Introducing your presentation
- The purpose of today’s presentation is to … .
- The purpose of my presentation today is to … .
- In today’s presentation I’d like to … show you … . / explain to you how … .
- In today’s presentation I’m hoping to … give you an update on… / give you an overview of …
- In today’s presentation I’m planning to … look at … . / explain … .
Starting the presentation
- To begin with … .
- To start with … .
- Let’s start/begin by looking at … .
- I’d like to start by looking at … .
Closing a section of the presentation
- So, that concludes [title of the section] … .
- So, that’s an overview of … .
- I think that just about covers … .
Beginning a new section of the presentation
- Now let’s move on to … .
- Now let’s take a look at … .
- Now I’d like to move on to … .
- Next I’d like to take a look at … .
- Moving on to the next part, I’d like to … .
- Moving on to the next section, let’s take a look at … .
Concluding and summarising the presentation
- Well, that brings us to the end of the final section. Now, I’d like to summarise by … .
- That brings us to the end of the final section. Now, if I can just summarise the main points again.
- That concludes my presentation. Now, if I can just summarise the main points.
- That’s an overview of … . Now, just to summarise, let’s quickly look at the main points again.
Finishing and thanking
- Thank you for your attention.
- That brings the presentation to an end.
- That brings us to the end of my presentation.
- Finally, I’d like to finish by thanking you (all) for your attention.
- I’d like to thank you (all) for your attention and interest.
Inviting questions
- If anyone has any questions, I’ll be pleased to answer them.
- If anyone has any questions, I’ll do my best to answer them.
- If anyone has any questions, please feel free to ask them now.
- If anyone has any questions, please feel free to ask them and I’ll do my best to answer.
Project work
Task 1
Make up your own academic presentation according to all the requirements of the unit. You can use the information from your Bachelor thesis. Present your research to your group mates (time limit for your presentation speech 5 minutes).
Task 2
Evaluate the speech and the presentation of your group mates according to the table 1. Comment on the presentations.
Excellent
Good
Satisfactory
And below - Bad
Table 1
| Max Score | Score | ||||
| Content Assessment | |||||
| Introduction | |||||
| Gives a clear statement of a study | |||||
| Provides synopsis of the relevant research projects | |||||
| Methods | |||||
| Gives a description of participant enrollment, procedures and measurements | |||||
| Gives an overview of the techniques used for data analysis | |||||
| Results | |||||
| Gives an account of the major findings of the research | |||||
| Provides an adequate representation of the research data using appropriate graphical aids (tables, figures, graphs, charts etc.) | |||||
| Discussion | |||||
| Makes clear, accurate, and well-articulated conclusions | |||||
| Suggests practical application of the study results | |||||
| Relates findings to the ongoing research | |||||
| Considers areas for prospective studies | |||||
| Slides | |||||
| Text Organization | |||||
| Sequential, logically progressing information | |||||
| Complies with the format requirements in each section: Introduction, Methods, Results, Discussion | 1-4 | ||||
| Sufficient linguistic competence of each section: Introduction, Methods, Results, Discussion (using academic collocations, terminology relevant to the subject) | 1-4 | ||||
| Visual Support | |||||
| Conspicuous titles and easily readable text | |||||
| Total for the section | |||||
| Competences of professional communication | Score | ||||
| Interaction component | |||||
| Ability to arouse interest to the report: questions, comments from the listeners. | 1-2 | ||||
| Perceptive component | |||||
| Understanding the content of the peers’ reports (questions, opinions, comments). | 1-3 | ||||
| Understanding the peers’ questions (answers to the questions on the report) | 1-3 | ||||
| Communicative component (verbal) | |||||
| Grammatical range and accuracy (both simple and complex constructions) | |||||
| Pronunciation | |||||
| Cohesion and coherence (linking words) | |||||
| Fluency | |||||
| Logical synopsis | |||||
| Use of abstract notions, professional terminology | |||||
| Validity of the statements | |||||
| Conciseness | |||||
| Communicative component (non-verbal) | |||||
| Eye-contact | |||||
| Gestures relevant to the situation | |||||
| Facial expression | |||||
| Dress code | |||||
| Total for the section | |||||
| TOTAL | |||||