SỞ GIÁO DỤC VÀ ĐÀO TẠO ĐỒNG NAI
Đơn vị TRƯỜNG THPT CHUYÊN LƯƠNG THẾ VINH
Mã số: ................................
SÁNG KIẾN KINH NGHIỆM
TEACHING PRESENTATION SKILLS
TO GIFTED STUDENTS OF ENGLISH
(DẠY KĨ NĂNG THUYẾT TRÌNH CHO HỌC SINH CHUYÊN ANH)
Người thực hiện: ĐINH THỊ PHƯƠNG THOA
Lĩnh vực nghiên cứu:
- Quản lý giáo dục
- Phương pháp dạy học bộ môn: TIẾNG ANH
- Lĩnh vực khác: .......................................................
(Ghi rõ tên lĩnh vực)
Có đính kèm: Các sản phẩm không thề hiện trong bản in SKKN
Hiện vật khác
Năm học: 2012 - 2013
SƠ LƯỢC LÝ LỊCH KHOA HỌC
I. THÔNG TIN CHUNG VỀ CÁ NHÂN
Họ và tên: ĐINH THỊ PHƯƠNG THOA
Ngày tháng năm sinh: 19 - 05 - 1983
Nam, nữ: Nữ
Địa chỉ: 54D/12, KP 2, Trảng Dài, Biên Hòa, Đồng Nai
(NR); ĐTDĐ: 0938023960
Đơn vị công tác: Trường THPT Chuyên Lương Thế Vinh
II. TRÌNH ĐỘ ĐÀO TẠO
- Học vị (hoặc trình độ chuyên môn, nghiệp vụ) cao nhất: Thạc sỹ
- Năm nhận bằng: 2011
- Chuyên ngành đào tạo: Lý luận và phương pháp giảng dạy tiếng Anh
III. KINH NGHIỆM KHOA HỌC
- Lĩnh vực chuyên môn có kinh nghiệm: 7
Số năm có kinh nghiệm: 7
- Các sáng kiến kinh nghiệm đã có trong 5 năm gần đây:
Influences of Communication Styles on Vietnamese Students’ English Speaking
Drama as a Technique for Teaching Speaking
Teaching Study Skills in a High School English Class
A. LITERATURE REVIEW
IV. IMPLICATIONS AND SUGGESTIONS FOR TEACHING
TEACHING PRESENTATION SKILLS TO GIFTED STUDENTS OF
Communication is more and more important in every aspect of our modern life. A
person’s success depends not only on his/her ability to work in their profession but
also on his/her capacity to communicate the ideas to the public. However, not
many students know how to convey their messages effectively. Therefore,
communicating skills should be part of the teaching and learning process.
Teaching in an environment requiring highly-developed skills for studying and
competing in exams, the author realises the need to bring presentation skills to her
English lessons. These are the key skills students will need later on in life, and
teaching them to make meaningful and engaging presentations early on in school
will save them from having to re-learn these skills later. Basically, presentations
are included in some tasks in the textbook, but the necessary skills are not
explicitly taught. Students often give their oral presentations awkwardly, without
much confidence, or without the audience’s involvement or understanding of what
has just been presented.
Within the scope of this research paper, only gifted students of English classes are
involved for two main reasons. First, they are already able to speak in the target
language with some comfort. Their specialised subject is English, so they devote
quite some time in improving their skills. Second, students in English classes need
to enhance their speaking skills in preparation for the national exam, and for some
others, for their higher education abroad.
A. LITERATURE REVIEW
By “presentation”, we mean a short talk by one person to a group of people
introducing and describing a particular subject. It is the process of showing and
explaining the content of a topic to an audience.
The Collins Dictionary defines presentation skills as “the set of techniques and
skills required successfully to present oral information to others”. Presentation
skills are important as they are a means to show knowledge, give a lecture, be
tested in a classroom, and build confidence to speak to an audience. Presentation
skills are not limited to the stage, or for large audiences, but are also the means by
which one can communicate daily in a workplace, teach in the classroom, give
opinions and express oneself in a situation that requires explanations in clear and
Presentation skills should be taught explicitly because they provide students with
free practice, accelerated language development, increased confidence, and
development of body language (Parker, 2008). With ESL students, it is suggested
that macro organization, micro organization, thesis and support, strategies to
involve the audience, response to audience input, non-verbal communication, use
of visual materials, and pacing should be taught explicitly (Cheung, 2008).
