how to give a presentation esl

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Free English Lessons

Presentations in english – video.

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In this lesson, you can learn how to make presentations in English.

Do you have to make presentations in english in your job imagine you have to give an important presentation in english tomorrow. how would you feel about it, this business english lesson will help you learn useful phrases and techniques to introduce yourself and your topic, keep your ideas organised, deal with problems, and respond to questions from audience members., quiz: presentations in english.

Now, test your knowledge of what you learned in the lesson by trying this quiz.

There are 20 questions, following the same order as the lesson.

You will get your score at the end, when you can click on ‘View Questions’ to see all the correct answers.

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1 . Question

For those who don’t ________ me, my name’s Elaine, and I work in the HR department.

Choose the missing word.

2 . Question

Write the words in the correct gaps. There is one word you don’t need to use.

Before we , let me myself : I’m Jenny and I’m the head of purchasing.

3 . Question

Put the words in order to create something you might say at the start of a presentation.

View Answers:

4 . Question

Put these sentences in order to create the introduction to a presentation.

• Then I’ll explain what we believe are our greatest challenges.
• Finally, I’ll suggest some solutions for how we might tackle them in the coming year.
• I’ll begin by highlighting some of the issues that have faced the retail sector during the pandemic.

5 . Question

I’ll begin by lining out the policies, and then I’ll go on to highlight what they mean for you and your working habits.

The highlighted words are not used correctly; there should be one word (an -ing verb) instead. Write the correct word below.

6 . Question

Write the missing word to complete a common phrase used to introduce an interesting fact.

Did you that the average office worker in London spends more than two hours commuting to and from work?

7 . Question

Complete the gaps in Dale Carnegie’s famous quote about making presentations, using the verbs ‘say’ and ‘tell’ in the correct form.

“ the audience what you’re going to ; it, and then them what you’ve .”

8 . Question

Next, I’d like to talk about the new marketing drive to attract teens.

The highlighted words are an example of what?

• signposting language
• getting the audience’s attention
• inviting questions
• introducing yourself

9 . Question

Let’s move ________ and discuss the latest customer feedback report.

Choose the correct word.

10 . Question

At this , I’d to to the company’s performance on punctuality.

11 . Question

Put the words in order to create an example of signposting language.

12 . Question

Let’s examine this in more ________.

Choose the two words that are possible.

13 . Question

14 . question.

Write a two-word phrasal verb that’s used as signposting language at the end of a presentation. (You use the same phrasal verb to mean put paper around an item before giving it as a present).

To , let’s remind ourselves of why this should matter to everyone here.

15 . Question

So, you’ve heard what I have to say. What conclusions can you take ________ from this?

16 . Question

Which question is not an example of a filler phrase, which you might say if you need some thinking time?

• Where was I?
• So, what was I saying?
• What’s the word in English again?
• What’s your take on this?

The odd one out – in other words, the answer you’re looking for – is a question that asks for someone’s opinion.

17 . Question

Complete this signposting language with a seven-letter word that means ‘make something clear’. You might say this if you realise you need to explain something in a different way.

To , I wanted to say that …

18 . Question

Write the words in the correct gaps to create a sentence you might say to delay answering a question. There is one word you don’t need to use.

I’ve time for questions at the end of this session, so we’ll your idea later.

19 . Question

• You’ve raised an important point there. What does everyone else think about this?

What technique is this an example of?

• delaying the answer to a question
• deflecting the answer to a question
• dismissing a question

20 . Question

Thanks for your putting in , but I don’t see how that’s connected to what I’m saying.

The highlighted words are not used correctly; there should be a one-word noun instead. Write the correct word below.

1. How to Introduce Yourself and Your Topic

If some people in the audience don’t know who you are, you should introduce yourself and your position.

In a more formal setting, you could say something like this:

• Good morning everyone. For those who don’t know me, my name’s Simon, and I work in the marketing department.
• Hello everybody. Before we begin, let me introduce myself briefly: I’m Reese and I’m the head of HR.

If you work in a more informal company, you could say:

• Hi guys; if you don’t know me, I’m Sylvia and I work in digital marketing.
• Hello! I see some new faces, so I’ll introduce myself first: I’m Julia and I’m one of our customer service team.

Next, you need to introduce your topic.

If your presentation topic is simpler, you could just say one sentence, like this:

• Today, I’m going to be talking about our new HR policies and how they affect you.
• I’d like to talk to you today about quality control and why we’re all responsible for quality control, whichever department you work in.

If your topic is more complex, you might add more detail to break your idea into stages. For example:

• Today, I’m going to be talking about our new HR policies and how they affect you. I’ll begin by outlining the policies, and then I’ll go on to highlight what they mean for you and your working habits. Finally, I’ll briefly discuss why we feel these new policies are necessary and beneficial for us all.

Here’s another example:

• I’d like to talk to you today about quality control and why we’re all responsible for quality control, whichever department you work in. First of all, I’ll explain why ‘quality control’ has a broader meaning than you might expect. I’ll continue by giving examples of real quality control, and why this matters for all of us. To finish, I’ll be asking you to think of ways you can incorporate quality control into your working habits.

Here, you saw two examples. You can use these as templates to begin your presentation:

• I’ll begin by… and then I’ll… Finally, I’ll…
• First of all, I’ll… I’ll continue by… To finish, I’ll…

Okay, now you can practice! We’d like you to do two things.

First, practice introducing yourself informally, and explaining your topic in a simple way, with one sentence.

Then, practice introducing yourself formally, and explaining your topic in a more detailed way.

Pause the video and practice speaking. All the language you need is in this section.

Learn more about this topic with another free English video lesson from Oxford Online English: Greetings and Introductions .

Ready? Let’s move on!

2. How to Make a Strong Start

I’m sure that in your life, you’ve heard good speakers and bad speakers.

Good speakers grab your attention and don’t let go. You want to hear what they have to say. You feel interested and energised by listening to them.

Bad speakers are the opposite. Even if you try to make yourself listen, you find that your attention drifts away. Your eyelids feel heavy, and you have to struggle to stay awake.

So, here’s a question: what’s the difference between good speakers and bad speakers? And, how can you make sure you speak effectively when you make your presentation in English?

Here’s one way to think about it: bad speakers don’t think they have to earn your attention. Good speakers understand that no one has to listen to them, so they work hard to make you want to pay attention.

What does this mean for you, and your presentation?

Getting people’s attention starts from the beginning. You need to make it clear what people should expect from your presentation, and why they should care about what you have to say.

Sounds like a nice idea, but how do you do this?

Here are three techniques you can use.

One: establish a problem which many people in your audience have. Then, establish that you have a solution to their problem.

For example:

• Have you ever felt unfairly treated at work, or felt that the work you do isn’t appreciated? We’ve been working to design new HR policies that will make sure all staff get fair recognition for their contribution to the company.

In this way, you take a boring-sounding topic like HR policies, and you make it more relevant to your audience. How? By connecting it with their experiences and feelings.

The second technique? Mention an interesting fact, or a surprising statistic to get people’s attention.

• Did you know that the average office worker spends eight hours a day at work, but only does four hours of productive, useful work? I’m here to tell you about ‘quality control’, and how you can use this idea to make better use of your time.

Finally, you can engage people by telling a short story and connecting it to your topic. Stories are powerful, and they can add an emotional dimension to your topic if you do it well. For example:

• I once met a young salesman—I won’t mention his name. He spent several weeks building a relationship with a potential client. He worked overtime, and he was working so hard that he was under severe stress, which started to affect his personal life. In the end, he didn’t close the deal—the clients signed with another firm. Today, I’m going to talk about confidence as a sales tool, and how you can avoid the traps that this young man fell into.

Use one of these three techniques in your introduction to connect with your audience and show them why they should be interested in what you have to say.

Here’s a question for you: which technique would you prefer to use, and why?

Okay, now you’ve introduced your topic and you have everyone’s attention. What next?

3. Using Signposting Language

There’s a famous quote about making presentations:

• “Tell the audience what you’re going to say; say it, and then tell them what you’ve said.”

Have you heard this before? Do you know who said it?

This comes from Dale Carnegie , a very successful American salesman and writer. He lived a long time ago, but his advice is still relevant today.

So, here’s a question: what does the quote mean?

It means that your presentation shouldn’t just give information. You also need to show people how your information is organized.

To do this, you need signposting language.

Let me give you an example to explain.

Imagine you go to a website. The website is full of really useful, interesting information. But, the information is all on one page. There’s no organization, and you have to scroll up and down, up and down this huge page, trying to find what you need. Would you stay on that website?

Probably not. You’ll find a website which makes it easier for you to find the information you need.

What’s the point here?

The point is that having interesting or relevant information is not enough. How you structure and organize your information is equally important.

If you don’t structure your presentation clearly, people won’t pay attention, just like you won’t stay on a website if you can’t find the information you want.

So, how can you do this?

You use signposting language. This means using words and phrases to show the audience where your points begin and end, to show what’s coming next, and to remind them about things you talked about before.

