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ENGL 1102AEF Presentation Skills These slides are designed for the course and should only be used by the teachers and students involved. All rights reserved. Course outline Types of presentations Individual vs group Academic vs commercial Informative, Persuasive, Goodwill, & Multipurpose Types of presentations Presentations can be categorized into four main types: Informative Persuasive Goodwill Multipurpose presentations 4 5 https://www.youtube.com/watch?v=UKhA71bfBZw 6 https://www.youtube.com/watch?v=96i840d1zyI 8 https://www.youtube.com/watch?v=RT78C4AAwcI 9 10 11 Recap: Which of the following is essentially persuasive in nature? A: news reporting B: thank you speech C: selling a product D: drama 12 ENGL 1102AEF Presentation Skills These slides are designed for the course and should only be used by the teachers and students involved. All rights reserved. What are some elements of an academic presentation? Tone Style Citations and referencing What is the most common type of academic presentations? informative presentation →To provide factual information about a topic (research) →To support your points with reliable sources (citation) * note that a presentation can have more than one purpose Who is the audience? At the tertiary education level, the audience of an academic presentation may include: classmates from the same or different disciplines lecturers or tutors a specific group of audience (e.g. social workers, patients, researchers, professionals of a particular discipline or field) What is the style? Professional Formal Pay attention to: Choice of vocabulary Use of visuals Content Sources of references Non-verbal signals Avoid: Being casual or funny Being colloquial in language (E.g. gonna, wanna) How long is an academic presentation? Depends on the nature and requirement Time management is important Avoid overrun problem Estimate the appropriate amount of time allocated to different sections of the presentation / different speakers Structure Formal academic presentation Part Content Introduction Introduction Preview of Main points Body Main points Support: Examples and elaboration Conclusion Summary Closure Q&A Comments and responses 7 Introduction: Structure 1. Greet and thank your audience 2. Introduce yourself (and group members) 3. Use attention-getting strategies a) Ask a question b) State startling fact or statistics c) Share a case d) Stress audience benefit 4. Provide background information 5. Preview your main points (prepare a standalone slide which shows the outline of your presentation) Match the examples with the attentiongetting strategies. 1) Do you know what stress is? 2) Chris, an S6 student, has been suffering from insomnia for three years. 3) After this presentation, you will know how to erase your stress and maintain a healthy lifestyle. 4) 86% of local secondary school teens were reported to have symptoms of excessive stress. 8 Body: Point and Support Specific evidence based on reliable sources Using sources for support Quotation, summary, paraphrasing + a ref list Acknowledging the source in 1) Your speech, 2) Main content of the PowerPoint slides (APA style), and 3) The reference list 9 APA format Incorporating source materials To provide support To help convince the audience of your ideas, To show thorough research has been conducted. (1) Referring to sources orally It is possible to be a bit less formal than in written text. You can include the given name with the surname, and if there are more writers then instead of ‘et al’ you use ‘and colleagues’. However, the level of formality often depends upon the purpose and audience. Here are some examples: Miller’s 1999 study on … A study by Johnson in 2012 found that … According to Griffith, 30% of the … Smith defines Gross National Happiness as … Here is a quotation by Morrison on … Some researchers, as you can see, think differently about … Adams believes that … In 2007, Chan reported that … Smith and Jones give three main reasons … Body: Point and Support (Step 1) Refer to others’ work in your speech Victoria Dr Sandler, the chief of Clinic of Metabolic, suggests that the technology can be used to help young patients control food intake. In his study, 68% of the patients reported a drop in weight in three months. In another study, Dr Woodstone, a specialist in family medicine, found that it could also help 80% of the participants with diabetes control weight. According to Hilton, the new technology can help researchers understand the patterns of weight control process...... Moreover, the new technology should play a major role when evaluating the impact of obesity on public health. Ian 13 (2) Identifying sources on slides You will use slides that summarise, paraphrase or quote information from various sources; this includes in-text references in the appropriate style for your subject; you also need to have a full reference list at the end. In-text citations In-text citations typically appear at the beginning or the end of the sentence. Citations in the former position are known as author-prominent citations (Example 1), whereas those in the latter are referred to as information-prominent citations (Example 2). Author-prominent citations Example 1: Kim et al. (2021) further examined the role of communication styles of an AI instructor in online education and found that undergraduate students experience more positive perceptions (e.g., attitudes) about a relational AI instructor than a functional, task-oriented AI instructor. Information-prominent citations Unlike author-prominent citations, which place emphasis on the source of the idea cited, information-prominent citations focus on the idea itself. If you opt to use an information-prominent sentence, ensure that the closing punctuation mark appears after the bracket. For instance: Example 2: At times, ChatGPT may make unusual errors by confidently presenting factoids that are inaccurate or fabricated (Qadir, 2022). The advent of ChatGPT and comparable technologies may facilitate effortless and inattentive employment, potentially leading to rampant plagiarism (Qadir, 2022). If the year of publication is unavailable, use ‘n.d.’ (‘no date’). For example: The availability of machine teachers or AI-based education in higher education remains uncertain at present (Della Pietra, n.d.). What information is given in the following in-text reference? Oral presentations You need to provide the author’s family name or surname and the year of publication. If you quote information, you also need to use double quotation marks and provide the page number. “Oral presentations audience-friendly, should not friendly” (Mackean, 2007, p.11) be reader- Body: Point and Support (Step 2) Include the sources in PowerPoint slides In-text citation (APA) Smaller font size ELC PolyU. (2014, August 1). Problem-solution presentation: Citing during a presentation [Video]. YouTube. https://www.youtube.com/watch?v=tVWf1l4_xuQ&index=33&list=PLXu vlaVwcr2rkYxJxXggB1BFyM-Izf6M- 17 When you refer to reliable sources, your points become stronger and your argument is more credible. 2A) Expressions to acknowledge the work or ideas of other people Here is a list of expressions to use. Introducing common views: It’s often said… People today tend to believe… It’s general knowledge that… Introducing something implied/assumed: One implication of X’s treatment of ___ is… It’s a widely held assumption that… Although Y is not said directly, it is assumed… The writer argues/acknowledges/claims/demonstrates/agrees/emphasizes/ questions whether/reminds/suggests/urges… 2B) Introducing summaries and quotes Explaining Quotations As X puts it, “_____”. According to X, “_____”. In her book, X states, “_____”. Disagreeing, with reasons I think X is mistaken because she overlooks… X contradicts herself by stating A in one sentence then B in the other. I disagree with X, because research has shown… Reporting verbs are a way for you, the writer, to show your attitude towards the source of information you are citing. These attitudes are either ‘positive’, ‘negative’ or ‘neutral’. Do you agree with what the author has said? If so, use reporting verbs with a positive meaning to them. Here are some reporting verbs that tend to be positive: Reporting verbs acknowledges affirms analyses applauds argues contends explains identifies observes persuades proves supports Do you disagree with what the author has said? In this case, you can use a negative reporting verb to indicate this. Here are some reporting verbs used when there is a belief that the literature is incorrect. Reporting verbs accuses confuses doubts guesses intimates questions speculates Perhaps you don’t feel positive or negative about the source you are citing. In this situation, you should use a neutral reporting verb. Here are some reporting verbs that tend to be neutral: Reporting verbs acknowledges adds describes expresses maintains recognizes reports says thinks Reporting verbs A note about the use of tense: Reporting verbs You may use the simple present or simple past tense to describe the content of the source. To determine the appropriate tense, consider whether the process being conveyed actually occurred or reflects an idea or opinion. If the summary details specific research methods, the process of data collection or other past events, past tense should be used. Conversely, if the summary pertains to an idea or concept, simple present tense should be used to convey a sense of immediacy and relevance. (3) Including a reference list (Step 3) The Reference List Same format as in a research paper Place it at the end of the presentation 25 Reference List Your presentation should end with a complete list of references. It is also polite to have a hard copy of the reference list to give to the audience. The reference list needs to arranged alphabetically. Body: Visual Aids Use charts, diagrams, pictures from other sources Acknowledge the source right below the diagram Refer to the visual aids in your speech 1) On the slide, you need to acknowledge the source right below the diagram. 2) In your speech, refer to the visual aids. 3) Tell them what they need to look at (with non-verbal help, e.g. pointing to the visual). 4) Explain and elaborate your content with the visual to support your point. 27 Body: Visual Aids Now, let’s study Figure 1. The chart shows you the most common types of hobbies among the teens surveyed. 100% Favourite Hobbies 90% 80% 70% 60% 50% As you can see, more than 80% of them loved playing video games, which is the most popular activity. Dr Woodstone explained that nowadays most teens are obsessed with their smartphone and mobile games with various themes and natures, which can attract all types of teenagers. 