LCS3308 Coursebook II (2023) (For Students)

PROFESSIONAL
COMMUNICATION
IN ENGLISH
FOR ENGINEERING STUDENTS
LCS3308
COURSEBOOK II: Project Presentation

Assessment criteria for presentations [40% of total subject marks]
Skill Description of skill
Task fulfillment; relevance and comprehensiveness of

ESSENTIAL PROFESSIONAL
COMMUNICATION SKILLS
information provided about topic; logic and

Content 20%
justification of arguments; showing thorough research;
timing
Coherence and cohesion; overall structure; sequence
and presentation of ideas; interaction with audience
Delivery 30% and fellow presenters using a variety of verbal and
non-verbal techniques; effective use of support
materials
ENGLISH LANGUAGE
Style and tone; accuracy and range of vocabulary;

Language 30%
accuracy and appropriateness of grammatical structure
SKILLS
Pronunciation 20% Accurate pronunciation and fluent speech
The global grade is based on the overall effect of the 4

Global sub-skills above.
Note: Even though this is a group presentation,

you will be assessed individually.
© PolyU SPEED 2023 P a g e |1

Summary of grade descriptions for Assessment 2
(Group Presentation)
BAND DESCRIPTION
You demonstrated the ability to give a fully competent professional
A+/A/A-
presentation with no strain on your audience.
You demonstrated the ability to give a highly competent
B+/B/B-
professional presentation with minimal strain on your audience.
You demonstrated the ability to give a generally competent
C+/C/C- professional presentation despite occasional strain on your
audience.
You demonstrated an ability to give a professional presentation of
D+/D limited competence, which would likely cause significant strain on
your audience.
You were unable to demonstrate the necessary competence to give
a professional presentation. Your presentation would likely lead
F
sustained periods of communication breakdown between you and
your audience.

LCS3308 Coursebook II
About you
Write down:
 two situations in which presentations are, or will be, important in your studies and/or work.
 two things you like about presenting (in whatever language).
 two reasons why presenting in English is difficult for you.
 two targets for yourself in presenting in English.
Now compare with a partner.

1.1 The opening / introduction

Work together with your group. Write down what you can include in the start of your presentation.
What is the most important thing to include?

1.2 Parts of the introduction

In the introduction to a presentation you have to do a number of things.
As we have seen above one of the most important things you need to do is connect to your
audience. Only when you can connect to your audience, your presentation becomes an effective
presentation. However, this may not be the first thing that you do. Your introduction has to fulfil
several purposes.
The introduction must answer some basic questions for the audience. In summary, they are:
1. Who?
2. Why?
3. What?
4. How?
1. Who? [Introduce yourself and your group.]

In many situations the audience will already know who you are. If they don’t, you need to tell them.
It is often also important to establish your credibility. What is important about you in particular giving
the presentation? Does the audience already know? If not, tell them.
2. Why? [State your presentation purpose.]

Why is the audience there? Why is what you’re going to tell them important? Try to be as specific as
possible and link your aims to your final conclusion.
3. What? [Tell clearly the structure of your presentation, e.g. how many parts? What each part
about?]
Tell the audience what your main points are going to be. It can also be very useful to verbally ‘tick off’
each point after you’ve spoken about it. This reminds the audience where they are in your
presentation. When you’ve made your main points, it can be very useful to summarise them once
again to help the audience remember where they’ve heard.
There are good reasons for signposting in this way as research shows that your audience listens
better and remember more when they know the shape and structure of your presentation.
There are also good reasons for using three main points if possible.
4. How?
Answer other detailed questions that the audience might have. For example, “Can I ask a question
now, or should I wait until she’s finished?” or “How long is this going to go on for?” It’s useful to
answer these questions at the beginning so that the audience are ready to listen.

1.3 Possible phrases to introduce a presentation

Read through these phrases. Write Introducing Yourself (IY), Connect with the audience (CWTA),
Aim (A), Main Points (MP) or Details (D) next to each phrase. Check any vocabulary you don’t
know.
1) I’d like to start by telling you about something that happened not long ago ... (CWTA)
2) On behalf of everyone here, may I welcome you to….. My name’s ….. and I’m responsible for
…
3) My purpose today is to …
4) I’m going to make three main points. First, … Second, … Third, …
5) Let me introduce myself. I’m … I’m a …
6) I’ll pass round copies of my slides so you can make notes as I go through the presentation.
7) Today I would like to give you a general overview of …
8) So, I’ll be addressing three main points and the first one is going to be …. The second point
will be …. And finally the last point is …
9) I’m going to outline three ideas. Firstly, I’ll…. Then I’d like to … and finally …
10) Today I’m going to bring you up to date with …
11) Have you heard the joke about …
12) I’d like you to put up your hands if …
13) The presentation should last about five minutes.
14) Morning everyone. Thanks for coming. My name is …. and I’m in charge of….
15) Today, I’m going to tell you …
16) If you have any questions, I’d be grateful if you could leave them until the end.
17) You don’t need to take notes as I’ll be handing out presentation booklets.
18) What I’m going to do today is review …
19) Please feel free to interrupt me if you have any questions.
20) I’ve got a question for you. Who likes …
You don’t need to remember all of these phrases. Highlight one or two from each category that
you really like or think are useful for you. Learn them by using them in your presentation practice.

