ELCUnit 4

ELC1013 English for University Studies Unit 4 - Delivering Academic Presentations (IEEE)
Unit 4
Delivering Academic Presentations
Learning Outcomes
By the end of this unit, you should be able to:
 plan and structure the content of academic presentations effectively

 deliver interesting and informative academic presentations
 present confidently, enthusiastically and coherently
Introduction
This unit is divided into four sections providing practice on various aspects of academic presentations.
Section 1 Section 2 Section 3 Section 4

From written to Organising Concluding Pronunciation and
spoken text and presentations presentations body language
introductions and referring and the
to sources Q & A session
Delivering presentations is an essential part of studying at university; students are expected to deliver
presentations for assessments and projects as part of the course work for different subjects.
“A skilled presenter can bring a dull topic to life and inspire his audience, whilst a poor presenter
can kill the most interesting subject, and often the audience, too.”
Video note: There are example presentations using a ‘problem-solution’ structure and ‘for and against’
structure to accompany this unit. All videos can be found on LEARN@PolyU under Subject Videos. The
‘problem-solution’ presentation, on China’s ageing population, uses APA 6th edition referencing, while
the ‘for and against’ presentation, on smartphones and health, uses IEEE referencing.
Extra activities: There are ‘extra activities’ throughout this unit involving watching videos. Your
teacher might decide to do these during class, or you can do them yourself in your own time.
In each week of this subject, there are IndiWork activities on LEARN@PolyU

(https://learn.polyu.edu.hk/). You need to do these activities as out-of-class work to
successfully complete ELC1012. More information about each IndiWork activity can be found in
the IndiWork Student Guide on LEARN@PolyU.
© English Language Centre, The Hong Kong Polytechnic University 73

Section 1 From Written to Spoken Text
Activity 1a
Individually answer the following questions about yourself.
1. From 1-10 (10 being excellent), how would you rate yourself as a presenter?
2. What was one of the best presentations you have ever given? What made it successful?
3. What was one of the worst presentations you have given? What made it unsuccessful?
4. What was the reaction of the audience during and after your presentation?
5. What do you think are some differences between presentations given in secondary school
and those at university?
Activity 1b
Look at the two Introduction texts and identify the one that is written and the one that is spoken.
Text A Text B
The surge in cyber culture and engagement in How many of you here today have a social media
social networks through a variety of devices is account?
one of the predominant features of the 21st
century social landscape. The issue of the Well, did you know that, according to a survey by
implications of the use of this new media has the Statista 2016, 75% of Hong Kong’s population
attracted rigorous debate among academics use social media?! This has led to a change in
and the public alike. While some argue that
cyber culture and with it has created debates
new media has the potential to create a more
equal society and strengthen relationships, among academics and the public.
others are less optimistic and are concerned
Now, uh, some people believe that social
about the increasing abuse and
misunderstanding of information. This essay networks can help make society more equal and
examines some of the advantages and build strong relationships! But you also have
disadvantages of the use of new media. people who argue that social media could
increase abuse and misunderstanding of
information, such as, um, ‘Fake News’.
We will look at the pros and cons of using this

new media…

Now list some language differences between written and spoken texts.
Text A Text B
Activity 1c
Use the language that you have identified above to present the content of the written text below to
your partner.
Written text Spoken text
One argument in favour of new media is

that it has contributed to a more egalitarian
society. Relatively easy access to a public
platform available to all has made it
possible for many more members of society
to share their ideas and express their
opinions. Whereas only the views of
powerful stakeholders such as government
and big business could be heard previously,
multiple perspectives on a multitude of
issues are articulated today. Lee and Chan
[1] argue that this more diverse discussion
has the potential to create a better-
informed society that understands the
complexities of living in world of competing
interest groups. Decisions at different
levels of society can then be made that
represent a broader spectrum of the
population.

Introductions
The introduction is an important part of the presentation, but most of it is fairly straightforward to
deliver. This section will first consider what an introduction should include before giving you an
opportunity to practise delivering an introduction.
Activity 2a
In small groups, discuss why the introduction is important and what elements should be included.