40% 30% 20% 10% 0% Video Gaming Watching Movies Fashion Photography Others Figure 1 Matide, A. (2017). Favourite hobbies among teens [Chart]. http://matide.com /chart144905542898-hobbies/ 28 Body: Taking Turns Group presentation: Team work Taking turns: Structure of linking and handover 1. Summarize your point 2. Use transitional phrases 3. Introduce the name of the next speaker 4. Tell the audience the content of the key point that your member is going to talk about 5. Maintain eye contact with your groupmates 29 Conclusion Steps for concluding a presentation 1. Summarize main points and restate main idea 2. Give recommendation/suggestion (if appropriate) 3. Tell the audience that you are about to finish 4. Thank the audience 5. Invite questions (to start the Q&A session) To summarize, … Lastly, our presentation has introduced four types of weight management and their advantages and disadvantages. To maintain a healthy lifestyle, we should do exercises every day and do a regular medical check per year. This is the end of our presentation. Thanks for listening to us. Now, if you have any questions, we are very happy to answer them. 30 Learning sources https://www.youtube.com/watch?v=WsdXum7LxHQ https://apastyle.apa.org/ ELC PolyU. (2014, August 1). Problem-solution presentation: Citing during a presentation [Video]. YouTube. https://www.youtube.com/watch?v=tVWf1l4_xuQ&index=33&list=PLXuvla Vwcr2rkYxJxXggB1BFyM-Izf6M- Adam Forrester. (2011c, November 24). Academic presentation - The handover [Video]. YouTube. https://www.youtube.com/watch?annotation_id=annotation_213753&feat ure=iv&src_vid=WIGQqbX7Gx8&v=YFP1K_bBH7g ENGL 1102AEF Presentation Skills These slides are designed for the course and should only be used by the teachers and students involved. All rights reserved. Academic presentations - Introductions Watch the video and pay attention to the organization of the introduction and attentiongetting strategies used by the speakers. Adam Forrester. (2011, November 16). Academic presentations - Introductions [Video]. YouTube. https://www.youtube.com/watch?v=cob8scCHyzU Academic Presentation - Introduction Read the transcript and identify the different attention-getting strategies __(1)___ Hello and good morning. Welcome to our presentation and thank you for coming. __(2)___ My name is Nicole Lam and I'm studying business at the PolyU. This is my partner Jasmine Chan. __(3)___ Hello everyone. Thanks for coming. __(4)___ Do you know what an intelligent building is? __(5)____ Actually intelligent buildings have been developed since the 1980s and since then interest has been growing in them. However, they have not been used as widely as expected. We can't see many examples in the world and they are not many all in Hong Kong, Citibank Plaza being one of the few instances. So why aren't there more intelligent buildings in Hong Kong? Well that is what we will answer in our presentation today. __(6)____ We'd like to show you some of the advantages and disadvantages of intelligent buildings and then discuss why this type of building is not used for residential buildings in Hong Kong. We have divided our presentation into four sections. First I will tell you what the features of intelligent buildings are. Then I will look at the advantages. Next l will hand you over to Jasmine who will analyse the drawbacks and finally give a conclusion: why this type of building is not used for housing in our city. After that we will be happy to answer any questions that you may have. The presentation will last around ten minutes and we have included a complete reference list on the final slide. Ok I'll start now by explaining to you some of the features of intelligent buildings. Derrick Clements Crume in his 2004 book states that... (fade out) Adam Forrester. (2011a, November 16). Academic presentations - Introductions [Video]. YouTube. https://www.youtube.com/watch?v=cob8scCHyzU 3 Academic Presentation - Introduction Watch the video and study the transcript. Effective Presentations Introduction (APA / Harvard) https://www.youtube.com/watch?v=ewVCnfMGnFY&ab_channel=PolyUELC Academic Presentation - Introduction Transcript: Good morning, everybody. Thank you for coming to our presentation. My name is Polly Wong, and my this is my fellow presenter is Caleb Cheng, and we both study in the Department of Logistics and Maritime Studies. I hope you'll find this topic informative and interesting. The topic of our presentation this morning is how to plan and deliver an effective oral presentation. As we know, oral presentations play an important part in our studies at university. In many of the modules that we take, our tutors often ask us to carry out research and then write up a paper or report on a particular aspect of the topic. So, clearly, knowing how to give good effective presentations is absolutely vital for all of us. But how often do you see a really good presentation? It's true many of us have a good understanding of our subjects. And, many of us have a good command of English. And many of us have the ability to put across our ideas to an audience. But by no means all of us have the ability to put all these ingredients together and deliver really effective top-class presentations. Why is this? Well, the simple fact is that oral presentations are hard to do. Hard to plan. Hard to organise. Hard to deliver. Not only have we got to master the subject matter which can often be very complex, but we've also got to communicate our ideas in a second language. While at the same time worrying about our visual aids, timing, body language, and of course our grim-faced tutor. Now, although many of these problems will never entirely disappear, with careful preparation, planning and practice you will be able to develop the strategies you need in order to deliver good effective oral presentations, both here at the PolyU and in your future career. And this is the main theme of our presentation this morning. How to give an effective oral presentation. I'd like to divide this presentation, which will last around 15 minutes, into three main parts. To start with, I'm going to look at how to plan your presentation. Then I'll move on to talk about the ways in which you can organize and write up your ideas and information. After that, Caleb will give you some suggestions about how to communicate your message and conclude the presentation and at the end there will be a short Q and A session. So, planning a presentation. Organising a presentation. Delivering the presentation. Academic Presentation - Body Discussion: Which organization method is better? Bell, D. (2014). Passport to academic presentations (2nd ed.). Garnet Publishing. Activity 1 Prepare the introduction for a presentation on the use of social media. Activity 1 Prepare the introduction for a presentation on the use of social media. You are a Year 1 student studying in the Department of Creative Arts at HKMU. Prepare a short introduction for an academic presentation on the use of social media There will be 4 parts in the presentation: 1. Definition of social media 2. Examples of social media 3. Advantages of using social media 4. Problems of using social media References Adam Forrester. (2011, November 16). Academic presentations - Introductions [Video]. YouTube. https://www.youtube.com/watch?v=cob8scCHyzU Bell, D. (2014). Passport to academic presentations (2nd ed.). Garnet Publishing. ELC PolyU. (2012, August 29). Effective Presentations Introduction (APA / Harvard) [Video]. YouTube. https://www.youtube.com/watch?v=ewVCnfMGnFY&ab_channel=PolyUELC ENGL 1102AEF Presentation Skills These slides are designed for the course and should only be used by the teachers and students involved. All rights reserved. What to do and avoid in a presentation? Pay attention to the examples and make a list of things to avoid and do in a presentation. Shafei, H. (2012). Presentation Good/Bad Examples. https://www.youtube.com/watch?v=S5c1susCPAE&ab_channel=HusainS Things to avoid in a presentation What have you learned from the bad examples? 1. 2. 3. 4. 5. 6. 7. 8. 9. Do not carry a lot of items Do not wear informal clothes Do not read from the screen Do not stand with your back to the audience Do not present a paragraph Do not answer your phone Do not speak with a monotone voice Do not fold your arms Do not read directly from your notes Things to do in a presentation What have you learned from the good examples? 1. 2. 3. 4. 5. Dress formal and be professional Give handouts to your audience Use clear text and diagrams for slides Have good energy and smile to your audience Keep good body language Speech delivery Activity 1 The contents covered in the following two speeches are exactly the same, but the delivery is different. Jot down your comments on personal appearance, voice, fluency, gesture, movement and eye contact of each speech as you watch. Then, decide which speech sounds more professional and compelling. Speech A Speech B Pay attention to your personal appearance Monitor facial expressions Facial expressions convey meaning without words, help set the emotional tone for a speech, and it is important that your facial expressions stay consistent with your message. Here are some tips: 1. Your facial expression should match the tone of your words. 2. You should vary your expressions over the course of your speech. Be mindful of movement Depending on the size and layout of the room in which you’re speaking, you may also have the option of walking around during your speech. Moving around can make your presentation more visually interesting than standing in one spot. Here are some tips: 1. Make your movements appear casual but deliberate. Move slowly to one position, stay there for a few minutes, and then move slowly to another spot. 2. Move from one place to another during transitions in your speech, changing your position to correspond to changes in your remarks. 3. Avoid random movements, which will suggest you’re moving simply to expend nervous energy. 4. Avoid distracting movements, e.g. tapping or shuffling feet. Generate effective gestures Gestures are movements of the hands, arms, or head that express meaning. Most of us gesture naturally as we communicate, and the use of gestures also enhances the effectiveness of a speech. When giving a speech, our gestures should: 1. look spontaneous rather than planned 2. be appropriate in number and size for our proximity to the audience 3. be used as nonverbal signposts and emphasis 4. be culturally appropriate Speak with eye contact Activity 2 Speech A Observe these two speakers. Discuss with your classmates what are the upsides of maintaining eye contact with your audience, and downsides of reading out directly from notes. Speech B Keep eye contact Eye contact holds attention because an audience member who knows the speaker is making regular eye contact will want to reciprocate that eye contact to show that they are paying attention. This will also help your audience remember the content of your speech better. Here are some tips: 1. Once in front of the audience, establish eye contact before you speak. 2. Make slow and deliberate eye contact, sweeping through the whole audience from left to right. 3. Try to memorize your opening and closing lines so you can make full eye contact with the audience. Speak at an appropriate rate, volume, and pitch Activity 3 Who do you think can more effectively hold listeners’ attention? Why? Speech A Speech B A discussion about Academic Presentation What are your concerns about academic presentations? Raise your questions and share your views with others. ENGL 1102AEF Presentation Skills History of Public Speaking Zoom Lecture: 2 (Week 2) SLIDESMANIA.COM 25 Jan 2024 16:00-1750 These slides are designed for the course and should only be used by the teachers and students involved. All rights reserved. 1 SLIDESMANIA.COM What is public speaking? 2 “Public speaking is a form of communication that includes a presenter and an audience. It is more formal than casual conversation and requires an organization of thoughts with a specific purpose or goal in mind.” (Study.com) “Public speaking is the act of giving a speech or presentation to a live audience with a goal to inform, persuade, or entertain.” (LinkedIn) “Public speaking (noun): 1. the act or process of making speeches in public 2. the art of effective oral communication with an audience.” SLIDESMANIA.COM (Merriam-webster) 3 SLIDESMANIA.COM History of Public Speaking 4 SLIDESMANIA.COM History of Public Speaking Origin Nature Figures Speeches 5 Origin 2500 Greece rhetoric SLIDESMANIA.COM democracy 6 Rhetoric /ˈret.ər.ɪk/ Before 600 B.C., the ancient Greeks practiced public speaking to inform, praise or persuade people through speaking face to face with the audience and they called it “rhetoric”. SLIDESMANIA.COM (DeCaro, 2011) 7 SLIDESMANIA.COM Pr ov i in th e sio n of r ig ht s as se en t nm bl y m so fg ov er n m fo r hm en to fa lis ab Es t ge an Ch Ancient Greece 8 Significant Times (~ 600 B.C.) (~ B.C.