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University of Kordofan
Standard Faculty of Education
Department of English Language

Course Objectives:
Teaching is a profession that needs confidence building; therefore the
main objective of this course is to create a confident teacher who

Presentation could use the language fluently and logically.

Crouse Description:
In this course the chance will be available for the students to write their
E. 5052 research proposal and present them. The presentation will be followed
by a thorough discussion in which the students say their comments on
The 10th semester the topic in question.

Prepared by Assistant Professor:

January, 2020
Dr. Mujtaba Mohamed S. Ahmed

Presentation
What is presentation?
A presentation is the process of presenting a topic to an audience. It is
typically a demonstration, lecture, or speech meant to inform, persuade
or build good will.
The importance of good presentation
- Presentation helps to improve your self confidence in front of
crowd.
- It helps at the time of job interviews.
- It also helps to improve your English speaking skills.
- It also helps to develop skills in power point presentation,
writing a speech or a report.
- At corporate level, it help you at the time of Board meetings.
- In Colleges, it helps to get good score in internals.
How to Improve Your Presentation Skills? Planning and
Preparation
Before sitting down to prepare your presentation you actually have to
plan your presentation.
1. Know your audience
To understand of content and the format of the presentation, one
should acquire a sound knowledge of audience which help you tailor
your presentation to target their interests.
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2. Physical factors
Time, place, length, audio-visual aids are a part of physical factors
which are important under certain situation.
3. Structure the presentation:
The classic format is to tell them what you're going to say, present, and
then tell them what you told them, there are some distinctive parts of a
presentation:
1. Opening and statement of the objectives:
Your opening should be something that makes an emotional
connection with the audience. It can be a story, a question, or a
shocking static. It should not be an introduction of yourself or five
minutes of thank-yours. Then, state the general objectives first when
your start presentation details the specific objectives.
2. Body
Try to stick to your three most important points. It's more important to
engage the audience than to tell them everything you know. You will
need to leave some information out, but it is likely that what you don't
cover in the presentation will come up when you take questions. Keep
your outcome in mind. You don't have to write out your presentation
word for word (or worse, memorize it) if you just remember to keep
going back to your main points and working toward your desired
outcome. Be prepared to present both sides of an issue. You'll appear

more credible if you acknowledge your competitors or any opposing
arguments. After you've explained the other side, you can spell out
exactly why your company is better or your argument is stronger.
3. Closing
The closing of your presentation is the last opportunity you have to
give your audience something that will stick in their minds. You can
go back to your opening or end on a clever slogan or a call to action.
Important elements of a conclusion may include:
 Reviewing the purpose and topic of the presentation
 A summing up of the main points
 A review of the main findings/conclusions
 A suggestion for what the next stage(s) might be.
4. Question – answer sessions.
It is necessary to open chance for questions for audience to ask about
the unclears point or other things within the limit of the topic in order
to answer them.
How to Improve Your Presentation Skills: Delivery
1) Verbal Delivery
a. Be Brief
A 2005 study by the Helsinki institute found that the average adult was
able to focus on a loading web page for only four to eight seconds
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before looking somewhere else. Attention spans are short; don't dwell
on a specific subject too long.
b. Ask questions to keep the audience engaged
This can be something as simple as pausing to ask if your audience
understands everything you've presented thus far.
c. Speak to your demographic
Match the semantics of your audience as closely as possible. Speak
their language. 'If you're selling a skateboard, for instance, your
semantics are going to be a lot different than if you're working with a
litigation attorney,' Parnell says.
d. Work on your tone
Evolutionary psychology suggests that people of both sexes respond
better to deep male voices and high female voices, Parnell says. It
takes practice to change the tone of your voice, but it can be done.
c. Avoid speaking softly
or other speech patterns that make you seem unconfident - For
example, avoid ending sentences in an escalating tone that suggests
every sentence you speak is a question.
e. You should, Umm, avoid, Uh, fill words
Aguilera offers one strategy for kicking a fill-word habit: Say the
offending word and concentrate on it. 'Then tell yourself, 'this is a fill
word, I'm avoiding this,'' he says. 'When you say this, it creates that