The formats and purposes of presentations can be very different, yet every
successful presentation uses broadly the essential techniques, including how to
prepare the presentation, how to conquer fear, how to draw audiences’ attention,
how to organise the content, how to deliver the presentation, how to use visual
aids, and so on. Aside from presentation techniques, confidence, experience and preparation - are big factors (Chapman, 2011).
Presentations create a context for use of new vocabulary. The point of asking
students to do a presentation should be to allow them to demonstrate their thinking
and mastery of subject matter, as well as the ability to communicate that
information to others. Teaching students how to present helps them with their
English related to their working environment in the future, and provides them with
a confidence and motivation to continue their English.
The subjects of the study are students of class 11 English 2, Luong The Vinh
Specialised High School in the school year 2012-2013. Generally speaking, all the
30 students speak English rather fluently. However, when it comes to oral
presentations, not many of them can provide a satisfactory sample.
11th graders of LTV are supposed to take the provincial and national exams to
choose good students together with 12th ones. Therefore, they are expected to cover
as much knowledge of the subject matter as possible. One essential part in the
national exam is speaking, in which students are expected to present their
viewpoints on a topic within a time limit. Their monologues will be recorded and
saved for marking later. Though this is not face-to-face communication, it requires
In order to help students with their coming exams as well as to provide them with
essential skills for public speaking, which is an indispensable part for their learning
and working in the future, the author decided to bring some presentation skills into
the classroom. This was done in the summer term (beginning in July, 2012).
After the usual practice test for gifted students, the teacher assigned some
speaking tasks, which were from the national exam to choose good students of
the year 2012, for the students to prepare at home.
You have 7 minutes to sketch out what you are going to say. You should prepare
notes instead of full sentences and try to SPEAK as naturally as possible. Your
talking time should not exceed 3 minutes.
Question # 01
You have successfully applied for a course of study at an
American university. You are preparing for the trip and the time you spend there.
Get ready to talk to an audience about your plan.
Question # 02 "Private vehicles should be banned in crowded cities." Do you
support the proposal? Get ready to talk to an audience on the proposal.
Question # 03
"The development of high-rise buildings should be banned in
crowded Hanoi." Do you support the proposal?
Question # 04 Which do you think is better: studying English abroad or
studying it in your home country? Get ready to talk to an audience about
Question # 05 In your opinion, when should sex education be introduced
into secondary school curriculum? Get ready to talk to an audience about
Question # 06 Which would you like to choose: working at a private
company or at a state-run company? Get ready to talk to an audience about
Question # 07 Overpopulation has become a matter of concern. What do
you think are the causes for this problem? Get ready to talk to an audience
about this issue.
Question # 08
In your opinion, how should endangered species be
protected? Get ready to talk to an audience about this issue.
Question # 09 What is your opinion of women's roles in the modern society? Get
ready to talk to an audience about this issue.
Question # 10 What is your opinion of the saying "Charity begins at home"? Get
ready to talk to an audience about this issue.
The teacher asked the students to choose one among the 10 topics and get ready to
speak in front of the class in the next lesson in 3 minutes. This task was done to
familiarise the students with the format of the exam and with public speaking.
Second class (2 periods)
Some students were asked to present their ideas on the topic they felt most
comfortable with. The other students listened and gave comments on
whether their friends’ presentations were effective or not and why so.
Below are some criteria that their comments were based on:
The quality of voice: whether their speeches were audible enough, whether they
had a suitable voice (beautiful, sweet, cheerful, friendly, or unemotional, and so
The level of confidence: whether the presenter showed their confidence or not
Interaction: whether the presenter interacted with the audience (eye contact,
questions and answers, etc)
Content: whether the presenter could persuade the audience or not; whether their
ideas were suitable or interesting
Time limit: whether the presentations were within the time limit of 3 minutes
The teacher then summarised their points and elicited what makes an
effective presentation from the students. After that, handouts were delivered
and presentation skills were taught explicitly.
The teacher gave a short presentation of some main points while the students
followed her ideas using the handouts.
The teacher asked for feedback. The students gave comments on the
teacher’s presentation on whether it was effective or not and why. The
teacher then pointed out what to include and how to include certain
information and led to the use of visual aids.
The teacher drew the students’ attention to her posture when giving the
presentation: this shows her confidence.
The teacher pointed out the four common problems in answering speaking
exam questions (overstated opinion, lack of topic development, lack of
subjectivity, and off topic response).
The teacher mentioned some tips when giving an oral presentation (personal
stories, emergency response, and contrarian response).
The teacher allowed some time for students’ questions and answers.
