presentation skill

1. Effective Presentations Skills

2. “One of the Most Important Aspects
to be Successful in Your Research,
Your Job and Your Career is
Excellent Oral and Written
Communication “

3. “Great speakers aren’t born,
they are trained.”
Presenting is a Skill…
Developed through experience
and training.

4. Definitions
Presentation
• “Something set forth to an audience for
the attention of the mind “
Effective
• “…producing a desired result”

5. Why Give A Presentation?
Two Main Purposes
1. Inform
2. Persuade
3. Educate

6. To be a good presenter
• Be well dressed up.
• Have great command of the language.
• Self-confidence.
• Well-prepared (using all tools needed)
• Have great knowledge and experience.
• Good listener.
• Have great communication skills.
• Well trained to use the body language and face
gestures.
• Have excellent skills.
• Have no fear to face the public.
• Smoothly capable of using computers.

7. Useful Tips and Tools to Overcome
Speech Anxiety (‫قلق‬ ‫حاله‬)
• Symptoms of Speech Anxiety:
– Nervous when asked to give a speech?
– Before speech your heart is racing?
– Are you fearful that you will begin to shake
– Are you fearful that your words will somehow
be lost?
– Are you afraid that you are not going to be
understood?

8. Useful Tips and Tools to Overcome
Speech Anxiety
• Skills Training
– Do practice your speech at home (practice,
practice, practice)
– Do forget about forgetting – think about your
topic not your future!
– Do force yourself to breathe slowly and
deeply before and during your speech
– Do try to keep your body relaxed be releasing
the tension in your arms, neck, legs.

9. Useful Tips and Tools to Overcome
Speech Anxiety
• Skills Training
– Do memorize your first and last few
sentences
– Do divert your nervous energy into helpful
gestures and movements, do not repress (‫كبت‬)
your nervousness
– Don’t pace (‫برتابة‬ ‫الحركة‬)
– Don’t speak too rapidly

10. Useful Tips and Tools to Overcome
Speech Anxiety
• Cognitive Modification
– Set yourself a goal
– Mentally practice your speech
– Imagine the room, where you will be sitting, imagine
what you will be wearing
– Visualize actually giving the speech, the pace, your
gestures, breathing, where you will be standing
– Think about how the audience will be reacting to you
– Think about how you will feel after you sit down
– Final image should be of you successfully completing
the goal you set for yourself

11. ‫بسيطة‬ ‫جمل‬ ‫استخدام‬
‫فكرتك‬ ‫لتوضيح‬ ‫مثال‬ ‫استخدام‬
‫مقارنة‬ ‫طريقة‬ ‫استخدام‬
‫كتوضيح‬ ‫قصة‬ ‫استخدام‬
‫المقتطفات‬ ‫و‬ ‫المأثورة‬ ‫األقوال‬ ‫استخدام‬
‫التعلم‬ ‫لتلطف‬ ‫الفكاهة‬ ‫استخدام‬
 Use simple sentences
 Use example to illustrate your idea
 Use comparative method
 Use story as an illustration
 Use proverbs and extracts
 Use humor to smooth the learning
Improving presentations

12. Eye contact
‫ت‬ ‫حتى‬ ‫واحد‬ ‫مستمع‬ ‫على‬ ‫البصرى‬ ‫اتصالك‬ ‫ثبات‬ ‫على‬ ‫حافظ‬‫بفكرة‬ ‫جئ‬
‫اآلخر‬ ‫الى‬ ‫انظر‬ ‫ثم‬ ‫أخرى‬
‫المكا‬ ‫على‬ ‫البصرى‬ ‫االحتكاك‬ ‫على‬ ‫حافظ‬ ،‫كبير‬ ‫حضور‬ ‫أمام‬‫ن‬
‫شخص‬ ‫كل‬ ‫و‬ ‫المجموعة‬ ‫كل‬ ‫و‬ ‫بأكمله‬
 Keep your eye contact on the one listener still
your come to another idea and then look at
the other
 In front of big audience, maintain eye contact
on the whole scene and each group and
every person