pattern of changing it so that you'll catch yourself when you start
saying
f. Don't use words like don't
Don't think about elephants. Ok, now what are you thinking about?
Aguilera says that is why it's important to avoid phrases like 'don't
worry.' Tell your audience what they should do instead. Similarly,
don't say 'I hope you will enjoy this presentation.' Say, 'I am confident
that you will enjoy this presentation.'
2) Body Language
1. Stand at a comfortable distance
Parnell suggests remaining within 2.5 - 7 feet of your audience. This
presupposes (at a subconscious level) a personal to social relationship.
2. Eye contact
Don't surf the audience with your eyes. Rather, make eye contact with
one person at a time.
3. Appear confident:
 Shoulders back
 Arms at your sides or held in front of your body when making
gestures.
 Hands open or only slightly closed
 Smile slightly or keep your face neu tral.
 Take long strides
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 Make every movement purposeful and decided
it.'  Treat props (like your resume or a handout) as though they are
of value. Don't let a paper in your hand flap back and forth
carelessly.
3) PowerPoint:
A G ood Powerpoint:
a) Relies heavily on images.
b) Has only one or two sentences per slide.
c) Entertains.
d) Enhances your presentation, but doesn't summarize it.
A Bad Powerpoint:
a) Contains font smaller than 32pt.
b) Has more than five or six lines of text per slide.
c) Displays a logo on every slide (your audience won't forget who
you are).
d) Is printed and distributed as a handout.
Type of presentation
There are five types of presentation:
1. Informative: keep an information presentation brief and to the point
stick to the facts and avoid complicated information.

2. instructional: your purpose in an instructional presentation is to
give specific directions or orders. Your presentation will probably be a
bit longer, because it has to cover your topic thoroughly.
3. Arousing: your purpose in an arousing presentation is to make
people think about a certain problem or situation.
4. Decision-making: your purpose in a decision-making presentation
is to move your audience to take your suggested action. A decision-
making presentation presents ideas, suggestion, and argument strongly
enough to persuade an audience to carry out your requests.
5. Persuasive: your purpose in a persuasive presentation is to convince
your listeners to accept your proposal.
Presentation Preparation
- Collecting all data
- Arranging the data
- Quotes for presentation
- Visual aids
- Time taken for presentation
So presentation need to visual aids, handouts and notes.
1. Using notes:
Unless you have a photographic memory and the power of total recall,
the chances are you will need to use notes of some kind to help you in
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the delivery your presentation. There are several different options
when it comes to
* Using notes:
Writing your presentation out in long hand and read word for word
from your notes.
Whilst this may feel like the safest thing to do, the chances are you will
deliver a presentation that is less dynamic and more stilted than it
should ideally be.
You will have to look down at your notes all the time so will struggle
to make eye contact and therefore build rapport with the audience and
you may come across as lacking in confidence.
* Using cue/prompt cards
This is where you write the key points you want to include on note
cards, normally with a different card for each key point, in case you
forget what you’d plan to say. You should rehearse your presentation
so that you can try to speak without looking at the prompts and use
them as back up. The good thing about this method is that you can
interact with the audience whilst expanding upon the main points.
However, you do need to make sure you keep the cards in the correct
order – and whatever you do, don’t drop them! it doesn’t
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How to Present presentation academically? flow of arguments or responses to likely questions. Ideally, find
 Present your argument and provide evidence. colleagues or friends to act as an audience and ask them to give you
 Reference, quotes, ideas, data, images. feedback afterwards. If this is impossible, then, for a formal
 Include bibliography as your last slide. presentation, tape yourself and replay the tape after a decent interval,

 Include references on all hand=outs. listening critically and noting points where you need to change

 Be critical when selecting your materials. something.

 Include different viewpoints (to avoid bias). The need for rehearsing diminishes slightly as you gain experience,

 Use appropriate (academic) language throughout. but it remains vital so that:

• You can confidently move away from your notes on stage and make
 Check assessment criteria
eye contact with an audience rather than having to be glued to your
Rehearsal
text.
The more you prepare you more you are likely to succeed. And
• You can keep to time – and the shorter the time for your
knowing that you have prepared will reduce your nerves. It is
presentation, the more you need to rehearse to ensure that every one of
suggested that for every minute you are on your feet when presenting
those precious ten minutes is used to best effect; please don’t try to just
you will need an hour’s preparation. That may sound excessive but, if
read your paper very quickly and face the chair’s axe halfway through.
you think about it – the searching through sources; making notes;
For such short speeches, learn the whole thing but keep your notes
preparing your slides; rehearing the talk; checking on the length;
handy as back-up.
selecting your quotes; and double checking your facts and figures –
Remember when practising, though, that it is often difficult to replicate
you can see that the ratio is not so absurd.
the conditions that you will be facing on the day of the presentation.
Once you have prepared a presentation you must rehearse. Not to
(Burns, T., Sinfield, S., 2004), (Barker, A., 2011).
rehearse is not an option. It might seem tedious to have to practise, but
it really pays to rehearse several times in advance. You will need at
least one full scale, real-time rehearsal to check timing, use of aids and

