Professional Documents
Culture Documents
TABLE OF CONTENTS
Page
ACKNOWLEDGEMENT...........................................................................4
ABSTRACT..................................................................................................5
Part A: Introduction
I. Rationale of the study..................................................................................6
II. Aims and objectives of the study...............................................................6
III. Significance of the study..........................................................................7
IV. Scope of the study....................................................................................7
V. Method of the study...................................................................................8
V.1. Reading relevant materials................................................................8
V.2. Making survey questionnaires...........................................................8
V.2.1. The aim of the survey..............................................................8
V.2.2. Design of the survey................................................................8
V.2.2.1. Participants....................................................................8
V.2.2.2. Instrument.....................................................................8
V.2.2.3. The conduct of the survey.............................................9
Part B: Development
Chapter I: Literature Review
I.1. An overview of presentation..............................................................10
I.1.1. What is a presentation................................................................10
I.1.2. Classification of a presentation...................................................11
I.1.2.1. Entertaining presentation.........................................................11
I.1.2.2. Persuasive presentation...........................................................11
I.1.2.3. Informative presentation..........................................................11
I.2. The importance of a presentation..........................................................12
I.3. The structure of a presentation..............................................................13
I.4. Factors of a persuasive presentation......................................................14
ACKNOWLEDGEMENT
Date: 22/03/2010
ABSTRACT
The study consists of five main parts: the introduction, the chapter I, the
chapter II, chapter III and the conclusion. The introduction presents the rationale, aims,
significance, scopes, and methods of the study. In chapter I, named “Literature
Review”, the definition, classification, the importance, the structure and factors of a
persuasive presentation are presented in a comprehensive, logical and clear way.
Chapter II entitles “Finding and data analysis” discuss the description of the
questionnaire survey and the result analysis of the survey. Chapter III is concerned
practically with some useful suggestions for the process of making a good presentation.
Finally, the conclusion summarizes what have been mentioned in the previous part,
introduces some limitation of the study. In addition, the reference materials and
appendices are also given.
PART A: INTRODUCTION
I. Rationale of the study
Nowadays, there are many places and circumstances that people have to
present their ideas in front of the audience. Presentation has been a very popular and
important way for each one to demonstrate his own ideas. If someone masters
presentation skills, it means that he can achieve many things both in studying and his
future career. For the past few years, presentation has been taken into the syllabus and
become an essential part of the teaching and learning in Faculty of English Language
Teacher Education, University of Languages and International Studies, Viet Nam
National University, Ha Noi.
In each term, students may be asked to give several presentations on different
topics. Its aim is to get students used to conducting direct communication, which is
useful to students not only in studying but also in real life as well. Moreover, it
prepares fundamental skills for their teaching career in the future.
However, presentation is not rocket science. By contrast, presentation is an art
and a hard job to do. A lot of student especially first year students have difficulties
developing a successful presentation because they lack general knowledge about
presentation and necessary skills to build an effective one which are still quite to them.
The fact is that one of the most important initiatives for improving curriculum
universities was enhancing communication and presentation skills in the first year.
It is this reason why I would like to make an attempt to examine the
difficulties of first year students when making a presentation and suggest suitable
solutions. It also provides them with some techniques for creating effective
presentation. I hope this study would help them find presentations no longer a
challenge but an exciting experience.
II. Aim and objectives of the study
The aim of the study is to answer the following research questions:
+ What are the difficulties of the first year students when preparing for a presentation?
+ What are the suitable presentation techniques that can help first year student to
overcome those problems?
The author with the attempt to:
+ Provide an overview of presentation and its constituent elements viewed as basic
theory.
+ Identify the attitude of first year students towards presentation skill.
+ Find out the current situation of first year students’ making presentation and discover
difficulties first year students have when they make an oral presentation.
+ Give students useful and necessary techniques to help overcome those problems as
well as improve presenting skills.