Source: ClipArt
Activity 2b Video 1
Now watch the video of an introduction on ‘smartphones’. What elements from Activity 2a are included?
Extra activity Video 2

Watch another video of two more introductions from the presentation on ‘China’s ageing
population’. Which type of introduction do you think works best?

Language for Presenting Introductions
Capture your listeners’ attention: Begin with a question, a funny story, a startling comment,
statistics, a very short video clip, a picture or anything that will make the audience think.
Then introduce yourself and your group members: Start by greeting and thanking the audience. Refer
correctly to the time of day. For example, in the afternoon you can say:
‘Good afternoon, everyone. I’m delighted / very pleased / happy to be able to present to / talk
to you today…’
‘My name is Jason Au and my partner is Kit Wong…’
State your purpose; for example:

‘I’m going to talk about...’
‘This morning/afternoon I want to explain…’
‘Our presentation will be on…’
Present an outline of your talk; for example:

‘I will concentrate on the following points…’
‘First of all… Then…’
‘This will lead to…’
‘And finally, my partner Kit will…’
Example:
‘The presentation today is entitled / The title of our presentation is “Social Media”. We have divided
the talk into two parts. First, I will talk about how social media has created an egalitarian society and
how new media is connecting society. Then, Kit will talk about how it could mislead the public and how
they could develop an over-reliance on it. Finally, Kit will give a brief conclusion….’
At the end of the introduction, you should tell the audience how long the presentation is and inform
them that there will be a question-and-answer session at the end. For example:
‘We will be talking for around ten minutes, and we welcome any questions that you may have
at the end.’
Activity 3 Practicing introductions
Work with a partner. Choose one of the topics below and spend a few minutes planning an introduction.
Think about how you can create interest using some of the ideas from Activity 2a. Then deliver the
introduction to your partner.
i. Use the essay sample in Unit 3 Activity 24 and create another introduction
ii. Use your own presentation topic
Use the box on the next page to make notes of your introduction. Keep in mind that this is a spoken
text and not a written text.

My introduction:
Activity 4 Understanding your audience
Think about the presentation you will give for Assessment 3 and with your partner, answer the
following questions.
1. Who is your audience and what do they know/not know about your presentation topic?
2. What do you want your audience to know about your topic?
3. Which aspects of your topic should you summarise and which should you elaborate?
4. What is the key point you want your audience to leave with at the end of the presentation?

Section 2 Organising Presentations and Referring to Sources
This section will first consider planning a presentation using signposting language, citing sources and
using visuals. You will then have a chance to plan, prepare and practise part of the body of a
presentation.
Activity 5 Video 3
Listen to Video 3 and write down any signposting language the presenter uses when moving from one
idea to the next.
Signposting Language
The clip you heard above included examples of signposting language. Signposting language announces
what the speaker plans to do, is regularly used at different points in the talk to announce immediately
subsequent content, and states that a section of the talk has ended. Sequencers may also be seen as
signposts as they signal the organisation of the content.
For instance, the speaker could begin:

‘First of all, I’d like to consider what antibiotics are and which ones are particularly abused in
China…’
And then:
‘Let’s start with a definition of antibiotics…’
And next, introducing a visual with statistical information:
‘I’d like you to look at some recent statistics on antibiotic prescriptions.’
And at a later point:
‘Another point to mention is that very few people realise that this is abuse…’
And further on:
‘Now I shall hand over to Ben, who will consider how the situation can be changed.’
There are more examples of signposting language in the presentations glossary at the end of this unit.

Below is other possible signposting language that can be used to move from one point to the next.
Function Language
Introducing the subject  I'd like to start by...

 Let's begin by...
 First of all, I'll...
 Starting with...
 I'll begin by...
Finishing one subject...  Well, I've told you about...

 That's all I have to say about...
 We've looked at...
 So much for...
...and starting another  Let me now turn to...

 Next...
 Turning to...
 Now, I'd like to discuss...
 Let's now look at...
Giving an example  For example,...

 A good example of this is...
 As an illustration,...
 To give you an example,...
 To illustrate this point...
Summarising and concluding  In conclusion,...