Rehearsal checklist
• Rehearse and learn the factual content and structure so that they are
very familiar to you. Make sure that you understand the wider context
of the topic so that you will be able to handle questions effectively.
• Rehearse speaking aloud so that you can hear the sound level, pitch
and emphasis you need to use in your voice. This will help you to use
pauses confidently and prevent you from rushing in to fill the silences
that do occur naturally in presentations.
• Rehearse in front of a mirror or video camera so that you can see
how members of the audience will see you. This may cause you to
change the way that you use your hands or how you hold your notes or
cards. Using a mirror or video is a technique used by many actors and
professional communicators and can improve your performance
considerably.
• Time the rehearsals so that you can edit your content to fit the time
available. You may be penalized for taking longer than the time given
or you may be told to stop when the allotted time is up, regardless of
how little of the content you have covered. Rehearsal should help you
to be realistic about what you can reasonably be expected to cover and
what content could be given in a handout.
• Rehearse as part of the group to make sure that it sounds like one
complete presentation rather than a set of individual parts with some
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duplication. Group rehearsal will also help to prevent the presentation
overrunning for the reasons we have outlined above.
• Rehearse using the technology to improve your skills and confidence
levels. This will also help you to be time efficient. Using the
technology should not delay your progress but improve the overall
quality. This rehearsal will also help you to be aware of how much
movement is needed to operate the technology.
• Rehearse in the physical environment if this is possible. Practice in
using tables, lecterns or chairs will be a real help for the actual event.
Think about whether you will be sitting (Chivers B., Shoolbred M.,
2007)
Feedback
Presentation skills require much feedback and the preparation for next
presentation should be based on feedback from the last.
You should remember that for communication to take place,
information has to flow in two directions – that is, the ‘receiver’
picks up the message from the ‘sender’ and confirms receipt by giving
some form of recognizable feedback – even if it is no more than a
gesture (a grunt seldom qualifies as good feedback).
Without real feedback you cannot be certain that communication has in
fact taken place.
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You may need to take into account several different kinds of  Ladies and gentlemen. It’s an honour to have the opportunity to
evaluation for your feedback during and after your presentation. These address such a distinguished audience.
can include:  Good morning. Let me start by saying just a few words about
Formal evaluation: Completed marking criteria sheets and any other my own background. I started out in………….
written/verbal feedback from tutors, lecturers, and/or peers (other  Welcome to Standard Electronics. I know I’ve met some of
students). Request additional feedback or clarification if necessary you, but just for the benefit of those I haven’t, my name is..
(from tutors, 2. Title/ subject
lecturers, other students and audience members). Incorporate  I’d like to talk (to you) today about……….
appropriate suggestions next time you present  I’m going to present the recent experiment …………….
Informal evaluation: People’s body language; Comments made - explain our position on……………………
during or after the presentation; Interaction between yourself and - brief you on……………..
audience members, and the kinds of questions that are asked. - inform you about……….
Self-evaluation: Think about your presentation. What worked? What - describe………………..
did not work?  The subject of my talk is…………
Review Expressions for Presentations: 3. Purpose/ Objective
The language focus provided below may be useful for your  We are here today to decide………
presentation: - agree……….
1. Language focus- Introducing yourself and your talk - learn about…………..
1. Greeting, name, position  The purpose of this talk is to update you on …………..
 Good morning. My name’s……… I am the new Finance - put you in the picture about……
Manager. - give you the background to ….
 — This talk is designed to act as a springboard for discussion.
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- start the ball rolling. 2. Language focus - Linking ideas.

