LECTURE NOTES 3

ACADEMIC PRESENTATION SKILLS

Overview
In this unit, you will learn how to prepare and deliver a good academic presentation.

Objectives
At the end of this unit, you will be able to:
1. prepare and deliver effective presentation
2. use appropriate visual aids for presentation
3. use appropriate language expressions for presentation skills

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WEEK 9: PREPARING FOR THE PRESENTATION

Overview
In this week, you will learn how to prepare your presentation.

Objectives
At the end of this unit, you will be able to:
1. brainstorm and choose the topic of presentation
2. narrow down ideas
3. develop general and specific purpose of presentation and central idea

Choosing a topic

Choosing a topic is an essential step in preparing for a presentation.

A presentation topic can be divided into two categories:

Familiar Subject Unfamiliar Subject

• Topics that you have prior knowledge on • Topics that you may already have some
• Experience to help you talk about the knowledge on but not enough for a
topic presentation
• Topics that you have learnt in class or in • Topics that you want to explore for the
your field of study first time
• Topics that you want to do further
research on

Brainstorming for ideas related to the topics

• Brainstorming – a method to generate ideas for presentation topics by freely associating

words and ideas.
• There are several brainstorming procedures that you can follow:
I. Clustering
II. Free-associating
III. Listing

▪ You can jot down as you think of the points or words or phrases that are related to the
topic, and these items may become the main headings or key words for your presentation.

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 i. Clustering
• Also known as mind mapping or idea mapping
• It is a strategy that allows you to explore the relationships between ideas.
Clustering the ideas lets you see them visually in a different way so that you can
understand the possible direction your topic may take.
• Begin the cluster with a central idea.
• Write new ideas and connect them to the central idea.
• Then select one branch of the clusters or series of related ideas to write a topic.

Example:

✓ In this example, the central idea is renewable energy.

✓ The central idea is then divided into different ideas that are connected with
renewable energy.
✓ Based on the clustering technique, we can choose one branch to develop as our
presentation topic.
✓ Example of topic: Climate change causes greenhouse effect and global
warming

ii. Free-associating
• Free-associating is created by spontaneous response to the trigger word without
any restrictions. This method gets creativity flowing when you do not want to over-
think on how words are related.
• It begins with a trigger word and continues with the flow of words that come into
your mind.
• Each word triggering the next, ultimately reaching a potentially useful one.

Example of free-associating:

Financial plan – saving accounts – investment – life insurance – dividend - ….

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Activity 1
In your group, choose one of the brainstorming methods and brainstorm for ideas for a
presentation topic. State the method and the topic that you have chosen in the given box.

Brainstorming method:
Topic:

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Narrowing down ideas

Once you have brainstormed the general ideas, narrow down your ideas and organise them
in logical groups. This will give clear view on how you divide the central ideas into main points.

For example:

Topic : Eating breakfast

Central idea : Three major benefits of eating breakfast to university students
Main points : I. Kick-start metabolism
II. Perform better in study
III. Maintain healthy weight

Developing specific purpose and central idea of the presentation

When choosing a topic, it is important for you to identify the general and specific purpose of
your presentation. This will affect the amount of information you want to share with the
audience and the way the information is shared.

The general purpose of a presentation is the overall objective of the presentation.

The specific purpose of a presentation is a brief phrase stating your goal for your speech.

Rules for the Specific Purpose:

1. The specific purpose should begin with the infinitive PHRASE “To inform my
audience. . .”
2. The specific purpose should include a number of aspects, reasons, steps, parts, etc.
(between two and five). This will be the number of main points in your speech.
3. The specific purpose should state the topic of your speech.
4. The specific purpose should include only one main idea for your speech.

For example:
The causes of air pollution. ✓ (one main idea)
The causes and effect of air pollution. X (two main ideas)

Incorrect
To tell about mental disorders
To inform my audience about making dolls.
To inform my audience about someone’s
life.
You should eat organic food.
Correct
To inform my audience of two types of
mental disorders
To inform my audience of the five steps in
making dolls.
To inform my audience about the three
stages of P. Ramlee’s life.
To persuade my audience to eat organic
food for two reasons. OR: To persuade
my audience to eat organic food by
showing how it satisfies their needs.

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Once you have determined your general and specific purpose, you can decide the central idea
of your presentation.

The central idea is a brief one-sentence preview of the main points in your speech.

Rules for a Central Idea

1. The central idea is always written as a complete sentence.
2. The central idea should include the number from your specific purpose.
3. The central idea should list out the 2-5 specific main points you will address in your
speech.
4. The central idea should match the specific purpose (both the number and the topic).
Compare the correct specific purposes (above) and the correct central ideas (below) to
see how they match each other.

Incorrect
There are two types of mental disorders.
The three steps to alleviating chronic pain
P.Ramlee made many contributions
during his lifetime.
Correct
The two types of mental disorders are anxiety
disorder and eating disorder.
The three steps to alleviating chronic pain are
identify the cause of pain, correct muscle
imbalance and maintain lifestyle changes
The three important stages in the life of P.
Ramlee are his childhood, his education, and
his career.

See the table below on how specific purposes and central ideas are matched and written.

SPECIFIC PURPOSE CENTRAL IDEA

To inform my audience about two types The two types of mental disorders are anxiety
of mental disorders. disorder and eating disorder.

To inform my audience of the three steps The three steps to alleviate chronic pain are
to alleviate chronic pain identifying the cause of pain, correcting muscle
imbalance and maintaining lifestyle changes.

To inform my audience about the three The three important stages in the life of P.
important stages in the life of P. Ramlee. Ramlee are his childhood, his education, and
his career.

Example of specific purpose and central idea in an outline:

Theme : Health
Topic : Breakfast
General purpose : To inform
Specific purpose : To inform the audience three benefits of eating breakfast for students
Central idea : The three benefits of eating breakfast to university students are to kick
start metabolism, perform better in study and maintain a healthy weight.

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Activity 2
Based on the topic that you have chosen for your presentation, write the general and specific
purposes and central idea in the blanks provided.

Topic: ________________________________________________________

General purpose: ________________________________________________________

Specific purpose: ________________________________________________________

Central idea: ________________________________________________________

Activity 3
Based on your topic, organise your central idea and main points by completing the flow chart
below. Provide sources to support your main points.

