1. DELIVER A SHORT ORAL PRESENTATION IN ENGLISH
D1.LAN.CL10.05
Trainer introduces himself and explains nature and content of toolbox to trainees.

2. Assessment Assessment for this Unit may include: Oral questions
Written questions
Work projects
Workplace observation of practical skills
Practical exercises
Formal report from employer/supervisor
Trainer advises trainees that assessment for this Unit may take several forms, all of which are aimed at verifying they have achieved competency for the Unit as required.
Trainer indicates to trainees the methods of assessment that will be applied to them for this Unit.

3. 1. Prepare for an oral presentation
Performance criteria for this element are: 1.1 Define the audience for the oral presentation 1.2 Select the topic of the oral presentation suitable for the audience 1.3 Locate sources of information to support the oral presentation 1.4 Select relevant information to be included in the oral presentation 1.5 Organise information in a logical order for the oral presentation 1.6 Check that the presentation is grammatically correct and contains a good range of vocabulary
Trainer identifies the Performance Criteria for this Element, as listed on the slide.
Activity: Trainer leads a general discussion about presentations and when students may have to deliver a presentation in the workplace.

4. Define the audience for the oral presentation
Before you plan a presentation, it is critical to understand the people who you are presenting to. You should ask:
How many people am I presenting to?
How old are they?
What do they do?
Why are they attending the presentation?
How much do they know or not know about the topic?
Why are you presenting?
Trainer presents the slide and goes through the information from the Trainee Manual relating to questions about the audience.
Ask students if there is anything else they should know about their audience that might be helpful (e.g. nationality, English language ability)

5. Understanding your audience
Trainer asks trainees to read through the information about understanding your audience in their Trainee Manuals. Students complete an activity in pairs deciding what aspects of the different audiences in the pictures might influence a presentation to them.
There are three slides with eight pictures. Some suggested answers might be: 1. Age, location, physical space 2. Reason for presenting
(a speech), questions, age, jobs (reporters) 3. Relationship to audience i.e. manager presenting to boss or board of directors, background knowledge of topic, reason for presenting

6. Understanding your audience
4. Background knowledge of audience 5. Background knowledge, specialised information 6. Age, interests

7. Understanding your audience
7. Why people are attending, layout of the room 8. Content relevance to audience, timing

8. Select the topic of the oral presentation suitable for the audience
When choosing a topic for your presentation you should ask some questions including:
Is the topic appropriate for the context or occasion?
Will the audience be interested in the topic?
Can you talk about the topic confidently and enthusiastically?
Is the presentation going to present something new or show another perspective for your audience?
What does the audience know about the topic?
Trainer introduces the performance criteria and asks students to think about topics they have presented or listened to before.
Trainer goes through the slide with students.
Trainer directs trainees to interview activity. Trainees ask other students for information and fill in the form.
Trainees discuss the information they have collected then completes the next activity relating to choosing a topic. Students discuss whether the topics are appropriate for their class.

9. Locate sources of information to support the oral presentation
Information for an oral presentation can come from many sources including:
Surveys and questionnaires
Newspapers, magazines and journals
Books
Internet
Personal experience
Film documentaries
Trainer introduces the performance criteria and asks students where they can get information for an oral presentation. Where else could they get information? (Staff, colleagues, management, family, customers)
Trainees complete the survey activity about technology. Students design a survey and complete it with information from the class.
Activity: Ask students to choose any topic of interest to them and use the internet to obtain relevant information about the topic. Students then summarise the information and present a brief outline to the class. This could be done as homework and presented the next day in class.
Students now decide which topic they will choose for their presentation. It should be different from the previous activity.

10. Select relevant information to be included in the oral presentation
Selecting the appropriate information for the presentation is critical for its success. You should:
Be clear about the outcome you want for the presentation
Understand your audience
Collect enough information to achieve the outcome
Choose information that is relevant for your presentation
Trainer introduces slide and goes through the content.

11. Outline
Look at the example outline in your Trainee Manuals. Is the outline effective? Why?
Trainer asks students to look at example outline. Students discuss if it is effective or not.
Trainer then asks students to complete the activity. Trainees write outlines for suggested topics. Students can share with their partner or the class and the class can offer suggestions for improvement.

