Unit 8
The Middle Of The Presentation
Briefing
The focus of this unit is
on how to use language to make the presentation both easier to understand and
more memorable. The context used is the main body of the presentation, where
there is the greatest danger of a rambling and incoherent style.
1.
Holding Audience’s
Attention
1)
Have the class discuss the cartoon
first. What are the problems here? Clearly the audience, having been bored to
their limits, are enjoying a good rest. Ask the students 'Why?' Elicit
suggestions such as the talk is far too long, the speaker has not organised the
information, her tone is perhaps monotonous, she repeats herself ad nauseam,
the content is (perhaps - although we don't know) too technical or too
detailed.
2) Move
on to the reading text, first discussing the meaning of the title. For your
guidance, the title merely suggests that you are not in control of your
presentation if the audience are not listening or cannot follow you. The
subtitle summarises what is needed.
As with other reading texts, remind students that it
is not necessary to read the passage in detail or understand every word. Ask
the students to find six (of the nine) specific recommendations about speaking
technique. A highlighter pen is an efficient way to mark the recommendations -
or a pencil first and then a highlighter once the correct identification of a
point is confirmed.
Key
•
Find out about the audience.
• Find
out what they need to know.
•
Plan what you're going to say.
•
Say it clearly and concisely.
•
Introduce information using lists.
•
Give a link between parts of the presentation.
•
Provide a logical sequencing of information.
•
Use careful repetition of
key information.
•
Don't give too much information or too many facts.
2.
Structure (2) The
main body
This section effectively introduces the next three sections. Introduce the text: it is a statement of key principles in
planning and presenting the main body of a presentation. Use the answers to the
questions as a link to other
discussion on the text.
Note: There may, of course, be some situations where some of the recommendations
do not apply.
Key
a)
The main body of the presentation
contains
the details of what was introduced
in
the introduction.
b) See figure included in the text.
3. Listing Information
1). Repeat the point that in both the introduction and the main
body of a presentation it is useful to give lists which signal what you are
going to talk about: this guides the audience. Then introduce the presentations about climatic change.
Explain that students will hear two versions of the same presentation.
They have to say which is the easiest to follow.
Ask for comments on why the second version is easier to follow.
The speaker uses lists to signal what she is going to say.
2).Ask students to look at the tapescript for a couple of minutes and to
highlight or underline the key signalling / listing words.
4.
Linking Ideas
1. Introduce the recording as part of the main body of a prese ntation on energy resources in Latin America. For the first play ing ask students to identify the main po ints the speaker makes.
Key
·
Venezuela has oil.
·
Argentina uses hydro-electric power and fossil fuels.
·
Peru has many resources but they are underdeveloped. Why? Political an economic factors and Amazon basin is environmentally sensitive.
2.
Play the reco rding again. Ask students to note the phrases used to link di fferent parts of the presentation , marking the relationship between the 'o ld ' topic and th e 'new' one.
3.
Elicit alternatives which could be used – see the Language Checklist.
5.
Sequencing
Explain that any presentation which describes a process, a schedule or a timetable of events should include examples of sequencing language.
Vocabulary note: A process describes how things
happen, e.g. how nuclear energy is produced in a pressurised water reactor.
A schedule shows when stages happen, e.g. a plan for privatising a state industry.
A timetable shows the exact time for a series of events over a short period, e.g. a seminar programme.
Key
a) First of all
b) Next
c) When that's completed
d) The next step will be
e) Then
f) Having chosen
g) The next stage is
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