-500 A.D.) SLIDESMANIA.COM > (~ 400 - 1400 A.D.) > (~ 1400 - 1600 A.D.) (~ 1600 A.D. to NOW) > > 9 “Rhetoric is the faculty of discovering in the particular case all the available means of persuasion” SLIDESMANIA.COM Aristotle 10 SLIDESMANIA.COM N U T A E R 11 Uses of rhetoric: SLIDESMANIA.COM (Aristotle) 12 SLIDESMANIA.COM Three rhetorical appeals To persuade the audience (Aristotle) 13 Three Appeals of Public Speaking to persuade the audience ETHOS What Why SLIDESMANIA.COM How ethical appeal ○ character, reputation, trustworthiness LOGOS logical appeal ○ logical reasoning PATHOS emotional appeal ○ audience’s emotions Five Canons SLIDESMANIA.COM during the roman period that are still influencing today’s public speaking 15 Invention: Arrangement: Style: Memory: SLIDESMANIA.COM Delivery: (Cicero) 16 Significant Figures Ancient Greece The Roman The The The Modern Republic Middle Ages Renaissance Period Plato Cicero Socrates Quintilian St. Augustine Descartes Can you name any notable figures? SLIDESMANIA.COM Aristotle 17 Notable Figures from the Modern Age Winston Churchill (1874-1965) SLIDESMANIA.COM made a speech to the people during the second world war. “Winston Churchill was an inspirational statesman, writer, orator and leader who led Britain to victory in the Second World War. He served as Conservative Prime Minister twice - from 1940 to 1945 and from 1951 to 1955.” (gov.uk) 18 Notable Figures from the Modern Age Martin Luther King Jr. (1929-1968) delivered his address, “l Have a Dream” in Washington, D.C., to 250,000 people. SLIDESMANIA.COM “He was arrested upwards of twenty times and assaulted at least four times; was named Man of the Year by Time magazine in 1963. At the age of thirty-ﬁve, he was the youngest man to have received the Nobel Peace Prize.” (nobelprize.org) 19 Notable Figures from the Modern Age Barack Obama (44th President of the US) made his speech as President-elect of the United States after defeating rival John McCain in 2008. “When Barack Obama was elected president in 2008, he became the ﬁrst African American to hold the ofﬁce.” SLIDESMANIA.COM (whitehouse.gov) 20 One final question: SLIDESMANIA.COM What is public speaking to you? (Why? And how?) 21 SLIDESMANIA.COM Steve Jobs Greta Thunberg introduced the ﬁrst iPhone model in 2007. shared her thoughts about climate change in 2019. 22 Zoom lectures upcoming… Use of Online and Mobile Resources How to Prepare For Online SLIDESMANIA.COM Presentations Communicating Effectively How to Handle Q & A Session Setting the Stage Ethics in Presentations 23 SLIDESMANIA.COM Videos watched in this lecture 1. History of public speaking https://youtu.be/qZsnUifT6ZQ?feature=shared 2. Three appeals of rhetoric https://youtu.be/aUpiy67_nt4?feature=shared 24 SLIDESMANIA.COM 1. Winston Churchill https://www.youtube.com/watch?v=PkQ8uFiqx4k 2. Martin Luther King Jr. https://www.youtube.com/watch?v=vP4iY1TtS3s 3. Barack Obama https://www.youtube.com/watch?v=bN5YMz8yuKI 4. Other great speeches https://www.youtube.com/watch?v=F7_91y6-vtE 5. Steve Jobs https://www.youtube.com/watch?v=VQKMoT-6XSg 6. Greta Thunberg https://www.youtube.com/watch?v=KAJsdgTPJpU Great speeches watched in this lecture 25 ENGL1102AEF: P R E S E N TAT I O N SKILLS ANALYZING THE SITUATION A N A LY Z I N G T H E S I T U AT I O N A N A LY Z I N G T H E P R E S E N TAT I O N S I T UAT I O N 1. Analyzing the occasion 2. Analyzing the audience 3. Analyzing yourself as a presenter 1. A N A LY Z I N G T H E OCCASION Presentations may be conducted ‘internally’ within the same communication group, or ‘externally’ between different groups. A presentation’s occasion (including its communication purpose and its venue) and the characteristics and size of the audience can exert a substantial effect on the formality and style of a presentation. For an effective presentation, you need to analyse the presentation’s situation, including: – its occasion, – its audience, and – your role, as the presenter. After you have some understanding of how these three aspects inter-relate, you can then decide how you want your presentation to affect your audience. In general: specific instructions or guidelines are given in the invitation. a teacher assigns you to give a presentation on a given topic an account manager of an advertising company may be asked to present an advertising proposal a director of a charity organization may be invited to deliver a speech at a fundraising event Sometimes: not much background information or direction are given. Still the presenter has to clarify a few issues before planning the presentation, esp. to analyse the communication situation so as to ensure the appropriateness of the presentation for the occasion. KEY ASPECTS TO BE CONSIDERED a) purpose b) audience size c) physical setting and facilities of the venue d) timing and duration e) possible distractions f) other presenters g) what happens after the presentation A) PURPOSE Every presentation has its own aims, and certain outcomes are expected. Presentations can be categorized into four major types: – informative, – persuasive, – goodwill and – multipurpose presentations Before planning the specifics of your presentation: – think about the type of presentation that you are giving, and – consider your general aim or purpose. Determine the primary purpose for the presentation in each of the following cases. PURPOSE – ACTIVITY Case 1: At a social event, the project leader of a fundraising campaign delivers a short ‘thank you’ talk to 100 voluntary helpers for their support and efforts in making the fundraising event a success. Primary purpose: ______________________________________________ Case 2: A sales manager gives a status report on his monthly sales to the sales director and 14 other sales managers. ACTIVITY Primary purpose: _________________________________________________ B) AUDIENCE SIZE The number of people in the audience greatly affects the following: the delivery style and formality, the visual aids selected, the language that you use, the room and seating arrangements, and the level of interaction between you and the audience. AUDIENCE SIZE The larger the audience size, the more formal the presentation style. A small audience prefers a less formal and more relaxed speaking style. A larger audience prefers a more direct approach that requires little interpretation, as they may not have much time to ask for clarification. W H AT T O D O BASED ON THESE AUDIENCE SIZES: 1. 5 – 10 people 2. 10 – 30 people 3. 30 – 100 people 4. Over 100 people Plan for your audience size by using the following criteria: (1) Five to ten people (a small group): establish the relationship rapidly with each member of the audience instead of the group as a whole sit informally as part of the small group sketch charts or drawings casually on a whiteboard (2) 10 to 30 people (a medium-sized group): requires a more formal approach, still have to be concerned with individuals and how to handle questions use large visual aids stand in front of your audience (3) 30 to 100 people (a large group): usually includes a diverse range of people and establishing a relationship with individuals is harder select appropriate visuals of considerable size may need a microphone to help you present (4) Over 100 people (a very large group): require some kind of ‘theatre-based’ situation a great degree of control over the question and answer sessions is critical to the success of the presentations. have to present more dramatic examples to arouse their attention C ) P H Y S I C A L S E T T I N G A N D FAC I L I T I E S The presentation venue greatly affects the presentation style in the situation. Imagine: how difficult it would be for you to deliver a presentation about your views on university budget cuts in a noisy area next to the canteen that had a constant flow of students during lunch time? Apart from the physical setting, you also need to consider the furniture and equipment available and the layout of the room. Equipment: (1) a lectern (2) a whiteboard (3) an overhead projector (4) microphones (5) a computer for PPT presentation (6) internet access The layout: whether the seating arrangement is in (1) rows or (2) a U-shape. The formality and style of the presentation situation would affect both (1) the way the message is sent and (2) the way it is received. Factors that affect the physical comfort and ease of your audience: – (1) the size and shape of the room, – (2) its temperature and ventilation, – (3) its lighting and acoustics, – (4) the furniture and – (5) the location of fittings such as screens, power points and projection equipment etc. N.B. If these environmental factors are positive, no one will notice them. If they are negative, the audience will be constantly aware of them, and will pay less attention to your presentation. AC T I V I T Y Determine the audience size, level of formality and visual aids for each of the following cases. Case 1: At a social event, the project leader of a fundraising campaign delivers a short ‘thank you’ talk to 100 voluntary helpers for their support and efforts in making the fundraising event a success. Audience size: _______________________________ Level of formality:_____________________________ Visual aids: __________________________________ Case 2: A sales manager gives a status report on his monthly sales to the sales director and 14 other sales managers. D ) T I M I N G & D U R AT I O N (1) Timing: The length of time allowed Whether your presentation is given early in the morning or in the evening may influence how you approach the audience. For example: Considering the effect of holding a monthly staff meeting about company updates on a Friday evening after the staff have been working hard all week. (2) Duration: This factor also affects how much of your presentation your audience is likely to listen to. For example: The time allowed for an end-of-year party thank you speech may be the same as the time allocated for a speech to shareholders at an annual general meeting. However, at the party the audience is more likely to be distracted, and therefore less likely to ‘tune into’ all of what you have to say. E) POSSIBLE DISTRACTIONS Be aware that apart from the environment, there are many other distractions which may:  have negative impact on your audience  reduce the effectiveness of your presentation For example: - Imagine the impact of having a talent contest or lucky draw scheduled after a serious presentation on the importance of good health. - In such a situation, it is likely that your audience’s minds will drift away from your ideas despite your best efforts to make the presentation on good health interesting, relevant and informative. - In this situation, you may want to either move the entertainment to another time slot or adopt an informal and humorous style for your presentation and leave the ‘serious’ facts for another time. F) OTHER PRESENTERS Whenever you are part of a team of speakers, make sure that you know: what kinds of presentation other speakers will be making, and the issues they will cover. Try to find out: who will be speaking before or after you, and what they will be saying. There is nothing more embarrassing than finding out right before your presentation that: another speaker is going to cover the same information as you, or directly contradict the viewpoint that you have just presented. Imagine a motor car sales manager introducing a new model of sports car in a seminar that is followed by a presentation on the problems of air pollution arising from private cars! There are some factors you would have to consider if you are taking part in a team presentation: 1 Who your fellow presenters are 2 The content of the talk for each of your fellow presenters 3 The visual aids they will use 4 The logical connections between the content of each presenter’s talk 5 The presentation style and language of each speaker. Differences in style can make for an interesting team presentation, but if the styles or levels of formality are too different, the overall message might seem unclear or incoherent. 6 Think, too, about what sequence each speaker should present in. Try to balance personalities, as well as content, and choose strong speakers to begin and to finish with. G ) W H AT H A P P E N S A F T E R T H E P R E S E N TAT I O N You should also have an idea of any special events that occur immediately after your presentation. For example: Will your presentation be followed by a question-and-answer session? Will there be an informal tea break when you can approach your audience and get to know them better? Will there be a voting session on your proposal after your presentation? There may be many factors affecting the effectiveness of presentations, and thus it is important to know as much about the occasion of your presentation as possible. Once you are well aware of what will be happening before, during and after your presentation, you can plan for, and take advantage of, the situation. 