a challenging skill to develop in a foreign language but it is critical in making a presentation successful. Reading directly from notes doesn’t allow for eye contact and engagement with the audience and is the same as giving the audience a summary and just letting them read. Rehearsing your presentation before presenting it is a crucial step as it allows you to build confidence before you deliver your presentation to a real audience.

Writing your presentation

Now it is time for you to write your presentation! First you need to choose a topic. The audience will be your classmates so you need to choose a topic that will be interesting for them. The presentation will be 5 minutes long.

Some example topics are:

Recommended travel destinations

Benefits of train travel

How chocolate is made

Handling complaints

Sport and recreation facilities and activities at your resort

Traditional food from your country or another country

Global warming and its effect on tourism

Superior customer service.

Tips:

Remember to use the structure you learnt from previous units (See below)

Write the introduction

Write an outline

Locate and select information that is appropriate for your presentation

Check the grammar and vocabulary.


40


An introduction Speaker introduces himself or herself and

the topic

An outline Speaker briefly explains what he/she is

going to talk about

Main body Speaker gives the main points of his/her

presentation

Summary Speaker repeats the main points of his/her

presentation in a shortened form

Conclusion Speaker ends his/her presentation and

thanks the audience for listening

Questions Speaker asks the audience if they have

any questions about his/her presentation

Presentation Practice

After you have written your presentation, the next important part is the presentation. You have to stand in front of an audience and give a presentation about your report.

There are two things to remember when you are giving a presentation to an audience.

They are:

Your voice

Your body language.

Voice

Read the following sections about voice, and decide which statement is correct. Tick the most appropriate answer.

1. Tempo (speed)

Talk as quick as you can so you can finish as quickly as possible

Talk very slowly so everyone can hear and understand you

Don’t talk at the same speed all the time. Pause sometimes.

2. Volume

Don’t whisper or yell; talk at a volume that all listeners can hear

The louder the better. People won’t go to sleep if you yell at them

Start your presentation quietly and end the presentation in a loud voice. The audience will then remember what you said.




3. Pronunciation

If you use big words that are difficult to say and no one knows the meaning of, the audience will think you are very clever.

Do not speak clearly because no one will understand you and they will not ask you any questions

Speak clearly and only use words you know you can pronounce.

4. Sentence length

Use short sentences. It will help you remember what you have written

Long sentences are good. Really long sentences are better. Very, very long sentences are the best

Use a few short sentences and many long sentences.

5. Expressiveness

Say all your speech in the same tone and don’t change. If you raise your voice or make it interesting, it might wake up someone in class

Make your voice sound interesting. Vary your voice at the right places

Change your voice after every sentence to keep people’s attention.

6. Links (first, secondly, after that, in conclusion)

Linkers are not needed because everyone can follow without them

Linking words only slow the presentation down

Linking words are a good idea because they help the audience to follow the presentation.

Activity

Choose four pieces of advice about giving a presentation that you think are important. Write them in the spaces provided below.

1. __________________________________________________________________________

2. __________________________________________________________________________

3. __________________________________________________________________________

4. __________________________________________________________________________

Discuss your choices with a partner. Did you both write down the same pieces of advice?

Body language

When you are giving a presentation, you must make sure you look professional and confident in front of your audience.


42


Activity

Read the following statements and decide whether they are true or false. Write T or F in the spaces provided.

When giving a presentation you should: T / F

1. Put your hands in your pockets ______

2. Look at the audience ______

3. Never smile ______

4. Sit on the trainer’s desk ______

5. Move your hands while you are speaking ______

6. Only look at your trainer ______

7. Read your presentation ______

8. Sit behind a desk or table ______

9. Stand up straight ______

10. Wear neat clean clothes ______

Body language activity

When you are making a presentation you need to use good body language.

Read the following advice (a-d). Choose the most important advice for each section and circle your answer.

1. Eye Contact

a. You should try to look at every trainee in the class

b. You should be looking at your written report so you know what you are saying

c. You should look at some trainees in the class

d. The trainer is the person who is marking you so you should look at him.

