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Teaching presenting

• Work through the book section by section, with special attention to the foundation skills in Sections 1 – 3.
• Assign the homework and make sure the student prepares well for class.
• Presentations should be short.
• The emhpasis is on technique and not content. The emphasis of this course is not grammatical accuracy but effective and persuasive verbal communication.
• Give feedback that focusse on the task at hand (i.e. don't worry too much about grammar if the focus of the exercise is delivery and intonation).
• You will need to use video for this course to be able to judge things like eye contact and body language.
• Encourage the student to use visuals where appropriate.
• Encourage the student to present from notes, and not to read. (Reading is OK for complex or difficult language, but it must be read well with good intonation and eye contact. They must speak naturally.)

How to be a good presenter

This advice is taken from the introduction to the book (pp. 7–8). Refer back to these points often to coach your student in good presenation technique.

1. LEAVE NOTHING TO CHANCE
Check everything before you are due to speak - room, seating, visibility, acoustics and equipment.
2. KNOW EXACTLY HOW TO START
Plan the first minute of your presentation down to the last detail. Try to memorize your opening
words. This will help you to sound confident and in control.
3. GET STRAIGHT TO THE POINT
Don't waste time on long boring introductions. Try to make at least one powerful statement in
the first two minutes.
4. TALK TO YOUR AUDIENCE
Many of the best presentations sound more like conversations. So, keep referring back to your
audience, ask them questions, respond to their reactions.
5. KNOW WHAT WORKS
Certain things are always popular with an audience: personal experiences, stories with a message,
dramatic comparisons, amazing facts they didn't know. Use them to the full.
6. BE CONCISE
Keep your sentences short and simple. Use deliberate pauses to punctuate your speech.
7. SPEAK NATURALLY
Don't be afraid to hesitate when you speak, but make sure you pause in the right places.
Remember, you are not an actor trying to remember lines. A certain amount of hesitation is
actually quite natural.
8. KNOW YOUR AUDIENCE
Speak for your audience, not .yourself. Take every opportunity to show how much common
ground you share with them. Address their goals, their needs, their concerns.
9. TREAT YOUR AUDIENCE AS EQUALS
Never talk down (or up)uo-your audience. Treat them as equals, no matter who they are.
10. BE YOURSELF
As far as possible, speak to five hundred people in much the same way you would speak to five. You will obviously need to project yourself more, but your personality shouldn't change.
l l. TAKE YOUR TIME
Whenever you make a really important point, pause and let the full significance of what you have said sink in . . . before you move on.
12, DON'T MAKE A SPECIAL EFFORT TO BE FUNNY ,
If you make a joke, don't stop and wait for laughs. Keep going and let the laughter (if it comes) interrupt you.
13. LET YOUR VISUALS SPEAK FOR THEMSELVES
Good visuals are just that - visual. Don't put boring tables of figures and long lines of text on the overhead and read them out. Stick to the main points. Experiment with three-dimensional
charts, cartoons, interesting typefaces - anything to catch your audience's attention.
14. NEVER COMPETE WITH YOUR VISUALS
When showing a visual, keep quiet and give people time to take it in. Then make brief comments only. Point to the relevant parts of the visual as you speak. If you want to say more, switch off your projector to do so.
15. DEVELOP YOUR OWN STYLE
Learn from other public speakers, but don't try to copy them. Be comfortable with your own
abilities. Don't do anything that feels unnatural for you, just because it works for someone else.
16. ENJOY THE EXPERIENCE
The secret of being an excellent speaker is to enjoy the experience of speaking - try to enjoy the experience!
17. WELCOME QUESTIONS FROM YOUR AUDIENCE
When members of your audience ask you a question, it is usually because they have a genuine interest in what you are saying and want to know more. Treat questions as an opportunity to get your message across better.
18. FINISH STRONGLY
When you are ready to finish your presentation, slow down, and lower your voice. Look at the
audience and deliver your final words slowly and clearly. Pause, let your words hang in the air a moment longer, smile, say Thank you and then sit down.

Themes

The idea of the book is to teach people how to use their voice effectively. This is essential for the delivery and fluency aspects of the GBC test. You can really sell people on that as an additional reason for working through this book, beyond merely doing presentations. They will learn oratorial skills as much as how to refer to their slide deck and the mechanics of doing a presentation.

If your student is advanced or upper-intermediate, this book will be interesting for them. There will probably not be one word that they do not already know, but there is a lot of language that they will learn. That is to say, it will teach them to use things they already 'know' in new and interesting ways. There is a lot of focus on collocations, prepositions and using simple language.

Make sure you really focus on delivery, stress, timing and emphasis. This is all about speaking. Get them to mimic you. There should be a lot of "Repeat after me" happening in the lessons.

After completing this course, they will really have a good handle on how to speak effectively and naturally. You will as much develop their ear for language as their speaking skills.  This will shine through in future lessons, and make them aware of things (emphasis, intonation, pacing etc.) that have previously escaped them or been glossed over in their studies.

NB They will not learn about slide design, visuals (beyond referring to them) or layout etc.

Teacher's edition

There is no Teacher's Book. The answers are at the back of this book (they are also attached as a separate file below).

Listening exercises

There are also no tape scripts. Whenever you see Cass, you have to wing it. The best way to do this is to first complete the task with the student, and then record the completed task for them in the lesson record for the day. They can then use that recording for practice (listen & repeat or shadowing).

Homework

Make sure you get the student working on homework. They can really steam through this book if they do. Focus more on delivery and pronunciation in class.