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BIODATA

Anthony Wilson is a highly experienced teacher and trainer, who has been with the British Council for 20 years. He has trained ESL speakers in presentation skills in many different sectors and contexts. He also provides ESP skills training on Masters courses at Universidad Pontificia Comillas, Centro de Estudios Garrigues and EPHOS (European School of Pharmastudies).

ESL Presentation Skills: Training your students to train themselves

Abstract:

Even advanced students often find presentations in English difficult and stressful. We examine the particular needs of non-native presenters, and the interplay between their language and other skills. I recommend an approach - based on considerable experience - with an important element of self-training outside the classroom. (More practical than my TESOL 2011 talk on presenting.)

Objectives

  1. Examine differences and similarities between ESL presentation training and work with native speakers.
  2. Define what is most important in ESL presentation training – and therefore, what is less important. (For example, how should technology be best used?)
  3. Suggest a self-coaching approach which supports and supplements F2F training – or even partially replaces it.

Relevance: Presenting is a 21st century professional communication skill. English is a world language, which means millions of presentations every day, many given by non-natives. The CEF descriptors first feature presenting at B1 level. We shall consider what makes public speaking potentially difficult and stressful even for native speakers, and how this challenge increases for non-natives – especially those with a lower level of English. But what type of presenting? There are many unpredictable factors here: cultural or organisational context can cause audience expectations and perceptions to vary enormously. I will therefore argue that learners must focus first on themselves as communicators and their own needs. In other words, they should learn to “self-coach”. Then I will define what for me are the core elements of the process. Put simply, you coordinate language with delivery skills (using your voice) and body language so your message gets across to best effect. If you also show slides, they must be well designed and in accurate, appropriate English. What the audience see must complement what they hear. Learning to do all this simultaneously requires practice and dedication.

Despite the range of available technological (and other) resources, learners need criteria for choosing the most useful. Here I shall distinguish between essential and more advanced skills. I shall also consider the usefulness of certain optional techniques. Finally, samples of “self-coaching” materials will be provided. This talk is largely practical in focus, and I look forward to questions and comments.

6 very simple ideas for self-coaching in ESL presentation skills and a self-coaching checklist

How formally should I introduce myself and greet my audience? (1)

You may need to spend some time sensitising students about the register of their language. There are a lot of cultural factors involved here. The problem is often most apparent in their opening, when they may be either too informal, or too formal, or just plain unnatural-sounding. Get them to think about exactly how they would greet their audience and introduce themselves, initally choosing from the table below. It is important they understand the importance and usefulness of a neutral register, which is polite and businesslike.

LESS FORMAL
OK, let’s get going.
OK, let’s get started.
Right, time to get going.
Shall we kick off?
Hi, I’m…
Hello, I’m… / MORE FORMAL
I think perhaps we should begin.
Shall we begin now?
If I can maybe start now…
Maybe it’s time to start now.
Good morning, my name’s / I’m…
Good afternoon, my name’s / I’m…
Good evening, my name’s / I’m…
NEUTRAL
I’m in charge of…
I’m responsible for…
I manage…
My job consists of…(+ing)
What I do involves…(+ing)

The basic rule of thumb is: larger audience = more important = more formal, even though that’s a simplification!

Building language for structuring and signposting (2)

Here is some classic structuring and signposting language for the introduction to a presentation.

  • I’ve divided my presentation into four main parts.

First, we’ll be looking at the new figures for…

Second/Then I’ll compare these results to/with the previous two years…

After that, we’ll see if we can notice any clearly visible trends…

And finally, I’ll try to put all of this data into some kind of perspective.

A simple gapfill is often a good way to focus them on the language, for example:

  • I’ve ______my presentation into four main parts.

First, we’ll ______looking at the new figures for…

Second/Then I’ll compare these results ______the previous two years…

After ______, we’ll see if we can notice any clearly visible trends…

And ______, I’ll try to put all of this data into some kind of perspective.

But this isn’t enough, is it? Just because someone knows the language, it doesn’t mean they can actually present anything with these phrases. They need to work on their DELIVERY. That means using both pauses and intonation effectively.

Putting pauses into model text (3)

Where would the pauses come as the presenter delivers the text above? Here is a suggestion:

  • I’ve divided my presentation(……..) into four main parts.

First, (……..) we’ll be looking at the new figures for…

Second/then (……..) I’ll compare these results (……..) to/with the previous two years…

After that, (……..) we’ll see if we can notice any clearly visibletrends…

And finally, (……..) I’ll try to put all of this data(……..) into some kind of perspective.

The obvious transfer is for students to think carefully about where they are pausing in their own presentational language.