 Right, let's sum up, shall we?
 Let's summarise briefly what we've looked
at...
Citing Sources in an Academic Presentation
Activity 6a Sources
Answer the following questions about citing sources.
1. Why should you cite sources during your presentation?
2. What expressions can we use when citing sources? Two examples are shown in the box below.
Can you think of any others?
As you can see, James Hoffmann wrote a very important paper on (improving reaction rates)…
Recent research by Cheong and Tang in 2005 has focused on metabolic pathways in cells …

Activity 6b Video 4
Watch Video 4 on ‘smartphones’. Complete the following.
1. How are the sources cited? List the expressions used in the table below.
2. Match the citations you heard to the references in the shortened reference list (in IEEE style)
of the presentation on ‘smartphones’.
Spoken citations Reference list
References
[1] J. I. Recio-Rodriguez et al., “Effectiveness of a smartphone
application for improving healthy lifestyles, a randomized
clinical trial (Evident II): Study protocol,” BMC Public
Health, vol. 14, pp. 254-268, 2014.
[2] Y. Lee, W. S. Jeong, and G. Yoon, “Smartphone-base

mobile health monitoring,” Telemedicine J. and e-Health:
The Official J. of the American Telemedicine Association,
vol. 18, no. 8, pp. 585-590, 2012.
[3] The Office of the Communications Authority, Hong Kong:

The Facts-Telecommunications. 2013. [pdfs] Hong Kong:
Information Services Department, HKSAR. Available:
http://www.gov.hk/en/about/abouthk/factsheets/docs/
telecommunications.pdf [Accessed May 14, 2014].
[4] S. O’Neill and R. R. W. Brady, “Colorectal smartphone

apps: Opportunities and risks,” Colorectal Disease: The
Official J. of the Association of Coloproctology of Great
Britain and Ireland, vol. 14, no. 9, pp. e530-e534, 2012.
[5] D. D. Luxton, R. A. McCann, N. E. Bush, M. C. Mishkind,

and G. M. Reger, “mHealth for mental health: Integrating
smartphone technology in behavioral healthcare,”
Professional Psychology: Research and Practice, vol. 42,
no. 6, pp. 505-512, 2011.
[6] I. Meral et al., “Effects of 900-MHz electromagnetic field

emitted from cellular phone on brain oxidative stress and
some vitamin levels of guinea pigs,” Brain Research, vol.
1169, pp. 120-124, 2007.

Activity 6c
With a partner, use the reference list from Unit 3 Activity 24 (shown below) to discuss how you would
present the sources in your spoken presentation.
Here are a few possibilities to help you get started:
 Craig and Millar’s 1999 study on …

 Studies by Potts 2006 on China’s one child policy …
 Some researchers, as you can see, think differently …
Spoken citations Reference list

[1] M. Lee and G. T. Chan, “The public platform: Voices from
within,” Journal of Modern Media, vol. 12, no. 6, pp. 72-79, Sep.
2014.
[2] E. Filmore, “Sophie’s choice: The digital dilemma,” Journal of

Social Science, vol. 14, no. 3, pp. 34-40, Mar. 2016.
[3] L. Byron, J. T. Wachowski, F. B. Cooper, S. Ratledge, P. D.

McCarthy, and G. Garner, “The new age: Responsibility and
repercussions in on-line messaging,” Journal of Social Media,
vol. 10, no. 4, pp. 15-26, Dec. 2016.
[4] S. K. DeVito, W. Saddler, P. W. Pryce, and R. Stieger, The Social

Animal. Oxford: Blackwell, 2015.
[5] B. Parker, Literacy and Learning in the 21st Century, 2nd ed.
Boston MA: Price-Walters, 2015, p. 28.
[6] P. Choi and I. Dembski, “Transitions in learning,” Journal of

Computer Science, vol. 16, no. 2, pp. 14-23, Jan. 2006.
[7] F. Forsythe, E.T. Warwick, and L. C. Milner, “The learner and the
text: Trends in learning attitudes,” in New Horizons, P. Smith
and J. Bartle, Eds. London: Gateway, 2010, pp. 42-61.
Using Visual Aids

