Signaling the different parts of the presentation 

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Signaling the different parts of the presentation

Match the word or phrase on the left with a word or phrase on the right that hasa similar meaning.


1. First…. a. Now we come to ...

2. Then… b. I've finished talking about .

3. Finally… c. To begin with ...

4. That’s all on… d. After that ...

5. Now let’s turn to… e. Lastly ...

2. Listing and sequencing

Complete the examples of listing below.

There are (a) _______ things to talk about. The (b) _______ is design.

The (c) ______ is quality. Then the (d) _______ one is communication.


I think there're (e) _______ problems to address, (f) _______ is competition. (g) _______ is customer needs. (h) _______ the (i) _______ issue is marketing.



Now I'm going to show you (j) _______ examples. Number one from India. Two, from South America and the (k) _______ from North Africa. The (l) _______ example is from Australia and the (m) ______ one is from Russia. Okay, (n) _______ example, India. Here you can see ...


Complete the phrases below (1-6) to link parts of a talk.


1. That c_______ the introduction. Let's 1_______ now at the first part.

2. That's a_____ on the theory. Now we c_______ to the practice.

3. Now that I've e_______ the background. L_______ look next at the present situation.

4. A_______ this then, we can t_______ to the next part. This is about money.

5. So that's the e_______ of the main part of my talk. I'd like to m_______ on to the conclusion.

6. I've f_______ talking about the home market. N_______ I’d like to g_______ on to talk about the overseas market.



Unit 4 Presentations: the End


· What does the end of a presentation contain?

· What is the difference, if any, between a summary and a conclusion?



Exercise 1. Comment on the different approaches used by the two speakers in the photos. Can you suggest reasons for different endings?


Exercise 2. In which of the following situations do you think a discussion is more appropriate than questions?

· A sales representative’s presentation of a new product.

· A CEO’s statement on corporate policy.

· A politician’s speech on transportation policy.

· A team leader’s talk to colleagues on the next phase of a project.

· A manager’s proposal to a group of senior executives on improving productivity.



Practice 1

Look at the following overhead transparencies used in a presentation on safety procedures on an oil platform. Use them to reconstruct the end of the presentation.


Begin as follows:

"That concludes the main part of my talk. Now I'd like to ..."

Summary 1. Three incidents in the year show communication problems. 2. 35% of incidents in the last 5 years contain some degree of communication problem. 3. communication procedures are not considered satisfactory. Conclusion 1. Training must place more emphasis on communication procedures. 2. Program of regular review of communication procedures should be introduced.  


Now compare your version with a recording of a model answer.



Exercise 3. Questions and discussion

Listen to a recording of two different ways of ending the same sales presentation by Marisa Repp about an automatic warehouse system, the Storo. Decide if they:

· invite the audience to ask questions

· are a lead-in to a discussion

· invite the audience to ask questions and have a discussion

· request comments.


Suggest alternative endings for the presentation you have just heard.



Exercise 4. Read the following text and identify:

a) a potential problem at the end of a presentation

b) three ways to avoid the problem.


Open for questions: The silent disaster

A nightmare scenario is as follows: the speaker ends his talk with the words "Any questions?" This is met by total silence. Not a word. Then an embarrassed shuffling, a cough... .How can this be avoided? A possible answer is that if the presentation has been good and the audience is clearly interested, someone will have something to say.

Another way to avoid the nightmare of utter silence is to end with an instruction to the audience. This should ensure immediate audience response. Giving an instruction is often useful in sales presentations and where the audience has special requirements. Here are two examples:

A sales presentation

After talking about his or her products or services, the speaker wants the audience to explain their needs and says:

"Okay – I've told you about the ways Snappo can help companies like yours. Now for us to do that, we need to know more about the way you work. For example, tell me about your particular situation, tell me what in particular may interest you... ."

This places a responsibility on the audience to respond – unless of course they have a completely negative view of both the presenter and the message! Assuming they are well-disposed towards the potential supplier, it is probably in their interests to offer some information and begin discussion.


A Training Manager

Speaking to an audience of Department Managers, vice-presidents, or potential trainees, the Training Manager has outlined recommendations and explained what is available. He/she can end with:

"Okay! I've told you what we can offer. Now tell me what are your impressions, what are your

priorities and what else do you need to know now?"

Another option is for the speaker to have a question prepared. Ask something which you know the audience will have to answer. This often breaks the ice and starts discussion. It may be possible to single out an individual who is most likely to have a question to ask you or a comment to make, or it may be apparent from earlier contact perhaps during the reception or a coffee break, that a particular individual has something to say or to ask.



Practice 2

Imagine that you have given a talk on Marketing in Japan at a conference on business trends. What would you say in these situations?

1. At the end of your presentation, move to comments / discussion / questions.

2. A member of the audience suggests that you said that many small retail outlets, small stores, had actually closed down in recent years. In fact, you said this process has been going on for a long time. Politely correct the other person.

3. Ask the audience for comments on why this has happened.

4. Agree with someone's suggestions, but suggest other factors. One is the increasing number of takeovers of smaller companies.

5. A member of the audience says the following: "I ...I understand that a report showed that 700 new soft drinks came out in Japan in 1990 and one year later 90% had failed. That's a pretty amazing figure... " Paraphrasing this, ask if in the U.S. or Europe that could not happen.

6. Someone suggests that in Japan there has always been an emphasis on quality and on products. In the West market research has been more developed. Agree, but say the situation is changing.

7. A speaker says something you don't understand. What do you say?



Practice 3

Divide into groups of four. Each person should prepare, in about two to three minutes, part of a short presentation on any topic he/she knows well.

Describe just one or two aspects of the topic in some detail for about three to four minutes. Then end what you say with a brief summary and/or conclusion. Finally, move to questions/comments or discussion.


Your colleagues should:

· ask questions

· ask for more details

· ask for clarification / repetition

· paraphrase part(s) of what you said

· offer more information based on their knowledge and / or experience.


For each contribution, respond appropriately.


Repeat the exercise until everyone in the group has been in the hot seat.


Practice 4

Give the end of a presentation on a topic of your choice. Include either a summary or a conclusion and move to questions and/or discussion.


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