The teacher gave more speaking topics for practice. Students were expected
to choose one among the 25 topics and to give a three-minute presentation
on it in front of the class in the next lesson using what they had learnt.
SPEAKING – GIVING AN ORAL PRESENTATION
I. PREPARING YOUR ORAL PRESENTATION
Think about what you want to achieve.
Think about your audience.
Brainstorm your topic ð outline.
Research your topic.
Organise your material and write a draft.
Plan and prepare your visual aids.
Rehearse your presentation.
II. ORGANISING THE CONTENT
Capture your listeners’ attention
State your purpose
Present an outline of your talk
Present your main points one by one in logical order.
Pause at the end of each point
Make it absolutely clear when you move to another point.
Use clear examples to illustrate your points.
Use visual aids to make your presentation more interesting.
Give clear summary
Thank the audience, and invite questions:
‘Thank you. Are there any questions?’
III. DELIVERING YOUR PRESENTATION
Talk to your audience, don't read to them!
Watch your language!
Use your voice to communicate clearly
Use your body to communicate, too!
Interact with the audience
IV. USING VISUAL AIDS
Using the whiteboard (or blackboard)
V. DEALING WITH NERVOUSNESS
FOUR COMMON PROBLEMS
Question: In your view, what was the greatest invention of the twentieth century?
Why? Give examples and reasons to support your argument.
Answer: Personally, I believe that the greatest invention of the twentieth century
was women developing and winning many special rights they never had before
from countries that didn’t care about them, and I believe this is a good thing for all
For example, women were very successful. They did a lot of very important things
that changed their lives. They won many rights they never had before.
Women winning rights was the greatest invention of the twentieth century because
it helped them so much.
1. Overstated Opinion
2. Lack of Topic Development
3. Lack of Subjectivity
4. Off Topic Response
There were so many inventions in the last century, such as the airplane and the
microprocessor. Yet in my opinion, I can honestly say that the car was the greatest
invention in the twentieth century. Why? Let me explain.
I am from Turkey. I remember my mother and father telling me how they had a
horse before they had a car. The horse was very important because it did
everything, such as work in the fields and take vegetables to market. Using a horse,
though, was very slow. Everything took so much time. But then my father bought a
car and everything changed completely. Like day and night. Suddenly, my father
could go places more quickly and he could take more vegetables to market. Best of
all, he took my mother to the hospital to have me.
In conclusion, I think that for me and my family, the greatest invention of the
twentieth century was the car. No car. No me.
If you blank out, do not state an opinion at first. Instead, tell a personal story.
When you tell a personal story, you are using induction. Look at the following
example using induction as a method of organization. Notice how the response
progresses from specific to a conclusion about the benefits of pets for autistic
children based on the example.
Question: Can a pet change a person’s behavior? Explain your position using
supporting illustrations and reasons.
Answer: My younger brother has autism and for a long time he never talked to
anybody. Also, he would get angry really easily for reasons nobody could
understand. Then one day the doctor told my parents that they should get a dog. We
never had a dog or any pets before, but my parents really wanted to make my
brother happy, so we got a dog and called him Happy.
Well, I’m telling you, it was amazing. My brother loves Happy. Before my brother
was always quiet and angry, but with Happy, my brother always talks and smiles.
The change was amazing. Now, my brother and Happy are just like best friends.
As you can see, a pet can really change someone’s life. If you have a brother or
sister with the autism, I recommend that you to get a dog or a cat. It will make
them smile like you’ve never seen before.
What if you think the question in the prompt is strange, doesn’t make sense, or is
not asking the right question? How can you respond? In this case, develop a
contrarian response. Read the following prompt, then read the contrarian
Question: How has technology made the world a better place? Develop your
argument using examples and reasons.
Answer: Has technology made the world a better place? No. Technology has not
made the world a better place. This is only what people in rich countries believe.
For example, here in America people think that everybody is the same all over the
world. Everybody has a car and a laptop, and a cell phone. But this is not true.
Why not? Because two thirds of the people in the world, over 3 billion people,
make less than one American dollar a day. Moreover, these same people have no
education. Because they have no education, they don’t have good jobs, or the
money to buy computers and iPods. Most are lucky if they eat one meal a day.
Come to my country, and you will see that this is true.
In conclusion, technology has not made the world a better place. If anything,
technology has simply drawn a clearer line between the majority poor and the
1. Why do people travel? Develop your opinion using examples and reasons.
2. Should teenagers work during high school? Why? Give illustrations and
reasons to develop your argument.