12. Selecting appropriate information
Reports
Informative
Instructional
Arousing
Facts
Figures
Graphs, charts, diagrams
Survey results
Data
Recommendations
Questions
Time: when things should be done
Place: where things should happen
Cause and effect: how things should happen
Diagrams and visual aids
Provide specific instructions or orders
Why is the information valuable?
Process and steps
Demonstrate
Visual aids
Explanation of new terms or equipment
Questions and feedback
Raise attention
Examples or stories
Comparison of past and present
Audience experiences
Feedback and questions
Persuasive
Other
Facts and examples
Visual aids and data
Potential solutions or benefits
Reasons why
Trainer presents slide and students read through the information from their manuals. Trainees add any information that they can think of. Trainees discuss their own experience of selecting information for presentations.

13. Organise information in a logical order for the oral presentation
An introduction
Speaker introduces himself/herself and the topic
An outline
Speaker briefly explains what he/she is going to talk about
Main body
Speaker gives the main points of his/her presentation
Summary
Speaker repeats the main points of his/her presentation in a shortened form
Conclusion
Speaker ends his/her presentation and thanks the audience for listening
Questions
Speaker asks the audience if they have any questions about his/her presentation
Trainer introduces the unit and asks trainees how they would organise a presentation.
Activity: Photocopy this slide and cut up each part. Give one set of cut ups to each pair and ask them to put in the correct order. Make sure their books are closed.
Trainer presents slide and trainees read through information. Students check the order of their cut ups.

14. Introduction
When you are introducing yourself and your topic, you need to include the following:
Greet the audience
Tell the audience your name
Tell the audience the title of your presentation
Tell the audience the purpose of your presentation
Trainer presents how to introduce yourself when making a presentation. Trainer asks if there are any other stages in an introduction. Trainer checks trainee’s grammar.

15. Introducing yourself
Trainer goes through examples of greetings, introducing yourself and introducing your topic. Students practice and present to the class.
Activity: trainees complete the gap-fill activity in their manuals.

16. Introduction examples
Introduction one
Hello. I’m going to talk about scuba diving in the Coral Sea. I like scuba diving and the Coral Sea is a great place to go scuba diving. I’ve gone scuba diving in the Coral Sea about ten times. It’s lots of fun. Now, I will start my presentation.
Introduction two
Good morning, everyone. My name is Joseph. This morning, I would like to talk to you about scuba diving in the Coral Sea. The title of my presentation is ‘the best places to scuba dive in the Coral Sea.’ I’d like to inform you about the best places in the Coral Sea to scuba dive, how to get there and how much money it will cost.
Trainer asks students to read the introductions. Trainees decide which one is better and why. (Introduction 2 is better). Ask students to write their own introductions using the language from example two.
Trainees look at the information and example on writing an outline in their manuals. Trainees identify the parts of an outline in pairs.
Activity: Trainees complete the jig-saw reading activity from their Trainee Manuals. Trainer could photocopy Part A and Part B and give to students. They should not look at each others’ parts. Trainees fill in the gaps.

17. Main body of a presentation
When you are writing your presentation, you will need to remember the following:
Include all main points
Supporting information
Linking words/expressions
Grammar
Vocabulary
Topic sentences
Trainer goes through slide with trainees and answers any questions about main body of the presentation. Trainees write down the main points for their presentation and put them in a logical order. Partners check and offer advice. Trainer checks trainee responses.

18. Summary and conclusion
A good summary/conclusion follows this pattern:
Signal the end of presentation
Summary of presentation
Recommendations
Closing remarks
Invitation for questions
Trainer presents slide to trainees and trainees offer any other suggestions.
Trainer goes through the “Signaling the end of your presentation” section in the Trainee Manual. Trainees offer other suitable examples.
Ask Trainees to use the internet to find other ways of signaling the end of a presentation. This could be done as homework.

19. 2. Deliver a short oral presentation
This element includes 3 performance criteria: 2.1 Rehearse oral presentation 2.2 Deliver an oral presentation appropriately for five minutes on a researched topic of interest 2.3 Answer questions following the oral presentation
Trainer introduces the element and performance criteria

20. Summary tips
You should start your summary with one of the following phrases:
To sum up let me say...
To summarize what I have told you…
In summarizing what I have said today…
Let me go over the main points again…
Trainer goes through the summary information from the Trainee Manuals. Trainees offer other examples of summarising.
Trainer introduces recommendations and closing remarks examples from the Trainee Manuals. Trainees provide other examples.