4. Length 1. Sequencing/Ordering
o I shall only take………..minutes of your time.  Firstly….secondly…..thirdly….
o This should only last …………minutes.  Then……. Next…..finally/ lastly….
5. Outline/Main parts  Let’s start with………………..
o I’ve divided my presentation into four parts/ sections.  Let’s move / go on to……………
- They are………  Now we come to ………..
o The subject can be looked at under the following headings:  That brings us to ………
o We can break this area down into the following fields:  Let’s leave that ………
- Firstly,/ first of all……
 That covers……………
- Secondly,/ then/ next…..
 Let’s get back to …………..
- Thirdly, / and then we come to ……
2. Giving reasons/ causes: therefore, so, as a result, that’s why….
- Finally, / lastly/ last of all………….
3. Contrasting: but, however
6. Questions
4. Comparing: similarly, in the same way
 I’d be glad to answer any questions at the end of my talk.
5. Contradicting: in fact, actually
 If you have any questions, please feel free to interrupt.
6. Summarizing: to sum up, in brief, in short
 Please interrupt me if there’s something which needs clarifying.
7. Conclusion: in conclusion, to conclude
 Otherwise, there’ll be time for discussion at the end.
8. Highlighting: in particular, especially
7. Reference to the audience
9. Digressing: by the way, in passing
o I can see many of you are………
10. Giving examples: for example, for instance, such as……
o I know you’ve all traveled a long way.
11. Generalizing: usually, generally, as a rule
o You all look as though you’ve heard this before.
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3. Language focus - Ending  I hope you will have gained an insight into …………
1. Signaling the end 6. Inviting questions
 That brings me to the end of my presentation.  I’d be glad to try and answer any questions.
 That completes my presentation.  So, let’s throw it open to questions.
 Before I stop/finish, let me just say……..  Any questions?
 That covers all I wanted to say today. How to present your research proposal
2. Summarizing It is an introduction that portrays clear information about the contents
 Let me just run over the key point again. of the research and broadly should include the followings:
 I’ll briefly summarize the main issues.  Student Name
 To sum up, ………………………….  Title of the research
 Briefly, ……………………………..  Background or Introduction
3. Concluding  Statement of the stage
 As you can see, there are some very good reasons…….  Objective of the study
 In conclusion ,……………..  Research questions
 I’d like to leave you with the following thought/ idea.  Significance of the study
4. Recommending  Hypothesis
 So, I would suggest that we ………….  Research methods
 I’d like to propose ……….(more formal)  Key terms
 In my opinion, the only way forward is………. 1. Title
5. Closing The title should name the topic of the study, and it should be worded in
 Thank you for your attention. a way that suggests the study theme, in selecting a title, the researcher
 Thank you for listening. should consider the two things.

- Your title should give a clear indication of your proposed
research approach or key question.
- The title should not be too lengthy or short, it should be specific
to the area or study which represent a reasonable restriction and
implies an objective approach to give sufficient information
about the nature of the study
2. Background and Rationale
You should include:
 the background and issues of your proposed research
 identify your discipline
 a short literature review
 a summary of key debates and developments in the field
3. Statement of the Problem
Statement of the problem should not exactly the same as the title of the
thesis. It has a definite place in the introductory chapter and it is an
attempt to focus on a clear goal. Statement of the problem should be an
expansion of the title. It should be either in question form or as
declarative form.
4. Objectives of the study
The objectives of the study should logically answer the research, they
are written to be revealed what the research theorize to be true to
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conduct the study, the research think before writing the research about
the main objectives to reach at the end, and solve the crux of problem.
5. Research Question(S)
You should formulate these clearly, giving an explanation as to what
problems and issues are to be explored and why they are worth
exploring
6. Significance of the study
A research proposal should justify the worth whileness and urgency of
the research study. It should indicate clearly how the results of the
research can influence educational theory or practice. The need for
undertaking study can be shown in several ways.
- On way of establishing a need for study is to show the time lapse
between the earlier studies and the present one; and therefore the
new knowledge techniques or conditions indicate a need to
replicate the study.
- A second way of showing the need for study is to reveal that there
are gaps in the knowledge provided by previous research and to
show how the present study will help to fill in these gaps and add
to the quantum of existing knowledge.
7. The Hypothesis
Question that the research is designed to answer are usually frame as
hypothesis to be tested on the basis of the evidence. This step