Activity 7a Brainstorming
With your partner, answer the following questions on Visual Aids.
1. What do you think is the meaning behind ‘Death by PowerPoint’?
2. What is the purpose of using visual aids in a presentation?
Activity 7b Slides
Compare the two slides below covering the same part of a presentation. Which one is the better version?
Why? What is wrong with the other one?
Slide 1 Oral presentations Slide 2 Oral presentations

Problems: Oral presentations are hard to do, hard to plan
 planning and hard to deliver. We need to master a
 visual aids complex subject matter, and communicate
 timing through a second language. We also need to
 delivery worry about visual aids, timing and body
 complexity language.
 language
Activity 7c
In a small group or with your partner, write down some of the Do’s and Don’ts when preparing the
design and content of your PowerPoint slides.
Do’s Don’t

Activity 7d Video 5
Now watch Video 5 about designing effective visual aids and add further notes to the Do’s and Don’ts
for Activity 7c.
The following box shows examples of useful language for referring to visual aids.
Possible language to use when referring to your visual aids

I’d like you to look at…
Could you look at this graph / table / slide…
As you can see…
The slide shows / reveals / indicates…
If you look at the figure / table, you’ll see…
Remember to cite sources on slides
In the same way as essays, slides in presentations also have in-text citations. If you are referring to
someone’s idea, or if you are quoting from someone, or if you are using a visual image not your own,
then you should include in-text citations in the appropriate style for your subject. The citations below
follow IEEE referencing style.
Sample of citing sources in slides

Look at Slides 3 and 4 and note how the in-text citations are given.
Slide 3 Oral presentations Slide 4 Oral presentations
Slide Appearance
‘Presentations should be audience-friendly, not
reader-friendly’ Mackean [1]  font size
 font colour
 background colour
 transitions
 animations
 effects
Comfort [2]
Tip: Reading out the text from a slide demonstrates poor presentation skills. Do not be afraid of
silence. In Slide 3 above, the presenter could display the slide and let the audience read the quote by
themselves. The presenter might say,
‘Look at this quote by Bryan Mackean’,
then give the audience 5 seconds or so to read it themselves before explaining what the quote actually
means.

Video 6
Watch Video 6 and see how the presenter does it.
Activity 7e Creating a sample slide

Use the sample text from Unit 3 Activity 24 and create what the slide might look like.
Sample text Sample slide

One argument in favour of new media is that it has
contributed to a more egalitarian society.
Relatively easy access to a public platform available
to all has made it possible for many more members
of society to share their ideas and express their
opinions. Whereas only the views of powerful
stakeholders such as government and big business
could be heard previously, multiple perspectives on
a multitude of issues are articulated today. Lee
and Chan [1] argue that this more diverse
discussion has the potential to create a better-
informed society that understands the complexities
of living in a world of competing interest groups.
Decisions at different levels of society can then be
made that represent a broader spectrum of the
population.
The Reference List

Just as your essay ends with a complete list of references, so should your presentation. It is also
customary to have a hard copy of the reference list available to the audience. Make sure that you
check your reference list against the ELC referencing guide (http://elc.polyu.edu.hk/referencing/) for
the style that you are using.
Handing over to other speakers

In Activity 5, you learned how to connect your ideas by signposting. When you present with partners,
it is important that you also use signposting to ‘hand the presentation over’ to the next presenter. You
should not just walk off when you have finished your part. The aim of the following activity is to give
you guidance in this important aspect of an academic group presentation.

Activity 8 Handing over

Answer the following question about the handover.
What should both presenters do during the handover in a presentation?
Video 7
Now watch the handover in Video 7 from the presentation on ‘smartphones’ and make notes on the
expression/phrases used to transition to the next presenter.
Notes:

Watch another video of two more handovers from the presentation on ‘China’s ageing population’.
Which handover do you think works best? Why?
Activity 9 Practice
Work in pairs. Prepare and give a short presentation using the texts below.
In your speech, remember to:
1. link your ideas using signposting