III. Significance of the study
Theoretically, presentations are more important for learning success than any
other skills. Additionally, poor presentation could hinder the students’ future career.
Therefore, it is essential that first year students approach basis presentation techniques
to overcome difficulties, in their presentation. This scientific research is hopefully a
useful material for students in the Faculty to base on when they needs to make
effective, and persuasive presentations.
Practically, presentation skills help students develop their oral communication
skills (speaking well and listening intelligently) that are highly prized in professional
career. Besides, they can gain both confidence and experience when they practice
presentation in an ideal class when their audiences are friendly and supportive.
IV. Scope of the study
In fact, there are many different types of presentation including formal
presentation and informal presentation. Due to the limited time and knowledge as well
as the limited scope of a scientific research, my study only focuses on presentation for
first year students at HULIS, VNU.
The principal attention is paid to difficulties they meet when making
presentations and important techniques that help them overcome their difficulties.
presentation, especially with the difficulties the presenter encounter. The questionnaire
includes multiple choice, open answers, yes/no answers.
V.2.2.3. The conduct of the survey
I gave out 80 copies of the questionnaire to 80 students from different groups in
English Department. However, the number of retrievable answers is 65. After that, I
decided to analyze the data in the scale of 65 copies and draw out the conclusion for
my research questions about the practice of presentation skills among the first year
students.
PART B: DEVELOPMENT
CHAPTER I: LITERATURE REVIEW
I.1. An overview of presentation
I.1.1. What is a presentation
In the 7th edition of Oxford Advanced Learner’s Dictionary(11455, p1234), a
presentation is defined as “an act of showing or explaining something or of giving
something to somebody” or “a meeting at which something especially a new product or
ideas is shown to a group of people”.
With a little difference, a definition of presentation in the website:
www.encarta.msn.com is “a formal talk made to a group of people, e.g. on somebody's
recent work or some aspect of business, often with handouts, diagrams, or other visual
aids”.
In fact, there have been a great number of studies by scholars and linguists on
presentation with different points of view. They give out various ways of defining
presentation. Among quite a few definitions of concept, the most accurate and
complete one was given by H. Gregory (1998): “Presentation is the process of
presenting the content of a topic in structured, deliberate manner. It is a form of
communication that broadens the knowledge and wisdom of listeners or that influences
their attitudes or behaviors”.
A presentation can be delivered to five people in a formal meeting, to 30
people in a small audience, to 250 people in a medium-sized audience, to 1600 in a
large audience, or to 100,000 in a supper large audience in a football stadium or any
number in between. The word presentation usually denotes a formal setting, but it can
also be thought of as any time a speaker tries to demonstrate his or her own idea before
a listener. In class, student can also make a speech or give short oral reports. Their
listeners and audience are their teacher and classmates who can question them
afterwards. Actually, it is not so important what presentation is. The most important
thing every student should know is that presentation is demanding and to be skilled in
it is very advantageous for your future life.
I.1.2. Classification of presentation
In order to make a good presentation, it is essential to have general view of the
characteristics of presentations. There are many types of presentations; each type has
its own purpose, format, content and language. Depending on the number of presenter,
there can be individual presentation and group presentation. Depending on the
profession of the presenter, there can be student presenter, business presentation,
research presentation, political presentation.
According to materials provided by the Communications Studies Department,
University of Kansas, USA, presentations can be categorized into 3 groups depending
on speaker’s intention; they include entertaining persuasive and informative
presentations.
I.1.2.1. Entertaining presentation: An entertaining presentation simply tries to gain
and keep the audience’s attention. The speaker wants the listeners to have a good time
and to be able to amused or interested by the presentation.
I.1.2.2. Persuasive presentation: A persuasive presentation is intended to change the
audience’s attitudes or behaviors. All persuasive topics fall into one of three categories,
depending on the type of proposition, or claim, that the presenter is advancing:
Propositions of fact, propositions of value and propositions of policy.