13. ‫بإعتدال‬ ‫و‬ ‫بوضوح‬ ‫تكلم‬
‫عالى‬ ‫بصوت‬ ‫تكلم‬
‫مستمعين‬ ‫ألبعد‬ ‫عالى‬ ‫بصوت‬ ‫تكلم‬
‫األفكار‬ ‫عرض‬ ‫بحكم‬ ‫النبرة‬ ‫غير‬
Speak clearly and moderately
Speak in a loud voice
Sound to the farthest listeners
Change the tone due to the ideas presented
‫الصوت‬
Voice

14. ‫البصرية‬ ‫المساعدات‬ ‫استخدم‬
Use visual aids
‫العرض‬ ‫مهارات‬
Presentation skills

15. Visual Aids - Examples
 To Enhance Understanding, such as:
 PowerPoint Slides
 Overhead Trans
 Graphs/Charts
 Pictures
 Films/Video
 Flip Charts
 Sketches

16. Visual Assistance
• Studies show that people store and
access information in such a way that they
keep:
– 10% of what they read
– 20% what they hear
– 30% what they read and hear
– 50% what they hear and see
– 90% what they do

17. ‫األسئلة‬ ‫تناول‬
Handle questions
‫األسئلة‬ ‫أعد‬ ‫أو‬ ‫لخص‬
‫هادئ‬ ‫كن‬
‫بإختصار‬ ‫أجب‬
‫لجدال‬ ‫تقود‬ ‫األسئلة‬ ‫كانت‬ ‫إذا‬ ‫حدة‬ ‫على‬ ‫أجب‬
‫أمينا‬ ‫كن‬
 Summary or repeat questions
 Be calm
 Answer briefly
 Answer privately if questions leading to
argument
 Be honest

18. Presentations –
Opening and Closings
• Each presentation (as good stories) have
an
– Introduction (tell them what you are going to
tell them)
– Body (tell them)
– Conclusion (tell them what you just told them)

19. Openings
• Purpose
– Grab the audience’s attention so that they will
want to hear what you have to say
– Openings can be dramatic, emotional,
humorous or rhetorical (‫بالغى‬)
– Opening does not have to have words, you
can use gestures, demonstration, silence –
related to the topic

20. Good Openings
• Startling (‫مفاجئه‬-‫منبه‬) question
• Challenging statement
• An appropriate short quotation or
illustration
• A surprising generalization
• An exhibit – object, article, picture
• Personal story

21. Poor Openings
• A long or slow-moving quotation (‫تجزيئات‬)
• A self introduction
• An apologetic statement
• Story, joke or anecdote (‫نوادر‬) which does
not connect to the theme

22. Closings of Presentation
• Purpose
– Accent (‫تأكيد‬) your speech objectives
– Leave the audience with something to remember
– Closing can be dramatic, emotional, humorous or
rhetorical
– Closing does not have to have words; you can use
props, gestures, a demonstration or silence
– Closing must tie with your opening and your theme
– Poor closing can seriously detract (‫تنقص‬) from an
otherwise excellent presentation

23. Good Closings
• A call or an appeal for definite action
• An appropriate short quotation or
illustration
• An exhibit – an object, article, picture
• A personal challenge

24. Poor Closings
• A commonplace (‫مألوفة‬) statement delivered
in a commonplace way
• An apologetic statement
• A trite (‫خارجة‬) remark

25. Presentation Organization
• Strategic Presentation Plan
• Ask yourself questions:
– “What kind of approach can best bring your
message across?”
– “Will it be better to ‘beat around the bush’ or to
be direct?”
– “What kind of support will be most effective?”

26. Presentation Strategy (Deductive Strategy)
• Decide on what sort of message you will be
delivering
• Deductive Strategy
– Speaker immediately presents the main idea,
provides the supporting detail, then recaps (‫يعيد‬) her
main idea.
– Usually used to present good news or routine
statements
• Example:
– Main Idea: My grant proposal was funded
– Detail: This means more money for research …
– Recap: Hard work is rewarded.

27. Presentation Strategy (Inductive Strategy)
• Speaker begins only by hinting at the main idea,
then presents details leading to the main ideal
– usually from most easily acceptable details to more
“controversial” details
• After details the main idea is communicated
• Speaker concludes with recap
• Example:
– Hint: We compliment your research efforts and would like
to explain some recent events – NSF funding was cut,
strategic direction was changed, ..
– Main Idea: Although it was a good effort, we must pull the
funding from this line of research.
– Recap: You will need to switch directions of research.