2. cite the sources
3. have a clear and smooth handover

Text A
Despite the potential for enlightenment, the opinions and information aired in new media may
mislead the public. The past five years have seen a proliferation of ‘fake news’—hoaxes,
propaganda and disinformation intended to deceive the public. Filmore [2] suggests that when
decisions are made based on such inaccurate information, the choices that people make may not
be in the best interest of society. This is especially of concern where the manipulation of the truth
has been promoted for political gain. It is evident, for example, that in some countries social
networking platforms such as Twitter and Facebook have been employed to discredit the
reputations of political opponents [3]. As well as being divisive, the existence of fraudulent
information is a threat to the very principles of an egalitarian society.
Text B
Despite these issues, a growing literature suggests that the use of new media is a strong force in
connecting and bonding society. In addition to keeping existing friendships alive, cyber culture
allows for the creation of relationships outside a user’s already established social network. It has
been observed that expanded social networks can lead to higher levels of support and empathy
among members of a community [4]. This support is not restricted to virtual empathy, either.
Crowdfunding and the bringing together of volunteers and resources to combat problems are just
two examples of the practical cooperation that new media is encouraging. By allowing people to
connect easily, new media can facilitate positive social interaction both online and offline.
Notes:

Section 3 Concluding presentations and the Questions and Answers (Q&A) section
Now that you have practised the body of your talk, we will look at how to conclude your presentation.
Activity 10 Video 9
Now watch the conclusion in Video 9 from the presentation on ‘smartphones’. Take notes on the
elements of a good conclusion.
Notes:

Watch another video of two more conclusions from the presentation on ‘China’s ageing
population’. Which conclusion do you think works best? Why?
Activity 11 Practice conclusion

Use the ideas in the concluding paragraph of this essay to practise giving a complete conclusion.
This essay has presented arguments for and against the use of new media. The benefits of new
media include empowerment through the expression of diverse views and the strengthening of
social connection, whilst the potential side effects encompass a distortion of knowledge and a
decline in critical thinking skills. The above analysis indicates that the advantages new media brings
in connecting people together outweigh the disadvantages created by misuse of this technology.
In order to reduce the negative influences of new media, governments and the public should make
concerted efforts into developing strategies to detect fake news and harmful ideologies.
Notes:

Elements and Language of a Conclusion
Use the conclusion to:

1. Sum up
2. Thank your audience
3. Invite questions
The following table shows examples of language for each of these functions. You may need to
modify the language as appropriate.
Function Possible language
1. Summing up  In our presentation today, we have discussed…

 Our presentation today mainly focused on…
 So let me summarise/recap what I've said.
2. Thanking your audience  Many thanks for your attention.

 Thank you all for being such an attentive audience.
3. Inviting questions  Now I'll try to answer any questions you may have.
 Are there any questions?
 Do you have any questions?
 Are there any final questions?
* Remember, the conclusion is a chance to leave the audience with a lasting thought about your
presentation topic. You can end with a memorable or thought-provoking point.
Questions and Answers (Q & A) section
Your presentation should end with a short Question and Answer (Q & A) Session where the audience
has a chance to ask you questions. This is still part of the presentation and is something you need to
practise and prepare for.
Activity 12a Q&A
Answer the following questions about the Question and Answer Session.
1. Why would you want people to ask questions about your presentation?
2. What are some barriers to people asking questions?
3. What should you do when answering an audience member’s question?
4. What strategies can you use to deal with difficult questions?

Activity 12b Video 11
Now watch the Q & A in Video 11 from the presentation on ‘smartphones’. Note how the presenter
deals with questions.
Notes:
Watch another video of two more Q & As from the presentation on ‘China’s ageing population’. Note
the different ways of answering questions.
Notes:
Constructing Questions
Students often have difficulty formulating questions that require more than a YES or NO answer. Use
the Process of Asking Questions illustrated below to help formulate your questions by compiling
information together in a different way. The Analysis, Evaluation and Creation set of questions,
located at the top of the diagram, are higher-order questions. You should strive to ask higher-order
questions when you attend academic presentations, including the presentations you will attend on
this course.

Ask the presenter to design, hypothesize, support, discuss or construct

Creation something.
Questions •e.g. How would you approach the problem differently?
Ask the presenter to evaluate, estimate, criticise or justify something.

Evaluation •e.g. What do you believe are the limitations of technology?
Questions
Ask the presenter to analyse, organise or compare something.