3. Which technology in the past fifty years has changed your life the most?
Why? Develop your position using examples and reasons.
4. In your view, what was the greatest invention of the twentieth century?
Why? Give examples and reasons to support your argument.
5. These days people are living longer. Why? Develop your position using
examples and reasons.
6. Which person has been the greatest influence in your life? Give examples
and reasons to support and develop your opinion.
7. Many people leave their home country. Why? Give examples and reasons to
support your argument.
8. What is your idea of the perfect neighborhood? Support your position with
illustrations and reasons.
9. Why is the car important in daily life? Develop your response using
examples and reasons.
10.When is the best time to go on a vacation? Support your argument using
examples and reasons.
11.Why do some people never get married? Use examples and reasons to
develop your argument.
12.We need zoos. Do you agree or disagree? Why? Give examples and reasons
to support your opinion.
13.Exercising reduces stress. Do you agree or disagree? Develop your opinion
using examples and reasons.
14.A big airport will be built near your hometown. Do you or don’t you support
the new airport? Develop your argument using illustrations and reasons.
15.At home, do your prefer to make each meal from basic ingredients or do you
prefer ready-to-eat meals? Use examples and reasons to support your
16.Some prefer to shop online while others prefer to shop at shores. Discuss
both options, then state your preference. Use illustrations and reasons to
develop your position.
17.What are the advantages and disadvantages of home schooling? Use
illustrations and reasons to develop your argument.
18.Do you think it is better to give a gift or receive a gift? Give examples and
reasons to support your opinion.
19.Education should be free. Do you agree or disagree? Give illustrations and
reasons to support your answer.
20.What are the advantages and disadvantages of text messaging? Support your
argument with examples and reasons.
21.Which would you prefer a boat, a car or a house? Why? Develop your
position with illustrations and reasons.
22.Do you agree or disagree: Watching a movie at home is better than going to
the movie theatre. Support your argument with examples and reasons.
23.Before an important exam, do you think it is better to prepare for a long time
or only for a few days? Give examples and reasons to support your
24.What are the advantages and disadvantages of living in a foreign country?
Give illustrations and reasons to develop your opinion.
25.Some prefer to stay home while on vacation while others prefer to travel.
Which do you prefer? Why? Give examples and reasons to support your
Third class (4 periods)
All the 30 students took turns to give their oral presentations in front of the whole
class. After each presentation, the teacher allowed two to three minutes for peer
feedback and teacher’s feedback. On the whole, the majority could give a
satisfactory presentation within the time limit though they still made mistakes in
pronunciation and some other drawbacks.
From the students’ presentations, the teacher gave more tips on public speaking:
Good preparation leads to good performance.
Speak clearly and with confidence. Make eye contact with your audience.
Present your material in an organized manner. Try not to memorize the
actual words; this will make the presentation seem stiff and unnatural. Use
your notes, but don’t read from what you have written down.
Don't be timid or afraid to show your interest when you talk about your
Get the audience involved in the presentation through questions and
discussion. Include audio and visual aids if possible. Make the best use of
handouts and the black or white board (unfamiliar words should be included
in your handout or written on the board).
Challenge the audience to rethink assumptions or consider a new idea.
Add humor if appropriate.
Stay within the time limit.
Do not overload a short presentation with too many extras.
After that, the teacher assigned homework: project-based learning: presentations.
The students chose a topic of their interest and gave and oral presentation on it.
They could choose to work independently or in groups and had to report back to
the teacher what they decided on.
The teacher then announced the rubrics for each presentation:
Delivery (3 pts): verbal and non-verbal skills: eye contact, body language,
enthusiasm, elocution (Student uses a clear voice and correct, precise
pronunciation of terms so that all audience members can hear the presentation)
Content (3 pts): subject knowledge, organization, mechanics
Audience awareness (2 pts): whether the audience can follow the talk; interaction
between presenter and audience (questions and answers)
Cooperation (2 pts): whether the presenter group show their cooperation during
the stage of the presentation
Fourth class (integrated teaching)
In the next classes, presentations skills were integrated in other lessons (mainly
post-reading activities) in order that the students would have more practice before
the presentation day (November 26th, 2012).
Following are some tasks for practice:
Activity 1. Jigsaw reading (post-reading activity for unit 3 – English 11)
Work in groups. Draw lots to choose a country. Prepare a very brief
presentation including the following information:
Which country are you talking about?
What do people do in that birthday party?
What are special things about that birthday party?
What are your opinions?