28. Formulas for Speech/Presentation
Organization
• OIBCC – Basic Formula
– Opening – grab attention
– Introduction – “Why bring this topic up?”
– Body – bulk of the presentation
• Remember that for every important point that you make, you
must provide support and this support can take the form of
– Statistics, analogies, testimony, illustrations, or specific
examples.
– Conclusion – summarize briefly points
– Close – last strong sentences that leave the audience
with something to remember
• Must tie to your main idea and should tie to your
opening to be effective

29. Presentation Delivery
Albert Mehrabian, a well-known communication
theorist, specifies that message impact can be
divided into three factors:
• Body language
– Contributes 55% toward message impact
• Tone of voice
– Contributes 38% toward message impact
• Actual words
– Contributes 7% toward message impact

30. Multiple Intelligences
‫المتعدد‬ ‫الذكاء‬
‫يحددها‬ ‫كما‬ ‫الثمانية‬ ‫الذكاء‬ ‫أنواع‬(‫جاردنر‬ ‫هاورد‬)
‫الطلبة‬ ‫لدى‬ ‫المختلفة‬ ‫التعلم‬ ‫أنماط‬ ‫على‬ ‫التعرف‬ ‫خاللها‬ ‫من‬ ‫يمكن‬.

31. ‫أوال‬:‫النظري‬ ‫الذكاء‬/‫الصوري‬
Visual / Spatial Intelligence
‫لخلق‬ ‫يحتاج‬ ‫و‬ ‫بالصور‬ ‫المتعلم‬ ‫يهتم‬ ،‫المرئية‬ ‫األشياء‬ ‫استيعاب‬ ‫و‬ ‫فهم‬ ‫على‬ ‫القدرة‬
‫للتعلم‬ ‫محسوسة‬ ‫عقلية‬ ‫صور‬.‫و‬ ‫األفالم‬ ‫و‬ ‫الخرائط‬ ‫و‬ ‫الصور‬ ‫على‬ ‫المتعلم‬ ‫يركز‬
‫التعليمية‬ ‫الشرائح‬.
‫المهارات‬:
‫القراءة‬/‫الكتابة‬/‫الجداول‬ ‫و‬ ‫الخرائط‬ ‫و‬ ‫الصور‬ ‫فهم‬/‫الرسم‬/‫بناء‬ ‫و‬ ‫تركيب‬
‫األشياء‬/‫النماذج‬ ‫تصميم‬/‫المرئية‬ ‫األلغاز‬ ‫حل‬/‫و‬ ‫االتجاهات‬ ‫تحديد‬ ‫على‬ ‫القدرة‬
‫المواقع‬.
‫المستقبلية‬ ‫الوظائف‬:
‫المعماري‬ ‫الفن‬/‫الداخلي‬ ‫التصميم‬/‫الهندسة‬/‫المرئي‬ ‫الفن‬/‫اإلبحار‬ ‫وظائف‬/
‫األشياء‬ ‫اختراع‬/‫الميكانيكا‬ ‫اعمال‬.

32. ‫ثانيا‬:‫اللفظي‬ ‫الذكاء‬/‫اللغوي‬
Verbal / Linguistic Intelligence
‫مهارتي‬ ‫في‬ ‫الكلمات‬ ‫تسلسل‬ ‫و‬ ‫المعاني‬ ‫و‬ ‫األلفاظ‬ ‫و‬ ‫الكلمات‬ ‫استخدام‬ ‫على‬ ‫القدرة‬
‫الكتابة‬ ‫و‬ ‫التحدث‬.‫و‬ ‫كلمات‬ ‫تعلم‬ ‫على‬ ‫القدرة‬ ‫و‬ ‫الحديث‬ ‫بطالقة‬ ‫المتعلم‬ ‫يتميز‬
‫سهولة‬ ‫بكل‬ ‫جديدة‬ ‫تعابير‬ ‫و‬ ‫ألفاظ‬.
‫المهارات‬:
‫التحدث‬/‫الكتابة‬/‫الحكايات‬ ‫قص‬/‫اإليضاح‬ ‫و‬ ‫الشرح‬/‫معاني‬ ‫تصريف‬ ‫و‬ ‫فهم‬
‫الكلمات‬/‫المعلومات‬ ‫تذكر‬/‫النظر‬ ‫بوجهات‬ ‫اآلخرين‬ ‫اقناع‬/‫االستخدام‬ ‫تحليل‬
‫اللغوي‬/‫الكلمات‬ ‫على‬ ‫المعتمدة‬ ‫األلعاب‬ ‫اتقان‬.
‫المستقبلية‬ ‫الوظائف‬:
‫لغات‬ ‫مدرس‬/‫الصحافة‬/‫المحاماة‬/‫الترجمة‬/‫الروايات‬ ‫و‬ ‫القصص‬ ‫تأليف‬/
‫األدبية‬ ‫الفنون‬ ‫و‬ ‫الشعر‬ ‫مجاالت‬.

