Osaka presentation course lesson 1

3. University of Osaka
Presentation Course
INTRODUCTION

4. Piet van der Laan, MA
Language Centre
University of Groningen
The Netherlands
p.van.der.laan@rug.nl

6. About the Course

7. About the Course
• Presentation and oral skills

8. About the Course
• Presentation and oral skills
• 6x3 hours

9. About the Course
• Presentation and oral skills
• 6x3 hours
• 2 ‘long’ presentations

10. About the Course
• Presentation and oral skills
• 6x3 hours
• 2 ‘long’ presentations
• Presentation techniques

11. About the Course
• Presentation and oral skills
• 6x3 hours
• 2 ‘long’ presentations
• Presentation techniques
• Useful vocabulary and phrases

12. About the Course
• Presentation and oral skills
• 6x3 hours
• 2 ‘long’ presentations
• Presentation techniques
• Useful vocabulary and phrases
• Pronunciation and intonation

13. Teaching Method

14. Teaching Method
•reflection

15. Teaching Method
•reflection
•student autonomy

16. Teaching Method
•reflection
•student autonomy
•context-related language teaching

17. Teaching Method
•reflection
•student autonomy
•context-related language teaching
•Nestor/course reader

18. Learning Method

19. Learning Method
• Reflection

20. Learning Method
• Reflection
• Self-assessment

21. Learning Method
• Reflection
• Self-assessment
• Peer assessment

22. Learning Method
• Reflection
• Self-assessment
• Peer assessment
• Nestor/course reader

23. Learning Method
• Reflection
• Self-assessment
• Peer assessment
• Nestor/course reader
• Open to criticism

24. Learning Method
• Reflection
• Self-assessment
• Peer assessment
• Nestor/course reader
• Open to criticism
• Collaboration

25. Learning Method
• Reflection
• Self-assessment
• Peer assessment
• Nestor/course reader
• Open to criticism
• Collaboration
• English!

26. Learning Method
• Reflection
• Self-assessment
• Peer assessment
• Nestor/course reader
• Open to criticism
• Collaboration
• English!
•‘Practice ground’

27. Lesson 1

28. • Discuss the following
points in groups (reader p.2)
Which of the aspects below do you think will
be most difficult when giving a (short)
presentation?
1. Finding enough time to prepare
2. Putting your points in order
3. Speaking clearly - with good pronunciation
4. Speaking accurately - with no mistakes
5. Speaking fluently - without hesitating
6. Handling questions from the audience
9

29. Training (reader p.2)
•
I was born in _____________ (place) in _____________ (year)
• I went to school in _____________ (place) at _____________
(type)
• After leaving secondary school I studied _____________ (subject) at
_____________
• I did a degree in _____________ (subject)
a course
• After that I _____________
• I work for (firm) _____________ as a/an (job) _____________ in
the _____________ (department/faculty)
• My work number is _____________ and my extension is
_____________
• I am responsible for _____________ and _____________
• My work involves a lot of _____________ and _____________
• What I like about my job is _____________
10

30. Common problems when
giving presentations

31. Common problems when
giving presentations
•Weak structure

32. Common problems when
giving presentations
•Weak structure
•Poor timing

33. Common problems when
giving presentations
•Weak structure
•Poor timing
•Unsuitable language

34. Common problems when
giving presentations
•Weak structure
•Poor timing
•Unsuitable language
•Monotonous delivery

35. Common problems when
giving presentations
•Weak structure
•Poor timing
•Unsuitable language
•Monotonous delivery
•Over-detailed visual materials

36. Common problems when
giving presentations
•Weak structure
•Poor timing
•Unsuitable language
•Monotonous delivery
•Over-detailed visual materials
•Over-use of/reliance on PowerPoint

37. Common problems when
giving presentations
•Weak structure
•Poor timing
•Unsuitable language
•Monotonous delivery
•Over-detailed visual materials
•Over-use of/reliance on PowerPoint
•Undue reading from a script

