presentation skills esl

20 Presentation Tips for Your ESL Students

Helping learners to give presentations is an excellent way to encourage fluency. For some of your students, the ability to give a good presentation in English may be mandatory for their jobs. Here are twenty tips to help ensure a successful presentation, from beginning to end. Who knows? You may find them useful too.

• Allow plenty of time for preparation.
• Answer the all-important question-words: why? who? where? when? how? and what?.
• Structure your presentation into introduction, body, conclusion and questions.
• Write notes based on keywords.
• Rehearse your presentation several times and modify it as necessary.
• Select the right equipment for the job.
• Use your equipment effectively.
• Make use of clear, powerful visual aids that do not overload your audience.
• Use clear, simple language, avoiding jargon.
• Use active verbs and concrete facts.
• Explain the structure of your presentation at the beginning so that your listeners know what to expect.
• Link each section of your presentation.
• Signpost your presentation from beginning to end so that your listeners know where they are.
• Overcome your nerves.
• Establish audience rapport.
• Be aware of your body language.
• Understand cultural differences.
• Maintain interest by varying the speed, volume and pitch of your voice.
• Deal with listeners’ questions politely.
• Respond to your audience positively.

These tips are condensed from  Presentations in English .

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• Professional development
• Planning lessons and courses

Student presentations

In this article I would like to give you a few tips and some advice on what I've learned from helping students prepare and deliver presentations.

• Why I get students to do presentations
• Syllabus fit
• Planning a presentation lesson
• Classroom Management

Why I get students to do presentations Presentations are a great way to have students practise all language systems areas (vocabulary, grammar, discourse and phonology) and skills (speaking, reading, writing and listening). They also build confidence, and presenting is a skill that most people will need in the world of work. I find that students who are good presenters are better communicators all round, since they are able to structure and express their ideas clearly.

• Presentation skills are extremely useful both in and outside the classroom. After completing a project, a presentation is a channel for students to share with others what they have learned. It is also a chance to challenge and expand on their understanding of the topic by having others ask questions. And in the world of work, a confident presenter is able to inform and persuade colleagues effectively.
• Presentations can also form a natural part of task based learning. By focussing on a particular language point or skill, the presentation is a very practical way to revise and extend book, pair and group work. The audience can also be set a task, for example, a set of questions to answer on the presentation, which is a way of getting students to listen to each other.

Syllabus fit Normally the presentation will come towards the end of a lesson or series of lessons that focus on a particular language or skill area. It is a type of freer practice. This is because the students need to feel relatively confident about what they are doing before they stand up and do it in front of other people. If I have been teaching the past simple plus time phrases to tell a story, for example, I give my students plenty of controlled and semi controlled practice activities, such as gapfills, drills and information swaps before I ask them to present on, say, an important event in their country's history, which involves much freer use of the target grammar point.

Planning a presentation lesson Normally a presentation lesson will have an outline like this:

• Revision of key language areas
• Example presentation, which could be from a textbook or given by the teacher
• Students are given a transcript or outline of the presentation
• Students identify key stages of the example presentation – greeting, introduction, main points in order of importance, conclusion
• Focus on linking and signalling words ('Next…', 'Now I'd like you to look at…', etc.). Students underline these in the transcript/place them in the correct order
• Students are put into small groups and write down aims
• Students then write down key points which they order, as in the example
• Students decide who is going to say what and how
• Students prepare visuals (keep the time for this limited as too many visuals become distracting)
• Students practise at their tables
• Students deliver the presentations in front of the class, with the audience having an observation task to complete (see 'Assessment' below)
• The teacher takes notes for feedback later

It is important that the students plan and deliver the presentations in groups at first, unless they are extremely confident and/or fluent. This is because:

• Shy students cannot present alone
• Students can support each other before, during and after the presentation
• Getting ready for the presentation is a practice task in itself
• When you have a large class, it takes a very long time for everyone to present individually!

I find it's a good idea to spend time training students in setting clear aims. It is also important that as teachers we think clearly about why we are asking students to present.

Aims Presentations normally have one or more of the following aims:

• To inform/ raise awareness of an important issue
• To persuade people to do something
• Form part of an exam, demonstrating public speaking/presentation skills in a first or second language

I set students a task where they answer these questions:

• Why are you making the presentation?
• What do you want people to learn?
• How are you going to make it interesting?

Let's say I want to tell people about volcanoes. I want people to know about why volcanoes form and why they erupt. This would be an informative/awareness-raising presentation. So by the end, everyone should know something new about volcanoes, and they should be able to tell others about them. My plan might look like this:

• Introduction - what is a volcano? (2 minutes)
• Types of volcano (5 minutes)
• Volcanoes around the world (2 minutes)
• My favourite volcano (2 minutes)
• Conclusion (2-3 minutes)
• Questions (2 minutes)

Classroom Management I find that presentation lessons pass very quickly, due the large amount of preparation involved. With a class of 20 students, it will probably take at least 3 hours. With feedback and follow-up tasks, it can last even longer. I try to put students into groups of 3 or 4 with classes of up to 20 students, and larger groups of 5 or 6 with classes up to 40. If you have a class larger than 40, it would be a good idea to do the presentation in a hall or even outside.