establishes the problem and the logic underlying the research study. It
gives direction to the data gathering procedure. It is in light of the
hypothesis that the relevance of data to be collected is judged.
The formulation of the research hypothesis typically is determined by
the implications or the related literature and the deductive logic of the
problem under investigation.
8. Delimitation of the study
Boundaries of the study should be made clear with reference to:
(a) The scope of the study by specifying the area to which the
conclusions will be confined.
(b) the procedural treatment including the sampling procedures, the
techniques or data collection and analysis, the development of
measuring tools and their use in the study
9. Research Methods
There are many research methods, the researchers can used to conduct
the study. The noticeable method used in some of research types is a
descriptive method which is used to describe characteristics of a
population or phenomenon being studied. It does not answer questions
about how/when/why the characteristics occurred. The characteristics
used to describe the situation or population is usually some kind of
categorical scheme also known as descriptive categories. Other
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methods such as (analytical, historical, contrastive, and empirical
methods) rely on the nature & type of the study.
8. Key terms
Key terms may have acronyms which are mostly the superior terms
mentioned in the research and carry research topic in its meaning, this
may clearly listed after conducting the study.
6. BIBLIOGRAPHY
You should include:
 a list of references to key articles and texts discussed within
your research proposal
 a selection of sources appropriate to the proposed research.
How to Be a Confident Teacher?
Confidence in teaching comes from having job-related knowledge,
being well prepared and taking action as necessary to manage the
classroom and students and resolve problems. As you embark upon a
teaching career, you may experience nervousness and uncertainty, but
as you put your skills and knowledge to work and experience success,
your confidence will grow.
1. Prepare yourself well. Plan lessons that align with curriculum
goals. Read and understand the material you will cover with your
students. The better you understand the topic, the more confident

you will be in presenting and facilitating it. Ask an experienced
teacher to review your lesson plan and give you feedback.
2. Have a backup plan in case your lesson doesn't last long enough or
students complete class work early. Idle students can create
classroom chaos, which can undermine your confidence as a
leader.
3. Develop a discipline plan for your classroom and post it in the
classroom. Tell students your expectations for their behavior on
the first day of class and explain the consequences. Have students
-- and parents, if applicable -- sign a behavior contract that states
the rules and their commitment to follow them. Include the
consequences for unacceptable behavior. Implement the discipline
plan fairly and consistently.
4. Arrive early to your classroom to organize your materials for the
day. If you are unorganized, you can easily become flustered as
you try to teach your class.
5. Greet students as they arrive. Speak in a clear and audible tone
that conveys confidence. When addressing the students, speak
firmly, but respectfully and avoid sarcasm.
6. Address problems as they arise. Do not wait or wonder about
resolving an issue. Instead, seek out appropriate resources to help
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you. The more proactive you are about solving problems, the more
confident you will become.
7. Keep a daily journal. Reflect on the lessons from each day and
write down ways you could improve them or examples of
successes. This can help you become a better and more confident
teacher.
What is a competence?
A competence is best described as ‘a complex combination of
knowledge, skills, understanding, values, attitudes and desire which
lead to effective, embodied human action in the world, in a particular
domain’ (Deakin Crick, 2008). Competence is therefore distinguished
from skill, which is defined as the ability to perform complex acts with
ease, precision and adaptability.
The concept of competence, in teaching, thus encompasses the
following features:
- it involves tacit and explicit knowledge, cognitive and practical
skills, as well as dispositions (motivation, beliefs, value
orientations and emotions)
- it enables teachers to meet complex demands, by mobilising
psycho-social resources in context, deploying them in a coherent
way.

- it empowers the teacher to act professionally and appropriately in
a situation
- it helps ensure teachers' undertaking of tasks effectively
(achieving the desired outcome) and efficiently (optimizing
resources and efforts);
- it can be demonstrated to a certain level of achievement along a
continuum
It is also useful to distinguish between teaching competences and
teacher competences (OECD, 2009). Teaching competences are
focused on the role of the teacher in the classroom, directly linked with
the 'craft' of teaching - with professional knowledge and skills
mobilised for action (Hagger & McIntyre, 2006). Teacher competences
imply a wider, systemic view of teacher professionalism, on multiple
levels – the individual, the school, the local community, professional
networks.
The following aspects recur in the research generally broken down
as knowledge, skills and attitudes:
- Teachers need a deep knowledge of how to teach their specific
subject (Pedagogical Content Knowledge/PCK) for effective
practice in diverse, multicultural, inclusive learning
environments, pedagogical content knowledge (PCK)
connected with students’ learning.
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- Teaching needs to be both effective (successful in producing
learning) and good (morally and rationally sound).
- teachers require 'adaptive expertise': the ability to adapt their
plans and practices to meet students' learning needs
- Reflective, interpersonal skills for learning in professional
communities are important, together with research skills
- Teachers need to have critical, evidence-based attitudes to their
own practices, grounded in input from different sources -
students’ outcomes, theory and professional dialogue – in order
to engage in innovation.
Characteristics Of A Great Teacher:
- They demonstrate confidence.
- They have life experience.
- They understand student motivation.
- They’re people, not heroes.
- They’re technologically capable.
- They model risk-taking.
- They focus on what’s important.
- They Don’t Worry Too Much About What Administrators Think
Students should start presentation of their research proposal for
is measuring and evaluating.
The end!