2. A N A LY Z I N G THE AUDIENCE FROM THE SITUATION TO YOUR AUDIENCE After gathering the situational details that are specific to the presentation, you should start learning everything you can about your audience to adapt the presentation to their needs and expectations. N.B. Always keep your audience’s concerns in mind as you develop your message. When analysing your audience, you may start by finding common features that enable you to identify with them. The more ways you can link to your audience, the more attractive you will make your presentation. WHY ANALYSE THE AUDIENCE? Before discussing in detail how to analyse the audience, we need to discuss a basic but important question: Why is understanding the audience so critical to successful public speaking? Audience analysis: – a process by which the presenter discovers as accurately as possible what the audience’s needs and interests are. This is important because this helps to guide decisions in different aspects of presentation preparation, e.g. – what topics to select, – what illustrations or examples to use, – how to introduce and conclude the presentation, – what language to use, – what style and tone to adopt, and Knowing your audience will also help you reduce the anxiety as you speak, because you can be confident that you are targeting your presentation accurately. Whenever you are asked to speak you should consider three vital questions about your audience before developing your presentation. – (1) Who will be your audience? – (2) What do I want my audience to know or do after listening to me? – (3) How can I compose and deliver my presentation effectively to achieve my aim? AU D I E N C E R E S E A RC H CONSISTS OF BOTH DIRECT AND INDIRECT METHODS. DIRECT METHODS 1. Interviewing someone who is a member of the group you are talking to. This is a very personal method of gathering basic information. >> Open-ended questions (which start with ‘where’, ‘when’, ‘why’, ‘how’, ‘what’, etc.) can be used to seek no particular response and allow respondents to elaborate as much as they wish. >> Closed-ended questions (e.g. ‘Do you find this new product innovative?’) get a definite answer with a small range of specific answers supplied by the interviewer. 2. Questionnaires. This is a good way of gathering information from a large group. 3. Personal observations. You can attend meetings and observe the responses of your future audience. 4. Previous presenters. Talking to those who have presented to your audience before offers a unique way to learn more about the possible reactions of your audience. INDIRECT METHODS Indirect methods are used to obtain information that needs to be extracted from a mass source of data. Methods include: (a) research using online sources (b) publicity materials such as brochures, articles or newsletters and ask the reader to response. TYPES OF AUDIENCE As a presenter, you may not always be able to find out all the relevant information about your audience. In situations where you lack sufficient information about your audience, you will need to make judgments based on what you know! Understanding the types of audience > helps you to identify the tactics for approaching them. Consider the various types of audience > then adapt the content of the presentation accordingly. Different potential audiences might require > different ways of packaging the presentation. Effective presenters are audience-centred > and they adapt their presentations to reflect the audience’s interests and expectations. Audiences are made up of people with different characteristics, knowledge and concerns. A practical way to classify audience types is to assess their motives and needs for attending the presentations. Three types: Captive audience Voluntary audience Accidental audience CAPTIVE AUDIENCE These audiences have no choice in participating in a presentation and have to be there. They are often found at classes, seminars, meetings and lectures. For example: insurance agents learning about a new retirement plan in a product training session human resources managers attending a mandatory seminar about the new pension policies released by the government There will usually be a potential resistance between the audience and the presenter at these occasions. A smart presenter should understand this situation beforehand and try to acknowledge it at the beginning of the presentation. V O L U N TA RY A U D I E N C E These audiences are often motivated They attend the presentation out of genuine need, and often seek information or useful knowledge. For example: they may be people looking for information that helps them improve sales performance and productivity, enhance the client database, or upgrade their formal qualifications As a presenter, you should be aware of how important it is to build the impression that you are going to fulfil a need which exists among the audience. AC C I D E N TA L AU D I E N C E These audiences have not come to the presentation’s venue specifically to listen to your presentation, but have come for some other reason(s). For example: Shoppers may stop to listen to a marketing officer’s presentation about the benefits of a product in a shopping mall. Identify the type of audience (i.e. captive audience/ voluntary audience/ accidental audience) in each of the following cases: ACTIVITY Case 1: A two-day workshop on Latin dance for social dance lovers ACTIVITY Case 2: High school students attending a school assembly ACTIVITY Case 3: A presentation on child psychology for parents who are concerned about the growth and development of their children ACTIVITY Case 4: An open discussion forum on current affairs, held at a public park every Sunday ACTIVITY Case 5: Teachers who attend the inauguration ceremony of the new school headmaster C R E AT I N G A N AU D I E N C E P RO F I L E A well-prepared talk to the wrong audience has the same bad effect as a poorly prepared talk given to the right audience. It is very useful to create an audience profile for better understanding: who your audience are in terms of their age, gender, culture, social status and education what background knowledge they might or might not have about your topic the audience’s motivations for attending your presentation. The following kinds of information should be included in your audience profile Demographic information Psychological information D E M O G R A P H I C I N F O R M AT I O N All the background information we need to know about the audience: – the age distribution – the gender balance – the occupations and economic status – their rank within their organization – their education level – their cultural/racial/ethnic background Study the following case and conduct a demographic analysis to outline some basic characteristics of the potential audience in this situation. An Asian conference on education is organized for academics and professionals from education. The conference’s main goal is to provide an opportunity for participants to interact with each other. It also aims to provide a place for participants with cross-disciplinary interests related to education to meet and interact with members inside and outside their own particular disciplines. Last year’s conference was attended by more than 900 participants from more than eight Asian countries. ACTIVITY (GROUP DISCUSSION) Age Sex Occupation Nationality Education/Cultural background P S YC H O LO G I C A L I N F O R M AT I O N Also known as psychographic information. It is useful for creating an audience profile Reason: it gives the presenter a fuller understanding of the audience’s motivations, attitudes and needs. (1) How willing is your audience to listen to your message? This depends greatly on the relevance and impact of your message to the concerns and expectations of your audience. For example: For a message about a company’s restructuring plans, an audience with greater job security will probably react very differently to an audience who feel insecure about their jobs Parents are likely to react more positively than teachers to a presentation about assessing the language abilities of secondary school teachers Parents would likely react more negatively than teachers to a presentation explaining budget cuts to secondary school subsidiaries that result in an increase in school fees. (2) What is your audience’s attitude towards your topic? This allows you to speak with some authority, and helps you create genuine empathy with your audience. For example: Suppose you are giving a presentation to parents about a proposal for using English as the medium of instruction in their children’s school. With an initial understanding of their positive attitude towards this proposal, you can plan your presentation so that it captures the audience’s support for the proposal by highlighting the potential benefits of using English for teaching various subjects. (3) How knowledgeable is your audience of your topic? If your topic requires some technical background or specific knowledge to understand, it would be helpful to find out: (1) what percentage of your audience possesses this knowledge, (2) at what level of sophistication. The best way to research your audience’s knowledge about the topic: to ask the person who invites you to present about the audience’s background knowledge. Give your audience some reading matter on essential background information before you present if necessary. 3. A N A LY S I N G YOURSE LF AS A PRESENTER You and your presentation’s content and style are a key part of the presentation’s situation. The more credible you as the presenter look and sound, the more likely it is that the audience will agree with the issues presented. ASSESSING YOUR ABILITY AND CREDIBILITY (1) Whether you have enough knowledge about your presentation topic – Ask yourself: Do you really know enough about the subject? – Do some extra research to sharpen or enhance your own insights, – Collect credible facts to support your views. (2) Whether you have enough time to adequately prepare your presentation – plan well ahead to be sure to have time to prepare your presentation. – write down the tasks in sequence – then schedule time to fulfill each task. (3) Whether you are interested in the subject – If you want to give a good presentation, you should be genuinely interested in your subject. – Reason: You will sound unnatural if you have little or no interest in the topic. (4) Whether you have the reputation or authority to speak on the subject – Select subjects related to your own occupation, profession, interests and personal experience – In doing so, your audience will accept you as authoritative. P R E S E N TAT I O N P L A N N I N G C H E C K L I S T Subject of presentation What is the aim of the presentation? What do you want to achieve? What are the objectives? What action should the audience take following the presentation? Who is the audience? Characteristics Knowledge and experience Reason for attending Attitudes towards the presenter Attitudes towards the subject matter Expectations from presentation Emotions that may be roused What impact do you want to achieve? What medium is appropriate for the presentation? Does the medium use the necessary communication channels? Does the medium match the impact required? Does the medium match the message? Does the medium match the audience? How are you going to get some feedback? ENGL1102AEF Presentation skills Building your presentation These slides are designed for the course and should only be used by the teachers and students involved. All rights reserved. Introduction 5 important steps for a successful presentation: Step 1: Identifying key audience: (a) Anticipating questions from the audience (b) Using questions (c) Preparing responses (d) Know what will irritate your audience Step 2: After evaluating the situation of presentation, and identifying the audience members, you need to have a clear idea of: (a) the purpose of the presentation (b) the sort of message you want to give (c) the impact you want to make. This involves a good deal of planning (i.e. planning your presentation). Step 3: Gather and select information that constitutes the content of your message. Step 4: Structure the information into a coherent message, with a clear beginning, middle and end. Step 5: Finally, choose a presentation style and appropriate language for conveying the message effectively and persuasively to the audience. Step 1: Identifying key audience Many presenters overlook the importance of identifying the key audience members (or the opinion leaders) in a group. N.B. Without identifying them, you may NOT be able to achieve your desired results, even though you may have