I.1.2.3. Informative presentation: An informative presentation provides the audience
with information about a new subject or new information about familiar subject. In
formative presentation is the most commonly used type of presentations in classrooms
and in conferences at universities. There are three ways to categorize informative
presentation: by format, by content, and by purpose.
By format: Informative presentation can be divided into two formats: briefings
which provide information or instruction that people need to know before they
presentation
End Short conclusion Summarize your presentation
Thank your audience
Invite questions
Question Answers
I.4. Factors of a persuasive presentation
It is not easy to evaluate a presentation because it consists of many parts, many
stages, and many tools. However, there are five basic criteria for a presentation to be
persuasive:
Topic: near and dear to the hearts and minds of the audience. A presentation
must appeal to the audience’s emotion, urge action on a topic that is important
to them, or present a case against another point of view in an attempt to sway
the audience your way.
Organization: State the facts of the problem you are trying to solve, a truth you
want to dispel or a situation that begs for the attention the audience can offer.
Use statistics, facts, as many quotes from experts as possible to lend credibility
to the argument, energize the audience and get them poised for action. Propose a
solution to each specific part of the problem presented. It is important to show
that the problem can be solved and that all the presenter need is the help and
support of every audience member.
Information: All the data must be relevant to the topic. Besides, the data must
be reliable. It is compulsory for the presenters to point out the source when they
quote some pieces of information.
Visual aids: Visual aids significantly improve the interest of a presentation.
However, they should be chosen basing on what the speakers want to say. There
are many kinds of visual aids. According to the topic, an appropriate type will
be chosen. Videos, Power Point Microsoft Office, hand out are usually used.
Result:
Option A. Difficult B. Normal C. Easy Total
Number 49 16 0 65
Percent 75% 25% 0% 100%
The table shows that, according most of the first year students, it is really difficult to
give a presentation. Of course, presentation is not rocket science. By contrast, it is an
art and a hard job to do. The presenter is an artist. I believe that a deeply understanding
about presentation will help you find making a persuasive presentation no longer
difficult but an interesting way to improve your English.
II.1.3. Current situation of first year students’ making presentation
Answering question number 5: “According to you, the preparation stage is…”
among 66 people asked in my survey, 65 (98%) students admit that preparation stage is
very important or important and one student thinks it is not very important. Most
students see the essential role of preparation stage when making presentation.
However, I can not deny that the result obtained in the next question made me really
confused. There is an obvious contradiction in their opinions. In group of 65 people
voting for the great importance of the preparation stage, only 37 students say that they
spend a lot of time preparing for a presentation, 25 students say they do not spend too
much time on this stage; even 3 students in this group admit that they do not spend any
time on the preparation stage while the only student who thinks preparation is not very
important spends a lot of time on preparation stage. Do they misunderstand my
questions or they just consider my questionnaire survey as funny game? May be,
theoretically, they know the importance of preparation but, practically they do their
presentation in a wrong way deliberately. This is the reason why they always fail to
build a persuasive presentation.
In question number 7, I want to know about how students rank the steps given to
deliver a presentation. May be, they were not clear about my question so some of them
only chose the step which they thought is the most important one, some of them
decided some steps which they often followed when giving a presentation. 25 students
(38%) considered step “Determine the purpose” as the most important one while 22
students (34%) of informants circled step “Decide on the topic”. All of them chose step
of preparing equipment for the least importance. In fact, all these steps are essential.
You can not create an effective speech without following them. Each one has his own
way of approaching their presentations. However, according to famous speakers in the
world, it would be the best to accept the arrangement introduced in the Literature
Review because of its factually tested effectiveness. This result also indicates that
students often don’t know how to carry out the research scientifically or they lack
general knowledge.