1.4 Three examples

Listen to the two audio examples from the BBC and watch video of Darren LaCroix (world champion
speaker) starting a presentation.1 Fill in the feedback form.
Darren LaCroix
Part of the introduction BBC 1 (Woman) BBC 2 (Man)
(Until 1:10)
Connect with the audience Yes/No Yes/No Yes/No
Aim (Why?) Yes/No Yes/No Yes/No
Three main points (What?) Yes/No Yes/No Yes/No
Details (How?)
(How long is it? When can you Yes/No Yes/No Yes/No
ask questions?)
Other elements / comments?
1. Which presentation introduction do you remember best?
2. What was the most effective introduction?
3. What kind of introduction will be most effective in real life?
1
The BBC presentations are at: http://www.bbc.co.uk/worldservice/learningenglish/business/talkingbusiness/
unit3presentations/1opening.shtml
Darren LaCroix is at: http://www.youtube.com/watch?v=j3vifO4dI1E

2.1 Adapting your communication style

https://www.youtube.com/watch?v=lxA1bqrrE7M
This video shows a post-graduate student at a Canadian university presenting a “Three Minute
Thesis”. She has written an extensive PhD thesis regarding research on heart medicine. Her task is to
explain her research in 3 minutes to a general audience with minimal visual aids. Watch the video
and then discuss the following:
1. The purpose of the speaker’s task was “to present a concise argument justifying the cost and
demonstrating the impact that the research will have”. Did she persuade you that her
research is worthwhile?
2. How did she adapt the content of her PhD thesis to suit her audience and purpose?
3. What kind of language did she use?
4. How would you describe her delivery style or “voice”? Why did she choose that kind of style?
5. How is the “3 Minute Thesis” speech similar to your group presentation assignment? How is
it different?
For class discussion. *Highly recommended to watch this video several times before class.
The purpose of this activity is to show students a model of a student adapting her communication style
to fit the task (purpose) and audience (a general audience). A vivid story/example, informal and
repetitive language, effective body language, and great pacing contribute to her successful speech.
Students may think about how the presenter had to adapt an extensive, complex research project
written for scientists to a short, spoken presentation for a general audience. They may analyse the
video and watch it multiple times, considering how her body language, pausing, and intonation are
effective in engaging the audience.
More information about this “Three Minute Thesis” competition is at: http://threeminutethesis.org/

2.2 Putting the audience first
One major difference between an oral presentation and a written proposal is that you have
advantage of meeting your audience face-to-face. Gaining rapport with your audience for a
presentation may be easier than trying to connect with readers of a proposal. In order to take full
advantage of directly speaking to your audience, the first step is to learn about your audience. You
should adapt your presentation as closely as possible to your audience’s characteristics, expectations
and needs.
What is she
That’s boring… talking about?
How to engage the
audience?
2.3 Practice adapting your communication style

Your teacher will give you a task (1, 2 or 3 below) on the topic “the benefits of smart phones”.
1. Presentation to customers at a phone store (e.g. SmarTone)
2. Presentation to engineers at Apple, Inc.
3. Presentation for Primary school students
Plan and deliver a short presentation on “the benefits of smart phones” for your audience. Use the
Rhetorical Square below to brainstorm ideas and plan your presentation.
Suggested format: Short introduction, 3 main points with explanation and details, conclusion.

Purpose: (to inform / influence / inspire?) Audience: (their interests/knowledge?)
Content: (which three benefits? Why chosen?) Voice/style: (appropriate language? Body
language?)
© PolyU SPEED 2023 P a g e | 10

2.4 Content
The content of a presentation includes both the words you speak and the words and images on the
PPT. This section discusses how to choose, adapt, and organize appropriate content for a successful
group presentation.
Adapting content
Your group has written a proposal which contains a great deal of content. So, why can’t you just read
the content from your written proposal? You’ll notice that there are several problems with that
approach:
1. Different audience – Your project proposal was written for engineering experts, but your
presentation is to a general audience.
2. Different purpose – The objective of this assessment is a persuasive presentation. While you
must inform the audience of your project plan, you also must influence the audience by
engaging and interesting them.
3. Different medium – The written proposal is on paper, while a presentation is a dynamic event
involving speakers, visual aids, and an audience.
Steps for adapting written proposal to presentation
How can the group work together to create a successful presentation? Put these steps in order (1-8).
Order Step of the process
1. a. Develop your content (spoken)
2. b. Integrate the PPT into one cohesive whole
3. c. Negotiate to choose the section you will present
4. d. Practise practise practise! [Rehearse your presentation.]
5. e. Think about your own strengths and interests
6. f. Decide which parts of the proposal should be used in the presentation
7. g. Read through the proposal noting strengths and weaknesses
8. h. Develop the PPT for your part
Answers may vary. The process is rarely linear. This activity intends to bring awareness to how the
group should communicate, negotiate, and work together.

Adapting content for a persuasive presentation
Steve Jobs has been called a master presenter who inspired and influenced millions of people to buy
the Apple products. This video analyses some of Steve Jobs’ techniques for influential and inspiring
presentations. These techniques can be helpful when planning how to adapt content for a persuasive
presentation.
http://youtu.be/2-ntLGOyHw4
Part 1: After watching the video, match the strategy to the example from the video in the table
below.
Strategy for a persuasive presentation Example from the video
1. Set the theme with a clear and consistent a. “20,000 iPhones sold every day”
message
2. Provide the outline b. “And one more thing …”
3. Open and close each section with a clear c. Opening up the envelope to show the
transition Macbook Air
4.Use video clips, demonstrations, guests, props d. “So I’ve got four things I’d like to talk about
with you today.”
5. Make numbers and statistics meaningful e. “There’s something in the Air.”
6. Give your audience an added bonus (a strong f. “So that’s time capsule … and that’s the first
and memorable finish) thing I wanted to share with you this morning.”
Part 2: Discuss ideas in your group on how to incorporate these strategies in your presentation.

2.5 Ways to connect with your audience

a. How can you capture your audience’s attention right at the start?
Here are some widely-used ways of opening a presentation and connecting with the audience.
1. Quote some statistics 8. Refer to a relevant book or

2. Tell a funny story magazine article
3. Ask the audience a (“real”) 9. Show a common belief is untrue
question 10. Refer to a well-known movie or TV
4. Tell a serious story programme
5. Tell a joke 11. Refer to a shared experience
6. “What’s in it for me?” (WIIFM?) 12. Say something surprising
7. Quote somebody famous
b. Which ones have you used yourself? Can you add any others?
c. Which ones do you think would be most useful for your presentations?