thoroughly prepared your presentation. N.B. Persuading an opinion leader allows you to influence other people’s viewpoints. Preparing for the questions from the audience Questions are a form of audience reaction and you cannot always plan for what the audience will ask you. However, you can try to: anticipate likely questions from the audience, and plan some reasoned answers to these questions. Anticipating questions Imagine yourself in the place of the audience with their knowledge and viewpoint: What may they not understand? What may they not want to believe? What will look different from their viewpoint? What objections may they raise? These could give rise to questions that you may have to answer. The more you think them out in advance, the better prepared you will be to answer them. Using questions Questions can be a very useful way of (1) increasing the involvement of the audience, (2) illustrating the main points further, (3) overcoming objections or (4) removing blockages. Watch this Harvard lecture on Justice. How did the speaker use questions to inspire his audience? Discuss. https://www.youtube.com/watch?v=kBdfcR-8hEY Things that irritate an audience The best way to ensure that you meet the needs of your audience is to try to put yourself in their place. Think about things that might inspire them, engage them, and irritate them. Activity Case study Spot the things in the following presentation that may irritate the audience. The marketing manager of a soft drink company was invited to give a talk about a successful product campaign he had recently launched. He arrived late and began the presentation by apologizing for being late because of bad traffic. After the presentation started, he found that the sequence of his PowerPoint presentation was inappropriate to his topic, and he tried to disguise his poorly structured presentation by talking about his own personal achievements. He spoke in a monotone and had a soft voice. He talked over his time limit, and the subsequent presenter needed to edit his presentation shorter. Discussion Spot the mistakes in her presentation http://www.youtube.com/watch?v=ATfY8dvbuFg Step 2: Setting your objectives For an effective presentation, setting clear aims and objectives is one of the most fundamental aspects. Aim: An aim is a general statement about what you are trying to achieve in the presentation. For example, you may want to sell, inform, educate or entertain through your presentation, and you should always keep your aim in mind once it is established. Objectives: Objectives are specific statements about what should happen as a result of the presentation in order to achieve the established aim. They should be audience-centred and action-oriented, describe what action the audience is expected to take as a result of the presentation; or what change you want to achieve as a result of your presentation, be specific, realistic and, if possible, measurable. Example A professor who is presenting information to students about the assessment requirements for her university course might set herself the following objectives for a ten-minute presentation: After the presentation, my students will be able to know: the due dates for all assignments the assessment criteria that I will use to mark the assignments the date of the exam, and the details of the format of the exam paper. Setting clear objectives is important because it will help you to decide and assess (1) what information needs to be presented, (2) how to meet the audience’s needs, and (3) what the presentation’s impact is. Brainstorming (1) Write the general topic at the top of a piece of paper. (2) Under this, quickly write down anything that comes to mind about that topic (even those things you find silly!). (3) Don’t think too long about it; Don’t try to order your ideas at this stage. (4) Keep writing until you cannot think of anything else. (5) Don’t worry about whether it is relevant or correct. (6) Only write in point form — no need for full sentences! (7) Don’t worry about spelling or grammar. Remember — your main goal is to get your ideas on paper. Then go through all your points and: - cross out any ideas that are not relevant. - add some details to the ideas that are most useful. Later, you can organize and structure these ideas. Mind-mapping A mind-map is a graphical way to represent ideas and concepts. It is a visual thinking tool that helps structuring information, helping you to better analyze, comprehend, synthesize, recall and generate new ideas. mind-map 01 Write the general topic (or subject) in a circle in the centre of a large piece of paper. 02 For each of the main points, draw arms out from the circle. 03 Write the key words of the main point along each arm — or at the end. 04 Draw smaller arms out from the main arms and write the sub-points that relate to each main point. Mind-mapping 12:45 AM Step 3: gathering Information 1. Gather information 2. Select information 3. Arrange and prioritize information Primary sources of information Secondary sources of information Option A Option B Primary sources of information Information provided by the people directly involved in the topic, or by the ‘experts’ of this topic. For example: If you worked for a bank and were presenting a topic on home loans to potential buyers, it might be useful to research the real estate market by talking to property agents and developers. Collecting information from primary sources can be time consuming: We may need to limit the extent to which you use them, and rely on secondary sources. Secondary sources of information Information comes from other people’s research and analysis. Example: government documents, Internet websites, newspapers, periodicals, newsletters, handbooks, professional association publications, speeches, trade and professional journals, etc. Collecting secondary material, esp. on the Internet, need to be sure that the information is reliable and credible. Criteria to assess information whether the information is updated; whether the author is an expert of the topic and/or the publishing body is credible; whether the source and the data is relevant; whether the point of view is biased; whether the information is accurate and verifiable of details. Recording information Keeping records of information. Remember to write the source and some ideas of how you might use it on the top. Referencing: in-text citations and reference list (e.g. APA style) Selecting & arranging information After gathering useful information , you need to shortlist the most important ideas generate some key points. For a long presentation, subdivide the presentation into sections By limiting the number of key ideas that you present, you have a much better chance of conveying your message successfully. Selecting & arranging information Common problem for most presenters Including too many details (particularly in the 1 st few minutes) without a clear direction Don’t do this: http://www.youtube.com/watch?v=mzdqyXtPbbE&list=PLLovhttIPcA07426QUrGsFq_YZ zU6Lq2C Sheryl Sandberg (former CEO of Facebook) did a good job: http://www.youtube.com/watch?v=paKJmy8jjxw Tips on selecting and arranging information Examine your collection to see what new insights can be made. Try to organize information into key categories: group similar items or topics. Relate the information you have collected to a core structure for your presentation. You may want to use an ‘information pyramid’. Prioritize related information and ideas according to their direct relevancy and importance. Using an information pyramid A good way of helping you prioritize information about the presentation. Based on the presentation time available, try to rank your information into categories determine what information must be: (1) included, (2) in reserve or (3) discarded. Always start with the most important information for your target audience group. Try to group your information into three categories: Essential information Supplementary information Redundant information information Essential information: includes key points that are directly related to the topic. Missing this information might reduce the credibility of your message. Supplementary information: provides additional explanation and helps to clarify your point. The absence of this information may not have a significant impact on your content. Redundant information: should be removed. This kind of information may sidetrack or even distract your audience. ENGL 1102AEF Presentation Skills These slides are designed for the course and should only be used by the teachers and students involved. All rights reserved. Potential problems with presentation/public speaking? Lack of resources Lack of practice time Inadequate space for practice Getting feedback from peers Public speaker anxiety Inaccurate pronunciation Lack of interaction Lack of support How do I solve the problems on my own? Self-directed learning “Self-directed learning describes a process in which individuals take the initiative, with or without the help of others, in diagnosing their learning needs, formulating learning goals, identifying human and material resources for learning, choosing and implementing appropriate learning strategies, and evaluating learning outcomes” (Knowles, 1975). Benefits of self-directed learning 1. You can begin immediately 2. You learn at your own pace 3. You collaborate with others 4. You grow in confidence 5. You promote well-being XR MALL Pronunciation training tools Virtual speech tools “XR MALL”, an interactive mobile app, which combines Virtual Reality (VR) and Augmented Reality (AR) technologies to offer immersive simultaneous interpretation, consecutive interpretation and public-speaking scenarios on a smartphone. By placing a smartphone inside regular VR goggles, students can practise in real-life interpretation and speaking scenarios, greatly enhancing the sense of reality. XR MALL consists of 16 modules, including eight modules on interpretation, covering bi-directional Chinese-English interpretation, consecutive interpretation and simultaneous interpretation training, and eight modules that focus on public speaking About XR MALL The app’s overall design and potential benefits – “iFAST” i Intelligence, Immersion, Interaction F First, Free, Feedback A Anyone, Anytime, Anywhere S Speech, Simulation, Stakeholders T Trilingual, Theory-based, Tool XR MALL demo video - Public Speaking XR MALL demo video -Interpreting Now you try! Download the app Different Types of Pronunciation Tools Audio Dictionary Apps Language Learning YouTube Channels Text-to-Speech (TTS) Tools Audio Dictionary Apps E.g. English Audio Dictionary Activity Find out the pronunciation of the following words using English Audio Dictionary: 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. Montage Beverage Oxymoron Entrepreneur Hypothesis Fluctuation Nauseous Remuneration Coliseum David Beckham Language Learning YouTube Channels American Pronunciation Guide Pronunciation Guide BBC Learning English AccurateEnglish How to pronounce Beckham? How to Pronounce Beckham https://youtu.be/4Sz7J2TTF4I?si=MBI0acLpjHptywWh How to Pronounce David Beckham (Real Life Examples!) https://youtu.be/gXKeIvzNzOM?si=rucfZ2yH6SmBiTxP NaturalReader – Text to Speech https://www.naturalreaders.com/index.html NaturalReader – Text to Speech Virtual Speech Tools PUBLIC SPEAKING PRACTICE WITH VIRTUAL REALITY AUDIENCE https://youtu.be/bnn5PbDcEoU?si=e5NJuNMWohO5EIzz Practice Public Speaking In Virtual Reality?! Ovation VR Review https://youtu.be/vo1EftVfLh8?si=uEdU2HlieQuHipwS XR MALL Pronunciation training tools Virtual speech tools How to Prepare for Online Presentations Zoom Lecture: 4 (Week 5) 15 Feb 2024 16:00-1750 SLIDESMANIA.COM ENGL 1102AEF Presentation Skills These slides are designed for the course and should only be used by the teachers and students involved. All rights reserved. What are they? Chalkboard Whiteboard Blackboard Flip chart Projector Transparency Floppy disc CD-R Powerpoint Flashdrive Google Drive OneDrive Canvas SLIDESMANIA.COM Poster ChatGPT ▌ What, when and why? ▌ Online vs in-person presentations ▌ How to prepare online presentations? ▌ How to engage and interact with the audience? ▌ Challenges of online presentations ▌ Tips SLIDESMANIA.COM SLIDESMANIA.COM Online Presentations SLIDESMANIA.COM What is an online presentation? “An