In question number 8: “Do you often rehearse before the presentation”, 52
people (80%) say YES. This satisfactory result is suitable for the result of the 5 th
question; most of informants see the importance of the preparation stage. Nevertheless,
I can not help being disappointed by their answers for question 9: “Do you know the
effectiveness of rehearsing? If yes, what are they?”
Option No Yes without Yes with Do not finish
answers answers this question
Number 11 7 31 16
Percent 17% 11% 48% 24%
When speakers say “No”, or “YES” without answers or when they do not fill in this
questions (52%), they may not understand my question or there may be a fact that they
were lying. If you really rehearse carefully before formal presentation, you must know
the quite effectiveness of rehearsal such as making you more confident, remember your
ideas, and speak more fluently.
The next question is aimed at identifying when students often write their
introduction.
The result:
Option Before After Can not identify
Number 38 18 9
Percent 58% 28% 14%
As can be seen from the table, most students often pay attention to the introduction first
when they begin writing, other people do not write the open until they have finished
the body. Even some people can not identify. Perhaps it depends on their emotion.
Each one has his own writing style which he feels most comfortable. However, it is
advised that students should complete their introduction lastly. Because, at that time
you deeply understand the structure of the whole writing so that you could fully
introduce the main ideas. Your introduction will become more concise and coherent.
Come to the question number 11, I asked: “Do you know what you have to do
in the introduction? If yes, can you write some of them?”. I divided the results into 2
categories. The first (I) includes answers “YES” with explanations; the second (II) is
answers “NO”, “YES” without explanations. Let’s see the result:
Option (I) (II)
Number 27 38
Percent 41% 59%
I was hopeless at the above result. Most students admit that they lack basic knowledge
about the introduction. There are only few people can tell some task such as introduce
the group, topic, purpose, outline… but it is not enough. The introduction stage is one
of the essential stages which decide the success of the speech. You do not know what to
do in this stage, which means that you will immediately fail at the beginning. Surely, a
persuasive presentation seems to be out of their hand. Please read the literature review
of my research carefully so that you can identify what needed to be done.
In question number 12, I asked about problems they often meet when giving a
presentation. In fact, I obtained many various opinions. They mainly lack self-
confidence, have problems with speaking ability in English (fluency, pronunciation,
intonation…). Other students have difficulties drawing listeners’ attention, interacting
with listeners, coping with unexpected situations. As we already know, it is not easy for
us to possess presentation skill and surely we all need the great help of our teacher.
Besides, it is compulsory for us to improve both our knowledge about presentation
knowledge and factual skills if we want to master the key to successful life.
“When you finish the presentation, what do you often do?” This question made
me anxious to discover activities of students after completing their speech.
The result:
Option Ask for remarks and find ways to deal Do nothing
with the problems that you had
Number 43 22
Percent 66% 34%
When you finish your duty, you just think to relax or forget the speech. Yet
remember there is nothing perfect and you can not make sure that you didn’t make any
faults in your performance. Teachers, friends or listeners will be the most enthusiastic
critics. They will see faults which you could not see. They will point out them to you
and give you useful pieces of advice if you ask them. So don’t hesitate about talking to
them. Just find the road by yourself and set your foot on it. All the data show us some
interesting facts about the learning and practicing making presentation among first year
students, from which I can draw out conclusion and suggestion to be presented in the
next part of the study
the script, which makes the actual presentation become unnatural. The students may
feel nervous and forget their words. In most of the time, they will be unable to speak
on their own without the transcript.