• Okay, that covers the new policies. Next, I’d like to move on and discuss what these policies mean for you.
• Now that you’ve heard a bit about what not to do, let’s focus on positive advice to help you be more effective salespeople and close more of your leads.

When you say something like this, you aren’t giving people information about the topic of your presentation. Instead, you’re showing people where you are, and where you’re going next.

It’s a kind of signpost. You don’t need signposts to travel from one place to another, but they can make it easier.

What else can you use signposting language for?

You can use signposting language to move from one point to the next. For example:

• Next, I’d like to talk about…
• Let’s move on and discuss…
• At this point, I’d like to turn to…

You can use signposting language to add detail to an idea:

• Let me go into some more detail about…
• Let’s examine … in more depth.
• I’d like to elaborate on…

You can use signposting language to show that you’ve finished your main points, and you’ve reached your conclusion:

• To wrap up, let’s remind ourselves of why this should matter to everyone here.
• Let’s review the key points from this session.
• So, you’ve heard what I have to say. What conclusions can you take away from this?

If you have an important presentation in English, practice using signposting language.

Use signposting language to move between points, to show when you’re giving a summary or going into more detail, and to signal that you’ve reached your conclusion.

Okay, but things don’t always go so smoothly in real life. We know that! Let’s look at some advice and language for dealing with problems during your presentation.

4. Dealing With Problems

Imagine you’re making your presentation in English. What could go wrong? What problems could you have?

There are many common problems:

You might forget where you were, or forget an important word. You might realise that you said something wrong, or you didn’t explain something clearly. You might forget to mention something important. Or, someone might ask you an awkward question, which you have no idea how to answer.

Of course, there are other possibilities!

Let’s think about these problems. What can you do, and more importantly, what can you say in these situations?

First of all, it’s a good idea to make a cue card with key points, as well as any important vocabulary you need. If you lose your place, or you forget a word, it could help.

However, you can’t prepare for everything. So, it’s useful to learn some phrases to deal with problems smoothly.

If you lose your place, and can’t remember what to say next, you can use a filler phrase like:

If you still can’t remember, look at your cue card with your main points.

Of course, forgetting something isn’t ideal. But, if you do, it’s better to keep talking, rather than just standing there in silence.

What if you make a mistake, or you realise that you didn’t explain something well?

You could say:

• Let me rephrase that.
• Actually, what I meant to say is…
• To clarify, I wanted to say that…

In this way, you can correct yourself without admitting that you made a mistake!

What if you realise that you forgot to mention something important?

Use a phrase like this:

• Let me just add one more thing:…
• I’d like to add something to a point we discussed earlier.
• Let me return to an earlier point briefly.

Again, this allows you to correct your mistake in a confident way, so you look like you’re in control.

Finally, what do you do if someone asks you a difficult question, which you can’t answer?

You have a few options. First, you can delay giving an answer. For example:

• I’ve allocated time for questions at the end of this session, so we’ll address your idea later.
• I’m not in a position to answer that right now, but I’ll get back to you later this week.

This gives you time to think of an answer and do some research if you have to!

Next, you can deflect the question, by asking a question back, or maybe by asking other audience members what they think. For example:

• That’s an interesting question. Before I answer, I’d like to know: what’s your take on this?

Finally, if the question is irrelevant, you can dismiss the question and move on. For example:

• Thanks for your input, but I don’t see how that’s connected to what I’m saying.
• I don’t mean to be blunt, but I don’t think that’s relevant to today’s discussion.

Notice how you can use phrases like thanks for your input, but… or I don’t mean to be blunt, but… to make your language more indirect and polite.

So, for dealing with difficult questions, just remember the three d’s: delay, deflect, dismiss!

Thanks for watching!

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ESL Speaking

Games + Activities to Try Out Today!

in Activities for Adults

Presentation Projects for Students | ESL Presentation Ideas

If you do presentation with your language classes , then you’ll need to check out some of these presentation project ideas. Get beyond the boring old PowerPoint presentation and use some of these creative ideas to bring a bit of excitement and life back into your classes.

Presentation Projects and Ideas for ESL students

Your students will love it, and it’ll also keep things fresh for you if you’ve seen the same old projects year after year.

Presentation Projects for ESL/EFL Students

Over the years teaching in a Korean university , I’ve had students do plenty of presentation projects, with varying degrees of success . I hope that you can learn from my mistakes and make your ESL speaking classes as awesome as possible.

Presentation projects, if set up well are an excellent way to add a bit of variety to the ESL classroom. After all, students get tired of hearing the teacher talk all the time! And you probably get tired of talking. I know that I always did! Plus, it’s fun to hear what students have to say.

Here are my top presentation projects for ESL/EFL students.

• Basic speech (not recommended!)
• Presentation, then discussion time
• Poster presentation
• Making a movie
• PowerPoint presentation
• Impromptu presentation
• Teaching the class how to do something

If you teach business English, then the sky is kind of the limit in terms of what topics you choose. You could focus on just about anything that students may expect to present on when they start working in a company.

#1: A Basic Speech

Each student has to choose from a variety of topics such as family , food, dreams or hobby. They have to speak for between 1.5 and 2 minutes. I did this only once, with low-level students and it was ridiculously boring such that I never did it again.

The main problem is all the presentations are basically the same and go a little something like this: “I have a mom. She is 49 years old. She has brown hair and black eyes. I have a dad. He is 57 years old. My dad has brown hair and black eyes. He is short.” Word for word, almost the same!

Trust me, they were some of the most tedious and excruciating hours of my entire life. It was from this point on that I vowed to never set up a presentation like this again. I got a lot more creative and made students talk about things that were more varied and interesting.

Of course, the bad results from this experiment were totally my fault. I should have chosen more interesting topics for the students, or given them better guidelines. Seriously, better ESL presentations topics would have made a big difference here and I really have nobody to blame but myself!

Maybe Not Terrible if…

This style of presentation could have been far less bad if I had done a better job setting it up. I should have set the topic to something like, “Current events.” That way, students would have been forced to choose something in the news and the presentation topics would have been quite varied.

Or, I could have required some visual aids to make it a bit more interesting for the students.

#2: Presentation, and then Discussion Time

Each group has to give a presentation about a topic of their choosing and think of at least 5 interesting questions/surveys/activities that groups could discuss or do for about 20 minutes after their presentation. This often works best if the presentation is based on 2-3 articles that the students have to send you in advance.

This presentation project ideas had varying results, since some groups chose a topic that led to a lot of “yes/no” answers and discussions that lasted about 5 minutes, at most.

However, this could have been avoided by personally approving the topics in advance and requiring groups to submit their assignment for feedback a week or two before the actual presentation. I blame nobody but myself for the failure on this one!

This ideas for presentation projects isn’t a bad one, if you set it up well. It can work well for English majors or advanced level students who want a class filled with conversation and discussion.

#3: Poster Presentation

A poster is one of my favourite presentation projects. Each group has to choose a current controversial issue (like environmental pollution, suicide, North Korea) and make a poster that had English writing and some interesting pictures on it. Set a (low) max number of words or your posters will be terrible and filled with wordy death!

Then, the students have to do a presentation based on the poster where each group member speaks for 1-2 minutes, without a paper.

For this one, it’s very important that you require no paper script, or you’ll just have students reading off their notes. Also, don’t allow students to put too many words on the poster, or you’ll have students reading off of this.

If I ever did this again, I would do something where the audience was more involved, such as peer grading. Or, I would require each group watching the presentation to think of at least 1 question to ask and they’d get a point for doing so. Basically, it’d give the rest of the students in the class a reason to listen.

It’s potentially an excellent group presentation project!

ESL presentation ideas

#4 Presentation Projects: Making a Movie

Another ESL presentation idea is to have students make a movie. It’s easier than ever these days because almost everybody has a smartphone, and it’s free to upload the video to YouTube. This works particularly well if you teach film, art or fashion students and you’ll get some amazing results. It’s actually one of my favourite ESL projects these days.

You can have a fun “viewing day” in class and encourage everyone to bring a snack! It’s a nice change from the regular old textbook thing.

Here’s how I’ve done movie projects.

• I put students into groups of 4-5. One person can “film” the project and then you can have 2-3 actors. Finally, one person might be designated the write the script or edit. However, I leave it up to the group how they want to divide the roles and not everyone has to appear on camera.
• I set a minimum and maximum time for the movie (usually 3-5 minutes), as well as a certain number of English sentences that must be spoken during that time. It must be a story of some kind that makes sense.
• I’ll usually give a topic or theme of some kind, but may leave it open.

I evaluate it based on the following things:

• Quality of English
• Interesting story
• Quality of production (I don’t expect a lot, but just basic stuff like making sure it’s bright enough, we can hear the people talking, etc.)

The quality of English usually gets around 10 marks, while the other two categorie s are each worth five.

#5: PowerPoint Presentation

This has the potential to be very interesting, or PPT death. It all depends on how you set the presentation project up.

If you do go with this method, you should set a maximum number of slides and also a maximum numbers of words per slide (5-10?). Emphasize to students that you want to see pictures, charts, etc. and not a wall of text.