Birthday Traditions around the World
Argentina - Dance the waltz at 15. When girls turn 15 they have a huge party and
dance the waltz with their father and other boys.
China - Noodles for Lunch. The birthday child pays respect to his/her parents and
receives a gift of money. Friends and relatives are invited to lunch and noodles are
served to wish the birthday child a long life.
Cuba - Food, music, pinatas and lots of people. The celebrations are very similar to
the United States; food, decorations, gifts, pinatas, cake, candles, "happy birthday"
song and games. But a lot of people are invited including neighbors, friends, coworkers and family even if they don't have kids around the birthday child's age.
Denmark - Flying Flags. A flag is flown outside a window to designate that
someone who lives in that house is having a birthday. Presents are placed around
the child's bed while they are sleeping so they will see them immediately upon
England - Fortune Telling Cakes and Bumps. Certain symbolic objects are mixed
into the birthday cake as it being prepared. If your piece of cake has a coin in it,
then you will be rich. Also, when its your birthday your friends give you the
"bumps" they lift you in the air by your hands and feet and raise you up and down
to the floor, one for each year then one for luck, two for luck and three for the old
Guyana - Special dishes. Chicken, duck or lamb curry with rice are the main
dishes at the birthday celebration. A family member usually bakes a fruit, black or
sponge for the birthday boy/girl to cut. The person celebrating their birthday will
wear something fancy.
Hungary - Pull on the earlobes. When gifts are open, everyone pulls on the
earlobes of the birthday person and says a little rhyme. The rhyme is translated into
English as follows "God bless you, live so long so your ears reach your ankles".
India - Colored dress and chocolates. At school the birthday child wears a colored
dress and passes out chocolates to the entire class, with the help of a trusted friend.
Israel - Chair Raising. A small child sits in a chair while grown-ups raise and lower
it a number of times corresponding to the child's age, plus one for good luck.
Japan - New Clothes. The birthday child wears entirely new clothes to mark the
occasion. Certain birthdays are more important than others and these are celebrated
with a visit to the local shrine.
Latvia - Lifting the chair. The birthday person sits in a chair and friends and family
lift the chair one time for each year. The traditional birthday cake is a yellow cake
Nepal -Mark on the forehead. A certain mixture of rice yogurt and color is placed
on the birthday child's forehead for good luck.
Philippines - Mixture of East and West. Birthday cakes are baked in various sizes
and shapes. The celebration includes noodles representing long life, balloon
decorations and pinatas. Earlier in the day the family goes to hear Mass and to
Scotland - A pound note and a soft smack. A pound note is given for every year
old the child is plus an additional pound for good luck. A soft smack on the bottom
is also given for each year.
Activity 2. Post-reading activity (Unit 6 – English 11)
You are going to organize the next English club meeting. Design a
competition/quiz for club members. Think about:
Name of the competition/quiz
Rules (how to play)
Then give an oral presentation on your ideas.
Presentation day (November 26th, 2012)
The class chose to work in four groups (7 or 8 members in each group) talking
about four different topics. Each group was allowed 20 minutes to present their
ideas. They all used PowerPoint slideshows to assist their presentations.
Below are some major points about their presentations.
Group 1: WEDDINGS
The group members took turns to talk about weddings in India, France, Mexico
and Brazil. They showed good interaction, good feedback checking but the
presentation was too long with too much information. They performed a short play
to illustrate their points, and had a quiz at the end of the presentation to
Group 2: SUPERSTITION AND WITCH HUNT
They chose a novel, interesting but difficult topic to talk about. One member drew
on the white board, making the presentation more lively. They also showed good
interaction, good feedback checking though some members made several
pronunciation mistakes and used monotonous intonation. They used the white
board to write new words quite often, which should have been placed on their
PowerPoint slides. Not every member of the group participated equally in the oral
Group 3: WONDERS OF THE WORLD
The group showed equal participation, and all the members had good presentation
skills from pronunciation to performing art. They all show great confidence and
enthusiasm. They had good illustration by making full use of the PowerPoint
slideshow in combination with a short play. Their presentation was easy to follow,
interesting, informative and creative. A quiz at the end helped the audience to
remember the main points.
Group 4: SOFT SKILL PROGRAMME ( HOW TO SURVIVE NATURAL
The group had a video clip as the introduction (“The end of the world” –
December 21st, 2012). They chose an interesting, informative but difficult topic to
talk about with lots of terminologies. That was why they had lots of interruptions
during the presentation (forgot their lines, used Vietnamese). Two members just
read from the handout and slides. Explanation was given on the white board
together with the slideshow. The quiz at the end focused the audience’ attention on
useful tips of survival.