c. Now match some examples of the interactive introduction techniques with numbers 1-12 above.
Some of the quotes cover more than one technique.
a “How many of you here hate giving presentations? How many of you think your
presentations are dull and boring? Raise your hands. Let’s have a look. Thanks. Right,
today we’re going to explore how to …”
b “In Cantonese, if somebody asks you what religion you are, you can say “Sleeping”.
This is because “sleeping” sounds like the name of a religion in Cantonese. My aim
today is to talk about …”
c “You've got a website. That's great. Now's the time to build a better website – one
d “Confucius
that makes theonce
websaid,
work‘Choose
for you.aToday
job you
I’mlove, and
going toyou will
show younever
howhave
to dotothat.”
work a
day in your life.’ But how many of us follow that advice? What I want to do today is
to …”
e “Who is nervous before a job interview? You may think that you are nervous,
but let me tell you about one of my students. She was going for an interview on a
rainy day wearing a long skirt. When her bus stopped it was beside a big puddle of
water, so she tried to jump over it. Unfortunately, somebody was standing on her
skirt and it ripped in half! This shows …”
f “Let me start by giving you a statistic: according to Wikipedia, of 195 countries

and territories in the world today, the two with the lowest fertility rate are Hong
Kong and Macau.”
g “Thank you so much for coming today in this terrible weather. I do hope that
nobody is soaking wet from the rain. I know I’m a bit wet. If anybody does need the
air-conditioning adjusting, do let me know.”
h “A lot of people believe that Hong Kong has some of the most polluted air in the
world. However by one standard – PM10 (particulate matter with diameter of 10
μm or less)- Hong Kong only comes 193rd in world ratings. Does that surprise
you?”

3.1 Signposting
a. What is signposting and why do we do it?
b. Listening
Listen to a presentation addressed to a company’s sales team about the launch of their new
chocolate bar. Tick the expressions that you hear in the box below.
Introducing yourself Making your first point

Good morning, everyone. So, first of all …
Hello everyone, welcome to… I’d like to begin by …
Right, let’s start with …
Structuring the presentation Signalling end of a point

I’m going to make three main points. So, that’s …
First, I’ll give you…. After that, … . Finally, That’s all I want to say about…
…. So, that covers this point.
My presentation is divided into three parts.
Referring to the audience’s knowledge Changing the topic

As you know, … OK, now I’ll look at…
As you’re aware, … Right, let’s (now) move on to…
Now, turning to…
Now, what about….?
Next we come to…

3.2 Shadow reading

a. Look at the transcript below. Highlight any language that you think could be useful in other
presentations (for example, language from the box above).
b. Listen to the presentation again while reading the transcript. Quietly read the transcript aloud to
yourself as you listen to the recording.
Transcript:
Good morning everyone thanks for coming to my presentation. I know you’re all very busy, so I’ll be
as brief as possible. OK then, I’m going to talk about the new chocolate bar we’re putting on the
market, the Frejus premium bar. I’ll tell you about the test launch we carried out in the southwest of
England a few weeks ago.
My presentation is divided into three parts. First, I’ll give you some background about the launch.
After that, I’ll tell you how we got on and assess its effectiveness. Finally, I’ll outline our future plans
for the product. If you have any questions, don’t hesitate to ask.
Right, let’s start with the background to the launch. As you know, Frejus is an orange and nut bar
with a distinctive taste. It’s been thoroughly tested in focus groups and special attention was paid to
packaging. It’s wrapped in a metallic foil. The colours are rich, strong, to give high visual impact. OK
everyone? Yes, Johan, you have a question.
So, that’s the background. Right, let's now move onto the test launch. How successful was it? Well, in
two words, very successful. If you look at the graph, you’ll see the bar’s actual sales compared with
forecast sales. Quite a difference, isn’t there? The sales were over twenty percent higher than we
predicted. In other words, a really good result. Well above our expectations. The sales show that the
pricing of the product was correct. And they show that as a premium line, the Frejus bar should be
successful nationwide. To sum up, a very promising test launch. I believe the bar has great potential
in the market.
Right, where do we go from here? Obviously, we’ll move onto stage two and have a national
advertising and marketing campaign. In a few months, you’ll be visiting our sales outlets and taking
orders, I hope, for the new product.
Thanks very much. Any questions?
Source: © Pearson Education Limited 2005 Market Leader Intermediate Business English Course Book. Longman, UK

3.3 Signposting: Your turn

Work in your group of four. Role play the signposting section of your presentation using the structure
below.
Person 1 Person 2 Person 3 Person 4

Introduction  Signpost  Signpost  Signpost
(Remember to Point 1 Point 2 Point 3
connect with Signpost Signpost Signpost
the audience)
Keep it short and simple (KISS). Concentrate on using the language and techniques you have learned
so far for starting and signposting. Change roles for different presentations.
3.4 Online resources 1: Homework

Before next lesson, visit this website: www.presentationmagazine.com/ (Search for: “Presentation
Magazine”.)
Spend 10-15 minutes looking around the site. Choose one article that you think is interesting and
come back next lesson ready to tell your classmates about why it is interesting.

3.5 More signposting language 1

Each pair of words fits into only one sentence.
as / see come / later digress / little

finish / summarise getting / to going / moment
let / listening moving / talk pleased / answer
right / far start / looking turn / question
1 Okay, let’s start by looking at an overview of our new product line.
2 I’ll …………..…… back to this …………..…….
3 …………..……, that’s all I want to say about the overview. Any questions so …………..……?
4 So, …………..…… on, I’d like to …………..…… about the key benefits of each model.
5 …………..…… back for a …………..……to what I said earlier …
6 If I can just …………..…… for a moment, I’d like to say a …………..……about the background to this
decision. [
7 So, …………..…… back …………..…… my original point, you can see that this is a vast improvement
on the old method.
8 Finally, I’d like to …………..…… to the …………..…… of price.
9 …………..…… you can …………..…… from the table in this next slide, our prices remain very
competitive.
10 So, just before I …………..……, let me …………..…… the main points again.
11 Right, …………..……’s stop there. Thank you very much for …………..…….
12 And now, if you have any questions, I’ll be …………..…… to …………..……them.

3.6 More signposting language 2
“If you don’t know where you’re going, you’ll probably end up somewhere else.”
a. Remember that signpost language shows your audience how your presentation is
organised so that they know where they are and where you’re taking them.
Complete the ‘signpost’ language below:
ask asking coming (x2) covers expand giving

leave
Getting started
I’d like to begin/start (off) by … … our main goals today.
Right, let’s start (off) by … … you a brief overview
I’m going start (off) by … … you all a question.
Right, let’s begin/start with… … an outline of our main goals today.