I generally allow each group to have 1 intro and 1 conclusion slide, and then 1 slide per group member. So if there are 6 students in the group, it’ll be 8 slides. I usually say that each student has to talk about their slide for 30 seconds to 2 minutes, depending on the level.

Teach students how to make good PowerPoints and then penalize heavily for not following your recommendations. You should also coach students on how to stand to the side and keep their body pointed towards the audience. Eye contact is key!

This is an excellent idea for presentation projects, if some key expectations are set out in advance. Eye contact/don’t look at screen, pictures instead of words on the PowerPoint, etc.

#6: Just a Minute Impromptu Presentation

If you want to give your students some practice with making impromptu, or off the cuff style of speeches, then Just a Minute may be exactly what you need. It’s a toastmasters style activity and makes the perfect warm-up activity for intermediate or advanced level students.

You can also turn this into a listening activity, instead of just an ESL presentation by requiring the other students in the group to ask follow-up questions. Try this one with your classes and I think your students will really enjoy the challenge.

Find out more about it here:

Just a Minute ESL Speaking Activity

Impromptu presentation skills are never a bad thing for students (or anyone) to practice!

#7: Teaching Others How to Do Something

One of the best presentation ideas for students is to get them to teach the class how to do something. I’ve done this a few times now and they are some of my most memorable classes.

The way it works is that students choose something they know how to do well. Students in the past having chosen things like:

• How to fry an egg
• Heading a soccer ball
• Playing the guitar
• Getting dates
• Making sure their parents give them enough spending money
• Eating out cheaply around the university
• Getting the best class schedule

I allow students to bring in props, material or make a simple powerpoint presentation with pictures (no text) to explain.

#8: What are you Cooking?

If you want to have your students do some fun presentations in a more informal kind of way, then consider trying out “What are you Cooking?” Students have to plan a 3-course meal based on ingredients from their classmates and then make a presentation to the class who votes on the best menu.

Sounds interesting? I think you’ll love it so give it a try today. More information here: What are you Cooking?

#9: An Informative Speech

ESL Presentations FAQs

There are a number of common questions that people have about making presentation in English. Here are the answers to some of the most popular ones.

Why are Presentations Important for Students?

Having students give presentations is important for delivering a positive learning environment. They can also help teach communication skills and assist with students feeling comfortable talking in front of a group of people. Finally, they are an engaging way to share ideas and help students build confidence.

What Makes a Great Presentation?

A great presentation is very memorable. This can be done in various ways, but graphics, images, relevant facts, story telling and humour play an important role. Finally, a memorable presentation motivates the audience to action.

What are the Advantages of a Presentation?

Businesses and people in general use presentations for various reasons. The advantage of them is that they can educate, motivate, and persuade in a more interesting way than the written word alone can.

Should Students Memorize Speeches?

Should you make students memorize their presentation, or not? It’s an interesting question and I certainly see points for both sides. However, I generally lead towards the memorization thing because…

• It results in presentations that are far more interesting for the audience
• I only require 30 seconds-2 minutes of speaking. It’s not a big task to memorize this amount
• It helps students remember vocabulary and key phrases

That said, I do know that students get nervous and that this can be a big ask. It’s for this reason that I tell students to bring their notes up to the front with this, but to leave them in their pocket.

If they have an emergency (forget what to say!), they can take it out and use it. But, only once if they don’t want to get a penalty. After that, put it aside and continue on.

I’m usually kind and if a student has to do this twice, I don’t mind. My main point is that I don’t want students reading exclusively off of a paper.

What are some Things to Consider for Presentations in English?

If you’re going to have your students do an ESL presentation, there are a number of factors that you’ll want to consider.

• How to explain the task in a simple way that students can understand what they need to do. How will you evaluate it?
• When will students prepare (outside, or inside of class. A combination of both often works well).
• What kind of equipment can students use (Projector, or not).
• How students will deliver the presentation. Will you expect things like gestures and eye contact?
• What kind of language will the students use? Will you teach them about the introduction (I would like to start by…) and conclusion (In conclusion, you can see that…), as well as transition sentences (Moving on to…). The style of the speech (persuasive, informative, etc.) is important for this.
• What will the rest of the class be doing while the presentations are happening? Is there a listening task you can assign to make this activity even more valuable?

The biggest tip I can give you is to be clear about the terms of the assignment. And, also how you will evaluate it. If expectations are clear, results will be far better and your life will be easier as well because you won’t have to answer the same questions over and over again.

What are the Top 20 ESL Presentation Topics?

Here are some of the most common topics that you may consider assigning to your students:

• Family (can be sensitive for some though)
• Current events
• If I had a million dollars…
• Vacation (past or future dream)
• Ideal first date
• TV and movies
• Favourite book
• Time, and how do you spend it
• An ideal first date
• Jobs and work
• Some future goals
• A favourite restaurant
• Money (saver or spender)
• Future plans
• Controversial topics
• Teaching someone how to do something
• If you were the president…

These interesting topics means that you presentation projects will be better than ever! No more boring, okay? Okay.

Do you Like these Ideas for Presentation Projects?

• Amazon Kindle Edition
• Bolen, Jackie (Author)
• English (Publication Language)
• 148 Pages - 03/09/2016 (Publication Date)

Then you’re going to love this book, 101 ESL Activities: For Teenagers and Adults . It’s an extremely practical, well-organized teaching guide that will help you plan your lessons in no time. The best part about it is that your students will be having fun, while learning English.

The book is available in both digital and print formats. The (cheaper!) digital one can be read on any device-Kindle, Mac, Pc, Smartphone, or tablet by downloading the free Kindle reading app from Amazon. It’s super-easy to have some top-quality ESL activities and games at your fingertips at all times.

Keep a copy on the bookshelf in your office and use it as a handy reference guide. Or, bring a copy with your on your phone or tablet to your favourite coffee shop for lesson planning on the go. It really is that easy to make your English classes even better.

Check out the book on Amazon by clicking the link below:

Have your Say about ESL Presentation Ideas

What’s your top ESL presentation project ideas? Leave a comment below and let us know what you think. We’d love to hear from you.

Also be sure to give this a share on Facebook, Twitter, or Pinterest. It’ll help other teachers, like yourself find this useful teaching resource.

Last update on 2024-04-14 / Affiliate links / Images from Amazon Product Advertising API

About Jackie

Jackie Bolen has been teaching English for more than 15 years to students in South Korea and Canada. She's taught all ages, levels and kinds of TEFL classes. She holds an MA degree, along with the Celta and Delta English teaching certifications.

Jackie is the author of more than 100 books for English teachers and English learners, including 101 ESL Activities for Teenagers and Adults and 1001 English Expressions and Phrases . She loves to share her ESL games, activities, teaching tips, and more with other teachers throughout the world.

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Great ideas! Thank you so much for such inspiring ideas for presentations.

I’ve been looking for some presentation ideas for my students here in South Korea and ran across your list. Thank you! Lots of good ones but I think I’m going to give the current events one a try. I’ll let you know how it goes.

Great info! Thanks for sharing your ideas for presentations. I love to do them but it was getting a bit stale for me so appreciate the new ideas.

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How to give a great presentation: 10 easy and effective tips

Whether you’re a seasoned professional, an intern or a student, giving a presentation can be a stressful experience, especially if it’s not in your native tongue. But with a little effort – and these 10 tips – you can take your presentation from good to great.

With years of practice in presenting – it’s a big part of my job as an English teacher – and seeing students present almost every day, here are my tried and tested tips for giving a great presentation:

1. Use silence

Generally, people don’t like silence. It’s uncomfortable. It’s awkward (hence the term “awkward silence.”)  But during a presentation, silence can be your friend. When you take the stage to begin, all eyes will be on you.  And what should you do? Just stand there. For a moment or two, simply bask in the silence. Take a deep breath. Be still. It may be uncomfortable, even awkward,  but do this.. .and watch your audience lean in with anticipation, eager to hear what you are about to say.

And utilize the power of silence throughout your speech. Use silence to build suspense. To add emphasis. And to avoid using those nasty “filler words” such as um, uh, er, ah, like, etc.

2. Understand body language

Experts say that 55% of all outbound communication is non-verbal. When presenting, you’ll need to have strong body language. Try not to move around too much. Don’t click your pen. Don’t shuffle your feet or tug at your clothes. Don’t yawn (if you can help it). And try not to stand in front of your visuals when presenting. It seems obvious, but remember… if you’re standing right in front of the visual, your audience can’t see it. And when you do move, make it deliberate.

3. Tell a story

Humans love stories – we love to hear them and we love to tell them.  Everyone, without exception, loves a good story. So, when considering how to start your presentation, why not start with something that resonates so deeply with each and every one of us… a story. “Hello ladies and gentleman. Today, I would like to share a story…” And the story should be personal in nature.  It can be about you, or someone else. It can be historical, or futuristic. But paint a picture with words that engages the senses and take your audience on a journey.

4. Be visual

A picture says a thousand words. Images are stronger than text. Perhaps the most common mistake during a presentation is the excessive use of text. This is so problematic for one simple reason. During a presentation, you are speaking. With too much text on the slide, your audience is reading. If your audience is reading, what are they not doing? Listening to you.