Here are the results of their oral presentations, which were used as their oral marks
for the first term:
Delivery (3) Content (3)
So after a school year of teaching, learning and applying presentation skills in class
11 English 2, it has been realised that:
The lessons have contributed to the success in the national exam to chose
good students of English: Le Thi Hoang An won the second prize, the only
second prize of English that the school achieved in this school year.
Students’ pronunciation, including their intonation, was much better.
Especially, one student has showed great improvement in her pronunciation
and intonation. She is now an eloquent speaker both in English and
Vietnamese, and is an active MC of many social activities of the school.
Most of the students have become more confident and taken part more
actively in speaking activities.
There was good allotment of wok and good cooperation among group
members in group work activities.
Students became more organised with their learning materials, especially
when it comes to presentations in English and other school subjects as well.
They’ve learnt how to research for their topic and select relevant
information to include in their presentations.
IV. IMPLICATIONS AND SUGGESTIONS FOR TEACHING
Oral presentations in English are an opportunity for students to demonstrate
their understanding of a topic, to explain it to an audience as well as to improve
their communicative competency. A carefully designed speaking assignment with
instructive and constructive feedback is a valuable experience which helps expand
their repertoire of communication skills.
Bringing presentation skills into the classroom is advisable and essential to
help students cope with a variety of different present and future contexts. The
purpose of teaching presentation skills is to “empower students to investigate,
articulate, and directly share their ideas with their teacher and peers” (Hovane). To
explicitly teach presentation skills demands that the teacher be flexible and
resourceful and design speaking assignments carefully.
The above procedure is just one suggested way of teaching presentation
skills. Teachers can find many other ways of introducing and applying these skills
to their classrooms, but they should make sure that students are aware of the
importance of oral presentations and should give positive feedback. Teachers can
also ask students to go some websites to find out more about how good their
presentation skills are or do some quiz on the subject before providing them with
some core skills.
Below are some appropriate presentation skill self-evaluation sets:
SET 1. (Adopted from
1) I determine some basic objectives before
planning a presentation.
2) I analyze the values, needs and constraints of
3) I write down some main ideas first, in order to
build a presentation around them.
4) I incorporate both a preview and review of the
main ideas as my presentation is organized.
5) I develop an introduction that will catch the
attention of my audience and still provide the
necessary background information.
6) My conclusion refers back to the introduction
and, if appropriate, contains a call-to-action
7) The visual aids I use are carefully prepared,
simple, easy to read, and have impact.
8) The number of visual aids will enhance, not
detract, from my presentation.
9) If my presentation is persuasive, arguments
are used that are logical and that support my
10) I use anxiety to fuel the enthusiasm of my
presentation, not hold me back.
11) I ensure the benefits suggested to my
audience are clear and compelling.
12) I communicate ideas with enthusiasm.
13) I rehearse so there is a minimum focus on
notes and maximum attention paid to my
14) My notes contain only "key words" so I
avoid read up from a manuscript or technical
15) My presentations are rehearsed standing up
and using visual aids.
16) I prepare answers to anticipated questions,
and practice responding to them.
17) I arrange seating (if appropriate) and check
audio-visual equipment in advance of the
18) I maintain good eye contact with the
audience at all times.
19) My gestures are natural and not constrained
20) My voice is strong and clear and is not a
Evaluate your score:
If you scored between 80-100, you are an accomplished speaker who
simply needs to maintain basic skills through practice.
If your total score was between 60-80, you have the potential to become a
highly effective presenter.
If your score was between 40 and 60, this resource can help you
If you scored between 30 and 40, you should show dramatic improvement
If your total was below 30, roll up your sleeves and dig in. It may not be
easy - but you can make excellent progress if you try.
SET 2. Presentation feedback sheet (Adopted from Dignen, 2007)
Poor OK Good Excellent
How well did the presenter plan for the specific audience in terms of ...?
• the right target
• the right information
• the right presentation process
• presentation structure clear
• ideas developed logically
• effective focus on key messages
• confident start
• benefits of presentation to audience were highlighted
• achieved positive impact in first three minutes
• established right level of rapport
• influenced audience thinking about the topic
• involved audience in the presentation enough
• used the right number of slides
• designed slides professionally
• handled professionally
• the right communication style
How well-structured was the presentation?
• How effective was the opening of the presentation?
How far did the presenter engage the audience?