2. Hands

a. You should have your arms folded in front of your chest

b. You should have your hands behind your back

c. You should use your hands to help explain what you are saying

d. You should hold something so your hands will not move, which would distract your audience.




3. Facial Expression

a. You should smile during the whole presentation

b. Your face should be serious

c. Your facial expressions should match the different parts of your presentation

d. Your facial expression should be the same throughout the whole speech.

4. Movement

a. You should stay in the same place during your presentation

b. You should move quickly to keep the audience interested and watching you

c. You should walk around the classroom so everyone can see you

d. You should only move when you need to explain something clearly to the audience.

5. Posture

a. You should stand up straight

b. You should rest your hand on your desk to show that you are relaxed and confident

c. You should lean against the classroom equipment so you know where everything is

d. You should slouch so you are in direct eye level with your audience.


44


Rehearse your presentation

Now that you have written your presentation and checked the grammar and vocabulary, it is time to practice! Before you practice, read through the previous units and think about your pronunciation, body language, tempo and volume. Identify any difficult words and practice them first. Remember to NOT read your notes but to use them as a guide only. Practice with a friend and record your presentation so you can hear it later. If possible, video your presentation so you can observe your body language as well.

2.2 Deliver an oral presentation appropriately for

five minutes on a researched topic of interest

Introduction

Delivering a presentation in English is a challenging activity for non-native English speakers but it is a necessary skill to acquire for the workplace. Previous units explored the various components of making a good presentation and now it is time to present! Remember to utilise all of the tips that have been practiced throughout this course and your talk will be successful!

Deliver your presentation

You will now deliver your presentation to the class. The presentation will be five minutes long. You will be assessed on the areas below.

Your trainer will organise a time for you to present and other

students will listen attentively to your presentation. You may be

filmed!

Area Specific points

Content interesting and relevant, organised in a logical order including an introduction, outline, main body, conclusion

Speaking referring to notes but not reading from them, speaking clearly with correct pronunciation, avoiding repetition, appropriate tempo, audible

Body language eye contact with audience, use of hands, facial expressions, movement, not using gestures or movement that is distracting for the audience

Grammar accurate grammar, which includes linked sentences to convey ideas in a consistent tense, a wide variety of vocabulary that conveys precise meaning, complete sentences, avoid using too many adjectives

Questions answering questions clearly, succinctly and directly with appropriate responses that address the question




2.3 Answer questions following the oral

presentation

Introduction

An important part of any presentation is the ability to answer questions from the audience. It is a challenging skill as you cannot predict what you will be asked about. Being able to respond effectively to questions is a fundamental skill that needs to be learned as it can make or break your presentation. Answering questions effectively can help the whole audience understand your presentation more clearly and can help to persuade the audience to agree with your points.

How to respond to questions effectively

Many presenters, especially non-native English speakers, are scared of the question and answer section after they have made their presentation. The question session is an important part of the whole presentation and it provides an opportunity for the presenter to clarify any parts of the talk that the audience did not understand. Planning for questions is an effective way to prepare for this section of the presentation and can determine the overall success or failure of the talk. There are many steps that you can take to prepare for questions.

To prepare for questions about your presentation you should:

Research your topic thoroughly

Determine the types of question you may be asked and prepare responses for these questions

Make sure you have organised enough time for questions within your presentation timing

Ask the audience if they have any questions

Draw the audience’s attention to the focus of your topic and frame the question parameters, for example “Do you have any questions about the three issues I raised?”

Steps for responding to questions

1. Listen. When responding to questions it is important to listen fully to the question first before attempting a response. Often a question will change whilst the questioner is speaking or the question may come right at the end of the interaction. Do not preempt the question.

2. Clarify. Sometimes it is difficult to undertsand exactly what the question is or there may seem to be more than one question being asked. You may, therefore, have to ask for clarification. You can rephrase the question “So you would like me to explain...?” or you can check that you understand what the question is “Do you mean...?” or “Would you like me to explain ...... or ...........?”.


46


3. Include all the audience. It is important to keep all of the audience involved in the question section of your presentation as others may have had a similar question. Make sure everyone has heard the question and speak to the whole audience when you respond not only the questioner.