online presentation is a prepared speech or talk in which a person or group provides information, pitches a new idea, or introduces a new product or service through a video call.” (Science of people) SLIDESMANIA.COM “Online presentations can include sales shows, conferences or how-to videos that are shown live or prerecorded over the Internet.” (EasyTechJunkie) SLIDESMANIA.COM Can you list the occasions when online presentations are needed? SLIDESMANIA.COM ❏ ❏ ❏ ❏ ❏ ❏ ❏ ❏ ❏ ❏ Others… SLIDESMANIA.COM How to Prepare An Online Presentation? Basic steps P P P SLIDESMANIA.COM P SLIDESMANIA.COM What to consider when planning a virtual presentation? Audience Visuals Tools Take these into consideration when planning Delivery SLIDESMANIA.COM SLIDESMANIA.COM Venue Any experience of doing or listening to online presentations? SLIDESMANIA.COM Problems encountered / weaknesses identified? Know the challenges first! SLIDESMANIA.COM Skills for in-person presentations? SLIDESMANIA.COM Skills particularly for online presentations? SLIDESMANIA.COM ▌ ▌ ▌ ▌ ▌ ▌ ▌ ▌ ▌ ▌ ▌ Understanding the needs and expectations of the audience Verbal communication Non-verbal communication ○ e.g. eye contact, body language Voice projection Pauses Asking questions Pacing Skills of storytelling Skills of active listening Stage presence Practice SLIDESMANIA.COM Are these still important in online presentations? Skills particularly for online presentations: SLIDESMANIA.COM Tips for integrating technology: SLIDESMANIA.COM C_____ L____ I________ T___ Do you know any online presentation tools? Some tips: How to interact with the audience online? SLIDESMANIA.COM Make yourself visible Manage your voice Encourage audience participation Plan interactions (e.g. Make things visual ) Zoom lectures upcoming… Use of Online and Mobile Resources How to Prepare For Online Presentations Communicating Effectively How to Handle Q & A Session Setting the Stage SLIDESMANIA.COM Ethics in Presentations SLIDESMANIA.COM 1. A webinar on plant-based foods in Europe https://www.youtube.com/watch?v=mMmaj2T-GOU 2. A live pitch event for Europe and USA startups https://www.youtube.com/live/ufQ6tchhahQ?feature=shared 3. A student virtual presentation with NAHB (1) https://youtu.be/gSHg__HUaBA?feature=shared 4. A student virtual presentation with NAHB (2) https://youtu.be/4lwYV0HU6GQ?feature=shared 5. 10 best online presentation tools https://www.youtube.com/watch?v=y_3TP0kyAPQ 6. How to keep the audience engaged https://www.youtube.com/watch?v=zrLTfSooKZw 7. Tips for giving great virtual presentations https://www.youtube.com/watch?v=0Gt6OyW65-s https://www.youtube.com/watch?v=atLvsjIIsOI Videos watched in this lecture ENGL 1102AEF Presentation Skills Structuring your presentation These slides are designed for the course and should only be used by the teachers and students involved. All rights reserved. The Hotdog Structure The Introduction In general, occupies less than 15% of the presentation time greets your audience sets the tone builds some rapport tells the audience what you’re going to tell them gives them an outline of what is to be covered in your presentation The body states and develops the presentation’s main message with sub-points and supporting information takes each point and elaborate upon it by giving some details develops your ideas and include some relevant stories, statistics and examples etc. The conclusion tells the audience what you’ve told them summarizes or recaps the main idea gives a summar y of what you said in the body offers some thoughtful or memorable concluding remarks; or an appeal for action Introduction WISE approach WISE Welcome the audience Introduce yourself Say what your topic is Explain why your topic is relevant for your audience An Introduction Your presentation should consist of two elements: an effective opening that is interesting and forceful a preview of the presentation’s main points. a) Making a brief, dramatic or controversial statement An extraordinar y statement could be a statistic or an uncommon fact that immediately gets your audience focused on the topic. An example could be: ‘Breast cancer is not limited to women and can occur in men, too.’ b) Presenting a quotation Immediately signal your main topic Get your audience’s attention For example, the famous quotation from Henr y Ford, may be used to motivate sales managers in a weekly sales meeting. c) Referring to an occasion/a historic event/ personal experience For example, in a speech presented at the Inauguration Ceremony of the Centre for Health Protection (CHP) in October 2004, Dr York Chow used the SARS experience to introduce the inauguration of the CHP: ‘You may recall approximately a year-and-a-half ago, Hong Kong was firmly gripped by a deadly new disease called SARS … The Hong Kong Government is committed to do everything in its power to make sure that our community does not have to suffer again … today we see the inauguration of our own Centre for Health Protection.’ d) Referring to an occasion/a historic event/ personal experience Build goodwill and help you connect with your audience on a personal level For example, in a speech about successfully mixing cultures, John Tsang used his personal exper iences to highlight the presentation’s main point: ‘In my younger days living in the USA, I can vividly remember the delights of celebrating with family members our Thanksgiving with Chinese characteristics … we ate roast turkeys stuffed with sticky rice and Chinese sausages.’ e) Asking questions Start your presentation with a compelling, thought -provoking or challenging question f) Telling a stor y or giving an example Help to arouse your audience’s interest Make sure the stor y directly leads into your topic g) Using humour Help to break the ice Encourage relaxation and discourage judgment Ensure that jokes have some logical relationship to your presentation h) Using a powerful prop or gimmick Easily gain attention Examples: showing a shocking picture or a few pieces of your precious collectibles i) Take a surprising action Make your presentation more memorable Examples: 1. 2. Tear a tax bill in half to begin a talk on the need to reduce taxes Distribute small bags of rice to the audience during a talk about food shortages in the developing world Exercise Identif y the opening strategy used in each of the following cases. 1. Speech by the then-Chief Secretar y for Administration, Donald Tsang, at the Wah Yan College International Conference 2004: ‘As you can imagine, I do receive quite a lot of invitations to speak. But this was one invitation that I simply could not refuse. The reason is simple: my old school holds a special lace in my heart. When I graduated 40 years ago, I certainly did not think that I would be standing here in front of my old school mates one day, entrusted to speak on how Wahyanites can contribute to the prosperity of Hong Kong and China.’ 2. Speech by the Permanent Secretar y for Education and Manpower Bureau, Fanny Law, at the 10th Graduation Ceremony of the Hong Kong Institute of Education in 2004: ‘As the famous quotation from Harvard goes, “the honor of a university does not stem from the size of its campus or enrollment, but the quality of alumni it is able to produce generation after generation.”’ 3. Speech by the Secretar y for Home Affairs, Dr Patrick Ho, at the New Trends of Architecture exhibition in 2005: ‘When I look at any city, what do I see first as its most distinctive feature if not its architecture? How can I think of New York without seeing its Empire State Building, London without its Houses of Parliament, Paris without its Eiffel Tower, Sydney without its Opera House, Shanghai without its Bund or Beijing without its Imperial Palace?’ Previewing Your Main Point(s) A transition is a brief sentence which links your opening to a general statement about your topic. Give a signal to your audience that you are making a new point Give a clear and specific statement of your key topic after the transition Directly state the central idea or viewpoint Examples: ‘ Today I would like to raise your concern about smoking.’ ‘My subject tonight is the major causes of air pollution in Hong Kong, and ways to improve it.’ The Body The Body: Developing Your Main Points Step 1: Establish the main points of the presentation Make a list of the points that you want your audience to remember after you have finished talking The more complicated your points are, the fewer you should include in your presentation Step 2: Support your main points with details/ evidence Convince your audience of the main points by giving them some supporting facts, examples and illustrations Identif y what sort of support would be appropriate, based on your audience analysis For more ideas about how to support your main points, see Bilbow (1996, 59 –62) and Rozakis (1995,129 –32 ) Step 3: Put your points in order Put the main points into a logical order Organize and divide information to develop a clear framework for the clear understanding of ideas Organize ideas in different ways: 1. Start with simple ideas, concepts or arguments and then gradually move to more complex ideas 2. Follow a chronological order which starts from the earliest event and takes people through to the end of a stor y 3. Begin with a general concept or idea before giving specific examples Give some give mini-summaries throughout a long presentation Allow the audience to consolidate the concepts covered and listen to the rest of your presentation Signposting “Signposting” phrases are used to help guide the audience through a presentation: say what is coming move on to the next point indicate the end of a section refer back summar ize a point Activity: Group discussion Activity: group discussion Suppose you work for the Hong Kong Tourism Board (HKTB). You have been asked to prepare a presentation on sightseeing spots in Hong Kong at an overseas travel convention. The presentation is intended to promote tours recommended by HKTB and to correct the perception of many people (who have never been to Hong Kong) that our city is a concrete jungle. You have collected the information below, and now you need to use this information to develop three main points for your presentation. Decide what your main points will be. Think about what information from the list below could be used to support each main point. Think about how you will order your points. Ending Ending Smartly Give a summar y of your message Leave your audience with a distinct feeling of closure or deeper thinking How to close the presentation depends on i. the nature and purpose of your presentation ii. your relationship to the audience iii. the importance and relevancy of the topic to your audience iv. what action you want them to take Recap your main points with the following expressions: In conclusion, … To sum up … Now, let me repeat my three main points … You may see now why I would like to introduce this to you. These are the reasons for urging you to support our fundraising activities. Now I am sure you are clear about our rationale behind this relocation project. Things to avoid when ending your presentation 1. Avoid changing your speaking style suddenly or have an inconsistent tone when concluding your presentation 2. Avoid showing that you have forgotten some points or closing with an apology e.g. such as ‘ I forgot to tell you that …’ or ‘One more thing I really should have said …’. 3. Avoid stopping abruptly if you realize that you have run out of time. At least tr y to give a br ief summar y before you end References Bilbow, G. (1996). Business Speaking for Hong Kong. Hong Kong: Longman Asia Limited. Grussendorf, M. (2007). English for Presentation. Oxford University Press. Rozakis, L. (1995). The Complete Idiot’s Guide to Speaking in Public with Confidence. New York: Alpha Books. ENGL 1102AEF Presentation Skills Effective Visual Aids These slides are designed for the course and should only be used by the teachers and students involved. All rights reserved. Up to 50% of information is taken in through the eyes! Why do we use visual aids in presentations? WHY USE VISUAL AIDS IN PRESENTATIONS? 