Problem with the preparing process is that the first year students can not
choose an interesting topic and gather information supporting for the topic. It can be
explained that they are short of background knowledge to brainstorm the topic of their
presentation. Moreover, they are not good at finding materials in the library and even
searching on the Word Wide Web. Otherwise, the first year students are still confused
about amount of information they get from different sources. They do not know how to
summarize these materials and to organize a perfect speech. In addition, they are not
sure about the language they use. In a short time, they can not mobilize their
vocabulary to express their ideas accurately and vividly. Although many students have
always realized of good intonation, pronunciation and body language, it is hard to
employ these elements in the presentation. The problem is that student presenters can
not focus on two things at the same time. Many presenters make pronunciation
mistakes, lack eye contact and find their hands useless. The possible causes of this
situation are usually lack of self-confidence and lack of practice. A good combination
of al such elements as good language, accurate pronunciation, proper intonation,
constant eye contact and expressive body language require time for practice and real
efforts to improve single elements before combining them in the presentation. For
those students who do not spend much time rehearsing their presentation, the problems
with these factors will be likely to occur. One thing more I found out through the
questionnaire survey is that students do not pay much attention to Question and
Answer period. In fact it is critical to the success of the presentation. Partly because,
the time for presentation practice in class does not allow the question session to
develop further. Teacher may be more concern with the presentation itself, rather than
question handling ability of students. At the same time, students do not realize the
importance of question times in reinforcing the points and strengthening the speaker’s
credibility. You are proving that you have research the topic carefully and knowledge
you give to the audience is truthful. In short, the question handling skill is not paid
attention to, and understandably, students do not master the skill. Some of them even
do not have enough knowledge to answer questions and others can not phrase their
ideas, usually due to poor language knowledge.
The final problem with making a presentation among first year students is the
failure to reduce the effect of nervousness or stage fright. Stage fright, referring to the
anxiety and fear one has to make a speech before public; it is not common for all
speakers. The problem is that when students presenters are nervous, their performance
are easy to get worse as they may forget their points and words and worse, start
rambling on out of tract, they may make distracting gestures, and break eye contact.
The possible causes of the lack of confidence may be the fear of making mistake in
front of many people and the response of the audience to the speaker’s presentation.
Weakness in English is also a negative factor toward speakers’ self confidence.
In conclusion, the most common problems of the first year students during the
process of learning and practicing presentation skills are:
1. Lack of background knowledge: Students are not good at choosing topic and
handling with questions from the audience.
2. Weakness in English language: poor vocabulary, pronunciation mistake, slowly
reactions
3. Nervousness and anxiety.
4. Lack of presentation method: method of delivery, manner, body language.
In the next chapter, I hope to provide you with a full of steps to build up a persuasive
presentation; focus on dealing with these above problems.
The presenter should know the following information about audience: their
educational and cultural back ground, knowledge of the subject matter, position in
the organization and technical expertise so that he or she can identify what he should
say, what he should not say and the “tone’ he should use ( Elmon, 1998).
Analyzing the audience means identifying:
What does the audience need or want to know about?
What does the audience know now about the topic?
How does the audience feel about the topic?
What does the audience expect of presenter?
What presentation style can the audience best relate to?
What type of materials, examples, and details can the audience best relate to?
May be a short talk, not an interview, or a small survey can be helpful for presenters to
understand more about their presenters.
III.1.4. Limiting the topic
One of the most serious mistakes a speaker can make is selecting a too broad
topic. If a topic is too broad, students will have troubles researching the topic
adequately, covering the topic, and make the presentation relevant to the listeners.
There are two factors that students should take into consideration when limiting the
topic: time allowance, and the needs, expectation and experience level of the audience.
To limit the topic, a presenter must consider the following questions:
How much time do I have to make the presentation?
How much complex should my presentation be?
What aspect of the topics best suits the needs and interests of the audience?
What portion of the topic am I competent to discuss?
Do I have the resources and time to develop the topic?
III.1.5. Gathering information
To build the desired image or style, the presenter has to think about short,
descriptive words he wants to leave as impressions such as smart, aggressive,
deliberate, cool, and humorous, then build a larger picture of the style and image cues
that he can use to portray these characteristics in front of target audiences.
III.1.8. Preparing equipment
III.1.8.1. Making an Outline:
Student often find it difficult to build and develop ideas for topic, arrange
ideas logically and suitably. Depend on the outline they can identify the length of the
presentation, and know the form of the presentation too.