Additionally, people are more likely to remember things if they have an image to go with it – this is a scientific fact. It actually doesn’t matter what it is: a fact, statistic or story. If you link it to an an image they’re more likely to remember it.

5. Make eye contact

Eye contact is another important aspect of body language. If you’re using notes (which is perfectly fine), don’t look down and read the entire time. Make sure that notes are key words to jog your memory, and keep your eyes up as much as possible. For notes: keep them succinct.

And while interacting with the audience, scan the room. Lock eyes with some audience members, and then continue to scan. This makes the talk seem more like a conversation. As if you’re talking with them, not at them. And never focus on only one audience member (ie – the professor, interviewer, judge, etc.). That can be awkward.

6. Engage your audience

People are good at a lot of things. Paying attention may or may not be one of them. The average adult has an attention span of somewhere between 8 seconds and 20 minutes, more or less. Having your audience do something during your presentation is a great way to break things up and keep them engaged. Perhaps you pose a question and solicit responses. Or ask for a show of hands. Perhaps you say, “close your eyes, and remember a time when…”  Maybe you tell a joke, and make them erupt in laughter.

Whatever you do, be unpredictable. Your audience might want to get bored, reach for their phones, or close their eyes, but engaging them directly can prevent them from doing that and help them focus on what you’re saying.

7. Slow down

Simply put, it is nearly impossible to speak too slowly during a presentation. Slow down, and then slow down some more. Enunciate. And don’t worry about having perfect pronunciation or flawless grammar. Your audience is less concerned about that than you think.

This is particularly important to remember if you’re doing the presentation in a language other than your native tongue (in English, for example) – you might feel insecure about your level of English, but you really shouldn’t. What you say is what matters in the end, so make your point clear and focus on being confident in delivering it.

8. Less is more

With the exceptions of weekends and holidays, most things in life are too long, not too short. Think about it… Your last class, meeting, lecture or flight. Did you leave any of those experiences thinking “That was too short.” Probably not. So keep that in mind. The more information your audience hears, the more they forget. The more they forget, the less they remember. So keep it simple and offer one, clear idea in your presentation.  Less is truly is more here.

9. End it well

How you end your presentation is almost as important as how you begin. So ask yourself, what’s the number one gift you’re offering? What’s the underlying message of the entire presentation?  Create a sentence that captures it. And make it something worth sharing. Conclude with one powerful idea that will echo in the minds of your audience.

10. Say thanks

The audience members have just given you something very valuable: their time. Thank them for it.

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• How to Teach

Presentation Ideas for ESL Students

• By Hall Houston

Imagine a student standing in front of the class delivering a presentation. The student looks out and sees students playing on their smart phones, chatting, giggling, even one student sleeping. How might this affect the student’s ability to give a presentation?

I always enjoy watching student presentations, seeing students demonstrating their increasing fluency in English, as well as practicing their presentation skills. I teach at a university in Taiwan , and I think most students enjoy the opportunity to develop their English and presentation skills simultaneously. Their English level takes a big step forward as they rehearse and deliver their presentation. Also, mastering the art of giving a presentation is something that will benefit them later on in their academic and professional careers.

However, I’m disappointed to see students chatting and looking at their phones instead of rewarding their classmates with their full attention. While one might think that this is exclusively a problem associated with younger students, I have seen adult students who cannot quiet down and focus on another students’ presentation.

Over the years, I’ve developed a number of solutions to this problem. I want to share with you some ways to maximize student’s attention during group presentations. If student inattention is a common occurrence in your teaching context, perhaps you might consider one or more of these options:

1) Address the subject

During a lesson, point out that it’s very rude for an audience member not to give their complete attention when someone is giving a presentation. Work together with your students to create a list of good and bad audience behavior on the board. You can show them the list of good audience behavior again, right before presentations start.

2) Demonstrate rude behavior

Bring a student to the front of the class for a role play . Ask the student to tell you a story about their childhood. As they speak to you, yawn, look around, play on your smart phone, sigh, give every sign that you don’t really care. When the student finishes, ask the speaker how he felt about your behavior. Ask the class if you were being a good listener. Next, repeat the role play, but choose a student to take your place and ask this student to demonstrate good listener behavior.

3) Teach the presenters

Teach your students techniques that increase student involvement that they can put to use during their presentations. One powerful technique is interacting directly with the audience by moving around, speaking directly to audience members, and asking questions. Another technique is to start off with an intriguing question or short quiz, leaving everyone eager to hear the answers. These techniques could be taught to the students several weeks before they present. You can give a short presentation to demonstrate a technique, then choose a student to model the technique for the class.

4) Carrots and sticks

Consider giving rewards or punishments to students based on how much they pay attention. You can offer a small prize to the student who is the most focused when others are presenting or tell students you will deduct points for students who don’t pay attention.

5) Move the students around

Before presentations begin, make sure that the first few rows of seats are completely full. Also, put students into pairs to break up groups that can’t help chatting away when they’re together.

6) Active participation

Assign a task that heightens involvement in the presentation. You can give the audience a rubric to follow each time a group presents. Students watch and listen, then assess each group. Alternatively, you can insist that everyone ask a question at the end of each presentation, thus encouraging everyone to pay strict attention.

When groups are presenting, scan the class from time to time. If you see students who are not paying attention, make eye contact and gesture for them to watch the presentation . However, overuse of this technique can result in spending too much time disciplining and ultimately missing out on the presentations.

While these techniques might not completely eliminate student inattention, they will definitely make students more aware of the relationship between audience and presenters, and help them improve at both roles.

What are your thoughts? What presentation ideas for ESL students can you offer ?

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English Speaking Practice Through Presentations

If you’re anything like most teachers, you’re probably constantly looking for new ways to encourage your students to practise their oral English and speak spontaneously. In this article, we consider the value of the ‘presentation’ in achieving this.

Asking students to give presentations has the following advantages:

• it gives the presenting student a good opportunity to practise unaided speaking
• it gives the other students good listening practice
• it increases the presenting student’s confidence when using English
• it can be good practice for the real situation for those students who may actually need to give presentations in English in their professional lives
• it is an excellent generator of spontaneous discussion

First of all, let’s define what we mean by ‘presentation’. For our purposes, we mean:

A short talk by one person to a group of people introducing and describing a particular subject (for example: a new product, company figures or a proposed advertising campaign).

This is a narrow definition. In reality, presentations may be given by more than one person, are not necessarily short and are not necessarily a ‘talk’ since they may be by video, Internet etc.

Here we are considering, not so much the ‘presentation’ as an end in itself as the use of presentations for speaking practice.

Whether your students themselves will be keen to give presentations will depend on various factors. Their level is one. From intermediate upwards, students should derive real benefit from this type of activity. (That is not to say that below this level they should not attempt presentations.) Culture is another. Some nationalities are quite used to speaking in public and may be only too happy to have the opportunity to practise their spoken English in this way. Other nationalities are much more reserved and will be reticent or downright unwilling. At the individual level, a student who is an expert on something of great interest may be keener to talk than one who apparently has nothing to talk about.

Only you can judge the situation. It may be necessary to introduce the idea of presentations with tact. Imposing a presentation on unreceptive students will probably be counter-productive. Asking, suggesting, implanting the idea are more likely to be productive approaches.

Choice of Subject The first question that goes through any student’s head is ‘What will I talk about?’ That is where preparation on your part, perhaps weeks before, can help.

Before any mention of a presentation, elicit interests from each student. These may be hobbies, professional activities, past holidays etc. Rarely do you find that every student in a group is a professional sky-diver, brain surgeon or stand-up comedian. Yet, with a little prompting, you will often find that each student has an interest or skill that is particular to her but of potential interest to others. Having dug a little into each student’s mind, you can store the interests for the moment when you propose presentations. Even then, you do not normally need to suggest to each student what he could talk about. Say something like: ‘The subject could be anything, for example, your work, your hobby, a holiday.’ Only if a student is at a complete loss do you need to help her with your previously elicited list of interests. But students are often more imaginative than we suppose. One of the best student presentations I ever saw was ‘How To Change Baby’s Nappy’, illustrated with a life size doll, Pampers, talcum powder and a flask of water!

Time limit If students are apprehensive about giving a presentation, it may help to point out that it need not be a long presentation, ‘just 5 or 10 minutes, plus questions.’ In reality, it is far more difficult to prepare and give a 5-minute presentation than a 20-minute one. In addition, once underway, students very often overrun on their time. The important thing is that they be given a time-limit of some kind. It is up to you to decide this. It will depend on how many students there are, the overall time available, and whether the presentations are to be given during the same lesson or over a series of lessons. In general, it is probably best to limit the number of presentations to two per lesson and to set a time-limit for each of 10 to 15 minutes plus questions. You should build a certain amount of overrun time into your lesson plan. You may wish to adhere strictly to time limits, but the speaking practice and spontaneous discussion generated by presentations are so valuable that it may better to be more flexible.

Equipment Clearly, this will be governed by your environment. The main thing is to encourage students to use support material and visual aids. The bare minimum would be a whiteboard or flipchart. If you have an OHP, so much the better. But encourage students to bring in additional material, for example wall maps or samples (realia).