33. ‫ثالثا‬:‫المنطقي‬ ‫الذكاء‬/‫الرياضي‬
Logical / Mathematical Intelligence
‫المنطق‬ ‫و‬ ‫األرقام‬ ‫و‬ ‫السبب‬ ‫استخدام‬ ‫على‬ ‫القدرة‬.‫التسلسل‬ ‫بأنماط‬ ‫المتعلم‬ ‫يهتم‬
‫المعلومات‬ ‫بين‬ ‫عالقات‬ ‫إليجاد‬ ‫الرقمي‬ ‫و‬ ‫المنطقي‬.‫العمليات‬ ‫بإجراء‬ ‫يهتم‬ ‫كما‬
‫الرقمية‬ ‫التجارب‬ ‫أداء‬ ‫و‬ ‫الحسابية‬.
‫المهارات‬:
‫المشكالت‬ ‫حل‬ ‫أسلوب‬/‫المعلومات‬ ‫تصنيف‬ ‫و‬ ‫تنظيم‬/‫المفاهيم‬ ‫مع‬ ‫التعامل‬
‫األشياء‬ ‫بين‬ ‫العالقات‬ ‫الستنباط‬ ‫المجردة‬/‫المحددة‬ ‫التجارب‬ ‫أداء‬/‫العمليات‬ ‫أداء‬
‫المركبة‬ ‫و‬ ‫المعقدة‬/‫األشكال‬ ‫مع‬ ‫التعامل‬ ‫سهولة‬/‫األحداث‬ ‫حول‬ ‫التساؤالت‬ ‫اثارة‬
‫الطبيعية‬.
‫المستقبلية‬ ‫الوظائف‬:
‫الرياضيات‬ ‫مدرسي‬/‫الكمبيوتر‬ ‫مبرمجي‬/‫الهندسة‬/‫المحاسبة‬/‫العلوم‬ ‫وظائف‬
‫الرياضية‬.

34. ‫رابعا‬:‫الحركي‬ ‫الذكاء‬/‫الجسدي‬
Bodily / Kinesthetic Intelligence
‫المحيطة‬ ‫باألشياء‬ ‫بمهارة‬ ‫والتعامل‬ ‫الجسد‬ ‫بحركة‬ ‫التحكم‬ ‫على‬ ‫القدرة‬/‫عن‬ ‫التعبير‬
‫الحركة‬ ‫طريق‬ ‫عن‬ ‫النفس‬/‫و‬ ‫العين‬ ‫بين‬ ‫التوافق‬ ‫و‬ ‫التوازن‬ ‫على‬ ‫القدرة‬ ‫امتالك‬
‫اليد‬.
‫المهارات‬:
‫بإتقان‬ ‫الرياضية‬ ‫التمارين‬ ‫أداء‬/‫التمثيل‬/‫الجسدية‬ ‫الحركات‬ ‫تقليد‬/‫التوافق‬
‫الجسدي‬/‫الجسدية‬ ‫الحركات‬ ‫بأداء‬ ‫المشاعر‬ ‫عن‬ ‫التعبير‬(‫االيماء‬–‫الوجه‬ ‫لغة‬
–‫اللمس‬.)
‫المستقبلية‬ ‫الوظائف‬:
‫الرياضية‬ ‫التربية‬ ‫مدرسي‬/‫القوى‬ ‫ألعاب‬ ‫أبطال‬/‫الممثلين‬/‫االطفاء‬ ‫رجال‬