Analysis •e.g. How does the study conducted by Smith (2004) differ from previous
Questions studies?
Ask the presenter to solve, illustrate, apply, interpret or calculate

Application something.
Questions •e.g. What would be the most appropriate method for handling the issue
according to legislative requirements?
Ask the presenter to summarise, explain, paraphrase or describe something.

Comprehension •e.g. Could you describe in more detail the method that you used?
Questions
Ask the presenter to list, name, define or identify someone or something.

Knowledge •e.g. What is internet censorship?
Questions
Activity 13 Mini-presentation practice
You are now going to deliver a short presentation with your partner. Choose one of the topics below.
Your presentation should be about 5 minutes long to allow time for your classmates to formulate
questions to ask you.
Possible presentation topics:

o Do we need more infrastructure in Hong Kong?
o Do smartphones lower people’s communication skills?
o Would a new levy on waste disposal solve Hong Kong’s waste problem?
o Should the government censor certain content on the internet?
Presenters
 Have a clear introduction
 One-to-Two problems and solutions or For and Against arguments
 Incorporate signposting and handover(s)
 A clear conclusion
Audience: As you listen to your classmates, look at the Process of Asking Questions on the previous
page and come up with possible questions to ask the presenters.

Section 4 Pronunciation and Body Language
Stress and Intonation
A good presentation is not only about having a clear introduction, organisation and conclusion. While
organisation is essential in helping to bring your point across, your speech patterns need to be first
and foremost clear for your audience to appreciate your thoughts and ideas. One way to achieve
clarity in speech is to improve on your patterns in stress and intonation.
Stress is the emphasis given to a syllable in a word, or a word within a sentence, and it usually involves
an increase in volume and a change in intonation. Intonation is the way the voice goes up or down
while speaking. Both are very important if you want to speak naturally. Without them, you will sound
‘like a robot’.

In English, certain words in a sentence are emphasised more than others. This is very different from
Cantonese, where each syllable is stressed with the same strength. As a result, native Cantonese
speakers can sometimes sound a bit disjointed and flat when they talk in English. Usually, to produce
this type of ‘sentence stress’, words containing meaning are stressed and words that make up the
grammatical structure are not. However, these are tendencies and NOT rules.
Content words (stressed) Structure words (unstressed)

 nouns / names  pronouns
 main verbs  prepositions
 adverbs  articles
 adjectives  the verb ‘be’
 question words  auxiliary verbs ‘have, can, do, will’
 conjunctions
Activity 14a Sentence stress and intonation Video 13

First, read though the following introduction for a presentation. Underline up to two words in each
sentence that you think should be stressed. Try to identify which two words carry the most important
information. The first sentence is done as a demonstration for you. Play the first half of the video to
listen to the speaker. Then play the second half of the video to check your answers.
Good morning, everyone. Thank you. Thank you all for coming. We’re delighted to be able to
present to you today. My name’s Phil, and I’d like to introduce my partner, James. We’re both
studying design. OK, let me ask you a question. How many of you own a smartphone? Please put
up your hand if you do. Well, it seems that nearly all of you own one. OK, now, let me show you a
picture. This is the first smartphone invented in 1992 by IBM. Now the question is: Are they safe
to use? Well, this is the aim of our presentation today. Is frequent use of smartphones harmful to
us? We’ve divided the presentation into four parts. First, I’ll talk about how we use smartphones
in our daily life. I’ll then outline the arguments that support the statement. James will then
present the arguments against it. He’ll also give a brief conclusion. Our presentation will last for
around ten minutes. We welcome any questions that you may have at the end.
Activity 14b Stress and intonation practice

Work with a partner and underline all the stressed words. Then practice the dialogue with your partner.
A: I’m starving. Let’s go grab something to eat.

B: Sure, I could use a break. What do you feel like eating?
A: I could eat something really greasy. What do you think of checking out that new pizza place
around the corner?
B: I just had pizza the other day. What about going for a good hamburger? ‘Burgers R Us’ makes
some killer burgers!
A: That’s good enough for me. Let’s go.