4. Respond. Try to respond to the question in the most succinct and easiest way. Do not go off topic and introduce new information that may confuse the audience. Restate information from your presentation in another way and check with the audience to see if your answer is satisfactory “Is that ok?” or “Does that answer your question?”

5. Include a mechanism for follow-up questions. If your time is limited and there are still more questions, allow people to email you with any other questions they may have. Make sure you respond to them!

Useful language

Do you mean ........ or ............?

Is that clear?

Does that answer your question?

Are you asking about ....... or ........?

Let me answer the first part of your question and then I will address the other part

That is a little beyond the scope of my talk, but it is an interesting question

Did you all hear the question? She asked.........

That’s the end of my presentation. If you have any questions, I would be happy to respond.

Activity

Go over your presentation notes and write down 5 questions you think you may be asked. Practice giving responses to these questions.

1. __________________________________________________________________________

__________________________________________________________________________

2. __________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

3. __________________________________________________________________________

__________________________________________________________________________




4. __________________________________________________________________________

__________________________________________________________________________

5. __________________________________________________________________________

__________________________________________________________________________


48


Work Projects


2.1 Rehearse your presentation in front of your trainer or supply a filmed or taped recording of your rehearsal.

2.2. Deliver your presentation and record it. Give the recording to your trainer and/or perform your presentation in front of your trainer.

2.3. Your trainer will ask you some questions about your presentation. Answer the questions.




Summary

Deliver a short oral presentation

When developing and delivering a presentation it is important to:

Rehearse your presentation several times before delivering in the real context

Focus on clear pronunciation, pace and an appropriate volume

Keep to your time limit

Use your notes as a guide – do not read from them

Answer questions in a clear and precise manner.


50





Element 3:

Evaluate a short oral presentation

3.1 Gather feedback from others regarding the

oral presentation

Introduction

Gathering feedback is an important part of any learning experience. Constructive criticism allows you to identify areas for improvement and to respond effectively to aspects of your presentation that could be better. Giving and receiving feedback is often difficult as people can become emotional so it is important to be considerate of people’s feelings when providing feedback and it is also necessary to accept feedback in a positive and reflective manner.

Ways to gather feedback

There are many ways to gather feedback for your presentation and often a variety of feedback methods is useful in determining a clear understanding of positive points and areas for improvement. Some ways to gather feedback include:

Filming your presentation and watching

Interviews with individual audience members

Evaluation forms

Trainer feedback

Self-reflection

Asking questions about your presentation.

One of the most simple and effective ways to gather feedback is to give the audience an evaluation or feedback form that they complete at the end of the talk. This should be anonymous in order to get effective feedback. Below is an example of an evaluation form. Look at the evaluation form and discuss with your partner. Is there any other information that you would include?


52


Presentation Evaluation Form

Presenter’s name

Topic of presentation

Scale: 5 = Fantastic 4 = Very good 3 = Good 2 = OK 1 = Improvement needed

Please circle the appropriate number.

1. The presenter spoke clearly. 1 2 3 4 5

2. The presenter spoke at a good volume. 1 2 3 4 5

3. The presenter spoke at a good pace. 1 2 3 4 5

4. The presenter faced the audience. 1 2 3 4 5

5. The presenter appeared relaxed. 1 2 3 4 5

6. The presenter stood up straight. 1 2 3 4 5

7. The presenter used effective hand gestures. 1 2 3 4 5

8. The presenter made eye contact with me. 1 2 3 4 5

9. The presenter’s appearance was professional. 1 2 3 4 5

10. The introduction caught my attention. 1 2 3 4 5

11. The presenter provided some good examples. 1 2 3 4 5

12. The structure of the presentation was easy to follow. 1 2 3 4 5

13. The conclusion wrapped up the speech. 1 2 3 4 5

14. I found this topic interesting. 1 2 3 4 5

15. The presenter used visual aids. 1 2 3 4 5

16. The visual aids were well designed. 1 2 3 4 5

17. The presenter was well prepared. 1 2 3 4 5

18. The length of the presentation was appropriate. 1 2 3 4 5

19. The presenter used language and style appropriate for the audience and purpose of the presentation.

1 2 3 4 5

20. The presenter handled questions well. 1 2 3 4 5

Comments:




Activity

Ask your classmates to complete the evaluation form provided or your own feedback form for your presentation.