Topic: _____________________________________________________________

Specific purpose: ____________________________________________________

Central Idea

Main Points (Key Words)

Main Point 1 Main Point 2 Main Point 3

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WEEK 10: KNOWING THE AUDIENCE

Overview
In this week, you will learn how to analyse your audience.

Objective
At the end of this unit, you will be able to:
1. know the audience
2. adapt presentation topic according to the audience

Knowing the audience

It is essential for you to know the audience when deciding on a topic and preparing a
presentation. The audience will be more interested in listening and accepting what you say if
the topic is relevant and relatable to them.

There are several aspects that you need to consider in analysing your audience:

1. The audiences’ interests - What are the audience interested to know?

2. The audiences’ knowledge and feelings on the topic - What do the audience know and
feel about the topic?
3. The demographic factors of the audience - What is the age group, genders, and
educational backgrounds of your audience?
4. The objective/goal of the presentation - What do you want to achieve with this
presentation?

You may want to prepare a simple questionnaire to get to know your audience’s background,
knowledge, and interest on your topic.

Here is the example of a simple survey:

Topic: Depression

1. Do you know what is depression?

2. Do you know the sign or symptom of depression? List down the sign and symptom of
depression that you are aware of.
3. How many types of depression are there?

After you have collected the answers from your audience, you need to analyse all the answers
to decide the amount of knowledge and the level of interest your audience have on the topic.

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For example:

Question 1
10 out of 15 audience answer ‘Yes’.

Question 2
Only 3 out of 15 audience were able to list down more than 3 sign or symptom of depression.

Question 3
15 out of 15 audience answer ‘One’

Information gathered from analysing your audience can help you to determine their interest
and prior knowledge, gauge their response, and identify the best way of delivering the
presentation. This will in turn help you to prepare a presentation that caters to the audience’s
needs.

For example:
Based on simple analysis above, we can conclude that the audience know what depression
is; however, they lack awareness and need more information on this topic. Therefore, a good
topic for this presentation would be ‘The three main symptoms of depression’.

Activity 4
Write three questions to find out your audiences’ knowledge based on the topic you have
chosen and then interview your friend.

e.g.
What is Industrial Revolution 4.0?

1.

2.

3.

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WEEK 10-11: DEVELOPING INTRODUCTION

Overview
In this week, you will learn how to develop effective introduction.

Objective
At the end of this unit, you will be able to:
1. prepare effective introduction

The introduction of a presentation should prepare the audience for the content of the
presentation. To achieve this, it is important for a good presenter to open his/her presentation
with information that could attract the audiences’ attention. Hence, a good introduction should
have a good attention getter, provide background information on the topic, establish credibility
of the presenter and preview of the presentation.

1. Attention getter
An attention getter is a device that you can use to capture your audience’s interest on
your topic. There are a number of ways a presenter can use as an attention getter.

a. Quotations
Quotes are a good way to capture your audiences’ heart because by incorporating the
wise words of a famous person, it would allow you to visualise his or her credibility and
popularity. You can use relevant quotations from famous people that are meaningful,
impactful and appropriate to your topic.

The quotations used should be short and precise especially if they are used on the slides.
Lengthy quotations distract the audience and cause them to finish the entire quote in a
rush. This will reduce the impact of the quotation.

For example:

Imagine you are urging a group of students to take their breakfast every day, and you
could open your speech with:

John Gunther (an American journalist and author) once said, “All happiness depends
on a leisurely breakfast”.

Now, imagine you are giving a speech on conflict management, you could open your
speech with:

“Mark Twain once said, ‘If two people agree on everything, one of them is unnecessary.’

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b. Interesting facts/statistics
Interesting facts or statistics are also another way to gauge the audiences’ interests. The
statistics and interesting facts must be directly related to the main purpose of your
presentation.

For example:

The rising number of suicide rate among teenagers during the pandemic has become
increasingly worrying. Based on the survey carried out by a non-profit organisation in
Kuala Lumpur, forty-eight percent of respondents reported having high levels of anxiety
and depression during the MCO.

c. Asking question
Asking a question can attract the audiences’ attention as it can arouse their curiosity. The
main purpose of asking rhetorical questions is to make them think or to direct their focuses
on the gist of the presentation.

For examples:

Have you ever wondered what it’s like to lose someone you love due to suicide?

How would you respond if a loved one was the victim of domestic violence?

d. Story telling/Anecdote
Story telling/Anecdote can hold the audiences’ attentions as everyone will enjoy listening
to stories. You can use your personal stories or your first-hand experiences that are
relevant to the topic to attract the audience. Also, you can use other stories such as short
story, fable, historic event etc. You must ensure that your anecdote is not too long that it
affects the audiences’ interests.

Apart from captivating your listeners with your story/anecdote, you must also ensure that
your story/anecdote captures the key point of your message. The effectiveness of a story
– especially a personal one – hinges on the speaker’s delivery as well as on the content.
However, you must keep your anecdote short.

For example:

I still remember when I was in school, my mother would wake up every morning just to
prepare breakfast for me and my siblings. My mother will never let me and my siblings
leave home with an empty stomach. She always said an empty stomach leads to an
empty mind. There were days when I would get so mad because I was forced to eat my
breakfast. I wanted to prove to her that she was wrong. When I was old enough to live
on my own, I kept telling myself that I don’t need to have breakfast. I can save money. I
can lose weight. And of course, I was wrong.

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2. Reveal the topic
After you manage to secure the audiences’ attention, it is important for you to reveal your
presentation topic. A topic reveal is a statement that informs the audience the topic of the
presentation. A topic reveal could begin like this:

In this presentation I am going to talk about the major benefits of eating breakfast to
university students.

Other expression that can be used to reveal a topic:

Today I’m going to talk about…

The subject of my presentation is…
The theme of my talk is…

3. Relate the topic to the audience

It is necessary to provide the context of the topic to establish a connection between the
audience and the topic. You should state how your information might be useful to your
audience.

You’ve probably heard this statement a million times before - “Breakfast is the most
important meal of the day”. As students, you should take this statement seriously. The
daily intake of breakfast by students is associated with better concentration and
performance in college, being energetic all day long, and having a better body weight.

4. Establish credibility and goodwill

Credibility is mostly a matter of being qualified to speak on a given topic – and being
perceived as qualified by your listeners. Establishing credibility in your presentation
demonstrates your credential and knowledge about the topic. In other words, it would tell
the audience why they should listen to you about the topic of the presentation. As a
student, you may not be the expert in the field; however, you can establish credibility by
sharing with the audience your personal interest or personal experience to the topic or
about the research you have done on the topic in preparation for the presentation.