Choosing an outline format: The most popular formats for outlines are the
topic outline and the complete sentence outline.
Preparation Outline: You will decide what you will say in the introduction,
how you will organize the main points and supporting materials in the body of
the speech, and what you will say in the conclusion stage. There may be sub-
subpoints and even sub-sub-subpoints. For example:
OUTLINE
I. Main point
A. Subpoint
B. Subpoint
1. Sub-subpoint
2. Sub-subpoint
a. Sub-sub-subpoint
b. Sub-sub-subpoint
II. Main point
A. Subpoint
1. Sub-subpoint
2. sub-subpoint
B. Subpoint
III.1.8.2. Presentation handout:
Make your presentation handouts worth keeping. Include valuable reference
material to every page, some thing your participants will want to take away with
them.
In fact, the longer the event, the more pages. The skeleton of your handouts is
your workshop or seminar outline and includes a table of contents with major
topics and subtopics. Students may add:
+ Biographical information.
+ Names
+ Phone number and address, email address
+ Charts and statistics
+ Book title
+Samples
+ Resources and references
+ Recommendation
+ Stories, quotes, anecdotes, procedures
+ Other information relevant to your audience and topic
Include student’s own contact information on each page so if a page is torn
out, your contact information doesn’t get lost.
Presentation handouts can be informational and interactive. But remember
handouts only support the workshop, so make them attractive but simple,
and only include what is needed.
III.1.8.3. Choosing visual aids:
As the old saying goes: “a picture is worth thousand words”, thus, people
naturally find a speaker’s message more interesting and grasp it more easily and retain
it longer when it is presented visually as well as verbally”- (Lucas, 1995:29). In brief,
for all above reasons, visual aids are of great value. There are many kinds of visual aids
including objects, modes, pictures, drawings, photographs, projection. The presenter
can choose the most suitable for classroom presentations.
III.2. Delivering the presentation
III.2.1. The introduction
III.2.1.1. Communication Skills
Generally, in introduction there are four basic steps the presenter has to do:
Greet the audience politely but friendly
Get audience’s attention: The presenter only has a limited time and every
minute is precious so, from the beginning, make sure they pay attention. You
can use one or more these following techniques: telling a story, ask a
question, make provocative, a visual aid or demonstration, and provide the
audience with an incentive to listen.
Establish a theme: Basically, the presenter needs to start the audience
thinking about the subject matter of the presentation by a statement of the
main objective, unless for some reasons the presenter wishes to keep it
hidden.
Present a structure: if the presenter explains the structure briefly in the
beginning, then the audience will know what to expect, which help to hold
their attention. Ultimately, it provides a sense of security in the promise that
this speech will end. Besides, you can establish your credibility by stating
why you and your sources are trustworthy.
When building the introduction, the presenter should bear in mind these tips:
Do not prepare the introduction first:
Generalizing
Usually/generally/as a rule
III.2.2.2.2. Emphasizing and minimizing: It’s always a good idea to exaggerate a
little, as it will help to get the message across persuasively.
In emphasizing the message: Strong adverbs intensify adjectives: Extremely
good. Adverbs can be total, very strong, or moderate:
Total: Absolutely (fantastic), completely (awful), entirely (depressing).
Very strong: extremely(good), very (bad)
Moderate: fairy (safe), reasonably (expensive), quite (cheap).
In minimizing the message: The presenter can use the following expressions of
degree of uncertainty to modifying or minimize the message: It seems…
Perhaps… might…
III.2.3. The conclusion
III.2.3.1. Communication Skills:
Overall, the full process of the conclusion is:
Signal to the end – Summary – Recommendation – Invitation for the question.
III.2.3.2. Language structure:
Signaling the end:
That brings me to the end of my presentation.
That completes my presentation
Before I stop/finish, let me just say…
That covers all I wanted to say to day.