38. Common problems when
giving presentations
•Weak structure
•Poor timing
•Unsuitable language
•Monotonous delivery
•Over-detailed visual materials
•Over-use of/reliance on PowerPoint
•Undue reading from a script
•Unhelpful/intrusive gestures

39. Advice for improving the
delivery of presentations

40. Advice for improving the
delivery of presentations
•Plan your talk thoroughly

41. Advice for improving the
delivery of presentations
•Plan your talk thoroughly
•Use structuring devices to 'signpost' your talk

42. Advice for improving the
delivery of presentations
•Plan your talk thoroughly
•Use structuring devices to 'signpost' your talk
•Speak more slowly than normal

43. Advice for improving the
delivery of presentations
•Plan your talk thoroughly
•Use structuring devices to 'signpost' your talk
•Speak more slowly than normal
•Practice beforehand, to get the right timing

44. Advice for improving the
delivery of presentations
•Plan your talk thoroughly
•Use structuring devices to 'signpost' your talk
•Speak more slowly than normal
•Practice beforehand, to get the right timing
•If reading aloud, make sure it is done with feeling

45. Advice for improving the
delivery of presentations
•Plan your talk thoroughly
•Use structuring devices to 'signpost' your talk
•Speak more slowly than normal
•Practice beforehand, to get the right timing
•If reading aloud, make sure it is done with feeling
•Think in advance about possible areas of
pronunciation difficulty

46. Advice for improving the
delivery of presentations
•Plan your talk thoroughly
•Use structuring devices to 'signpost' your talk
•Speak more slowly than normal
•Practice beforehand, to get the right timing
•If reading aloud, make sure it is done with feeling
•Think in advance about possible areas of
pronunciation difficulty
•Be aware of your own body language

47. Advice for improving the
delivery of presentations

48. Advice for improving the
delivery of presentations
•Make regular pauses to enable the audience to
absorb what you are saying

49. Advice for improving the
delivery of presentations
•Make regular pauses to enable the audience to
absorb what you are saying
•Use PowerPoint judiciously

50. Advice for improving the
delivery of presentations
•Make regular pauses to enable the audience to
absorb what you are saying
•Use PowerPoint judiciously
•Be restrictive in use of visual materials

51. Advice for improving the
delivery of presentations
•Make regular pauses to enable the audience to
absorb what you are saying
•Use PowerPoint judiciously
•Be restrictive in use of visual materials
•Rehearse in advance

52. Advice for improving the
delivery of presentations
•Make regular pauses to enable the audience to
absorb what you are saying
•Use PowerPoint judiciously
•Be restrictive in use of visual materials
•Rehearse in advance
•Check up long or technical words in a dictionary

53. Advice for improving the
delivery of presentations
•Make regular pauses to enable the audience to
absorb what you are saying
•Use PowerPoint judiciously
•Be restrictive in use of visual materials
•Rehearse in advance
•Check up long or technical words in a dictionary
•Provide a summary of your talk at the end

54. Advice for improving the
delivery of presentations
•Make regular pauses to enable the audience to
absorb what you are saying
•Use PowerPoint judiciously
•Be restrictive in use of visual materials
•Rehearse in advance
•Check up long or technical words in a dictionary
•Provide a summary of your talk at the end
•Rephrase questions asked in your own words

55. ... and look happy!

56. So, do you think Matt
did this?

57. Training
• On the spur of the moment. Give a two-minute
presentation about your partner to another class
member. Make use of the ‘presentation advice’. Before
you start, interview the person sitting next to you. You
can use the following questions to help you.
16

58. Training
- What is your name and what do you study?
- Why have you chosen your current studies?
- What are your plans after you finish your studies?
- Could you describe what your English lessons up until now have been like?
How did you like them? Were they helpful? Why (not)?
- Has the English you learned in school helped you in your current studies
so far? How?
- What role does English play in your everyday-life?
- What are the most important skills you think you need in order to function
well in an English-speaking environment?
- What are the skills that you feel you are good at?
- What are the skills you think need improvement?
- What are you hoping to learn during this course?
- What are you hoping to avoid during this course?
17

59. Preparing Presentations

60. Preparing Presentations
• There are of course many factors which
influence the style of a presentation:
– What is the purpose of the presentation?
– How many people are in the audience?
– How "formal" is the overall situation? etc.
• Another significant factor is the country and
culture where the presentation is being
made.