21. Inviting Questions
After you have finished your presentation, you should ask the audience if they have any questions
You should say one of the following phrases:
Does anyone have a question?
I would be glad to answer any questions now
Are there any questions?
Trainer introduces the slide about inviting questions.
Activity: Students complete the IQ, R, S and SE activity in their manuals. Students then complete matching exercise in their manuals.

22. Check the presentation is grammatically correct and contains a good range of vocabulary
Dubai is a popular city with tourists from many countries. These tourists come to enjoy the hot weather, the beaches and the beautiful hotels. Tourists also like to go shopping in Dubai which is famous for its gold.
Trainer introduces the unit and explains topic sentences. Trainer goes through the example in the slide with the class.
Activity: Topic sentences - trainees complete the activity in their manuals.
Answers: 1. Dubai is growing very quickly. 2. Dubai is located on the Persian Gulf. 3. Dubai is very multicultural The weather in Dubai is warm and sunny. 5. Dubai has a wide range of restaurants.
Trainer presents supporting sentence information from Trainee Manual.
Activity: Trainees complete the supporting sentences activity in their manuals and check answers with their partner.
Answers: 1. He needs to be able to speak clearly and politely to guests. He needs to be strong and energetic.
2. You can learn about new developments in your industry. You can meet people from other companies in similar jobs.
3. Many historical sites date back thousands of years. For instance, the great pyramid is over 3500 years old.
4. Dubai is considered the ‘Shopping capital of the Middle East.’ Dubai caters for tourists from all over the world.

23. Writing and presenting a report
In your future vocational studies in the tourism, hospitality and accommodation industry, or in your job in the future, you could be asked to write and present a report. This means that you have to give your trainer/supervisor information about:
Something that you have found out about
Something that was done
Something that you have seen or heard about
Trainer presents slide and asks if students have written or presented a report before.
Activity: Students complete matching activity.
Answers: 1. c 2. f 3. a 4. e 5. d 6. b
Trainer goes through contents of a report example from Trainee Manuals.
Activity: Students complete Vocabulary and Spelling activities.
Answers: 1. confirmation, selection, reasonable 2. potential, requests, essential
Answers: 1.b 2. a 3. b 4. a 5. a 6. b 7. a 8. b
Gap fill answers: 1. essential 2. trend 3. annoying 4. maximum 6. drought 7. restrictions confirmation 9. conclusion, extended
Trainer goes through work projects and summary with students.

24. Deliver a short oral presentation
This unit is comprised of three elements:
Prepare for an oral presentation
Deliver a short oral presentation
Evaluate a short oral presentation
Trainer advises students this Unit is comprised of three Elements, as listed on the slide explaining:
Each element comprises a number of Performance Criteria which will be identified throughout the class and explained in detail
Students can obtain more detail from their Trainee Manual
The course presents advice and information but, where their workplace requirements differ to what is presented, the workplace practices and standards must be observed

25. Rehearse oral presentation
Now it is time to write your presentation. You should:
Remember your audience
Match the topic to the audience
Select the relevant information
Write an outline
Write the whole presentation
Check grammar and vocabulary
Trainer introduces the unit and explains that students will now write their presentation. They will be practicing the oral presentation in this unit as well. Students draw upon the training from previous units to write their presentation.
There are some suggested topics in their manuals.

26. Rehearsing your oral presentation
There are two main things to consider when making a presentation:
Your voice
Your body language
Trainer introduces the slide and students complete the activity in their Manuals (Tempo).
Answers: 1. c 2. a 3. c 4. a 5. b 6.c
Activity: Students write down four pieces of advice for delivering an oral presentation and then share with their partner.

27. Body language
Body language is an important part of a presentation and you should consider your:
Eye contact
Hand
Facial expressions
Movement
Posture
Trainer introduces the idea of body language. Ask students if there are any other things to do with body language that are important.
Activity: Trainer asks individual students to demonstrate different emotions using their bodies: angry, sad, happy, ecstatic, furious, bored, energetic, curious, indifferent etc.
Activity: Ask students to get into groups of four or five and explain that they will make a word with their bodies (as a group). For example, say the word “pizza” and the groups have to make a pizza with their bodies in ten seconds. Some suggestions are: a computer, a car, a fish tank, a house, a boat etc.
Activity: Students complete the True/False activity in their Manuals.
Answers: 1. F 2. T 3. F 4. F 5. T 6. F 7. F 8. F 9. T 10. T
Activity: Body language – Students complete the body language activity in their Trainee Manuals.
Answers: 1. a 2. c 3. c 4. d 5.a

28. Your turn!
It is now your turn to rehearse your presentation. Remember to:
Think about your voice, tempo, volume
Speak clearly
Be aware of your body movements and posture
Not read from your notes
Use appropriate body language
Trainer asks students to rehearse their presentations. Students can practice in small groups. Trainer checks presentations and provides feedback as appropriate.