I would like to explain the basic kinds of weights and how to use them properly.
I started lifting weights when I was in high school, and I have kept at it for the past eight
years. I have also taught weightlifting in several health clubs, and I am a certified instructor
of Aerobics and Fitness Association of America.

Your credibility need not be based on first-hand knowledge and experience. It can come
from reading, from classes, from interviews and from friends. Whatever the source of your
expertise, be sure to let the audience know.

I have read and researched extensively, and I have great interest on the topic. And now I
would like to share with you what I have learned.

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5. Preview the body of the speech
The purpose of previewing the body of speech is to inform the audience the flow of the
presentation. Previewing the body of the speech can be done by stating the main ideas
that will be discussed in the presentation.

Today, I’d like to focus on the three benefits of having breakfast for university student. I
will first elaborate on the first benefit which is to kick-start metabolism. Then, I will move
on to the second benefit which is to perform better in study. The third benefit that I will be
presenting is to maintain a healthy weight.

After this introduction, you will now move on to the first main point of your presentation.

The introduction should not exceed two minutes of your presentation.

Activity 5
Write the introduction of your academic presentation using the table below.

Getting audience
attention
Revealing the topic to
audience
Relate the topic to
audience
Establishing credibility

Previewing the
presentation

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WEEK 11: DEVELOPING THE BODY

Overview
In this week, you will learn how to outline your speech.

Objective
At the end of this unit, you will be able to:
1. prepare an outline of the presentation

Outlining
Before developing your points, you need to decide on how you want to organise your speech.
A well-organised speech will help you to deliver the speech easily and help the audience to
stay focused and understand your speech.
One way to achieve this is by preparing an outline. A speech outline will help you to determine
the content of your speech as well as making sure that your speech is presented in clear,
logical order.
This involves choosing an organisation that fits your topic; for example, presenting in
chronological order, topical, problem-solution, or causal.
Below are examples of the outline for different types of speech organisation:

Chronological order
When preparing a speech on historical events or events that are linked together by time, the
most suitable organisation style is the chronological order. In chronological speech, main
points are delivered according to when they happened, from the earliest events to the most
recent. Two types of speeches that commonly use chronological organisation are informative
speeches (history, biography) and demonstrative speeches (steps to write an academic text,
how to bake a cake).

Topic: Writing Academic Texts

Central idea: There are four stages in writing an academic text.
I. The first stage is the pre-writing process.
II. The second stage is planning.
III. The third stage is drafting.
IV. The final stage is editing and revising your writing.

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Topical
A topical organisation is the most frequently used and most common format particularly
when you are giving informative speech. A topical structure involves dividing your central
idea into main points and sub-points.

Topic: Ways to Handle Stress

Central Idea: There are three ways to handle stress.
I. To exercise regularly
II. To spend quality time with friends
III. To have a healthy diet

Topic: Effects of Cyberbullying among Teenagers

Central Idea: There are three effects of cyberbullying among teenagers
I. Depression
II. Low self-esteem
III. Suicide thought

To help you decide on the best organisation for your speech, you can include the specific
purpose in your outline. This will help you to stay focus and achieve the objective of your
presentation.

Here is the example of a speech outline:

Topic : Gardening
Specific purpose : To inform the audience on the three benefits of gardening
Central idea : The three benefits of gardening are maintaining physical fitness,
enhancing mood and providing healthy food.
Main point 1 : Maintain physical fitness
Main point 2 : Enhance mood
Main point 3 : Provide healthy food

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Activity 6
Based on the topic that you have chosen, decide the speech organisation and write your
outline in the space provided.

Topic :
Specific :
purpose
Central idea :

Main point I :
II :
III :

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WEEK 12-14: DEVELOPING THE BODY

Overview
In this week, you will learn how to develop the body of your speech.

Objectives
At the end of this unit, you will be able to:
1. establish main ideas and provide supporting details
2. use transition signals to connect ideas
3. utilise audio- visual aids

Establishing main ideas and providing supporting ideas

Once you have outlined your ideas, you need to organise them into one cohesive structure.
This is not only to help you to plan your presentation but also to ensure that your audience will
be able to follow the flow of ideas of the presentation.

The ideas can be organised into main points, supporting points and supporting details.

Main points
The main points are the central features or main focuses of your speech.

Supporting points
Supporting points contain further elaboration and explanation of the main points. This
represents your own voice and point of view.

Supporting details
Supporting details contain evidence that can strengthen the supporting points. It can be in the
form of statistics, examples, illustrations, factual data, quotations and testimony taken from
credible sources.

Credible sources are crucial to support your points or arguments and give you the credibility
to present the topic. In an academic presentation, it requires you to acknowledge the sources
that you get your evidence from. For example, you can mention the name of the researcher
or the title of an article and the year of publication. The tenses that you can use to cite the
sources are either simple present tense, simple past tense and present perfect tense.

For example:

Maxwell (2015) in his article ‘Machine vs. human’ mentioned that machines are very
expensive when compared to human labour which is cheap and available.

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According to Vista Industrial Products, Inc. (2020), when there is no stable electricity,
some machines need an alternative means of power.
William (revealed in his research) that even though machines are used to replace human
in industries, there are still some functions which machine cannot accomplish.

For example:

Topic : Gardening
Specific : To inform the audience on the three benefits of gardening
purpose
Central idea : Three major benefits of gardening
Main points : I. Physical fitness
II. Mood enhancer
III. Healthy food

I. Physical fitness (Main point)

A. Improve ability to do daily activities (Supporting point)
1. Encourage the use of all motor skills through walking, reaching, bending and
digging. (Supporting detail)
2. Fact from Journal of Environment (Supporting detail)

B. Strengthen bones, muscles and joints (Supporting point)

1. Exposure to sunshine increases production of Vitamin D which is important
for strong bones
2. Quotation by Tyler Becker (Supporting detail)

II. Mood enhancer (Main point)

A. Connected with family and community (Supporting point)
1. Create a fun and nurturing environment through social activity (Supporting
detail)
2. Research from Journal of Community Health (Supporting detail)

B. Reduce stress (Supporting point)

1. Reduce the hormone related to stress which is cortisol. (Supporting detail)
2. Statistics from Universiti Putra Malaysia (Supporting detail)

III. Healthier food (Main point)

A. Get to eat fresh vegetables and fruits (Supporting point)
1. Let you control when to harvest your food (Supporting detail)
2. Fact from MARDI (Supporting detail)

B. Safer food (Supporting point)

1. No harmful additives and preservative are added to the food. (Supporting
detail)
2. Quotation from Harvard University (Supporting detail)

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Activity 7
Complete the table below with supporting points and supporting details on The Benefits of
Eating Breakfast to University Students.