61. Training (reader p.4)
• When you give a presentation in your culture, which of the following do you
do? Choose and put in sequence. If any steps are missing add them in
yourself.
[___] Tell a joke. [___] Make a general statement
[___] Refer to visuals. [___] Ask the audience to introduce themselves.
[___] Ask questions. [___] Summarise.
[___] State your objectives. [___] Smile at the audience.
[___] Take your jacket off. [___] Look serious to inspire confidence.
[___] _____________________ [___] _____________________

62. Training (reader p.4)
From your own experience of attending presentations, have
you noticed any major differences in national styles?

63. Giving Presentations
Openings, Signposting, and Survival
Tactics

64. Effective Openings
• The first three minutes of a presentation are the most
important.
• The speaker needs a ‘hook’, a simple technique for
getting attention.
• A good start makes the speaker feel confident.

65. Effective Openings
• Three ways of ‘hooking’ your audience:
– Give them a problem to think about.
– Give them some amazing facts.
– Give them a story or a personal anecdote.

66. Effective Openings
• Problem Technique
1. Suppose ……………………………………
How would you ……………………………
2. Have you ever wondered why it is that …..?
You have? Well, if I could show you ………
….. would you be interested?
3. How many people here this morning ……..?
Well, imagine ………………………………
….. Do you think that is possible?

67. Effective Openings
• Amazing Facts Technique
1. Did you know that ………………………..?
2. According to the latest study, ………..….,
3. Statistics show that ………………………..
4. I read somewhere the other day that ……

68. Effective Openings
• Story/ Anecdote Technique
1. You know, ………………………………..
When I think about ……………………….
I’m reminded of …………………………..
2. Have you ever been in a situation where
…………….?
I remember when …………………………
It turned out ……………………………….

69. Signposting
• What you say - the content - is more important than
anything else.
• Structure helps
• When moving to the next point or when changing
direction, tell the audience.

70. Signposting
• Signposts to guide your audience through your
presentation:
To move on To expand on
To digress To go back
To recap
To conclude
To summarize
To turn to
To elaborate on

71. Signposting
• Neat, short signposts are more effective.
• Keep it simple
OK. So ……………..

72. Survival Tactics
• Common Problems
– Getting your facts wrong
– Getting the way you say something wrong
– Getting the structure of your talk wrong

73. Survival Tactics
WHAT YOU THINK WHAT YOU SAY
I’ve got my facts wrong. Sorry, what I meant is this ...
Too fast! Go back. So, lets just recap on that.
I’ve forgotten to say Sorry, I should just
something! mention one thing.
Too complicated! Make it So, basically, what I’m
simple saying is this …

74. Survival Tactics
WHAT YOU THINK WHAT YOU SAY
I’m talking nonsense. Sorry, perhaps I didn’t
make that quite clear.
How do I say this in Sorry, what’s the word/
English? expression?
Wrong! Try again. Sorry, let me rephrase
that.
So, just to give you the
I’m running out of
main points here.
time

75. Training
You are going to watch a video called ‘Bill Gates: Mosquitos,
Malaria and Education’ While watching, write down as many
examples of signposting as you can find. Also, briefly
comment on the ‘hook’ the presenter used in his presentation
and whether it was effective. Discuss what you’ve found with
a fellow student.

76. Training
For your topic of your choice, prepare a ‘hook’ that will catch
the interest of your audience. You will be asked to present
your hook in front of the group. The length should be
approximately 2 minutes.