35. ‫خامسا‬:‫الشخصي‬ ‫الذكاء‬/‫الجماعي‬
Interpersonal Intelligence
‫اآلخرين‬ ‫مشاركة‬ ‫و‬ ‫فهم‬ ‫على‬ ‫القدرة‬/‫وجهة‬ ‫من‬ ‫األشياء‬ ‫يرى‬ ‫أن‬ ‫المتعلم‬ ‫يحاول‬
‫مشاعرهم‬ ‫فهم‬ ‫و‬ ‫تفكيرهم‬ ‫نمط‬ ‫على‬ ‫للتعرف‬ ‫اآلخرين‬ ‫نظر‬/‫التنظيم‬ ‫على‬ ‫القدرة‬
‫اآلخرين‬ ‫مع‬/‫و‬ ‫عالقات‬ ‫اقامة‬ ‫أجل‬ ‫من‬ ‫اللفظية‬ ‫غير‬ ‫و‬ ‫اللفظية‬ ‫اللغة‬ ‫استخدام‬
‫اآلخرين‬ ‫مع‬ ‫اتصال‬ ‫وسائل‬.
‫المهارات‬:
‫مشاعرهم‬ ‫و‬ ‫طبائعهم‬ ‫تفهم‬ ‫و‬ ‫لآلخرين‬ ‫االستماع‬/‫العمل‬ ‫و‬ ‫اآلخرين‬ ‫مع‬ ‫التشاور‬
‫مجموعات‬ ‫ضمن‬/‫اآلخرين‬ ‫مع‬ ‫التواصل‬/‫نوايا‬ ‫و‬ ‫محفزات‬ ‫و‬ ‫توجهات‬ ‫مالحظة‬
‫اآلخرين‬/‫الخالفات‬ ‫أثناء‬ ‫للحلول‬ ‫التوصل‬ ‫محاولة‬ ‫و‬ ‫الثقة‬ ‫بناء‬.
‫المستقبلية‬ ‫الوظائف‬:
‫المستشارين‬/‫السياسة‬ ‫رجال‬/‫األعمال‬ ‫رجال‬/‫المبيعات‬ ‫موظفي‬/‫قادة‬
‫المجموعات‬

36. ‫سادسا‬:‫الشخصي‬ ‫الذكاء‬/‫الذاتي‬
Intrapersonal Intelligence
‫كينونتها‬ ‫على‬ ‫التعرف‬ ‫و‬ ‫الذات‬ ‫فهم‬ ‫على‬ ‫القدرة‬/‫و‬ ‫أحالمه‬ ‫و‬ ‫لمشاعره‬ ‫المتعلم‬ ‫فهم‬
‫اآلخرين‬ ‫مع‬ ‫عالقاته‬ ‫تنظيم‬/‫لديه‬ ‫الضعف‬ ‫و‬ ‫القوة‬ ‫مكامن‬ ‫على‬ ‫المتعلم‬ ‫تعرف‬/
‫الذاتية‬ ‫أهدافه‬ ‫و‬ ‫مشاعره‬ ‫و‬ ‫المتعلم‬ ‫حاجات‬ ‫على‬ ‫المعتمد‬ ‫القرار‬ ‫اتخاذ‬.
‫المهارات‬:
‫تحليلها‬ ‫و‬ ‫الذات‬ ‫فهم‬/‫التفكير‬ ‫طريقة‬ ‫تقييم‬/‫الجيد‬ ‫التخطيط‬/‫لد‬ ‫المتعلم‬ ‫فهم‬‫وره‬
‫اآلخرين‬ ‫بين‬/‫الذاتي‬ ‫الجهد‬ ‫على‬ ‫المعتمدة‬ ‫المشاريع‬ ‫أداء‬/‫القدرات‬ ‫عكس‬
‫ممارساته‬ ‫أسلوب‬ ‫لتوجيه‬ ‫للمتعلم‬ ‫الذاتية‬.
‫المستقبلية‬ ‫الوظائف‬:
‫الفلسفية‬ ‫العلوم‬ ‫مجاالت‬/‫النظريات‬ ‫واضعي‬/‫االستشارة‬ ‫و‬ ‫البحث‬ ‫مجاالت‬