The benefits of eating breakfast to university

Topic
students
Central Idea Three major benefits of eating breakfast to university
students
I. Main point Kick-start metabolism

A. Supporting Point

1. Supporting Detail
(i.e., statistics, examples,
explanation)
2. Supporting Detail
(i.e., statistics, examples,
explanation)

B. Supporting Point

1. Supporting Detail
(i.e., statistics, examples,
explanation)
2. Supporting Detail
(i.e., statistics, examples,
explanation)
II. Main point Perform better in study

A. Supporting Point

1. Supporting Detail
(i.e., statistics, examples,
explanation)
2. Supporting Detail
(i.e., statistics, examples,
explanation)

B. Supporting Point

1. Supporting Detail
(i.e., statistics, examples,
explanation)

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 2. Supporting Detail
(i.e., statistics, examples,
explanation)
III. Main point Maintain a healthy weight

A. Supporting Point

1. Supporting Detail
(i.e., statistics, examples,
explanation)
2. Supporting Detail
(i.e., statistics, examples,
explanation)

B. Supporting Point

1. Supporting Detail
(i.e., statistics, examples,
explanation)
2. Supporting Detail
(i.e., statistics, examples,
explanation)

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Using transition signals
Now present the main points of your speech by using the outline as a guide. As you move
from one major point to the next, help your audience understand where you are going by using
transitional words and phrases. Transitions indicate relationships between thoughts or ideas.
Below are some transitions that you might find useful for your presentation.

Speech transitions smooth over the boundary between two ideas and reveal the
relationship between the words just spoken and those about to be spoken. In this way,
speech transitions help your audience understand your message.

Using appropriate transition signals to show transition of main ideas, supporting

ideas and details:

Transition between similar ideas or Likewise…

points Similarly…
This is just like…
Transition between contrasting ideas or However, …
points On the other hand, …
On the contrary, …
Transition to elaborate upon an idea Also…
Moreover, …
In addition, …
Besides, …
Transition to numbered ideas or points First… (The first step is…)
(or process steps) Second… (The second step is…)
Firstly, …
Next, …
Transition to show cause-effect Therefore…
relationship As a result, …
Consequently…
Transition to a supporting example For instance, …
For example, …
To illustrate this, …
The example can be seen …
Transition from introduction into speech To get started, let’s examine…
body Let’s get started talking about…
Transition from speech body into In short…
conclusion In conclusion…
To summarise…
Transition to another speaker To talk about our next topic, we have X…
I’ll pass the microphone to X who will
describe…
To guide us through a demonstration of this,
we have X…
Transition back to an earlier point Let’s return to…
Let’s revisit…
Let’s go back to…

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Activity 8: Audio 5
The project manager of a construction company is giving a presentation to his colleagues.
Put the sentences in the right order. Then listen to the recording and check your answers.

a. This morning I’d like to update you on the current status of work at the
construction site. The information I give you today should help you to plan the next
step.
b. For those of you who don’t know me, my name is Gordon Selfridge. Let me just
write that down for you. OK. I’m the project manager in charge of the Bak Tower
building project in Dubai.
c. I’ve divided my presentation into three parts.
d. Hello, everyone.
e. Then I’ll move on to the problems we’re facing with our local suppliers.
f. First of all, let me thank you for coming here today. I’m aware that you’re all busy
preparing for the annual meeting this week, so I really appreciate you taking the time
to be here.
g. I’ll start off by showing you some photos of the building site and discussing the
progress we’ve made since January.
h. My talk should take about 30 minutes. Please feel free to interrupt me at any time
with questions.
i. I’ll end with some ideas for reducing labour costs that we’ve been looking into.
j. Oh, and don’t worry about taking notes. I’ll be handing out copies of the
PowerPoint slides.

Activity 9: Audio 14
An expert is talking about the Traffic Support Centre (TSC) in her city. Listen to the talk and
put the points below in the order she mentions them.
___ a. what the TSC does (main activities)
___ b. how traffic data is collected
___ c. why the TSC was started
___ d. how motorists benefit from the system
___ e. how traffic information is given to motorists

Now listen to the presentation again and complete the sentences.

OK, ____________________ 1 the background and the reason we developed the programme.
Any questions? OK. So, ____________________2 to the next point and take a closer look at
the Traffic Support Centre itself. ____________________3, the TSC was set up in 2001 to
help traffic flow more smoothly, and basically to make the lives of the motorists easier. In this
part of my presentation ____________________4 you about the centre’s activities, how we
work exactly and how motorists benefit from our services.

So, ____________________5 a brief overview of the TSC’s activities. Our main activities are
to collect, analyse, and communicate traffic information. After collecting traffic data from a

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number of different sources, we analyse them and then we inform the media, the police or
other authorities, and last but not least – the motorists.

This now leads us to ____________________6. How does the TSC collect data? Traffic-
monitoring equipment has been installed across the main traffic routes, which helps us gather
real-time information on traffic speed and traffic flow. Additionally, we use variable traffic
sensors and cameras. We also work together with other partners and authorities, for example,
the police, traffic officers, and the media. Let me show you a few examples of how this works.
____________________7 collecting data.

____________________8 to the next issue. How do we communicate information to

motorists? We do this in a number of ways: by using electronic road signs, the Internet and
radio, and state-of-the-art telephone technology.
Let me now come back to ____________________9. The TSC wants to make the lives of
motorists easier. So, in what ways do the motorists benefit? Well, … first, through real time
information about the traffic solution. Second, through better advice about alternative routes.
Third, through safer roads and less driver stress.

Utilising audio-visual aids

Types Of Audio-Visual Aids
There are many types of visual aids that can be used in presentation.

1. Objects and models

Various types of physical objects can be used to clarify explanations and help to maintain
listeners’ interests especially if your speech is about the process of making something.
The audience can then watch the whole process step-by-step to get clearer ideas of the
demonstration. The examples of objects are cooking utensils, paintball equipment etc. As
for models, if the speaker is talking about health, he/she can bring a model of a human
anatomy or any related materials to aid the presentation.