Once you have received all of the evaluation forms, answer the questions below and discuss in small groups.

Do you agree with the feedback?

Is it useful? How?

What is the most useful piece of feedback? Why?


Introduction

After receiving feedback it is important to reflect upon it and use it to improve future presentations. Reflection takes some degree of maturity and an ability to rise above ego and perceptions. Sometimes it is hard to accept the feedback you receive but it is a necessary part of working life and constructive feedback can help to improve your overall work performance.

Reflection

When gathering feedback it is important to use a variety of sources. Asking one person for feedback about your presentation can be useful but receiving an evaluation from several people will be more beneficial, especially if they all identify similar areas for improvement. Once you have gathered your feedback it is necessary to think about the comments and analyse the information in a meaningful and useful manner.

When reflecting upon feedback from your presentation, you should:

Listen or analyse the feedback carefully and thoroughly

NOT take it personally

Look for evidence in your presentation that supports the feedback received

Accept the feedback as a gift to help you improve your future presentations

Identify one or two main areas for improvement

Consider ways of improving these areas

Look for support and information that relates to the feedback.


54


Activity

Look at the Evaluation Form below. Examine the feedback and answer the questions below the form in pairs or small groups

Scale: 5 = Fantastic 4 = Very good 3 = Good 2 = OK 1 = Improvement needed

Please circle the appropriate number.

1. The presenter spoke clearly. 1 2 3 4 5

2. The presenter spoke at a good volume. 1 2 3 4 5

3. The presenter spoke at a good pace. 1 2 3 4 5

4. The presenter faced the audience. 1 2 3 4 5

5. The presenter appeared relaxed. 1 2 3 4 5

6. The presenter stood up straight. 1 2 3 4 5

7. The presenter used effective hand gestures. 1 2 3 4 5

8. The presenter made eye contact with me. 1 2 3 4 5

9. The presenter’s appearance was professional. 1 2 3 4 5

10. The introduction caught my attention. 1 2 3 4 5

11. The presenter provided some good examples. 1 2 3 4 5

12. The structure of the presentation was easy to follow. 1 2 3 4 5

13. The conclusion wrapped up the speech. 1 2 3 4 5

14. I found this topic interesting. 1 2 3 4 5

15. The presenter used visual aids. 1 2 3 4 5

16. The visual aids were well designed. 1 2 3 4 5

17. The presenter was well prepared. 1 2 3 4 5

18. The length of the presentation was appropriate. 1 2 3 4 5

19. The presenter used language and style appropriate for the audience and purpose of the presentation.

1 2 3 4 5

20. The presenter handled questions well. 1 2 3 4 5

Comments:

The presentation content was interesting and well-planned but you spoke too softly and quickly so I could not hear easily. You seemed extremely nervous and your body language was not confident or effective.

Questions:

1. What areas of strength and weakness have been identified?

2. How would you feel if this feedback was for your presentation?

3. What shoudl the presenter do with this feedback?

4. How can the presenter improve their future presentations?

Now look at your feedback and determine the strengths and areas for improvement in your own presentation.

Do you agree with the feedback?




3.3 Describe how the oral presentation could be

improved in the future

Introduction

After gathering and reflecting on feedback from your presentation it is important to identify ways to improve future presentations that you may have to deliver. In reflecting and acting upon feedback a continuous improvement cycle can be implemented but it is critical that you act upon the feedback by searching for ways to improve your presentation.

How can I improve my presentation?

Responding to feedback is a difficult skill but an important one to master. There are many different parts in a presentation and there are many areas where improvements can be made. Some of the main areas that often require improvement include:

Pronunciation

Grammar

Body language

Use of visual material

Organisation of content

Pace

Confidence and nervousness

Vocabulary

Questions.

Can you think of any other areas for improvement in presentations?