Classroom management can become difficult during a presentations lesson, especially during the final presenting stage, as the presenters are partly responsible for managing the class! There are a few points I find effective here:

• Training students to stand near people who are chatting and talk 'through' the chatter, by demonstration
• Training students to stop talking if chatter continues, again by demonstration
• Asking for the audience's attention ('Can I have your attention please?')
• Setting the audience an observation task, which is also assessed by the teacher
• Limiting the amount of time spent preparing visuals
• Arranging furniture so everyone is facing the front

Most of these points are self-explanatory, but I will cover the observation task in more detail in the next section, which deals with assessment. 

Assessment The teacher needs to carefully consider the assessment criteria, so that s/he can give meaningful feedback. I usually run through a checklist that covers:

• Level - I can't expect Elementary students to use a wide range of tenses or vocabulary, for example, but I'd expect Advanced students to have clear pronunciation and to use a wide range of vocabulary and grammar
• Age - Younger learners do not (normally) have the maturity or general knowledge of adults, and the teacher's expectations need to reflect this
• Needs - What kind of students are they? Business English students need to have much more sophisticated communication skills than others. Students who are preparing for an exam need to practise the skills that will be assessed in the exam.

I write a list of language related points I'm looking for. This covers:

• Range / accuracy of vocabulary
• Range / accuracy of grammar
• Presentation / discourse management- is it well structured? What linking words are used and how?
• Use of visuals- Do they help or hinder the presentation?
• Paralinguistic features

'Paralinguistics' refers to non-verbal communication. This is important in a presentation because eye contact, directing your voice to all parts of the room, using pitch and tone to keep attention and so on are all part of engaging an audience.

I find it's a good idea to let students in on the assessment process by setting them a peer observation task. The simplest way to do this is to write a checklist that relates to the aims of the lesson. A task for presentations on major historical events might have a checklist like this:

• Does the presenter greet the audience? YES/NO
• Does the presenter use the past tense? YES/NO

And so on. This normally helps me to keep all members of the audience awake. To be really sure, though, I include a question that involves personal response to the presentation such as 'What did you like about this presentation and why?'. If working with young learners, it's a good idea to tell them you will look at their answers to the observation task. Otherwise they might simply tick random answers!

Conclusion Presentations are a great way to practise a wide range of skills and to build the general confidence of your students. Due to problems with timing, I would recommend one lesson per term, building confidence bit by bit throughout the year. In a school curriculum this leaves time to get through the core syllabus and prepare for exams.

Presentations - Adult students

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Teaching Presentation Skills

This page has various handouts and videos for teaching presentation skills to ESL/EFL students in academic English programs.  The focus is on developing a stage presence, organization skills and delivery techniques that will be useful in content courses and in future employment. In addition, there are several full units that focus on informative speech topics that require using graphs, charts and other visual aids. 

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Presentation: putting skills into action

• Business Skills
• Presentation Skills

Presentations - practical activities

This is a standalone lesson but it can also be used as part of the set titled:

• Delivering presentations

LESSON OVERVIEW

With this lesson plan, students practise giving a presentation in English by doing a lot of different speaking activities.

The lesson is the third of the three-part series of lessons about delivering presentations.  You will find the first part of the series here and the second part of the series here .

WARM-UP AND SIGNPOSTS FOR PRESENTATIONS

As a warm-up, students discuss questions related to presentation structures and tips for a good presentation. Then, they match halves to create phrases (e.g. bring up to date on the topic, be pushed for time ). After that, they read eight statements with the phrases (e.g. Sorry, I got carried away a little. ) used while giving a presentation, and decide if they might appear in the introduction, the main part of the presentation or in the conclusion. Students also explain the more specific purpose of each phrase (e.g. to do a recap, to move on to the next point ). Finally, they read six excerpts from a presentation and put them in the correct order . They also discuss how the excerpts could be improved . 

GIVING A PRESENTATION IN ENGLISH

The last two exercises can be done in class or be assigned as homework. The teacher can also decide to do one of them in class and assign one as homework. Students do the two tasks using what they have learned about giving a presentation in the three part-series. In the first exercise, students prepare a short presentation based on the information they receive (e.g. a presentation for a team briefing, an annual report ). They do that using the phrases from the beginning of the lesson to structure the presentation . In the second activity, students prepare a short presentation based on a task they receive (e.g. a knowledge-sharing presentation, a company presentation ) and a general outline provided. The presentations can be based on something students are interested in, or something connected to their work. They use the phrases from the lesson for signposting. Finally, students give their presentations in front of the class.

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The link to the e-lesson plan is wrong. It goes to “how to nail your presentation class” =(

Oh sorry! We’ve fixed that straightaway – thanks for letting us know. I promise that it wasn’t a poor attempt at an April Fools joke, just a human error 🙂

This 3-part series was brilliant. So useful.

What an amazing lesson, there’s not a single student that doesn’t appreciate all these useful expressions!

Thank you! We’re happy to know you and your students find this lesson useful 🙂

Where can I find the other two previous presentations? Thank you.

Hi! You can find the links in the LESSON OVERVIEW description.

Thanks. I was blind!

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