37. ‫سابعا‬:‫الموسيقي‬ ‫الذكاء‬/‫النغمي‬
Musical / Rhythmic Intelligence
‫الموسيقى‬ ‫تقدير‬ ‫و‬ ‫أداء‬ ‫على‬ ‫القدرة‬/‫المحيطة‬ ‫األصوات‬ ‫على‬ ‫المتعلم‬ ‫اهتمام‬ ‫ينصب‬
‫الموسيقية‬ ‫األنماط‬ ‫و‬ ‫األلحان‬ ‫و‬ ‫أنواعها‬ ‫بجميع‬/‫اما‬ ‫للموسيقى‬ ‫المتعلم‬ ‫يستجيب‬
‫انتقادها‬ ‫أو‬ ‫بتقديرها‬.
‫المهارات‬:
‫الغناء‬/‫الموسيقية‬ ‫اآلالت‬ ‫عزف‬/‫االيقاعات‬ ‫أنماط‬ ‫على‬ ‫التعرف‬/‫تأليف‬
‫الموسيقى‬/‫النغمات‬ ‫تذكر‬/‫الغنائية‬ ‫األلحان‬ ‫و‬ ‫التراكيب‬ ‫فهم‬/‫األصوات‬ ‫اصدار‬
(‫الهمهمة‬–‫الصفير‬–‫األشياء‬ ‫أصوات‬ ‫تقليد‬)
‫المستقبلية‬ ‫الوظائف‬:
‫مطربين‬/‫الموسيقى‬ ‫مدرسي‬/‫موسيقية‬ ‫آالت‬ ‫عازفي‬/‫األغاني‬ ‫و‬ ‫األلحان‬ ‫مؤلفي‬/
DJ .

38. ‫ثامنا‬:‫الطبيعي‬ ‫الذكاء‬
Naturalist Intelligence
‫للمتعلم‬ ‫الطبيعي‬ ‫المحيط‬ ‫على‬ ‫التعرف‬(‫حيوان‬–‫نبات‬–‫طبيعية‬ ‫ظواهر‬/ )‫تقدير‬
‫الطبيعي‬ ‫العالم‬ ‫فهم‬ ‫و‬/‫البيئة‬ ‫في‬ ‫تفاعلها‬ ‫مدى‬ ‫و‬ ‫األخرى‬ ‫الحياة‬ ‫بأنماط‬ ‫االهتمام‬.
‫المهارات‬:
‫الخارجي‬ ‫المحيط‬ ‫زيارة‬ ‫في‬ ‫الرغبة‬(‫حدائق‬-‫غابات‬-‫أنهار‬-‫جبال‬/ )‫مالحظة‬
‫تربيتها‬ ‫و‬ ‫الحيوانات‬/‫النباتات‬ ‫أنواع‬ ‫تصنيف‬ ‫و‬ ‫جمع‬/‫بالظواهر‬ ‫االهتمام‬
‫رصدها‬ ‫و‬ ‫الطبيعية‬(‫خسوف‬–‫كسوف‬–‫زالزل‬–‫براكين‬/ )‫المصادر‬ ‫مطالعة‬
(‫كتب‬–‫برامج‬–‫أفالم‬)‫الحية‬ ‫الكائنات‬ ‫و‬ ‫العلوم‬ ‫و‬ ‫بالطبيعة‬ ‫تهتم‬ ‫التي‬.
‫المستقبلية‬ ‫الوظائف‬:
‫طبيعي‬ ‫متحف‬ ‫أو‬ ‫حيوان‬ ‫حديقة‬ ‫في‬ ‫باحث‬ ‫أو‬ ‫مالحظ‬/‫أو‬ ‫بيئية‬ ‫منظمة‬ ‫في‬ ‫عضو‬
‫الحيوان‬ ‫رعاية‬/‫الفضاء‬ ‫أو‬ ‫الجيولوجيا‬ ‫مجال‬ ‫في‬ ‫باحث‬/‫جوية‬ ‫نشرة‬ ‫مقدم‬.

39. End of slides