1. Make presentation more interesting and lively 2. Help audience understand the presentation 3. Help speaker present information more systematically 4. Reinforce and add impact to information 5. Illustrate a relationship between ideas 6. Show information patterns or pictures 7. Present figures, graphs or charts 8. Summarize key points 9. Help audience follow passages or quotations Daniels, S. (2016, August 9). Visual Aids [Video file]. YouTube. https://www.youtube.com/watch?v=J_tpAzBz5EA&t=273s 1. Make visual aids appropriate to the audience, message and situation Your use of visual aids must fit: the audience, the message, and the presentation situation. Your audience’s profile and their familiarity with your topic are your major criteria for selecting visuals. You should also think about what impact you want to make with your visual aids. 2. Use visual aids to create a professional presentation Professional-looking, well-prepared visual aids show that a presenter respects the audience. The essential elements of quality visual aids are pleasing appearance, good readability, accuracy, and, aids that are carefully produced. 9 3. Integrate visual aids smoothly into your presentation It is of vital importance to integrate a visual aid naturally into the presentation. Good presenters can introduce key points and support these points with relevant visual aids without having to worry too much about what to say, or what slide will come next. Thus, it is vital to rehearse your presentation beforehand. 10 4.Move the presentation along Visual aids should only be used to supplement your presentation. In fact, you are sometimes competing with them for your audience’s interest, as some visual aids are powerful in their own right! Each visual aid has its own specific effect and function. Make sure that you structure your presentation effectively, and your message does not get slowed down or diluted by too many visual aids. 11 5. Manage audiovisual equipment competently Try to preview your presentation in the venue where you will be speaking. Make sure that your slides can be read from the back of the room the projector’s image can be seen from all corners of the room you think about where you will stand so that you do not block your audience’s view 12 Try to stand to the right of the screen as people usually read from left to right; this position allows you to remain the focus of attention as they read the visuals. You should place the screen at a 45-degree angle and slightly to one side of the centre of the venue. 13 6. Using a laser pointer (if provided) Laser pointers can be used to draw the audience’s attention to specific items in a visual aid. Tips of using them: 1 Avoid trying to point with a laser pointer if you are nervous and your hand is trembling. Instead, briefly circle the part of the graph or drawing you want the audience to pay attention to and then put the pointer down. 2 Pointers are not needed on bullet slides as you can refer to each bullet point by its bullet number. Only use pointers when referring to visuals such as graphs or charts, or to identify a trend or pattern on a graph. 3 Do not cross your arms when talking about something on the screen or twirl the pointers when not using them, as these actions may cause distraction. Hold the pointer in the hand closest to the screen. 4 Avoid leaving pens or other types of pointer on top of an overhead projector or visualizer: these can become distracting. 14 Types of visual aids Common types of visual aids 1. 2. 3. 4. 5. 6. 7. Handouts Flip charts Photographs and prepared diagrams / posters Video clips Whiteboards / chalkboards PowerPoint slides Objects / models 16 Which one(s) to use? When determining which device to use, you should consider: your audience size and needs, your purpose; the physical setting of your presentation; and. the budget! For example, for a large group of more than 100 people, computers and multimedia projections will be better than flip charts! Some organizations or audiences have a preferred device (for example, it may be customary in some organizations to use PowerPoint slides or whiteboards) check this carefully before selecting your technology. 17 Discussion 1. When, if ever, do you use the above media and tools in presentations? Which do you find the most effective? Why? 2. Which visual aids have you used for presentations? Are they useful? Why/why not? 3. What are the functions of these visual aids/tools? 1) Handouts ☺ Audience may concentrate better  Too many can be distracting Q: should they be distributed earlier/later? 2) Flip charts The basic format of a flip chart consists of a large pad of blank paper attached to a stand. Flip charts are low-tech devices, but they are: simple, easy to use, inexpensive, & highly reliable. 20 Economical and easy to use Suitable for small groups Can be prepared in advance or spontaneously Make drafts and transfer to the flipchart Use a flip chart to: record audience suggestions or questions for later discussion build up a diagram illustrating an idea as you explain it reveal a fact or chart at a key point in a presentation have as a back up in case of a power cut 22 Make them simple use one chart for each idea. Preparing for flip charts Make them visible use large text and clear diagrams Give them impact use colour, key words, memorable images. 23 Norman, K. (2017, May 28). Top Tips for using a Flip Chart [Video file]. YouTube. http://www.youtube.com/watch?v=f5Hli_PT6Y4\ Tips for using flip charts Prepare enough paper and have at least three markers (for colour contrast, and in case one dries up). Lightly pencil in notes in the corners of the flip chart to help you recall your key points. Fold over the bottom corner of each page to make them easier to turn. Print in big letters to ensure that everyone can read. Pace your writing or you risk losing your audience. 25 3) Photographs and prepared diagrams/ posters Used at the precise moment to illustrate a point Visible throughout the presentation Consider how it should be displayed A pointer may be needed Education, Gender, and Income Women in Government ☺ can show clips of specific examples discussed ☺ add another dimension to presentation 4) Video clips  possible technical problems 5. Whiteboards and chalkboards Whiteboards or chalkboards the classic tools for teaching presentations easy and inexpensive to use. They can be used in the same way as flip charts for making notes, collecting ideas, building up explanations or showing something step by step. They are suitable for informal presentations, training sessions, or meetings for a small group that encourages interactivity. Advantage: by noting each step while discussing it, you can keep your audience’s attention on your key points. ☺ FLEXIBLE AND INTERACTIVE ☺ SUITS SMALL GROUP  WRITING CLEARLY CAN BE SLOW Discussion: Compare the features of flipcharts and whiteboards Flip charts Mobility of equipment Writing space Advance preparation Element of surprise Tidiness Visibility White boards ☺ professional looking ☺ Suits groups of various sizes 6) PowerPoint Slides  hard to keep audience attentive  technical problems  lighting issues Key points to note … Make them simple – use one slide for each idea. Make them visible – use large text and clear diagrams, – match the seating and screen size to the size of the audience. Give them impact – use colour, – key words and memorable images, – mix text and visuals, – use sequences of pages. 34 What can you do with your PPT slides? Add a header and a footer to display the date and time, page number, or other important information. Customize your printouts by selecting the paper size, page orientation, print range, and printer type that meet your needs. Preview your presentation on the screen to make sure it appears the way you want. Draw objects and modify their attributes - size, line style, colour and shading. Display presentations on your computer monitor or two monitors or on an overhead screen. 35 Add animation to text and graphics on the slide to make your slide shows more exciting. Transform a slide show into a self-running multimedia presentation by adding sounds and movies, creating links to other slides, and setting slide timings. Set to play sounds and movies automatically, or play them manually. 36 Matt, E. (n.d.). How to create an Awesome PowerPoint presentation [Video file]. http://www.youtube.com/watch?v=gNG0etmnwuk Common mistakes in PowerPoint & what makes a bad presentation Many colors mixed with each other Too minimalistic design Too much text Too many images Too many or unreadable fonts Images as background Discussion: Which slide is more effective? 7) Objects / models Adds sensory dimension to presentation Consider cost and benefit 8) Visualizers ☺ Can be prepared in advance ☺ Can add or create transparencies while presenting  Lighting problem? WolfVision (2011, December 16). WolfVision Presentation Systems: Getting Your Message Across. [Video file]. Tips for designing visual aids Keep it simple: Minimise words – KEYWORDS Display one idea on each visual 25 words/slide in uppercase and/or bold One colour for main idea Two complementary colours for sub-points Avoid pastels Make good use of layout and space Select one style and use consistently TeXt STYLE AND SIZE Choose carefully! AVOID GIMMICKS – Computer graphics (background, patterns, clip art etc.) should be used to enhance presentation. PROOFREAD! PLAN AHEAD! INTEGRATE visual aids REHEARSE with your visual aids MAINTAIN eye contact DO NOT READ STOP from your visual aid speaking while the audience read DO NOT PASS OUT items while presenting REVEAL AIDS only when NEEDED CHECK ROOM & EQUIPMENT in advance USE THEM, don’t just display them! CHECK visual is VISIBLE to audience Outline WAYS TO PRESENT INFORMATION IN A VISUAL AID Mind map Table Timeline Flowchart Tree diagram Some general rules Be consistent Every visual, whether it is a transparency, or something you place on a flip chart, should follow a similar pattern Use the fewest possible words Good graphics stick to key words only Only one basic idea per visual People can only absorb one concept at a time. Condense, and condense again, your visuals and graphics Each graphic needs stand alone to describe the important point you are making Make it “scannable” The central meaning should be direct and easy to understand at a glance Ask yourself again: What is my basic objective?” Be absolutely certain that each visual supports it and helps clarify your overall goal A visual aid must be just that – an aid, not an afterthought Be your own typesetter Limit yourself to a maximum of one or two typefaces throughout your presentation Don’t use more than two type sizes on one visual Reserve the largest size for emphasis Keep your typefaces simple (e.g., Times New Roman or Verdana) Avoid using all capital letters since they make reading difficult Use a simple, straightforward, easy-to-read typeface with a minimum of 22 to 32 point typeface – and even larger type for headlines (32 point – 44 point) Leave a “white space” of approximately 20% on all sides of your copy to allow for proper framing Use short phrases rather than long sentences Check and recheck the correctness of numbers, grammar, punctuation, and spelling If you are required to use a logo or copyright information (they can be distracting), be certain it is small and in the same location on every slide, transparency, or graphic Position your material on the upper part of the visual - in many cases your audience cannot see the lower part of a screen, poster, or graphic In organising the materials, note that numbers indicate order of importance or chronological order Bullets are more generic - they give each item equal importance and don’t distract from the words that follow them Checklist for using visual aids For all kinds of visual aids, check the following: 1.Are the visual aids clear and easy to see and read? Check their visibility, simplicity and ease of interpretation. 2.Do they support the presentation’s objectives? 3.Do they fit with the audience’s expectations and organization culture? 4.Do they fit with the tone of the presentation as a whole and not distract from its main message? 5.Do they contain any cultural assumptions or discriminatory of offensive images? 67 When you are preparing your PowerPoint slides or other kinds of visual aids that use text, remember the following: 1. Use one slide for each main point you want to make. 2. Use a consistent layout, headings, font and colour scheme for all slides. 3. Leave a clear margin on the sides of the slides. 