Preparation Without doubt, preparation is the key element of any presentation. Give your students plenty of time to prepare. It will give them confidence on the day. They can use homework and/or classroom time for preparation. You can help them to prepare by explaining what they need to think about.

The Presentation You may wish to help your students by teaching the principles of presentations. It depends on your objective. Are you teaching ‘presentation’ as an end in itself, or are you using presentations as a means to practise English? In any case, explaining the value of, for example, preparation and signposting will help. As a teacher, you are presenting all the time and probably take for granted the sheer mechanics of presentation and forget the butterflies you had before your first lesson.

Keywords And Notes Remind students that the objective is not to come to class, show everybody the top of their head and read a text. The objective is speaking, admittedly prepared, but without a text. Key words, yes! Notes, yes! But no texts please. Again, you can help them prepare their notes or keywords.

Questions Presenters usually indicate to their audience when they will answer questions – ie, during or after the presentation proper. For your purposes, it may be best to encourage question-taking after rather than during the presentation. This will give the presenting student more time for uninterrupted, unaided speech and avoid any danger of the presentation itself degenerating into a free-for-all. But a well managed question-and-answer session at the end of the presentation is of real value. Encourage the presenting student to invite questions and the audience to ask them. You can certainly start the ball rolling, but try not to dominate. And don’t be afraid of silence! Students need time to think of and formulate questions.

Teacher Feedback If you are actually teaching presentations, you will probably want to give feedback on each presentation. This should be done with tact. You are best placed to judge the value of such feedback, depending on level and culture. You might prefer to use a prepared observation feedback form, divided into sections such as body language, signposting and audience rapport. Then you can give your comments verbally and/or in writing. A feedback form is particularly valuable in giving the presenting student something tangible to take away as a mark of achievement. And you should certainly strive to ensure that overall the feedback is positive, while not avoiding important negative points that need to be worked on.

Peer Feedback Again, depending on group, level and culture, you may wish to invite feedback from other students on the presenting student’s performance. You can give the audience a prepared feedback form, listing the points to watch out for and comment on. But be very careful. This will definitely depend on the group, its level and culture. Some nationalities will be unwilling to, as they see it, ‘criticise’ their colleagues. At lower levels, students may be totally demoralised by such feedback. In all cases, the audience should be looking for positive points at least as much as for negative ones. This can be a useful activity as it sensitises all students to the do’s and don’ts of presentation giving. But if in doubt, it’s probably best avoided.

Presentation Resources A number of ELT coursebooks deal with the language and art of presentation giving. There is a particularly useful chapter in Business Class by David Cotton & Sue Robbins.

You’ll find useful presentation vocabulary at EnglishClub.com Business English.

Students (and teachers) who want to study presentations in greater depth will find a wealth of information in Presentations & Public Speaking in English. The bonus package includes power words for students and an observation feedback form for teachers.

Using Video You could try videoing each presentation for subsequent playback and comment, perhaps giving each participant a cassette of his performance. Again, this depends on various factors. The important point is that any such exercise should have a positive, beneficial result. If there is a danger that videoing will be counter-productive, don’t do it. If you’re not sure, try asking your students. Maybe they will all clamour to be videoed!

You may also like:

• Classroom Practice for IELTS Speaking 1 & 3
• Teaching English as a Non-Native English-Speaking Teacher: Tips and Considerations
• Pronunciation Problems For Spanish-Speaking Learners Of English

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Step by step

Guide: presentation tips, tips for good presentations.

Over the following pages you will find some useful phrases to provide you with the basic skeleton for a presentation in English.

• Give yourself plenty of time to prepare the presentation and to familiarise yourself with the topic.
• Practice your presentation in front of a live audience such as colleagues or friends.
• Structure your presentation logically, and briefly summarise your presentation in the introduction to make it easier for your audience to understand.
• Sum up the most important points in your conclusion and leave a few minutes at the end of your presentation to answer questions from your audience.
• Use visual aids such as PPT slides to highlight or demonstrate the main points of your presentation. But don’t overload the slides with information as this will detract the audience’s attention from what you are saying.
• Involve your audience by asking them questions, or drawing on examples that are familiar to them.
• Be aware of your body language . If you look relaxed and make eye contact with the audience you will come across as confident and your audience will feel relaxed too. Use hand gestures and facial expressions to emphasise your message and don’t forget to smile!
• Your voice is your most important tool. By varying your tone of voice you can engage your audience. Speaking in a monotone will make the presentation tedious whereas varying the pitch and speed at which you talk will give your presentation energy.
• Don’t be afraid to be nervous! You will inevitably be nervous the first time you present in front of a large audience. Remember that this is perfectly natural, and try to channel your nervous energy into an exciting presentation !

Helpful phrases for a presentation

The following is an overview of useful presentation phrases to provide you with the basic structure of a presentation in English. Feel free to use them in your presentation.

Introduction

➜ On behalf of Company , I would like to welcome you here today.

➜ My name is John/Jane Smith and I am the CFO of Global Travel.

➜ Hi, I’m John/Jane and I am the head of markteing of Global Travel.

➜ Good morning/afternoon/evening ladies and gentlemen. My name is John/Jane Smith and I am delighted to be here today to talk to you about…

➜ I’d like to introduce my colleague John/Jane Smith.

➜ Hi everyone, I’m John/Jane from Accounts and today I’d like to talk to you about…

Introducing the topic

➜ Today I am here to talk to you about…

➜ As you all know, today I am going to talk to you about…

➜ I would like to take this opportunity to talk to you about…

➜ I am delighted to be here today to tell you about…

➜ Today I would like to outline…

Structuring the presentation

➜ My talk is divided into x parts.

➜ I’ll start with…/First I will talk about…/I’ll begin with…

➜ I will look at…

➜ and finally…

➜ I will be glad to answer any questions that you may have at the end.

Beginning the presentation

➜ I’ll start with some general information on…

➜ I’d just like to give you some background information about…

➜ Before I start, does anyone know…?

➜ As you are all aware/As you all know…

Changing the topic/speaker

➜ Right, let’s move on to…

➜ This leads me to my next point, which is…

➜ I’d now like to look at/consider…

➜ Now I will pass you over to/hand it over to Joe Bloggs

➜ Does anyone have any questions before I move on?

Inviting questions

➜ Does have anyone have any questions?

➜ I will be happy to answer your questions now.

➜ If you have any questions, please don’t hesitate to ask.

➜ If you have any further questions, I will be happy to talk to you at the end.

Summary and conclusion

➜ To sum up…

➜ So to summarise the main points of my talk…

➜ Just a quick recap of my main points...

Conclusion:

➜ I’d like to conclude by…

➜ That brings me to the end of my presentation, thank for listening/for your attention.

➜ Thank you all for listening, it was a pleasure being here today.

➜ Well, that’s it from me. Thanks very much.

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Making a Presentation Successful

In this series of articles we are examining English for Academic Purposes or EAP. This English is very different from the language used in our everyday social contexts and the language skills needed will have a specific academic focus. For this reason there are courses available to help learners develop these skills in an academic context.

This article focuses on giving presentations in an academic context. Presenting a topic is daunting for many people, particularly if it is in front of a crowd of strangers and you are not talking in your first language. It is normal if you feel shy and nervous when facing a group of people and having to speak. Consider these points to help you feel more at ease and your presentation more successful. 

Firstly, remember your audience. There is nothing worse than speaking to a room full of people who are half asleep! Start off with a joke or a thought provoking question to get their attention. Once you have the audience’s attention, try to keep it.  Think about who is listening to your talk. Are they familiar with the topic? Will they understand specialized vocabulary you might use? If the answer is no, then try to keep explanations, examples and language quite simple and not too technical. 

If you are using slides or a PowerPoint production, remember these should be used as props, not become the sole focus of your talk. Keeping the information on the slides to a minimum helps to maintain the focus of the listener on you, rather than the screen. Avoid reading from your slides as your audience will quickly become bored. If you are afraid of forgetting what you need to say, write the key points on some small cue cards which you can look at when necessary.  

Giving a brief introduction lets the audience know what they can expect to hear in the talk and also helps to maintain their focus. Consider using signaling words and phrases such as ‘Let’s move on to talk about……, ‘Next we’ll look at….’, ‘Following on from this…’, so the audience know when you are changing topics or introducing a new idea. 

It’s not just what you say, it’s also how you say it. Voice and body language are also crucial to a successful presentation. Practice your talk plenty of times before you face your audience. The more you practice, the more confident you will feel. Speak slowly and clearly so your audience can hear as well as process the ideas you are talking about. Your body language should be relaxed and open to your audience so try to avoid standing too rigidly or with arms folded. However, try not to move too much either or your audience won’t know where to focus. Practice in front of a mirror if you’re not sure about how to stand. 

Most importantly, try to enjoy yourself! If you’re having fun, your audience will too!

The British Council Malaysia offers Academic English courses year round which focus on development of presentation skills, as well as others, and are particularly relevant for those intending to study at university in Malaysia or abroad. 