So, first of all … … a brief overview.
… a question.
There are three things I want to to you I want three main points.
about. First, I’ll… . After that, … Finally, …
Changing topics’ Signposting the end of a point

I’ll be on to this later. So, that was …
Let’s on that a little. That’s all I want to about…
To digress for a moment, … / By the way, … So, that this point.
OK, turning for a moment to the question of …. , …
To to my main point here, … Moving on
back to what I was saying earlier. Let’s move on to / Moving on to …
OK, (now) to the subject of
…. ,
Signalling the close … the main points we’ve looked at.
In closing, I’ll just … you to remember one thing.
… you with this.

b. Your audience will find it easier to follow you when you use signposting language to
 refer back to things you talked about earlier in your presentation
 mention what you’ll be talking about next.
Decide whether the expressions below refer back or point forwards:
This leads us on to …   As I mentioned….  
You’ll remember …   By the end of this talk…  
Now, what about …   Next we come to …  
Earlier we saw…   So, the next question is ….  
As you’ll recall, …   This brings us on to …  
Later we’ll see …   This goes back to …  
c. Showing logical links

Below are some extracts from presentations. Link each head to a suitable tail and indicate what sort of
logical relationship each one is an example of. In some cases, more than one answer may be possible.
A) cause effect B) effect cause C) action  purpose

D) point contrast E) point  addition
Cost-cutting is not the answer   and what’s more it won’t solve the problem.
Declining sales   and yet it’s often overlooked.
It’s a very simple thing   as a result of our poor customer service.
It’s an enormous market   especially in the long term.
It’s an expensive option   have resulted in reduced profitability. A)
Poor sales   in order to take advantage of this opportunity.
They opted for another supplier   may lead to price cuts.
Turnover for Q2 is up significantly   plus it’s a growing one.
Young investors have an appetite   so that we don’t lose our competitive edge.
for risk
We need to move fast   thanks mostly to increased sales in Germany.
We need to keep an eye on what   whereas older ones are more conservative.
others are doing

Techniques, Endings & Visual Aids

4.1 Memory test

Can you reconstruct the signposting phrases using the following prompts?
1 Okay / start / looking / overview / product line.
2 I’ll / back / this later.
3 Right / all I want / say / overview / questions / far?
4 So / moving / like / talk / key benefits / each model.
5 Going back/ moment / what / earlier…
6 If / just digress / moment / like / say a little / background / decision.
7 So / getting back / original point, / can see / is / vast improvement / old method.
8 Finally / like / turn / question / price.
9 As / see / the table / this next /, prices / very competitive.
10 So / just / finish / let / summarize / main / again.
11 Right, / stop there. / Thank / much / listening.
12 And now, / if / questions, I’ll / pleased / them.

4.2 Powerful techniques

a. Read this extract from a presentation. The presenter works in the human resources department of
a multinational organisation. The audience are potential graduate recruits for the organisation’s
“Apex” graduate training programme.
So, || what is our second graduate programme? ||||

This is our high potential Apex programme that will take the best among you to the top, || the very top.
||||This is a very exciting option for those of you who are truly looking for variety, || opportunity ||and
challenge. |||| The programme enables you to take on three different assignments ||in three countries
|| in three years || and at the same time study for postgraduate management and language
qualifications.||||
It’s a challenge, || a real challenge. ||||So, || where will you go on this programme ? |||| Your first
assignment takes places here in Hong Kong, || the second at our headquarters in Sydney || and the third
in another country, || where we expect you to learn a new language. |||| Of course,|| we pay for all
your relocation and study expenses. |||| In fact, || our support is very generous,|| very generous ||||
indeed it’s more generous than anything else you’ll find on the job market.|||| But,|| in return || you
have to be flexible, || hard-working || and self-motivated || because this programme is not a holiday ||
it’s a boot camp. |||| You will work, || work, || work || and study, || study, ||study. |||| We test you
|| and you test us. |||| If you successfully finish the three assignments, || you are not simply at the end
of your training || but at the beginning of a fast, || interesting || and rewarding career path || on your
way to the top,|| the very top. |||| Let me give you an example of an Apex success story. |||| This is
Minako Chan.|||| She had the best degree of her year from her university || and an MBA that she
completed during her year with us in Sydney. |||| Her third year on the Apex programme was spent in
Osaka || where she initiated a project to improve communications between our East Asian subsidiaries.
|||| She speaks fluent Cantonese, || Putonghua, ||English ||and Japanese || and is currently head of
our East Asian Services office in Taipei. ||||
As you can see, ||our standards are much higher than other companies. |||| Our assessment centre is
far more rigorous than all the others presented to you today. |||| That’s because we only want the best
|| and of course || you’ll get the best from us.|||| Do you want the best pay? |||| Our ‘Apexers’ earn
above average salaries and performance bonuses. ||||Our mentoring scheme, || international
networks|| and development programme ||are second to none. |||| If it’s variety, ||opportunity ||and
challenge|| you’re looking for ||and you know you are the best,|| then our Apex programme is the one
for you. ||||It’s the only one that will take you to the top, ||the very top.
Adapted from © Erica Williams 2008 Presentations in English Macmillan Education UK

b. What do the highlighting and symbols mean?
Bold italic means __________.
This symbol: || means __________.
Why are these things picked out in the text?
c. Now read the presentation extract aloud. Which sections are more effective in speaking than in
writing?
d. Read what five presenters said about some of their favourite techniques on the following page.
Then answer these questions:
1) Can you find examples of techniques 1-5 in the presentation transcript?
2) Do you already use any of these techniques when you present – either in English or your own
language?
3) Which of the techniques have you already looked at for using in the introduction of a
presentation?
4) Which techniques would you like to use in your presentations?
5) Would you find any of the techniques difficult to use? Why?