2. Photographs and drawings

Photographs and drawings can be used to show authentic details of your object or topic.
They can help to make a presentation clearer and make the points more realistic. For
example, if you are presenting the topic of interesting places in Malaysia. The listeners will
appreciate this presentation when they can witness the beauty of the places with their own
eyes rather than just imagining them

3. Graphs/Charts
If you need to present information with figures and statistics, it will be effective if you use
graphs or charts. For example, a bar graph is used to compare rankings. The bars can be

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 shown either horizontally or vertically in the graph. Another example is line graph where it
can be used to show how a trend has changed over time. As for charts, pie chart is used
to compare percentages by each category or items, flow chart to explain the sequence of
steps in a process and bullet chart is to list key points.

4. Videos
Using videos in a presentation can be effective if you want to illustrate your subject clearly.
For example, if you are presenting a topic on how smoke detectors work, you can show
your audiences a video of an accidental fire igniting in a kitchen, causing the smoke
detector to sound to enhance the audiences’ interest.

5. PowerPoint slides
Presentation slides are commonly used to enhance a presentation and to create a
dynamic presentation. This is because, the PowerPoint slides can incorporate the
combination of text, audio, graphics and video to make the presentation interactive and
more appealing.

If you decide to use power point slides, here are the ways to design effective slides:

Designing Effective PowerPoint slides

i. Prepare your visual aids well in advance.

ii. Keep your slides simple, clear and straightforward – limit each slide to a
manageable amount of information.

iii. Make sure your visual aids are large enough to be seen by everyone.

iv. Use a limited amount of text – if you are using PowerPoint, use a maximum of 6 lines
per slide and 6 words per line.

v. Use fonts effectively – choose fonts that are clear and easy to read; use the same
fonts on all your slides; use 36 to 44 font size for titles and major headings; and have
subheadings and other texts in 24 to 32 font size.

vi. Use colour effectively – some colours do not work well together such as red and
green. Use either dark print on a light background or vice versa.

vii. Use images strategically – only add images to PowerPoint slides when needed and
include captions so that the audience knows what they are viewing.

24
Using Correct Structure in PowerPoint Slides
1. Using phrases

Text in presentation slides should be simplified that is by creating keywords and easy-to-
remember phrases.
Avoid using full sentence as this will only result in your audience reading your slide rather
than listening to your presentation.

Benefit of gardening
1. Improve physical fitness
2. Enhance mood
3. Produce healthy food

2. Parallel structure

Apart from using phrases, the sentences should be listed down in parallel structure. Using
parallel structure will emphasize that the ideas listed down are equally important.

For example:

The items begin with verbs

Discussion Etiquette
• Do not interrupt unnecessarily
• Do not digress from the topic
• Don’t dominate the discussion.
• Do not be offended if someone disagrees
with you.

The items begin with nouns

Benefits of Studying Abroad
▪ Learning new cultures
▪ Adapting to new environment
▪ Making new friends
▪ Becoming an independent person

25
Activity 10

Indicate whether the following statements about PowerPoint slides are True (T) or False (F)
for an academic presentation.

1. You should use only key words or phrases rather than complete sentences. [ ]
2. Slides should have bright and colourful background to appear attractive. [ ]
3. You should try to put in as much information as possible into each slide to [ ]
reduce the total number of slides.
4. You should use a variety of fonts in your slides for creativity. [ ]
5. Animation can be used to explain complex concepts. [ ]
6. The text should all be in capital letters to make reading easier for the [ ]
audience.
7. The font size of your text should be at least 12 points. [ ]
8. You should use sound effect to add drama to your presentation. [ ]

Activity 11
Log on to http://www.slideshare.net/satyajeet_02/how-to-make-effective-presentation to find
out more about producing effective PowerPoint slides for a presentation. Based on the slides
from the website, list down the DOs and DON’Ts of producing effective PowerPoint slides in
the table below.

Effective PowerPoint slides

Dos Don’ts

1. 1.

2. 2.

3. 3.

4. 4.

5. 5.

26
WEEK 12-14: DEVELOPING CONCLUSION

Overview
In this week, you will learn how to develop your conclusion.

Objectives
At the end of this unit, you will be able to:
1. end presentation effectively

The conclusion of a presentation serves two major functions:

• To let the audience know you are ending the presentation.

• To reinforce the audience’s understanding of, or commitment to the central idea.

Conclusion normally consists of:

1. Signal the end of the presentation

You can let your audience know that your presentation is ending through these brief cues:

“In conclusion, …”
“My purpose has been…”
“Let me end by saying…”

2. Summarising main points

Restating the main points will help to remind the audience the main points that have been
presented.

Before I end my presentation, let me recap the three benefits of eating breakfast to
university students which are to kick-start metabolism, perform better in study, and
maintain a healthy weight.

3. Ending with a strong note

Ending with a quotation – closing with quotation will give a memorable ending to the
presentation.

Breakfast is undeniably the most important meal of the day. Starting your day with a
good meal will alleviate your mood and motivate you to keep on going until the end of the
day. In the words of the English journalist Adrian Anthony Gill, “Breakfast is everything.
The beginning, the first thing. It is the mouthful that is the commitment to a new day, a
continuing life”.

27
 Giving recommendation – request the audience to take actions

With the numerous benefits it can offer, let’s start our day right by having breakfast.

Useful expressions to end a presentation:

That brings me to the end of my presentation. Thank you for listening.

Thank you all for listening. It was a pleasure being here today.
Well, that’s it from me. Thank you very much.

Activity 12
Write the conclusion of your academic presentation using the table below.

Concluding signal

Summarising the main

points
Ending with a strong
note

Expressions to end a
presentation

28
WEEK 13-14: DELIVERING THE PRESENTATION

Overview
In this week, you will learn how to deliver your presentation effectively.

Objectives
At the end of this unit, you will be able to:
1. use effective vocal variety
2. use appropriate paralinguistic feature
3. handle Q&A session in presentation

In addition to the content, an effective presentation also relies on the way in which the
presentation is delivered. This can be achieved by using appropriate vocal variety and
paralinguistic features. A good presentation would also encourage further audience
participation by allowing them to raise questions at the end of the presentation. Hence by
incorporating all the three elements mentioned, you would be able to deliver an impactful
presentation.

Activity 13

Watch this video https://www.youtube.com/watch?v=hdBNUDIOIP8 on ‘The Importance of

Vocal Variety’ to enhance your understanding towards the topic that will be covered this week.