Recommending:
So I would suggest that we…
I’d like to propose… (More formal)
In my opinion, the only way forward is…
Closing:
CONCLUSION
The ability to present a case clearly, cogently and confidentially is enormously
valuable at every stage of students’ lives. It is critical for their professional
development. Whatever the subjects they study, it will bring them success in academic
work, job interview. Therefore, learning how to make a good presentation is essential
for not only first year students but also for all students in the Faculty of English
Language Teacher Education.
In this study, I have found out the difficulties first year students encounter
when making a presentation; have tried to deal with them and give main factor relating
to how to give a persuasive speech. Although it is just carried out in small scale, I still
have aspiration that it is of practical value and become useful techniques for first year
students, which help them to gain more success when it comes to make presentation.
Due to the limited time, knowledge and experience also the scope of the study,
it still exits some limitations. Some aspects of presentation skill are not mentioned or
impossible to be researched in details. It is hoped that other studies will be carried out
to deal with them and help English learners improve their presentation effectively as
well as their speaking skill.
To sum up, as limitations are unavoidable in this study, any comments and
contributions are always warmly welcome and highly appreciated so that the study
would more and more perfect.
REFERENCES
1. Canale, M. (1986) and Canale, M. and Swam, F. (1980), Teaching English as a
second or Foreign Language, Haper Collins publishers Inc.
2. Metcalfe, S. (1991), Building a speech, Holt, Rihehart & Winston Inc.
3. Dale, P. and Wolf, J.C (1998), Speech Communication for International
Student, Prentice Hall Regents.
4. Elmon E. Yoder (1988), Powerful Presentation Skills, National Press
Publications.
5. Lucas, S.E (1995), The art of Public Speaking, McGraw-Hill, Inc.
APPENDIX
SURVEY QUESTIONNAIRE
Hi! My name is Nguyen Thi Minh Thu from group E14.QH2009. This
questionnaire is designed for my research “Improving first year students’ skills in
making a presentation”. I would be grateful for your assistance in completing this
questionnaire. Thank you very much for your cooperation.
Please answer the following questions. For multiple choice questions, you can
choose more than one alternatives.
1. You have been learning English for……………….. years.
2. Do you think that giving presentation can help you improve your English?
A. Yes B. No
3. Have you ever been taught professionally how to give a good presentation?
A. Yes B. No
4. What do you think of making a successful presentation?
A. Difficult B. Normal C. Easy
5. According to you, the preparation stage is….
A. Very important B. Important
C. Not very important D. Unimportant
6. Do you spend much of time preparing?
A. Yes, a lot of time Not too much Not at all
7. Number the following steps from the most important to the least
a. Decide on the topic
b. Determine the purpose
c. Analyze the audience
d. Limit your topic
e. Gather information
f. Organize the information
g. Choosing appropriate style
h. Preparing equipment such as outline, presentation handouts, cue cards and visual
aids.
8. Do you often rehearse before the presentation?
A. Yes B. No
9. Do you know the effectiveness of rehearsing? If yes, what are they?
…………………………………………………………………………………
10. Do you often prepare the introduction before or after creating the body of your
presentation?
A. Before B. After
11. Do you know what you have to do in the introduction? If yes, can you write
some of them .....................................................................................................
12. Which of the following problems do you often have when giving a
presentation? (You can tick more than one answer)
a. You lack self-confident.
b. You have problems with speaking ability in English (fluency, pronunciation,
intonation, choosing words…)
c. You fail to adopt the right body language (eye contact, posture, hand
movement…)
d. You often make grammar mistakes.
e. You fail to express yourself clearly.
f. You do not know how to cope with unexpected situations.
g. you fail to draw your listeners’ attention.
h. You find it hard to survive the question-answer section.
i. You fail to interact with listeners.
13. After the presentation, you…
A. Ask for remarks/comments
B. Find ways to deal with the problems that you had
C. Do nothing
D. Others (please specify)