29. Deliver an oral presentation appropriately for five minutes on a researched topic of interest
You will now deliver your presentations. Some of the things that your trainer will be looking for are:
Area
Specific points
Content
Interesting and relevant, organised in a logical order including an introduction, outline, main body, conclusion
Speaking
Referring to notes but not reading from them, speaking clearly with correct pronunciation, avoiding repetition, appropriate tempo, audible
Body language
Eye contact with audience, use of hands, facial expressions, movement, not using gestures or movement that is distracting for the audience
Grammar
Accurate grammar which includes linked sentences to convey ideas in a consistent tense, a wide variety of vocabulary that conveys precise meaning, complete sentences, avoid using too many adjectives
Questions
Answering questions clearly, succinctly and directly with appropriate responses that address the question
Trainer organises times for students to deliver their presentations. This performance criteria should be combined with the next unit (2.3 Answer questions following the oral presentation)
Trainer can go through the question information and then students deliver their presentations.
Each trainee delivers a five minute presentation. Other students watch and concentrate on areas listed in the slide.
If a video camera is available, trainer should organise video presentations in order to provide feedback later.

30. Answer questions following the oral presentation
To prepare for questions about your presentation you should:
Research your topic thoroughly
Determine the types of question you may be asked and prepare responses for these questions
Make sure you have organised enough time for questions within your presentation timing
Ask the audience if they have any questions
Draw the audience’s attention to the focus of your topic and frame the question parameters, for example “Do you have any questions about the three issues I raised?”
Trainer introduces the unit and students go through the information in their Trainee Manuals.

31. How to respond to questions
When responding to questions:
Listen carefully
Clarify exactly what the person is asking
Include all of the audience
Respond effectively and clearly
Provide some way for further questions if needed
Trainer goes through the slide using the information from the Trainee Manual.
Trainer draws trainees’ attention to the useful language section of the Trainee Manual.
Activity: Trainees write down five questions people may ask them about their presentation.

32. 3. Evaluate a short oral presentation
This element includes three performance criteria: 3.1 Gather feedback from others regarding the oral presentation 3.2 Reflect on feedback 3.3 Describe how the oral presentation could be improved in the future
Trainer introduces the element and performance criteria.

33. Gather feedback from others regarding the oral presentation
There are many ways to gather feedback including:
Filming your presentation and watching
Interviews with individual audience members
Evaluation forms
Trainer feedback
Self-reflection
Asking questions about your presentation
Trainer introduces the unit and explains the importance of feedback. Trainees discuss ways that they have received feedback before in work or study such as evaluations, appraisals, performance reviews, comments, interviews etc.
Trainer presents the evaluation form in the Trainer Guide to Trainees. Trainees decide if there is any other relevant information that they would include.
Activity: Trainees complete feedback about other trainee’s presentation. Students could also fill in an evaluation of their own presentation if they filmed them and see if their own evaluation matches other students’ evaluations.

34. Reflect on feedback When reflecting on feedback it is important to:
Listen or analyse the feedback carefully and thoroughly
NOT take it personally
Look for evidence in your presentation that supports the feedback received
Accept the feedback as a gift to help you improve your future presentations
Identify one or two main areas for improvement
Consider ways of improving these areas
Look for support and information that relates to the feedback
Trainer introduces the unit and explains that it is important to be able to reflect on feedback.
Activity: Students complete the activity in the Trainee Manual. They look at the evaluation of a presentation and answer the questions. Answers will vary.
Students then determine the strengths and weaknesses in their own presentations and share with the class.

35. Describe how the presentation could be improved in the future
Some common areas for non-native English speakers that require improvement could be:
Pronunciation
Grammar
Body language
Use of visual material
Organisation of content
Pace
Confidence and nervousness
Vocabulary
Questions
Trainer introduces the unit and explains that it is necessary to implement changes based upon feedback.
Activity: Trainer asks trainees to identify the main areas for improvement in their presentations.
Trainees read through suggestions for improving areas of their presentations.
Activity: Trainees write a list of ways that they can improve their presentation and share with their classmates.