Using Effective Vocal Variety

When giving a speech, you should strive for vocal variety – changes in rate, pitch and
volume that will give your voice interest and expressiveness.

1. Rate (fast vs slow)

• Rate refers to how fast or slow a person speaks.

• Rate is measured in the number of words spoken in a minute. A good rate of speech
ranges between 140 -160 words per minute (wpm). A rate that is higher than 160 words
per minute can be difficult for the listener to grasp the information.
• In an academic presentation, it is essential to determine the rate of the speech that you
want to use.
• For example, using slow rate may signal the audience that the message is important and
should be taken seriously. Also, you can convey your thoughtfulness to the audience when
you want them to think carefully in making the right choices with a slower pace. However,

29
 if you speak too slow, it may give the listener the perception of slow thinking, incompetence
and being uneducated.
• Therefore, the presenter can speak at a varied rate to emphasise on the important parts
of the message.

2. Intonation

• Intonation describes how the voice rises and falls in a speech. There are two types of
intonations in speech which are rising and falling intonation.
• There is common intonation pattern for specific actions, and the speaker must ensure
the correct pattern of intonation to convey effective meaning.
• In a presentation, rising tone is normally used in the following situations:
o Making a list of ideas and examples
o Signaling that a statement is about to be continued
• Falling tone is usually used in the following situations:
o Making a statement
o Eliciting response from the audience

3. Volume

• Volume refers to loudness or softness of the speaker’s voice.

• In adjusting your volume, there are several factors that you need to take into consideration.
These include the acoustics of the room, the size of the audience and the level of
background noise.
• If you speak too loudly, your will appear ill-mannered and may put-off some audience.
• If you speak too softly, they will not be able to understand you.
• To test the effectiveness of your volume, glance at the people farthest away from you. If
they look puzzled or straining to hear, you need to increase your volume.

4. Pauses

• Pause is a momentary break in the vocal delivery of a speech.

• Pauses can signal the transition between one idea with another and the end of a thought
unit, giving the audience time to let the ideas to “sink in”. It also could lend a dramatic
impact to a statement.
• Instead of using fillers, use pause to reorganise your thoughts.
• Fillers are vocalised sounds (“uh”, “urm”, “er”) that a speaker tends to use.
• When pausing, it is best that you maintain eye contact with your audience.
• There is no strict rule on precisely how long your pauses should be. Appropriate lengths
for pauses (from a fraction of second to several seconds or more) will vary considerably
based on your speaking style, the nature of your message, the duration of your talk, your
audience, and cultural norms.
• Make sure you pause at the end of thought units and not in the middle. Otherwise, you
may distract your audience from your ideas.

30
• You can use pauses to slow your pace down and make your sentences easier to
understand.

e.g.
I think with proper use of social media, we can avoid all the harms in using it.
I think // with proper use of social media, // we can avoid all the harms in using it.

The statistics proved that we are on the right track, however; we need to work
harder for better outcomes.
The statistics proved that we are on the right track //, however; // we need to strive
harder for better outcomes.

5. Stress

• By emphasising particular words or parts of words you create certain effects of stress.
• The meanings of the sentences below are changed when stress is given on different
words.

E.g.
▪ We all know that this is an extremely difficult market.
- by stressing on the word ‘extremely’, the speaker is trying to emphasise on the level
of difficulty in the market

▪ We all know that this is an extremely difficult market.

- by stressing on the word ‘all’, the speaker is trying to emphasise that both the speaker
and the audience agree on this.

Activity 14
Read the following speech. Use double slashes (//) to mark pauses in the sentences.

Finally let me come back to the key points of my talk. I have mentioned earlier that in the first
quarter more than half or 52% of our revenues came from overseas. This is in line with the
targets we set out in 2004 when we decided we wanted to continue to rely on overseas
markets especially China to keep growing. In the past three months, we’ve added more new
customers in China than in any other country.
Now what are our targets for the next few months? The first major step will be the introduction
of our PayPal payment service in China. And then we will focus on finding customers in
existing markets such as the US and Germany who haven’t tried buying from our website yet.

31
Activity 15 (Stressing words)
Look at the clues in brackets and underline the word which should be stressed in each
sentence.
e.g.
Clearly, we need to look at this again. (it’s obvious)
Clearly, we need to look at this again. (twice wasn’t enough)

1. We will never get such a perfect opportunity again. (it’s our only chance)
We will never get such a perfect opportunity again. (but perhaps the competition will)

2. I’d like us to work out a strategy. (and nobody else)

I’d like us to work out a strategy. (a plan is important)

3. There hasn’t been a dramatic increase in production costs. (but there has been a small
increase)
There hasn’t been a dramatic increase in production costs. (the increase was in other
cost)

4. I think we’ve made a good start. (but you might not agree)
I think we’ve made a good start. (but there is still a lot to do)

5. This is not the only good option. (there might be others)

This is not the only good option. (I have a better one)

6. Sales this month has been quite good. (but not fantastic)
Sales this month has been quite good. (we are pleased)

7. Where do we go from here? (I have absolutely no idea)

Where do we go from here? (I do not know where to go)

Now practice reading out the sentence pairs with the correct stress. Can you hear the
difference in meaning?

32
Activity 16 (Vocal Variety)
Watch this video https://www.youtube.com/watch?v=a9H9WXe5WC0 and comment on the
strengths and weaknesses of the speaker’s vocal variety. Provide suggestions on how the
weaknesses can be improved.

Features Strength Weakness Suggestion for

improvement
Rate
Intonation
Volume
Pause
Stress

Activity 17
Watch this video https://www.youtube.com/watch?v=IqqiDw58NSE on ‘The Importance of
Body Language in Presentation’ to enhance your understanding towards the topic that will
be covered this week.

Using Appropriate Paralinguistic Features

• Posture, facial expression, gestures and eye contact affect the way listeners respond to a
speaker.
• When a speaker’s body language is inconsistent with his or her words, listeners often
believe the body language rather than the words.
• There are four major aspects of physical action that will affect the outcome of your
speeches.

1. Personal appearance
• Proper appearance increases your credibility and professionalism; therefore, audience
will likely listen to you
• Creating first impression is crucial and the first thing audience will look at is how you
look.
• Clothes and grooming – wear formal attire to look professional. Clothes should be
clean, ironed, matched with appropriate matching shoes and tidy hair.
• Choose professional clothes that you are comfortable with as this can boost your
confidence.
• Regardless of the speaking situation, you should try to evoke a favourable first
impression.