Suggestions for improving presentations

Speaking

Record yourself and listen for pronunciation issues

Watch TV and listen to native English speakers using English

Rehearse your presentation several times before delivering

Focus on final consonant sounds, rhythm, stress and intonation.

Body language

Video your presentation rehearsal and analyse your body language

Focus on your hands, eye contact and movement

Watch videos of expert presenters and mimic their body language (Al Gore, Steve Jobs, Hilary Clinton).


56


Grammar and Vocabulary

Check your grammar thoroughly

Keep a vocabulary list in topics and add to it regularly

Read newspapers, books, magazines and notice common phrases and language that is used a lot

Practice collocations and common phrases in English.

Activity

Consider you presentation feedback and write a summary of what you are going to do to improve future talks you may do. Identify areas that need improvement and what you will do to change these issues.




Work Projects


3.1 Create a feedback form and distribute to your audience/classmates. Show the trainer your feedback.

3.2. Write a summary of the feedback you received and whether you agree or disagree with the evaluation. Submit summary to your trainer.

3.3. Write an outline of areas for improvement and how you will address these issues. Submit to your trainer.


58


Summary

Evaluate a short oral presentation

An important part of delivering a presentation is the feedback session. It is important to gather feedback in order to improve future presentations. You should:

Develop and distribute evaluation forms to your audience which offer feedback about the content and organisation of your talk, how you delivered the presentation, body language, eye contact, use of notes, language use and how well you answered questions

Collect feedback and reflect on the information. Do you agree or disagree with the feedback?

Identify ways that you can improve future presentations.

Presentation of written work




1. Introduction

It is important for students to present carefully prepared written work. Written presentation in industry must be professional in appearance and accurate in content. If students develop good writing skills whilst studying, they are able to easily transfer those skills to the workplace.

2. Style

Students should write in a style that is simple and concise. Short sentences and paragraphs are easier to read and understand. It helps to write a plan and at least one draft of the written work so that the final product will be well organized. The points presented will then follow a logical sequence and be relevant. Students should frequently refer to the question asked, to keep ‘on track’. Teachers recognize and are critical of work that does not answer the question, or is ‘padded’ with irrelevant material. In summary, remember to:

Plan ahead

Be clear and concise

Answer the question

Proofread the final draft.

3. Presenting Written Work

Types of written work

Students may be asked to write:

Short and long reports

Essays

Records of interviews

Questionnaires

Business letters

Resumes.

Format

All written work should be presented on A4 paper, single-sided with a left-hand margin. If work is word-processed, one-and-a-half or double spacing should be used. Handwritten work must be legible and should also be well spaced to allow for ease of reading. New paragraphs should not be indented but should be separated by a space. Pages must be numbered. If headings are also to be numbered, students should use a logical and sequential system of numbering.


60


Cover Sheet

All written work should be submitted with a cover sheet stapled to the front that contains:

The student’s name and student number

The name of the class/unit

The due date of the work

The title of the work

The teacher’s name

A signed declaration that the work does not involve plagiarism.

Keeping a Copy

Students must keep a copy of the written work in case it is lost. This rarely happens but it can be disastrous if a copy has not been kept.

Inclusive language

This means language that includes every section of the population. For instance, if a student were to write ‘A nurse is responsible for the patients in her care at all times’ it would be implying that all nurses are female and would be excluding male nurses.

Examples of appropriate language are shown on the right:

Mankind Humankind

Barman/maid Bar attendant

Host/hostess Host

Waiter/waitress Waiter or waiting staff

Recommended reading



Recommended reading

Di Resta, D, 2009; Knockout Presentations; Chandler House Press

Reynold, G, 2008; Presentation Zen: Simple Ideas on Presentation Design and Delivery; New Riders

Rotondo, J and Rotondo Jr, M., 2007; Presentation Skills for Managers; McGraw Hill

Steele, W.R., 2009; Presentation Skills 201: How to take it to the Next Level as a Confident, Engaging Presenter; Outskirts Press

deliver a short oral presentation in english...deliver a short oral presentation in english this...

Documents