1) “Although it can feel a bit unnatural to say the same words over and over again, when I
actually listen to a presentation, I find that repetition really works because it really helps to
emphasise key points. You have to get over the unnatural feeling and just use it – it’s a really
easy technique and it actually makes presenting in English less difficult because you don’t
have to find different words for the same things.”
2) “I find it’s useful to use rhetorical questions - questions without the expectation of a reply –
because they create expectations and a feeling of dialogue. I also use them to help signpost
where I’m going with my presentation.”
3) “The Rule of Three is a simple, easy technique. I find that good presentations often have lists
with three different words, three identical words, three phrases or three sentences. Lists of
three tend to feel complete and research suggests that people actually wait for and expect a
third item in a list. As a presenter, I think it’s a simple but very effective technique.”
4) “One thing I always try to do is to give real-life examples or examples that everyone is
familiar with. Examples really ‘speak’ to the audience and help them remember key points by
bringing the subject matter to life. It’s all about creating associations. Stories can be very
powerful examples that connect to the audience.”
5) “Contrast can be very effective. From a language point of view, contrast needn’t be a
complicated technique to use, ‘We are bigger than our competitors’ is a simple example. I’ve
seen many professional presenters use the ‘not…but’ technique too: ‘This is not only the best
solution, but the most economical, too’”

4.3 Powerful technique 1: Repetition, repetition, repetition

a. Look at the written statement below. It can be presented in a number of ways depending on the
point you want to make as the presenter.
We need a completely new marketing strategy.
Now read these examples below and pause for two seconds before the repetition:
What we need, what we need is a completely new marketing strategy.

It’s a completely new, completely new marketing strategy that we need.
We need a completely new marketing strategy, a completely new marketing strategy.
b. Read these points from a real presentation. Do you know all the vocabulary?
Cesar’s presentation:
1) Intellectual property is undeniably present in every single part of our lives.
2) Whatever we do, wherever we are, whatever we see or hear is all related to intellectual
property.
3) The current situation really makes us wonder whether the countries which so ferociously
promote intellectual property, and want to have their own creations protected, are
consistent with the way intellectual property originated.
4) Back then intellectual property protection was non-existent compared to our 21 st century, for
example, where IP laws are literally omnipresent.
5) I cannot really see any reason why we should continue to perpetuate this by giving loads of
protection to some and increasing the losses of others.
6) Intellectual property rights last a very long time. The drive for monopoly is very strong.
c. Now watch Cesar making the points above. Highlight the words or phrases he
repeats in the presentation.
d. Watch the extract again. Does repetition add clarity and impact to the
statement

4.4 Powerful techniques 2: Rhetorical questions
rhetorical question noun [C]

a question that is asked in order to make a statement and which does not expect an answer:
"Why do these things always happen to me?" is a rhetorical question.
- © Cambridge Advanced Learner's Dictionary CUP UK
Rhetorical questions are excellent language devices for presentations as they keep the audience on
track and involved.
Either, you don’t expect an answer:
“Should we really get involved in this project when our resources are so limited?”
Or, you give the answer yourself:
“What’s the solution? You can see it right here in this next slide.”
a. Look again at these extracts from the presentation addressed to a company’s sales team about the
launch of their new chocolate bar. Underline any examples of rhetorical questions and the
statements which follow them (if any).
“Right, let's now move onto the test launch. How successful was it? Well, in two words, very
successful. If you look at the graph, you’ll see the bar’s actual sales compared with forecast sales.
Quite a difference, isn’t there? The sales were over twenty percent higher than we predicted.”
“Right, where do we go from here? Obviously, we’ll move onto stage two and have a national
advertising and marketing campaign.”

b. Practice
Complete the rhetorical questions using the pairs of words below.
How + do When + expect Why + keep on

Where + go How much + is What + waiting
1 The opportunities are there. We’ve got the staff. ……………….. are we……………… for?
2 Our production costs are going up and we’re losing market share. There’s one question on
everyone’s mind. ……………….. do we ………………..from here?
3 We went from a small office in Kwun Tong ten years ago to be market leader in East Asia today.
……………….. did we ……………….. it?
4 We’ve invested $50m in new plant and machinery. I know what you’re thinking: ……………….. can
we ………………..to see a profit?
5 Product development times went way over schedule and we were late to market. Again.
……………….. do we……………….. making the same mistake?
6 We spend a lot of money on TV advertising at all hours of the day and night. ……………….. of that
……………….. wasted?

c. Match the rhetorical questions below with the statements that could follow them.
How many people do we employ?   We’re going to start recruiting for the
Hong Kong office in January.
How many sales staff did we hire last   No, we’ve never subcontracted this
year? sort of project.
What are we doing right now?   The next step is to arrange a meeting
with the client.
When are we going to start?   Last year we hired 50 new sales staff in
Taiwan, 30 in Korea, and…
Is there a solution?   We employ around 250 people.
Have we ever subcontracted?   One solution is to use consultants to
examine the problem.
What do I recommend?   In my second point I’ll be looking at
where we can go from here.
What’s the next step?   We’re currently recruiting twenty new
office staff.
What’s my second point?   I strongly recommend increasing the
training budget.
d. Correct these rhetorical questions:

1 What means this?
2 What we have done so far?
3 How did we made these changes?
4 What we are doing about this?
5 How this will going to happen?
6 Why this is not possible?
The rhetorical question can be regarded as a kind of signpost language to tell what information the
audience is going to get next.

4.5 Your body
Body language is:

 Appearance (grooming, attire, etc…)
 Gesture (arms and hand movement)
 facial expression (eyes and mouth)
 body posture and movement (slouching, nodding, pacing, etc…)
 body positioning in relation to the audience and the environment. (standing, sitting, in front,
to the side, etc…)
While you are speaking, your body language will be synchronised with the words you emphasise with
your voice.
All your body language must have a purpose.
Practise linking these sentences with appropriate gestures
1. Our ignorance of these problems is like a vast desert.

2. Cohesion means sticking together tightly.
3. We must keep costs down, so as to be more efficient.
4. These two parts join at an angle, making a kind of corner.
5. If the air conditioning is too cold, people will sit all huddled up, trying to keep warm.
6. It has a swept-back shape, like the wings of a jet fighter plane.
7. They’re always adding new parts, and the result is, the equipment gets bigger and bigger.
8. This matter is finished. We don’t want to hear any more about it.
9. And then it slowly opens out, just like a flower opening.
10. You stir it around a bit, just like stirring tea, and then ...