Activity 14c
Work with a partner and underline all the stressed words. Then practice the dialogue with your partner.
A: Hey, wanna go and catch a movie? I heard the new Marvel Comic movie is a hit.
B: I would love to but I am so swamped with assignments and projects. Don’t you have finals to
study for?
A: I do, but I don’t think I can handle another hour of memorizing equations and formulas. I need a
break!
B: Totally! I understand how you feel. I could use a break, but I’m behind schedule and have got to
get this done. Let’s meet up for a drink when this is all over.
Activity 14d
Now look at your written essay and choose some words from the essay that you will use in your
presentation. Practice pronouncing and stressing these key words.
Body Language
A presenter’s words are not the only means of communicating with the audience, an important yet
unspoken means of communication is Body language, which consists mainly of gestures and facial
expressions.
Activity 15a Decoding body language

Look at the pictures below. Identify the effective and ineffective examples of body language in
delivering a speech. Be prepared to explain why.

Activity 15b Gesturing

What gestures would you use to show the following?
 First, second, third
 Alright/okay
 Over and over again
 Disbelief, doubt
 Thinking
 Agreeing while listening
 Rise or fall in something
Note: Be aware that gestures can have different meanings in different cultures.
Activity 15c Body language Video 14

Watch Video 14 and note down what the presenters did not do well.
Notes:
Video 15
Watch Video 15 and notice the successful non-verbal techniques that the presenters use.
Notes:


Watch Video 16 for more advice about delivering presentations effectively.
Notes:
Presentations Glossary
Here is a selective glossary. There are other ways of expressing these functions. To broaden your
range of structures, familiarise yourself first with two or three expressions for each function and
include them in your presentations. Once you have mastered them, learn more expressions from the
list.
Identifying your subject/purpose/section Referring to earlier remarks
The subject / topic / theme of my presentation is… As I said earlier…
This morning I’m going to talk about… Coming back to my earlier point…
The aim / purpose / objective of my presentation is to… I’d just like to remind you…
What I want to talk about today is… I’d now like to come back to something I said
I’m going to explain / describe / examine… earlier…
Now, as you will have gathered from my
Stating the outline earlier comments…
I’m going to divide my presentation into three parts… Earlier on I said…
I’ve divided my presentation into… As I said a moment ago…
I’d like to focus on three main areas…
Using visual aids
Sequencing / Putting in order I’d like you to look at…
First of all… Could you look at this graph / table / slide…
The first point is… As you can see…
Let’s start with… The slide shows / reveals / indicates…
I’d like to start by focusing on… If you look at the figure / table you’ll see…
Firstly… secondly… thirdly…
Next… Summarising
Now, let’s move on to… Let me go over the key points…
Now we’ve come to… So, to sum up…
That brings us to… So, to recap…
Another factor / benefit / point / reason is… I’d now like to summarise my main points…
The other / Another point to mention is…
The next area / point / issue I’d like to talk about is… Concluding your presentation
The second advantage / point / aspect / example is… That brings me to the end of my presentation…
Next, I'd like to… That concludes my presentation…
I’d now like to turn to… I hope that you’ve found my presentation
Now let’s look at… interesting / informative / useful…
The next point I want to focus on is…
One final point… Thanking
Finally / Lastly… Thank you all for listening.
My final point concerns… Thank you all for your attention.
The final benefit / effect / point is…
Handing over Inviting Questions

Well / So that’s all from me on (topic); now Carmen is If you have any questions, I’d be delighted to
going to tell you about (topic). answer them…
Thank you, Michael. I’d now like to open it up for discussion…
Are there any questions?
Responding to Questions
Thank you for your question…
Good point…
Does that answer your question?
Possible expressions for dealing with questions
Responding to questions
1. “Good question. Let me answer that by saying…”
2. “Thank you for the question. That’s an important question because...”
3. “I’m glad you asked that question because...”
4. “Thanks. I suppose the obvious answer to that one is…”
Dealing with difficult questions

1. “That’s an interesting question. Let me think about it for a moment…”
2. “I need a little time to consider my answer. Please wait a moment.”
3. “I’m sorry, but I don’t have the data to answer that question. Perhaps we can discuss it together
after the presentation.”
4. “I’m afraid the answer to your question will take too long. If you give me your email address, I
can respond to that later.”
5. “I‘m sorry but I’m unable to give a definitive answer to that question at the moment.”
Paraphrasing the question