Elevate Your Presentations: Mastering English Presentation Words and Phrases

The art of delivering a compelling presentation lies in the finesse of your language skills. It’s about crafting resonating sentences, choosing captivating words, and initiating a dialogue that piques curiosity. One must know how to maneuver through this landscape, from setting the scene with a powerful introduction to concluding with a thought-provoking statement. That’s where this guide comes in. It will give you key presentation sentences, phrases, and words to help elevate your communication skills.

Presentation Starting Phrases

In the realm of presentations, first impressions matter tremendously. Your opening words set the stage for the rest of your discourse, establishing the tone and drawing in your audience. The right choice of phrases can create a compelling introduction that commands attention and sparks interest. Here, we will explore a selection of presentation-starting words and phrases to help you set a strong foundation:

• I’d like to start by…
• Today, I’m here to discuss…
• Let’s begin with a look at…
• Good morning/afternoon/evening, my name is…
• It’s a pleasure to be here today to talk about…
• Let’s dive straight into…
• I would like to kick off with…
• Firstly, let’s consider…
• Have you ever wondered about…
• Thank you for joining me as we explore…
• Today’s focus will be on…
• Let’s set the stage by discussing…
• The topic at hand today is…
• To start, let’s examine…
• I want to begin by highlighting…

Crafting an engaging opening with the presentation starting words, is akin to opening the first page of a riveting novel. These phrases serve as a doorway, inviting your audience into the fascinating narrative you are about to share.

Setting the Scene: Key Presentation Phrases

Now that you have your audience’s attention, the next crucial step is to set the scene. It involves using key phrases to keep your audience engaged, clarify, and effectively communicate your main points. A well-set scene guides the audience through your presentation, helping them understand your narrative and easily follow your arguments. Let’s look at some essential phrases that can help you accomplish it:

• Moving on to the next point, we see...
• Delving deeper into this topic, we find...
• An important aspect to consider is...
• It leads us to the question of...
• Another critical point to remember is...
• To illustrate this point, let me share...
• On the other hand, we also have...
• Furthermore, it’s critical to note that...
• Let’s take a moment to examine...
• As an example, let’s look at...
• The evidence suggests that...
• Contrary to popular belief...
• It’s also worth noting that...
• Digging into this further, we discover...
• Expanding on this idea, we can see...
• Turning our attention to...
• The data indicate that...
• To clarify, let’s consider...
• To highlight this, let’s review...
• Putting this into perspective, we can infer...

These phrases help establish your narrative, maintain audience interest, and structure your arguments. They serve as signposts, guiding your audience through the presentation and facilitating understanding and engagement.

Transitioning Gracefully: Phrases for Presentation Flow

Transitioning between points or sections in your presentation is like steering a ship through water. Smooth navigation keeps your audience aboard, maintaining their interest and comprehension. Seamless transitions contribute to a coherent and compelling narrative, preventing abrupt jumps or confusing shifts in your discourse. The following phrases are powerful tools that can ensure your transitions are smooth and effective:

• Moving forward, let’s consider...
• With that said, let’s turn our attention to...
• Now that we’ve discussed X, let’s explore Y...
• Building upon this idea, we can see that...
• Transitioning to our next point, we find...
• Shifting gears, let’s examine...
• Let’s now pivot to discussing...
• Following this line of thought...
• Linking back to our earlier point...
• Let’s segue into our next topic...
• It brings us neatly to our next point...
• To bridge this with our next topic...
• In the same vein, let’s look at...
• Drawing a parallel to our previous point...
• Expanding the scope of our discussion, let’s move to...
• Having established that, we can now consider...
• Correlating this with our next point...
• Let’s transition now to a related idea...
• With this in mind, let’s proceed to...
• Steering our discussion in a new direction, let’s delve into...

These phrases connect threads, linking your ideas and ensuring your presentation flows smoothly. They give your audience cues, signaling that you’re moving from one idea or point to the next, making your discourse easy to follow.

Concluding Your Presentation in English

The conclusion is your final opportunity to leave a lasting impression on your audience. It’s a chance to wrap up your arguments, restate your main points, and leave your audience with a clear and compelling message to ponder. Here are some phrases that can assist you in crafting a memorable conclusion:

• To sum up our discussion today...
• In conclusion, we can say that...
• Wrapping up, the key takeaways from our talk are...
• As we come to an end, let’s revisit the main points...
• Bringing our discussion to a close, we find...
• In the light of our discussion, we can infer...
• To synthesize the main points of our discourse...
• To recap the primary themes of our presentation...
• As we conclude, let’s reflect on...
• Drawing our discussion to a close, the principal conclusions are...
• As our dialogue comes to an end, the core insights are...
• In wrapping up, it’s essential to remember...
• Summarizing our journey today, we can say...
• As we bring this presentation to a close, let’s remember...
• Coming to an end, our central message is...

These phrases help you consolidate your arguments, summarize your main points, and end on a high note. A well-structured conclusion ensures your audience understands your presentation, its key messages, and its implications.

Polished Presentation Vocabulary

Apart from structured sentences and transitional phrases, the vocabulary you use can add a touch of sophistication. An expanded lexicon enriches your language and enhances your ability to express complex ideas with clarity and precision. Let’s explore a list of presentation words that can add depth and dimension:

• Elucidate  -   make something clear, explain.
• Pivotal  -   of crucial importance in relation to the development or success of something else.
• Insights  -   an accurate and deep understanding.
• Nuanced  -   characterized by subtle distinctions or variations.
• Leverage  -   use something to maximum advantage.
• Perspective  -   a particular attitude toward or way of regarding something.
• Synthesize  -   combine   into a coherent whole.
• Salient  -   most noticeable or important.
• Correlation  -   a mutual relationship or connection between two or more things.
• Framework  -   a basic structure underlying a system or concept.
• Paradigm  - a typical example or pattern of something.
• Repercussions  -   an unintended consequence of an event or action.
• Contemplate  -   look thoughtfully for a long time.
• Manifestation - an event, action, or object that embodies something.
• Escalate  -   increase rapidly.
• Inherent  -   existing in something as a permanent, essential, or characteristic attribute.
• Validate  -   check or prove the validity or accuracy of.
• Consolidate  -   make something physically more solid.
• Compelling  -   evoking interest, attention, or admiration in a powerfully irresistible way.
• Delineate  -   describe or portray something precisely.

These words add a layer of sophistication to your presentation, conveying your thoughts and ideas more precisely. They expand your expressive capacity and lend an authoritative and professional tone to your speech. By integrating these words into your presentation, you can deliver your message with clarity and depth, engaging your audience more effectively.

The Corporate Edge: Navigating the Nuances of Business English Presentations

In the corporate world, effective communication is the linchpin of success. It’s an art that lies at the heart of all business interactions, from high-stakes meetings to persuasive pitches. And when it comes to delivering such a presentation, the task becomes even more critical. The business English presentation phrases you use, how you present your points, and the overall language command play a significant role in conveying your message effectively.

Presenting in a business setting often involves explaining complex ideas, discussing financial matters, and persuading potential clients or stakeholders. Here, the language must be precise, the tone - professional, and the content - structured. Unlike informal or academic ones, business presentations carry a certain degree of formality and specific jargon that sets them apart. However,  business English idioms and expressions can help soften the formality, adding a touch of personality to your language. 

Navigating the labyrinth of  business English also involves acknowledging the importance of research and planning. A well-researched presentation reflects your dedication, expertise, and credibility. It shows you respect your audience’s time and are prepared to deliver value. It’s not just about memorizing facts and figures; it’s about understanding your topic thoroughly and answering queries convincingly.

Another characteristic of business presentations lies in their persuasive nature. Often, they are geared toward persuading clients, investors, or team members toward a particular course of action. Consequently, using persuasive techniques such as presenting benefits, sharing testimonials, or demonstrating success stories becomes prevalent. You’re not just providing information; you’re trying to influence decisions and drive action.

An essential but often overlooked aspect of business presentations is the importance of a strong opening and closing. The opening is your chance to grab the audience’s attention and make them invested in your talk, so knowing how to start a business presentation is essential. Conversely, the closing is your final shot at reinforcing your message and making a lasting impression.

Finally, business presentations often involve handling criticism or skepticism, especially when proposing new ideas or challenging existing norms. Here, your ability to accept feedback gracefully, address concerns effectively, and maintain your composure can significantly impact the outcome.

Learn Vocabulary for Presentations with Promova

Looking to expand your vocabulary for presentations and  improve your language skills online ? Promova is here to help! Our platform offers various resources and courses to help learners of all levels master new words and expressions quickly, effectively, and confidently.

With personalized lessons from  certified tutors , you can get one-on-one instruction that caters to your specific needs and learning style. Additionally, our app allows you to access interactive exercises, quizzes, and vocabulary lists anytime and anywhere for easy practice on the go. Whether you are a beginner or an advanced learner looking to fine-tune your language skills – we have got you covered.

Don’t let language barriers hold you back any longer – start your learning journey with Promova today and take the first step toward achieving your goals! Try it out now with a free lesson and see how easy and effective our approach is.