5.1 The finish

‘Every presentation has some kind of conclusion’. Why do you think this is?
Have you ever thought, ‘What was the point of that?’ after listening to a presentation?
a. Read the text about the ‘finish’ of a presentation. Then find a partner and compare what you
understand by signal, summary, conclusion, closing remarks.
Make your final message clear

Stay in control until the very last second and follow three steps at the end of your presentation.
Firstly, pause briefly and signal that you’re now ready to finish your presentation. The audience will
react by listening closely to you again at this point. Use a “signpost” to do this. For example “That
brings me to my conclusion.”
Then, make your summary, briefly overviewing what you’ve said. The summary reflects the
important parts of your content. Keep it short enough to keep the audience’s attention, but long
enough to cover your main points. To review your main points, one technique is to use the same
slide from the start of your presentation showing these main points. A good summary gives your
listeners time to reflect on the content and leads up to your conclusion. As a result, your conclusion
will be stronger, more powerful and effective.
After this, give your conclusion. This reflects your aim and points the way to what you want people
to do or think after your presentation. It should follow logically from your summary. There are
different kinds of conclusions: you can call for action, recommend something or assure your audience
that they’re now better informed. This is the most important part of your presentation.
Finally, make your closing remarks by thanking your audience, asking for questions or distributing
your presentation handouts.

Useful language
b. Write Sig (Signal), Sum (Summary), Conc (Conclusion) or CR (Closing Remarks) next to the phrases
below. Some phrases could have more than one function.
1 So, that brings me to the end of my presentation. ………

2 Let me summarise what we’ve looked at. ………
3 Thank you for listening. ………
4 Let me briefly summarise the main issues. ………
5 I suggest that we... ……… [
6 I’d like to summarise. ………
7 I’d like to conclude by strongly recommending … ……… [
8 So, we’ve now looked at the issue from three different angles. ………
9 Let me just go over the key points again. ………
10 To sum up … ………
11 I trust you’ve gained some insight into … ………
12 Well, that covers everything I want to say. ………
13 If you have any questions, I’d be happy to answer them. ………
14 At this point, I’d like to go over… ………
15 In my opinion, the only way forward is to … ……… [
16 In conclusion I’d like to leave you with the following idea. ………
Highlight the phrases above that you really like or think are useful for you, keeping in mind the kinds
of presentations that you need to make. Do you need to present in order to…
 make recommendations?
 give information?
 motivate?
 persuade?

5.2 Visual aids (1)

a. What makes a good PowerPoint slide? Watch Don McMillan’s video www.youtube.com/watch?
v=MjcO2ExtHso and fill in the blanks below?
 Putting everything on your s _ _ _ _ _ and reading them

 Not spell_ _ _ _ _ _ _ _
 Using too many b_ _ _ _ _ p_ _ _ _ _
 Using a bad c_ _ _ _ _ scheme
 Having too many sl _ _ _ _
 Using too much d _ _ _
 Using too much an _ _ _ _ _ _ _
 Strange f _ _ _ _
b. Look at these statements about PowerPoint slides.

 Tick the ones that you agree with.
 Rewrite the others so that you agree with the statement.
 Discuss your ideas with someone else.
1 The presentation handout should not be the same document as the presentation slides.
2 It’s OK if there are spelling mistakes on a slide as no one expects me to be perfect.
3 I should stand in one place so I can use the mouse to advance the slides.
4 I need to include all details and data on my slides –that’s what my audiences expect!
5 A good presenter uses visual material to support the message and not to give the message.
6 I shouldn’t reveal the bullet points one by one – I should let the audience see the whole slide.
7 If the slides are detailed enough, I can just read them aloud if I forget what I was going to say.
8 There should never be more than nine words on a slide.
9 The audience should listen to me and not worry about the slides too much.
10 A picture is worth a thousand words.
11 Less is more.
12 I appreciate it when the presenter doesn’t rely on PowerPoint but does something a little
different, such as using the board or objects.

Presentation Tip
TTT when you present visual information:
 Touch – indicate what is relevant on the slide.
 Turn back towards the audience, then…
 Talk to the audience and not to the screen.
c. Bullet point lists

a) Grammatically inconsistent lists are confusing and difficult to use. Simplify the text by:
 using the “less is more” principle
 cutting the number of words (3 x 3 = 9!)
 making bullet points grammatically consistent. [parallel structure]

5.3 Visual aids (2)

a. In 5.2 you looked at some advice on visual aids. Can you remember what some of that advice was?
Write down at least four points:
1)
2)
3)
4)
b. A common weakness in presentation slides is that they lack an information gap.

 What do you understand by the term information gap?
 Why might an information gap be a weakness in a presentation?
 Are information gaps always a weakness? What do you think?
Presentation Tip: Give people time to read. And explain…don’t describe.

Your audience cannot listen to you and read at the same time, so don’t expect them to. If
you must include a text-heavy slide, or a graph, or any sort of complex information, give your
audience an opportunity to digest it first. Reveal your slide and wait quietly. When your
audience has had enough time to digest the information, start talking. Aim to explain your
slide rather than describing it. Remember that your role is to add value to whatever
information is on your slide.

c. Now discuss how effective the following pairs of slides are as information gaps. Also consider how
appropriate the image is. Could any be improved? What might be a possible topic of the following
presentations?
SLIDE NOTES
1a
1b
2a
2b


Summary:
Polishing Your Presentation Skills
Photo credit: blush ©kandance Licence: Creative Commons 2.0 Source: http://commons.wikimedia.org/wiki/File:Blush.JPG
No warranty No changes made

6.1 Can you answer the questions?

1. Complete these phrases:
A) / first point / I / make / is…
B) / second thing / I / going / talk / …
2. Name 4 things you need to include in your introduction:
3. Name 4 things you need to include in your finish:
4. Write down 4 “powerful techniques” you are going to use in your presentation:
5. Complete these sentences:

A) So / just / finish / let / summarise / main / again.
B) Right, / stop there. / Thank / much / listening.