1. “If I understand you correctly, you mean…”
2. “I think what you mean is...”
3. “To say it briefly, you’re asking...”
Returning the question to the audience

1. “That’s a good question. How would you answer it?”
2. “Do you have any suggestions for dealing with that question?”
3. “You’ve obviously given it a lot of thought. How would you deal with that one?”
Checking questioner’s satisfaction

1. “Does that answer your question?”
2. “I don’t know whether that answers your question…”

Video 17: full length for and against presentation on Mobile phones and health
Video 18: full length problem-solution presentation on China’s ageing population
Academic Skills for Independent Learners

Besides IndiWork, you are also strongly encouraged to join the Academic Skills for Independent Learners course.
By completing the materials in that online course, you will be able to perform better in this subject’s assessments.
You can find a link to these materials on LEARN@PolyU.

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ELC1013 English for University Studies Unit 4 - Delivering Academic Presentations (IEEE)

By the end of this unit, you should be able to:

 plan and structure the content of academic presentations effectively

Section 1 Section 2 Section 3 Section 4

In each week of this subject, there are IndiWork activities on LEARN@PolyU

© English Language Centre, The Hong Kong Polytechnic University 73

Section 1 From Written to Spoken Text

Individually answer the following questions about yourself.

We will look at the pros and cons of using this

© English Language Centre, The Hong Kong Polytechnic University 74

Written text Spoken text

One argument in favour of new media is

© English Language Centre, The Hong Kong Polytechnic University 75

Extra activity Video 2

© English Language Centre, The Hong Kong Polytechnic University 76

Language for Presenting Introductions

State your purpose; for example:

Present an outline of your talk; for example:

Activity 3 Practicing introductions

© English Language Centre, The Hong Kong Polytechnic University 77

Activity 4 Understanding your audience

2. What do you want your audience to know about your topic?

© English Language Centre, The Hong Kong Polytechnic University 78

Section 2 Organising Presentations and Referring to Sources

For instance, the speaker could begin:

© English Language Centre, The Hong Kong Polytechnic University 79

Introducing the subject  I'd like to start by...

Finishing one subject...  Well, I've told you about...

...and starting another  Let me now turn to...

Giving an example  For example,...

Summarising and concluding  In conclusion,...

Citing Sources in an Academic Presentation

Answer the following questions about citing sources.

1. Why should you cite sources during your presentation?

© English Language Centre, The Hong Kong Polytechnic University 80

Watch Video 4 on ‘smartphones’. Complete the following.

Spoken citations Reference list

[2] Y. Lee, W. S. Jeong, and G. Yoon, “Smartphone-base

[3] The Office of the Communications Authority, Hong Kong:

[4] S. O’Neill and R. R. W. Brady, “Colorectal smartphone

[5] D. D. Luxton, R. A. McCann, N. E. Bush, M. C. Mishkind,

[6] I. Meral et al., “Effects of 900-MHz electromagnetic field

© English Language Centre, The Hong Kong Polytechnic University 81

Here are a few possibilities to help you get started:

 Craig and Millar’s 1999 study on …

Spoken citations Reference list

[2] E. Filmore, “Sophie’s choice: The digital dilemma,” Journal of

[3] L. Byron, J. T. Wachowski, F. B. Cooper, S. Ratledge, P. D.

[4] S. K. DeVito, W. Saddler, P. W. Pryce, and R. Stieger, The Social

[6] P. Choi and I. Dembski, “Transitions in learning,” Journal of

Using Visual Aids

© English Language Centre, The Hong Kong Polytechnic University 82

With your partner, answer the following questions on Visual Aids.

1. What do you think is the meaning behind ‘Death by PowerPoint’?

2. What is the purpose of using visual aids in a presentation?

Slide 1 Oral presentations Slide 2 Oral presentations

© English Language Centre, The Hong Kong Polytechnic University 83

Possible language to use when referring to your visual aids

Remember to cite sources on slides

Sample of citing sources in slides