As we conclude, it’s clear that effective presentations in English rely on various linguistic elements. A strong beginning, transitions, and a powerful conclusion, all while using precise vocabulary, are critical. The ability to craft compelling sentences and phrases, set the scene effectively, and transition smoothly between ideas are essential for a successful presentation. And the correct vocabulary can add depth and dimension to your discourse while conveying professionalism.

What role does body language play in presentations?

Body language can significantly impact how your message is perceived. Effective use of gestures, eye contact, and facial expressions can amplify your points, show enthusiasm, and engage the audience. Conversely, negative body language can detract from your message.

How important is it to know your audience before a presentation?

Knowing your audience is crucial. It informs the level of detail you need to include, the words and phrases you use, the examples you choose, and even the humor you might incorporate. Tailoring your presentation to your audience’s knowledge and interests can significantly enhance its effectiveness.

What if I make a mistake during my presentation?

Everyone makes mistakes. If you stumble during your presentation, take a moment, compose yourself, and move on. Don’t let a minor error disrupt your flow. Remember, the audience is there to listen to your ideas, not critique your performance.

Are there some resources with more phrases for presentations?

Indeed, many resources are available if you’re seeking to delve deeper into the world of presentation phrases.  The Cambridge Dictionary and  Merriam-Webster Dictionary offer many valuable collocations, from simple expressions to sophisticated vocabulary.

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The Ultimate Guide to VCE Oral Presentations

September 9, 2020

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Go ahead and tilt your mobile the right way (portrait). the kool kids don't use landscape....

1. What is an Oral Presentation? 2. What are you expected to cover? (Oral Presentation Criteria) 3. Choosing your Topic 4. Choosing your Contention 5. Writing your Speech 6. Presenting your Speech 7. Writing the Written Explanation 8. Resources to help you prepare for your Oral Presentation

What is an Oral Presentation?

For many VCE English students, the oral presentation is the scariest part of the course; it’s often also the first.

Doing a speech can indeed be daunting— you’re marked in real time, you can’t go back and edit mistakes, and the writing part itself is only half the battle. Nonetheless, the Oral SAC can also be one of the more dynamic and engaging tasks you complete in VCE English, and there’s plenty of ways to make it more interesting and also more manageable for yourself.

Keep reading for a comprehensive overview of what you need to know to succeed in your Oral Presentation. We’ve got you covered- from choosing your topic and contention, to writing and presenting your Speech.

We’ll also be suggesting useful resources, Study Guides and YouTube videos that will provide more detailed information and give you more confidence. Let’s get into it!

What are you expected to cover in an Oral Presentation? (Oral Presentation Rubric)

1. Your Oral Presentation SAC has two components. The first is the Oral Presentation itself (“a point of view presented in oral form”), and the second is a Written Explanation, also known as a Statement of Intention.

2. Your selected topic needs to be an issue that has appeared in the media since 1 September of the previous year

3. Your aim for this entire Oral Presentation SAC is to persuade your audience to agree with your contention (whatever that may be) based off the issue you’ve selected.

Here’s the raw version of VCAA’s expectations from you, taken from the VCAA website :

How to choose your Oral Presentation topic

1. select a topic that has appeared in the media since 1 september of the previous year.

This can be time consuming and tricky, especially if you want to choose something a bit more original or fresh.

Firstly, you need an event.  An event in the VCE English context is anything that happens which also generates opinionated media coverage—so, it’s not just an event but it has to be an event that people have published opinions about, and they have to have been published since September 1.

You might wonder why we don’t go to the issue straight away. Here’s a hypothetical to illustrate: if you asked me to name an issue, the best I could probably come up with off the top of my head is climate change. However, if you asked me to name an event, I’d pretty easily recall the Australian bushfires—something much more concrete which a) has generated specific and passionate opinions in the media; and b) can easily be linked to a wider issue such as climate change.

The ABC news archive is also really helpful for finding events since you can pick dates or periods of time and see a good mix of news events from then. Otherwise, Wikipedia has helpful pages of  events that happened in specific years in specific countries, so “2023 in Australia” might well be a starting point. 

When you have your event, you can then look for an issue. This will be a specific debate that comes out of the event, and can usually be framed as a “whether-or-not” question. The bushfires, for example, might generate debate around whether or not the Australian government is doing enough to combat climate change, whether or not Scott Morrison has fulfilled his duties as Prime Minister.

Most importantly, choose an issue from an event that’s interesting and important to you. After all, you’re going to be spending the time researching, writing and presenting!

2. Filter out the boring events/issues

Understand who your audience is.

Once you know who your audience is, ask yourself: Does this event and issue relate to my audience?

This question matters because “your aim of this entire Oral Presentation SAC is to persuade your audience to agree with your contention (whatever that may be) based off the issue you’ve selected.” This means that what you say to your audience and how they respond to your speech matters.

Even if your assessor isn’t counting exactly how many people are still listening to your speech at the end, everyone knows a powerful speech when they’re in the presence of one - it hooks the audience from start to end - and an assessor, consciously or subconsciously, cannot deny that the collective attentiveness of the room has an influence on their marking of your Oral Presentation.

That’s why you should choose a topic that your audience can relate to. Also, avoid topics that have too many unfamiliar words, because as soon as there’s something they don’t understand, it becomes much harder for them to follow your speech.

Now you may be asking yourself; what is the best topic for oral presentation?

Here are some example topics from previous years to give you inspiration:

VCE English Oral Presentation Topics 2014

VCE English Oral Presentation Topics 2015

VCE English Oral Presentation Topics 2016

VCE English Oral Presentation Topics 2017

VCE English Oral Presentation Topics 2018

VCE English Oral Presentation Topics 2019

VCE English Oral Presentation Topics 2020

VCE English Oral Presentation Topics 2021

VCE English Oral Presentation Topics 2022

VCE English Oral Presentation Topics 2023

For more detailed information on choosing a topic, read my blog Choosing a WOW topic for your VCE Oral Presentation ‍

How to choose your oral presentation contention

Once you've chosen an interesting topic and have researched all of its different viewpoints, it's time to formulate your contention.

Often, creating a killer contention is about avoiding some common traps that will make your overall presentation boring, bland and just like the rest of your cohorts'.

So, there are three things I like to AVOID:

1. Broad, Overarching statements

2. A Contention That Is Just Plain Obvious

3. Avoid A Contention That Is Generally Accepted As True In Today’s Age

For more information on writing a contention, read my blog Creating a Killer Contention for your Oral Presentation ‍

How to write your speech 

1. Have a CAPTIVATING introduction sentence; use a short, clear and powerful sentence.

2. RELATE to your audience so that it keeps them interested so they actually WANT to listen.

3. If you are taking on a persona, firstly study and UNDERSTAND your character.

4. Don’t forget your persuasive techniques. I usually use repetition in conjunction with the ‘rule of three’.

5. Remember that you are writing a SPEECH, not an essay. Instil your oral with emotion, varied tone and sentence lengths.

In fact, I've talked about a few of these in a 'Must Dos and Don'ts' video. If you haven't seen it yet, watch below before you read on.

4 tips on presenting your Speech

1. Body Language

Confidence is key. Stand with your feet shoulder width apart and, more importantly don’t move your legs. Especially if you’re nervous, swaying or shuffling will be noticeable and make you appear more nervous—when you practise, pay attention to the lower half of your body and train it to stay still if possible.

That being said, do use your arms for gestures. Those are more natural and will help engage the audience, though don’t overdo it either—usually, holding cue cards in one hand frees up the other but also stops you from going overboard.

2. Eye contact

Cue cards brings up another important consideration- eye contact. Hold cue cards in one hand as high as you can without it feeling uncomfortable. This means you don’t have to take your eyes away from the audience for too long or too noticeably to check your notes.

Eye contact increases your engagement with the audience. It also gives the impression of confidence and that you’ve been practicing and know your speech inside and out!

3. Rehearse, rehearse, rehearse

In a best case scenario, you won’t need to rely on your cue cards as you will have your speech basically memorised! Read your speech aloud and pretend that you’re actually delivering your speech. This means:

- Looking up ahead

- Holding the cue cards in the right spot; and

- Not just reading the words, but speaking as if to an audience

 It’s extremely helpful to also practice your speech to an actual audience! Practice in front of your family and friends. An alternative is to put a sticker next to your camera and record yourself. The sticker will help indicate where you should create eye contact. Look back at the video and give yourself some feedback, you might be surprised at your presentation!

4. Tone variation

Tone variation involves emphasising certain words, using pauses or slowing down for effect, or modifying volume. Incorporating some of these elements- even writing them into your notes by bolding/italicising/underlining will help you break out of monotony and make the speech more engaging.

Be sure to emphasise emotive language and any evidence you might use to illustrate your arguments. Most importantly, don’t speak too quickly!

5 things to keep in mind while writing the written explanation

For oral presentation based written explanations, the VCAA study design requests students write...

"A written statement of intention to accompany the student’s own oral presentation, articulating the intention of decisions made in the planning process, and how these demonstrate understanding of argument and persuasive language."