Putting intonation into model text (4)

So we’re now using some correct, appropriate language, and pausing effectively. But it still isn’t enough if we don’t focus on the relation between pauses and intonation. Students often find this area difficult, so I recommend giving them the simplest rule possible: in English we stress the most important words.

In ENGLISH we STRESS the MOST IMPORTANT WORDS.

Now let’s go back to the model text. Possible stress patterns might be:

  • I’ve DIVIDED my presentationinto FOUR main PARTS.

FIRST,we’ll be looking at the NEW FIGURES for…

SECOND/THEN I’ll compare THESE resultsto/with the PREVIOUS TWO YEARS…

After THAT, we’ll SEE if we can NOTICE any clearly VISIBLE TRENDS…

And FINALLY, I’ll TRY to put all of this DATA into SOME KIND of PERSPECTIVE.

So students can practise these, and then transfer the basic principle to their own presentational language. But aren’t we forgetting the pauses?

Putting intonation and pauses together into model text (5)

  • I’ve DIVIDED my presentation(……..) into FOUR main PARTS.

FIRST,(……..) we’ll be looking at the NEW FIGURES for…

SECOND/THEN(……..)I’ll compare THESE results(……..) to/with the PREVIOUS TWO YEARS…

After THAT, (……..)we’ll SEE if we can NOTICE any clearly VISIBLE TRENDS…

And FINALLY, (……..)I’ll TRY to put all of this DATA(……..)into SOME KIND of PERSPECTIVE.

Finally, it’s beginning to look and sound like presentational discourse!

So, just to recap. We began by identifying the language. We used a gapfill technique to test ourselves.

Then we decided where the pauses would come. And we practised pausing with our own presentational phrases.

Then we identified the stressed words, and practised them – not forgetting the essential relation between pausing and stress.

We started with just language, and then went on to combine this with delivery skills (pausing and intonation). Once students have grasped the way it all needs to “fit together” they can coach each other in pairs and groups. Inevitably, some will find it more difficult than others. I encourage them to start listening and noticing good presenters’ voice techniques - the internet has plenty now - so they can gradually begin to imitate them. Everything begins with listening skills, being able to hear and notice. Sensitising yourself to a foreign intonation is hard if you’ve never practised. It’s important for them to realise that they don’t have to sound “English” to be very effective!

Putting it all together with GOOD BODY LANGUAGE (6)

Once we’ve established the language+pauses+intonation “system”, we need to introduce the final element: body language. Here are 3 basic rules, simplifying whole libraries of (occasionally dubious) information on the subject:

1Make eye contact with all of the audience.

2Make your gestures moderate, but emphatic.

3Gesture in time with your delivery.

4Don’t forget to smile.

Students on a recent course of mine got much better very quickly by working in groups and giving each other constructive criticism and feedback. Ialso find this is quite a good substitute for videoed feedback, especially at the “work in progress stage”.

Once they really are putting language and delivery skills together with good body language, they are in a much stronger position to develop the presentations they are working on.

NEXT STEPS...

Finally, why not suggest to your students that they video themselves giving a presentation – or part of one? On the following page there is a self-coaching guide they can use once you have prepared them well in the training sessions.

It’s important for them to realise that everyone’s different. The course has helped them become aware of their strengths and weaknesses. Now they have some tools and criteria to go on developing as presenters on their own.

HOW SUCCESSFUL IS MY PRESENTATION?

Language

Is my pronunciation good?

Are my grammar and vocabulary accurate?

Do I express my meaning as clearly as possible with my level of English?

Do I structure well with signposting and signalling language?

Delivery

Fluency: do I maintain a good flow of language?

Pace: do I pause effectively, so the audience can process my ideas?

Intonation: am I using my voice to emphasise and support my message?

Volume: is my voice clearly audible, neither too quiet nor too loud?

Body language

Do I smile enough?

Do I maintain eye contact with all the audience?

Do I avoid just reading out my slide or my notes?

Do I avoid nervous movements which might distract the audience?

Do my gestures and general body language reinforce my message?

Slides

Do my slides have as few words as possible?

Are they easy to read?

Are spelling, punctuation and other language all accurate?

Are my graphs and charts clear and well-designed?

Have I used other images effectively?

Does my slide show in general tell a clear story?

Impact

Is my message totally clear?

Do I start and finish strongly and confidently?

Is the presentation well structured?

Is my timing appropriate?

Do I provide the right amount of information - not too much or too little?

Would I achieve my stated objectives for this audience?

Do I present with energy and enthusiasm?

How positive is my overall impact?

Looking ahead…

What are my strengths and weaknesses?

What is my action plan to go on improving and developing my skills?

Anthony Michael Wilson

TESOL Spain, 2013