2. Movement
• Novice speakers are often unsure about what to do with their body while giving a
speech.

33
 • Some pace back and forth across the podium, shift their weight from one foot to the
other, fidget with their notes or jingle coins in their pockets.
• Still others turn into statues, standing rigid and expressionless from beginning to end.
• Movements add energy and variety to your presentation and make you look more
confident.
• Here are some tips to control your movement to avoid distracting the audience:

As you rise to speak, try to appear calm, poised and confident.

When standing in front of the audience, do not rush into your

speech.

Stand quietly to make sure the audience is paying attention

and establish eye contact.

• After you have captured the attention from your audience, only then should you start
to talk.
• When you reach the end of your speech, maintain eye contact for a few moments after
you stop talking.
• This allows your closing line to sink in.
• When practicing your speeches, spend a little time rehearsing how you will behave at
the beginning and at the end.

3. Gestures
• Many students do not know what to do with their hands during a presentation.
• There is one rule that you need to bear in mind: whatever gestures you make should
not distract from your message.
• They should appear natural and meaningful; help clarify or reinforce your ideas and be
suited to the audience.
• Gesturing tends to work itself out as you acquire experience and confidence.
• Focus on your speech, and your gestures will follow suit.
• Avoid closed gestures: finger pointing to the audience, arms folded, hands covering
mouth, etc.
• Use open gestures: leaning forward, arms opened, palms are relaxed, etc.

4. Eye contact
• Eye contact is direct visual contact with the eyes of another person.
• One of the quickest ways to establish a communicative bond with your listeners is to
look at them personally and pleasantly.
• When giving your speech, you should try to establish eye contact with the entire
audience.
• You can look briefly from one person to another.
• Beware of the tendency to gaze intently at one part of the audience while ignoring the
rest.

34
Activity 18 (Paralinguistic Features)
Answer this quiz about body language. Sometimes more than one answer is possible.

1. In a presentation, how should you stand?

a) Arms crossed on chest.
b) Straight but relaxed.
c) Knees unlocked.

2. What should you do with your hands?

a) Put hands on hips.
b) Put one hand in a pocket.
c) Keep hands by your side.

3. What should you do when you feel nervous?

a) Hold a pen or cards in your hands.
b) Walk back and forth.
c) Look at the flip chart or screen (not at the audience).

4. How can you emphasise something?

a) Point finger at the audience.
b) Move or lean forward to show that something is important.
c) Use a pointer to draw attention to important facts.

5. How should you keep eye contact with the audience?

a) Make eye contact with each individual often.
b) Choose some individuals and look at them as often as possible.
c) Spread attention around the audience.

Handling Q&A in Academic Presentation

• The Q&A session is a common part in academic presentation.

• It gives opportunity to the audience to ask questions to the speakers.
• A speaker who handles questions well can strengthen the impact of his or her speech.
• Q&A session does not only benefit the audience, it also gives equal chance for you to
reinforce the message, clarify the misunderstandings and continue selling the ideas.
• Here are the suggestions to get you started on the right foot:

35
 Approach questions with a positive attitude
- try to view the questions as signs of genuine interest.
- avoid saying: "I discussed that at the begining of my talk," or
The answer seems obvious."
- avoid answering defensively, sarcastically or argumentatively.

Listen carefully
- give full attention to the questioner.
- when faced with unclear question, try to rephrase it by saying:
"If I understand your question, it seems to me that you are
asking ... "

Direct answers to the entire audience

- make occasional eye contact with the questioner as you
answer, but speak primarily to the audience as a whole.
- if you speak just to the questioner, the rest of your audience
may drift away.

Be honest and straightforward

- if you do not know the answer to a question, say so.
- do not apologise , do not evade, and never bluff.
- offer to check the answer as soon as possible after the speech

Stay on track
- allow one follow-up question from each person, and do not let
yourself be dragged into a personal debate.
- if someone attempts to ask more than two questions, respond
graciously by saying, "This is an interesting line of questioning,
but we need to give other people a chance to ask questions."

When handling Q&A session, you have to follow a certain structure in order for your response
to be effective and well-received.
1. Invite questions
At the beginning of the talk, let the audience know when they can ask questions. You can
either suggest the audience to ask questions at the end of the presentation or they may
interrupt you with questions at any moment during the presentation. These are some of
the expressions you can use when inviting questions.

36
 Does anyone have any questions?
Who has a question for me?
Do you have anything you’d like to ask regarding my presentation?

2. Ask for clarification

In order to be able to answer questions appropriately, you need to understand the
questions well. Ask for clarification if you are not sure about the questions. These are some
of the language expressions that you can use to clarify questions.

I’m sorry, could you repeat your question?

Sorry, I didn’t quite catch that.
If I could just rephrase your question, you would like to know about …
Let me just check that I have understood your question. You’re asking …
I’m sorry, but I actually don’t quite follow what you mean. Could you please explain?

3. Acknowledge questions
It’s good to give credit to the person who asked questions. This shows that you appreciate
that person for paying attention to you. These are some of the language expressions when
acknowledging good questions.

That’s a great question.

I’m glad you asked that question.
I bet everyone wants to know the answer to your question.
That’s interesting.

4. Respond to questions
Respond to questions honestly and keep responses as focused as possible. Sometimes
you might be asked irrelevant questions or questions that you do not know. In this case,
keep your poise and try to respond using these language expressions.

To be honest, this question is beyond the scope of my expertise.

Sorry, I’m afraid I don’t know the answer to your question, but I will try to find out for
you.
I’m afraid I don’t have the information with me.
I think your question raises a different issue.

37
5. Check for understanding
Once you have responded to a question, check if your response have answered the
question. You may use these language expressions to check for the questioner’s
understanding.

Does that answer your question?

Is that the kind of information you’re looking for?

Activity 19
Respond to the Q&A situations below by writing the appropriate language expressions.
Situation Language expressions used in response
An audience ask a good question
You don’t know the answer to the
question
You don’t understand the
question
You didn’t hear the question
You don’t have enough answer to
respond to the question
You answered a question but are
not sure if it satisfies the audience

38
WEEK 13: LANGUAGE ACCURACY IN PRESENTATION

Overview
In this week, you will learn to use English language accurately in presentation.