APPENDICES
1: Signposting maze
2: More rhetorical questions
3: More rhetorical questions - Answers
4: Suggested answers for ‘Apex’ text
5: Handling questions
6: More on visual aids
7: Presentation planning – a framework
8: Additional practice: Ideas for mini-presentations
9: Signposting maze: Answers
10: Presentations on the Internet

Appendix 1: Signposting maze

Can you complete the signposts to find your way through the maze? (Answers in Appendix 13)
ENTER
Then  like  talk you First,  briefly going  give  like  start off 
through  main phases   some background. outlining  main goals First of all,  going  give Then  like  fill you in 
project. today.  brief overview  some  details.
project
Moving on  some initial

problems  faced, … By  end  talk,  hope 
But before  start, let  ask Let’s move on  subject  Turning  moment  clearer picture  progress
 question. planning. question  schedules, ….  made so far.
So,  next question , “How If  could just digress  Perhaps should just
 just return  main This leads us  question
did  deal  the cultural moment here, …. expand  that a little.
point  minute.  virtual teams.
differences?”
We’ll  coming on  this Going back  what  saying I’ll  saying more  this This brings us  question
later. earlier, … later on.  budgeting.  like  take  moment 
talk  logistics.
 closing,  just like  OK, well,  brings me  end  conclusion,  general  OK, so,  looked   any questions  like 
summarise  main points   presentation. Thanks very been  very successful logistics. Let’s finish  ask  this point?
looked at. much. project. talking  next phase.
Adapted from Dynamic Presentations, © M. Powell. 2011 Cambridge University Press UK

EXIT

Appendix 2: More rhetorical questions
 Look at the example and then transform the other statements in a similar way.
Example: A shrinking workforce is the main challenge we face.
 So, what’s the main challenge we face? The main challenge is a shrinking workforce.
1. Viral marketing is the answer.
 …………………………………………………………………………………………………
2. Converting leads into sales is the problem.
 …………………………………………………………………………………………………
3. The Mainland is where the best opportunities are.
 …………………………………………………………………………………………………
4. Big-budget advertising simply doesn’t work. That’s my point.
 …………………………………………………………………………………………………
 Some rhetorical questions are very common in presentations. Complete the rhetorical questions
using the pairs of words below.

1 The opportunities are there. We’ve got the staff. ……………….. are we………………..for?
everyone’s mind. ……………….. do we ………………..from here?
……………….. did we ……………….. it?
4 We’ve invested $50m in new plant and machinery. I know what you’re thinking: ………………..can we
………………..to see a profit?
5 Product development times went way over schedule and we were late to market again.
………………..do we………………..making the same mistake?
6 We spend a lot of money on TV advertising at all hours of the day and night. ……………….. of that
……………….. wasted?

Appendix 3: More rhetorical questions - Answers
Possible Answers:
 So, what’s the main challenge we face? The main challenge is a shrinking workforce.
1. Viral marketing is the answer.
 So, what’s the solution? Two words: Viral Marketing
2. Converting sales into leads is the problem.
 What’s the problem? We don’t convert enough leads into sales.
3. The Mainland is where the best opportunities are.
 Where are the best opportunities? I’ll tell you. On the Mainland.
4. Big-budget advertising simply doesn’t work. That’s my point.
 So, what doesn’t work? The answer: Big budget marketing.
---------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------
Answers: Some rhetorical questions are very common in presentations. Complete the
rhetorical questions using the pairs of words below.

1 The opportunities are there. We’ve got the staff. What are we waiting for?
everyone’s mind. Where do we go from here?
How did we do it?
4 We’ve invested $50m in new plant and machinery. I know what you’re thinking: when can we
expect to see a profit?
5 Product development times went way over schedule and we were late to market again.
Why do we keep on making the same mistake?
6 We spend a lot of money on TV advertising at all hours of the day and night. How much of that is
wasted?

Appendix 4: Suggested answers for ‘Apex’ text
Apex presentation transcript:
So, what is our second graduate programme? [rhetorical question]
This is our high potential Apex programme that will take the best among you to the top, the very top.
[repetition] This is a very exciting option for those of you who are truly looking for variety,
opportunity and challenge. [rule of three] The programme enables you to take on three different
assignments in three countries in three years [rule of three] and at the same time study for
postgraduate management and language qualifications.
It’s a challenge a real challenge. [repetition] Your first assignment takes places here in Hong Kong,
the second at our headquarters in Sydney and the third in another country when we expect you to
learn a new language. [rule of three] Of course, we pay for all your relocation and study expenses. In
fact, our support is very generous, very generous [rule of three] - indeed more generous than
[contrast] anything else you’ll find on the job market. But, in return you have to be flexible, hard-
working and self-motivated [rule of three] because this programme is not a holiday but a boot camp.
[contrast] You will work, work, work and study, study, study. [repetition + rule of three] We test you
and you test us. If you successfully finish the three assignments, you are not simply at the end of your
training but at the beginning [contrast] of a fast, interesting and rewarding [rule of three] career
path on your way to the top, the very top. [repetition]
Let me give you an example of [example] an Apex success story. This is Minako Chan. She had the
best degree of her year from her university and an MBA that she completed during her year with us
in Sydney. Her third year on the Apex programme was spent in Osaka where she initiated a project to
improve communications between our East Asian subsidiaries. She speaks fluent Cantonese,
Putonghua, English and Japanese and is currently head of our East Asian Services office in Taipei.
As you can see, our standards are much higher than [contrast] other companies. Our assessment
centre is far more rigorous than [contrast] all the others presented to you today. That’s because we
only want the best and of course you’ll get the best [repetition] from us. Our ‘Apexers’ earn above
average salaries and performance bonuses. Our mentoring scheme, international networks and
development programme [rule of three] are second to none. If it’s variety, opportunity and
challenge [rule of three + repetition] you’re looking for and you know you are the best, then our
Apex programme is the one for you. It’s the only one that will take you to the top, the very top.
[repetition]