4. Leave some empty space at the bottom of the slide. 68 5. Make font sizes big enough so that they can be seen at the back of the room (>20 points). 6. Use large fonts for titles and sub-headings. 7. Avoid using all capital letters. 8. Leave plenty of blank space between lines. 9. Make sure that the colours of the text and the background do not clash. 69 1. Make them simple. 2. Make them visible. 3. Give them impact. 71 Toastmasters International. 2017, March 30). Toastmasters Tips-Visual Aids [Video file]. YouTube. https://www.youtube.com/watch?v=i2of4_ZnqS8 COMMON PRONUNCIATION PROBLEMS FOR CANTONESE SPEAKERS Why problems occur Pronunciation problems happen when speaking a L2 because most people are used to hearing and making sounds which only exist in their L1. There are many sounds in Cantonese and English that are similar. Some however, are only partially similar and others are totally different. When you hear or are trying to say the partially similar or totally different sounds, it’s easy to make mistakes because you are used to hearing and making sounds in your mother tongue. It is important therefore, to make yourself aware of how sounds in a different language are made and practise listening to them and saying them as much as possible. To make language sounds we move our jaw, tongue, lips, and the vocal cords in our throat in a number of different ways. If, for example, your brain is not used to telling your tongue to move into a certain position in your mouth in order to make a particular sound, then you may have difficulty saying that sound clearly. How do you solve the problems? Suggestions on how to train your brain: Learn to recognise that there are differences between some English sounds and some Cantonese sounds Learn to hear clearly and think about how sounds are made when you are listening Discover how these sounds are made. Find out for example: how far open your jaw should be if your lips should be ’rounded’ like when you are going to kiss someone or ‘spread’, like when you smile whether the tip of your tongue should be touching the inside of your upper teeth or whether it should be lying flat whether the vocal cords in your throat should be vibrating or not (we talk about this in terms of ‘voiced’ or ‘voiceless’ sounds Practise moving your jaw, tongue, lips etc. as correctly as possible so that you are able to make the problematic English sounds clearly. English sounds, which can cause problems for Cantonese speakers Vowels: According to some researchers, Cantonese speakers tend to say only 7 of the 11 vowel sounds in English clearly. The main reason for this is that in English there is a difference between what are called ‘long’ and ‘short’ vowel sounds. Cantonese speakers tend not to make a difference between ‘long’ and ‘short’ sounds but instead, produce something in between. Another reason for making mistakes when saying English vowel sounds, may be related to understanding how to move the jaw, tongue, lips etc. into the correct position. The following is a list of ‘long’ and ‘short’ English vowel sounds, which can cause problems for Cantonese speakers: English sounds, which can cause problems for Cantonese speakers Consonants: To understand how problems occur with consonant sounds, it’s important to understand how the vocal cords in your throat work. When you say any vowel sound and some consonant sounds your vocal cords should vibrate. Sounds produced this way are known as ‘voiced’ sounds. The consonant sounds that do not cause your vocal cords to vibrate are known as ‘voiceless’ sounds. All vowel sounds are ‘voiced’ so don’t worry, you already know how to do this. Try feeling how your vocal cords vibrate to make a voiced sound. Place two fingers lightly across your throat. Say one of the vowel sounds listed above. You’ll notice that the vibration of your vocal cords can be felt in your fingers. English sounds, which can cause problems for Cantonese speakers Other problems can also occur with some English consonant sounds. Below is a list of sounds that can cause problems for Cantonese speakers. Reference Reference HKUST (n.d.) Common pronunciation problems for Cantonese speakers. https://cle.ust.hk/online_resources/advice/english/pronunciation/p7/ ENGL 1102AEF Presentation Skills Managing your voice These slides are designed for the course and should only be used by the teachers and students involved. All rights reserved. ENGL 1102AEF Presentation Skills Managing Body Language These slides are designed for the course and should only be used by the teachers and students involved. All rights reserved. Learning objectives: 1. identify the ways in which presenters transmit information through their appearance and behavior and 2. examine how to apply non-verbal communication skills effectively 3 As a presenter … + As a presenter, you need to be very aware of the visual impressions you are communicating to your audience during a presentation. + In addition to verbal messages, presenters usually send other kinds of message to the audience. + These additional messages are so common that we often do not notice them. + However, still, they are an important part of the overall message as they are closely connected to what is being said by the presenter. 4 What is non-verbal communication? + Non-verbal communication is also known as ‘body language’. + It is anything which conveys messages to the audience without the use of words. + It often gives away what people are actually thinking and feeling 5 6 Example + Watching a television programme without the sound, you will be surprised at how much you may understand just by watching the physical actions of the people on the television. + It is a good example of how powerful body language can be. + Watch this: Visualz (2009, July 4) Communication Basics-Body Language. [Video file] YouTube. http://www.youtube.com/watch?v=ZwiNFcghrks 7 + In fact, it is impossible to avoid expressing non-verbally. + A presenter should learn to (1) pick up clues about people from their body language, (2) interpret people’s intentions, feelings and even their personalities accordingly, and (3) manipulate your own body language in the presentation. 8 + In particular, a presenter should be aware of three things: (1) Non-verbal behaviour can betray your emotions. (2) Non-verbal cues can enrich the message that comes through words. (3) Non-verbal messages form a reciprocal interaction between the presenter and the audience. German et al. (2001, 197) 9 + In spite of cultural variations, many researchers suggest that there is a universal non-verbal language of emotions for the development of non-verbal messages in different cultures (Schechner 1998, 265). + Consequently, there may be a certain degree of common understanding of non-verbal messages between presenters and audiences from different cultures. 10 Verbal versus non-verbal communication + Verbal communication is highly structured with formal rules of grammar. + The formal rules help people consistently understand what other people are saying in different languages. + On the other hand, most non-verbal communication occurs unconsciously without a predictable order of events + As there are no formal rules or patterns, all the available cues are examined carefully by the audience to understand these messages. + For example, presenters may smile either due to their nervousness or excitement in the presentation, or for no reason at all. 11 Verbal communication – learnt through rules  we do not speak a language or know how to communicate with others until we are taught to do so (though we are born with the ability to make sounds!) Non-verbal communication – learnt through observation and practice 12 Verbal communication a system of symbols with assigned meanings Non-verbal communication no specific structure involves few assigned symbols + In some cultures, nodding the head indicates agreement whereas in others it indicates disagreement. 13 + Effective communication is a balance between verbal and nonverbal actions. + Making yourself aware of body language will give you important clues about the feelings of your audience. + It also helps you adjust your message delivery whenever necessary. + The extent to which you can control your own body language is probably quite limited since it is a subconscious activity. + However, greater awareness of your own body language will help you present yourself more effectively when you are ‘on stage’. + It will also help you become more skilled at getting silent feedback from your audience. 14 Activity What meanings might the following non-verbal behaviour suggest? 1 Smiling 2 Folded arms 3 Yawning 4 Head scratching 5 Frowning 15 Form of body language + Body language includes all aspects of your behaviour and appearance that are visible to other people: the eyes, the brow, the tilt of the head, and the posture of your body all communicate information to the audience. + We send and receive information through different forms of body language. + These can be broadly divided into (1) dynamic and (2) static features. 16 (1) Dynamic features = behaviour that changes during the presentation. They include: 1. movements and gestures, including the body’s movements, and the use of the hands and arms to express ideas 2. posture, including how a presenter stands or sits 3. facial expressions, including all the non-verbal facial cues that show a presenter’s emotions, attitudes towards the audience, the venue and the topic 4. eye contact and the amount of time a presenter looks at the audience 5. the use of space, or how close the presenter is to the audience and how this affects interaction between them. 17 (1) Static features = non-verbal elements which do not change during a presentation. + They include clothing (including accessories) and appearance (such as body shape, size or hairstyle) 18 Movements and gestures + When people speak, they often move their hands, heads, feet, legs and body. + The analysis of these body motions is called kinesics. + They indicate something about our attitude or personality. + They also convey meanings and feelings. + The easiest way to understand the message presented is not to listen to what the presenter says, but to observe what he/she does when saying it. + Body motions can influence the effectiveness of your presentation. 19 20 + Gestures refers to movements of hands, arms and fingers. + Movements refers to the motion of the entire body. + Be aware of how you use gestures and your movements when you are giving a presentation. 21 22 23 24 (a) Certain gestures and movements are often used by effective speakers to signal or to reinforce key points. These include: 1. placing your hands out with the palms turned upward to propose a new idea or ask for something; 2. using your index finger to emphasize a point or to call attention to a point; 3. moving your hands from side to side to show that you are dividing ideas into different parts; 4. moving to either side of the lectern to signal when the presenter shifts topics or key ideas; 5. moving closer to the audience or leaning towards the lectern to highlight a point. 25 MindToolsVideos (2018, July 30). Body language. [video file]. YouTube. https://www.youtube.com/watch?v=AqixzdpJL4U&t=2s (b) Certain gestures can show the audience that you are frightened or nervous We should be aware when we might be displaying these types of ‘negative’ gestures: 1. clutching tense, strained hands to each other. 2. holding a folder or a stack of papers to his/her chest or face (for protection). 27 (c) Certain gestures might show your own emotional state: 1. putting a hand to your nose might suggest fear or deceitfulness; 2. using a finger or hand to cover your lips might suggest shame; 3. making a fist might connote anger. 28 As a presenter, you should: (i) learn more about your own gestures and (ii) try to avoid sending irrelevant, contradicting or negative non-verbal messages to your audience. 29 Things to remember: 1. Movements and gestures should: a) look spontaneous, comfortable and natural b) help the audience focus on the meaning of your message. 2. Small restless movements and gestures, especially if they are repeated, irritate audiences. 3. Strong but natural gestures can animate the communication. 30 Posture = the position or bearing of the b

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