Objectives
At the end of this unit, you will be able to:
1. achieve conciseness in presentation
2. use active sentence in presentation

In an academic presentation, it is important to ensure that the language used allows audience
greater understanding and involvement with the presentation. Nevertheless, the presenter
must also ensure that the language fits the academic nature of the presentation. This can be
achieved through conciseness and the use of active sentences

Conciseness

Choosing words that capture the meaning that you want to convey to the audience can be
challenging. In order to make your audience understand your message easily, you have to be
selective of the choice of words in your presentation.

Conciseness allows you to express your message in fewest words possible. Concise words
are brief but comprehensive. They help your audience to understand the information quickly,
thus, enable them to maintain their attention to your presentation.

There are a number of ways to achieve conciseness in your presentation.

1. Use short sentences

When presenting your points, use simple sentences that are direct and clear. It helps your
audience process the information easily and quickly. Short sentences highlight important
points and keep distractions away from your audience’s attention.

Example:

Wordy – In a conservative society, the opinions of teenagers and adolescents are

always left behind.

Concise – Conservative society usually neglects the opinions of youths.

39
2. Avoid unnecessary and redundant words
Choose only meaningful words to keep your message short. This is to ensure your
message reaches your audience directly and allows your audience to process the
information faster.

Example:

Wordy – In my opinion, I think the government should make vaccination to children

compulsory.

Concise – In my opinion, the government should make vaccination to children

compulsory.

Wordy – Many uneducated citizens who have not attended school continue to

urge for better school.

Concise – Many uneducated citizens continue to urge for better school facilities.

3. Avoid using jargons or technical terms

Using jargons that are unfamiliar to general audience makes it unnecessarily difficult for
them to interpret your message. However, jargons are allowed if you are certain that your
audience understands them.

Example:

With jargon – Effective communication requires native and non-native

interlocutors to collaborate.

Concise – Speakers work together to communicate successfully.

4. Use action verbs

Action verbs are meaningful and descriptive words allow the audience to better visualise
your message. Avoid using too many auxiliary verb (is, has or are). Instead, use verbs to
describe specific actions.

For example:

Auxiliary verb – There are three reasons that cause teenagers to have a sedentary

lifestyle.

Action verb – Three reasons influenced them to lead a sedentary lifestyle.

40
5. Avoid using negatives
Positive words or positive sentences allow for faster process of information by audience
rather than focusing on the negatives (not, no, un-,in-, mis- and non-). This can be
achieved by writing the sentences in positive forms or replacing negatives with words with
similar meaning and function.

For example:

Negative – You are not able to protect the future generation if you do not vaccinate

your children.

Concise – Protect our future generation by vaccinating children.

Negative – The event becomes uninteresting if famous speakers are not invited.

Concise – The event becomes dry if famous speakers are absent.

Activity 20
Rewrite the sentences below to achieve conciseness.

Example:

Problem : Using long sentence

Original sentence In the eventuality of a fire, it is imperative that all persons
:
evacuate the building without undue delay.
Revised sentence In case of a fire, it is important that everybody leaves the
:
building at once.

1. Problem : Using jargon

All teachers at this school are expected to achieve high
Original sentence :
standards in their instructional duties.
_________________________________________________
Revised sentence :
_________________________________________________

2. Problem : Using negative sentence

The group assignment cannot be completed because some
Original sentence : students are not doing their parts.

_________________________________________________
Revised sentence :
_________________________________________________

41
 3. Problem : Using redundant or unnecessary words.
He was really late to his English class due to the fact that he
Original sentence :
had to finish his Science test.
_________________________________________________
Revised sentence :
_________________________________________________

4. Problem : Using long sentence

My brother, who is employed as a nutritionist at the University
Original sentence : of Florida, recommends the daily intake of megadose of
Vitamin C.
_________________________________________________
Revised sentence :
_________________________________________________

5. Problem : Using weak verb

There are many benefits of using social medias in teaching
Original sentence :
and learning.
_________________________________________________
Revised sentence :
_________________________________________________

Using Active Sentences in Oral Presentation

It is imperative to use active sentences in oral presentation as your content will sound more
convincing as the active sentence focuses on the doer of an action.

Example:

Active sentence: We should donate blood because it can save lives of many
people around the world.
Passive sentence: Blood should be donated because it can save lives of many
people around the world.

An active sentence sounds more responsible and credible in the above example as the doer
(We) performed the action (should donate) on an object (blood). As for the example of passive
sentence, it sounds weak, as if you are not taking responsibility for the problem because the
focus is on the object (blood).

An active sentence also creates better emotions as it provides a clearer visual in the mind of
the audience. Using active sentences in presentation also can evoke the audience’s emotion.

Example:

Active sentence: Many volunteers all around the world were helping the tsunami
victims.
Passive sentence: The tsunami victims were being helped by many volunteers
around the world.

42
 ACTIVE
Simple present Alia reads two articles every
day.
Simple past Finn submitted the writing
assignment yesterday.
Present continuous The students are revising their
writing drafts.
Past continuous The teacher was giving
feedbacks on her students’
presentations.
Future The faculty will offer many new
programmes next year.
Present perfect Gary has completed his work.
Past perfect They had won the choral
speaking competition.
Future perfect The manager will have
reviewed the new programmes
by the end of this year.
Modal You must finish the outline by
tomorrow.
PASSIVE
Two articles are read by Alia
every day.
The writing assignment was
submitted by Finn yesterday.
The writing drafts are being
revised by the students.
Feedbacks were being given
by the teacher on her students’
presentations.
Many new programmes will be
offered by the college next
year.
The work has been completed
by Gary.
The choral speaking
competition had been won by
them.
The new programmes will have
been reviewed by the manager
by the end of this year.
The outline must be finished
by tomorrow.

You should have finished the The report should have been
reports three weeks ago. finished three weeks ago.

Activity 21
Rewrite each of the following sentences using active voice.

1. The current status report has been attached by the auditor.

______________________________________________________________________
______________________________________________________________________

2. Several steps have been taken by the employees to correct the errors found in the self-
audit reports.
______________________________________________________________________
______________________________________________________________________

3. The participants were greeted by Rita Chong, and the keynote speaker was introduced
by her.
______________________________________________________________________
______________________________________________________________________

43
4. Part of the colleges should have been renovated by the management.
______________________________________________________________________
______________________________________________________________________

5. The current status report has been attached, and I have highlighted the important
figures.
______________________________________________________________________
______________________________________________________________________

44