Appendix 5: Handling questions
Three easy steps:
1. Acknowledge: Say “Thank you for your question.”
2. Answer: Answer the question.
3. Check: Say “Did that answer your question?”
Note: Don’t repeat the same phrases for every question. Vary them. For example:
1. Acknowledge: Say “That’s a good question.”
2. Answer: Answer the question.
3. Check: Say “Is that what you wanted to know?”
If you don’t understand the question paraphrase it, (say it in different words), back to the questioner.
You can say, “Are you asking …?”
If you can’t answer a question (and you really should be able to answer almost anything), ask the
questioner to come up at the end to give you his/her email address so that you can follow up by
email.
If a questioner is becoming difficult also say that you would like to continue the conversation after
the end of the presentation as they (the person) obviously has a lot of interesting things to say, but
you are short of time at that moment.
 Task:
1) Tell your partner the aim of a presentation that you gave last lesson.
For example:
“My aim was to inform some MPR students about three brands I think you can trust.”
2) Your partner spins a coin.
If you spin… … then your partner…

… the number side up … …asks a simple question
… the bauhinia (flower) side up … …asks a difficult question
3) Answer the questions using the steps above

Appendix 6: More on visual aids
Now put the advice on designing visual aids,2 such as PowerPoint, (it could apply to another programme
such at Prezi) into PowerPoint slides.
1. Using your detailed notes on your presentation as a reference and then decide how many
slides or visual aids you will use in your presentation.
Tip: You will probably want a title slide, introduction slide, then a slide or visual aid for
every major part of your talk, and then a summary or conclusion slide.
2. Now that you have decided how many slides you will use, make some brief notes about the
purpose and content of each slide. Which slides will benefit from an information gap (see
3.3)?
3. Next, think about the design of the slides, what colour to use, which font type and size etc.
You may want to look back at your notes from sections 2.8 and 3.3.
4. Try out some design ideas, and then think about how these will look to your audience. Once
you have decided on your visual aid design, create these visual aids and fill in the content for
each slide.
5. Make palm cards so that you do not have to look at your slides all the time. You can print out
your PowerPoint with six slides per sheet, cut them up and then make notes on them.
Another PowerPoint technique is to use the default setting of printing three slides per page
with the slides on the left and your notes on the right. You can then cut up the paper to make
palm cards. It’s usually best to avoid waving around full sheets of A4 paper when giving your
presentation.
How many slides will you need?
2
Modified from: www.mondofacto.com/study-skills/presentation/how-to-create-a-presentation/04.html

Appendix 7: Presentation planning – a framework
Section 2.9 contained a framework which you can use to plan your presentations. You could also
use the framework below to help you to plan.
A. The opening
1. Title of your presentation: _________________________________________________
2. Who are you? Does the audience know you?
3. Who are you speaking to? What is your relationship?
4. Why are you giving this presentation?
a. What do you want the audience to know?
b. What do you want the audience to do?
5. What are your what’s - your three (or more???) main points?



6. What are your how’s? What are the “details” of your presentation? (E.g. When can the
audience ask questions?)
Write notes for your introduction below. Remember:

 Use future grammar for the what’s – will or (be) going to
 Use some presentation techniques – e.g. pausing, stress, repetition and rhetorical questions.
 Think about what makes the presentation important for the audience. Make sure the
audience understands why the presentation is important for them.

B. The body
Point 1 – make notes, don’t write the full text
Introduce point (signpost)
Make point
Summarise point (signpost)
a. Point 2 – make notes, don’t write the full text
Make point
b. Point 3 – make notes, don’t write the full text
Make point

C. The close
Write notes for your close below. Remember:
 Signal
 Summary
 Conclusion – the most important part of the presentation
 Closing remarks

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PROFESSIONAL

COURSEBOOK II: Project Presentation

Skill Description of skill

Task fulfillment; relevance and comprehensiveness of

information provided about topic; logic and

Style and tone; accuracy and range of vocabulary;

Pronunciation 20% Accurate pronunciation and fluent speech

The global grade is based on the overall effect of the 4

Note: Even though this is a group presentation,

© PolyU SPEED 2023 P a g e |1

© PolyU SPEED 2023 P a g e |2

 two things you like about presenting (in whatever language).

 two reasons why presenting in English is difficult for you.

 two targets for yourself in presenting in English.

Now compare with a partner.

© PolyU SPEED 2023 P a g e |3

1.1 The opening / introduction

What is the most important thing to include?

© PolyU SPEED 2023 P a g e |4

1.2 Parts of the introduction

1. Who? [Introduce yourself and your group.]

2. Why? [State your presentation purpose.]

© PolyU SPEED 2023 P a g e |5

1.3 Possible phrases to introduce a presentation

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1.4 Three examples

Other elements / comments?

1. Which presentation introduction do you remember best?

2. What was the most effective introduction?

3. What kind of introduction will be most effective in real life?

© PolyU SPEED 2023 P a g e |7

2.1 Adapting your communication style

3. What kind of language did she use?

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2.2 Putting the audience first

2.3 Practice adapting your communication style

1. Presentation to customers at a phone store (e.g. SmarTone)

2. Presentation to engineers at Apple, Inc.

3. Presentation for Primary school students

© PolyU SPEED 2023 P a g e |9

Purpose: (to inform / influence / inspire?) Audience: (their interests/knowledge?)

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Steps for adapting written proposal to presentation

Order Step of the process

1. a. Develop your content (spoken)

2. b. Integrate the PPT into one cohesive whole

3. c. Negotiate to choose the section you will present

4. d. Practise practise practise! [Rehearse your presentation.]

5. e. Think about your own strengths and interests

6. f. Decide which parts of the proposal should be used in the presentation

7. g. Read through the proposal noting strengths and weaknesses

8. h. Develop the PPT for your part

© PolyU SPEED 2023 P a g e | 11

Adapting content for a persuasive presentation

Strategy for a persuasive presentation Example from the video

2. Provide the outline b. “And one more thing …”

5. Make numbers and statistics meaningful e. “There’s something in the Air.”

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2.5 Ways to connect with your audience

1. Quote some statistics 8. Refer to a relevant book or

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f “Let me start by giving you a statistic: according to Wikipedia, of 195 countries