Using the topic, 'Why we need to stop crying 'cultural appropriation' when cultural exchange is far more important, ‘let’s see how this can be done with FLAPC with some examples below:

2. Language

3. Audience

For more information on writing a Written Explanation and a sample FLAPC compiled and rearranged for flow and fluency, read my blog How to Write a Stellar Written Explanation (Statement of Intention) .

Resources to help you prepare for your Oral Presentation

Doing this study all by yourself can be rather daunting, so we've got your back. We specialise in supporting VCE English by creating helpful videos, study guides and eBooks. Here are some just to get your started:

‍ A Three Part Guide to Nailing Your Oral Presentation

Advice for A+ Oral Presentations

How I Got A+ in My Oral Presentation | Live QnA With Lisa Tran

How To 'Overcome' Your Fear of Public Speaking

Oral Presentations | How To Do Speeches

5 Common Oral Presentation Mistakes

Our How to Write a Killer Oral Presentation Study Guide has all the information you need to succeed in your Oral Presentations. Sample A+ essays and written explanations are also included!

Get our FREE VCE English Text Response mini-guide

Now quite sure how to nail your text response essays? Then download our free mini-guide, where we break down the art of writing the perfect text-response essay into three comprehensive steps. Click below to get your own copy today!

Access a FREE sample of our How To Write A Killer Oral Presentation study guide

Written by Lisa Tran, who achieved FULL marks in her Oral Presentation:

• How to choose, plan and write your oral presentation and written explanation
• A simple, persuasive speech structure that will blow your audience away
• All essays FULLY annotated so you know exactly what you need to do and what not to do

Introduction

Choosing an Oral Presentation topic can be tough. Finding an idea that’s unique, relevant and interesting all at once can sometimes feel impossible; but don’t worry, this is where we come in! Below is a list of 12 potential Oral Presentation topics for you to draw inspiration from, selected in reference to the VCE assessment criteria .

Remember, this blog is not a resource to give you a finished speech idea , these are just jumping-off points. Plagiarism is very harshly punished in VCE and many other students will currently be reading this very same post, meaning it's up to YOU to figure out how you’ll form a unique angle if you pick one of these topics. To help you do this, each section provides an overview of the cultural events that make this topic relevant. Additionally, possible contentions are included, ensuring you can see how arguments about these topics can be effectively made. 

1. Kanye’s blow-up - The necessity of the media to stop platforming celebrities spreading harmful ideas

American rapper Kanye West has always been a controversial figure, but since his endorsement of Trump in 2016 he’s seemingly been on a particularly bad downward spiral. His descent into increasingly more extremist right-wing politics has led to the question of whether the news media, detached and neutral as they might claim to be, should even be reporting on him. 

As of writing (late 2022), Kanye’s recent appearances on far-right talk shows to voice support for Hitler and question the existence of the Holocaust (which has no doubt been topped by something equally controversial by the time this gets published) pushes this question right to its limit. 

Events like this are undoubtedly big stories that many people would like to know about, but does reporting on them do more harm than good? Do we realistically all have the self-control to ignore these figures when so much of modern news already revolves around controversy and gossip? Possible Contentions:

• Major media companies should reach an agreement to actively avoid covering celebrity behaviour that spreads dangerous ideas. 
• News media should make an extra effort to disprove the dangerous ideologies of those they cover, rather than presenting them in a ‘neutral way’.

2. Amber Heard - How online discourse can villainise marginalised groups and encourage ‘dogpiling’

A similar celebrity controversy that dominated 2022 headlines was the two-way public defamation lawsuit between actors Johnny Depp and Amber Heard, which involved accusations of abuse on both sides. One of the most notable parts of this case was the online depiction of Heard, on social media platforms such as Facebook and Youtube. 

Heard emerged as the internet’s new favourite punching bag, with an endless stream of videos and memes where her ‘ allegations of domestic violence and sexual assault were mocked for entertainment ’. Crucially, these were made to criticise her in a way that most clearly mirrored historical sexist stereotypes about emotionally manipulative women. You probably came across examples of these yourself, as platforms like Youtube have a history of directing users to this kind of content. 

As such, key issues were identified in terms of how social media warps online discussions of allegations of abuse. Additionally, like the last topic, the very fact that this legal dispute was publicly broadcast raises questions as to whether the media’s focus on this event may have worsened the issue. 

Possible Contentions:

• Personal legal proceedings between celebrities are not something that should be broadcast to the public.
• The online discussion regarding this trial demonstrates the need for increased regulation of hateful and abusive content on social media platforms.

3. Should Australia be made a republic in the wake of the Queen’s death?

The death of Queen Elizabeth II in September of 2022, among many other things, drew Australia back into a debate it's been having for decades; should we become a republic? This would be a shift from our current state of (effectively) being overseen by the United Kingdom as a ‘constitutional parliamentary monarchy’, with the ‘head of state’ now being an Australian citizen rather than the UK monarch. 

Although the replacement of the Queen with the new head of state (King Charles III) shouldn’t really shift people’s perspective on this issue, it most likely will. Queen Elizabeth has been the welcoming and approachable symbol of the monarchy for many Australians. Her death could be the catalyst for a shift in public opinion, severing the connection that many citizens still had to the UK monarchy. 

This issue can be approached from many different angles, inducing discussion on HOW the process of Australia becoming a republic should occur (especially how the new head of state should be chosen), as well as stepping back and assessing the positives and negatives of making this shift.

• Australia’s transition to a republic is a necessary step in helping honour the country’s Indigenous population and rejecting its colonial past
• Australia’s transition to a republic, although often framed as an act of national unity, will actually worsen the cultural divides within our country. 
• Although Australia should transition to a republic, the current rise of nationalist politics makes a public election of the new head of state extremely risky.

4. Are NFTs a positive advancement in contemporary technology? 

Whether or not you understand what it actually means, the phrase ‘NFTs’ has probably been inescapable on your social media feeds over the last year. Without getting too detailed, these ‘Non-Fungible Tokens’ are essentially investments into non-replicable representations of artwork , which will (supposedly) increase in value over time. 

Despite seemingly being an exciting new technology that could have given control back to artists through copyright ownership, NFTs have instead been heavily criticised for commercialising artwork by reducing it to a literal piece of digital currency. Further issues have arisen in terms of how this technology can easily be used to scam people through misrepresenting the value of individual NFTs, or NFT owners simply taking the money and running.

What do you think? All new technology seems shaky and uncertain at the start, and maybe we should recognise that the current negative impacts of NFTs must simply be overcome with time. How do we weigh the benefit this technology has for individual artists against its potential drawbacks?

• For their many flaws, NFTs give the power back to creators and, therefore, need to be improved rather than roundly rejected. 
• Despite preaching democratisation, NFTs and Bitcoin are both a part of a technological trend that will further increase wealth inequality.

5. How much can Western citizens really do to fight injustice via social media activism?

The effect of the COVID pandemic on developing countries, the Russian invasion of Ukraine, and human rights abuses by the nation of Qatar - this year has seen an innumerable number of news stories that would make any reasonable person jump to their phones to see what they could do to help, like signing an online petition or sharing a public post to spread awareness.

However, as you probably know, these forms of social media 'slacktivism’ have historically drawn criticism for their ineffectiveness and self-serving nature. Increasingly though, this debate has become more complicated, moving away from the simplified dismissal of any social media activism that emerged around the turn of the century . Others have rightly pointed out that many influential contemporary social movements, that have had real-world impacts, did emerge from social media, such as the BLM and #MeToo movements. 

As such, there’s a lot of room for different arguments here regarding whether a critical perspective of ‘social media slacktivism’ has become outdated in a world that is increasingly unavoidably based on the internet.

Possible Contentions: 

• Social media activism is unavoidably the way that young people are going to engage with political issues, and a rejection of it is naive and impractical. 
• Political activism should distance itself from the online world if it wants to make real-world change that doesn’t fit neatly under existing power structures.

6. Is the overload of various media streaming service subscriptions sustainable?

‘Streaming fatigue’ has emerged as a 2023 talking point that may have seemed unthinkable just a few years ago. Remember when we just had Netflix offering us a new way of consuming film and TV that was both more convenient and cost-effective than ‘pay TV’ packages (which were often heavily inflated in price and packed with unwanted channels )?

However, as we move into 2023, many have argued that the current subscription landscape now mirrors the previous pay-TV model. Consumers once again find themselves having to pay for an increasingly large amount of services if they want to conveniently access their film and TV shows. Predictably, this has seen a re-emergence of video piracy . 

Does this mean that it's fundamentally impossible for us to access our media as conveniently as we’d like to, and the years of Netflix being the only streaming service that had all we wanted were never sustainable? Or maybe corporations are unfairly squeezing every dollar they can out of us, and piracy is a fair and just consumer response?  

• Through offering convenience that is unparalleled by any other previous technology, streaming services are still worth the cost. 
• Consumers should actively engage in digital piracy until media corporations create a more affordable streaming environment.

7. Is a post-COVID work-at-home model healthy for the next generation of workers?

Although 2020 and 2021 may be remembered as the ‘years of COVID’, 2022 onwards is perhaps when we will see which long-term impacts of the pandemic continue to stick around. Aside from the permanent placement of public hand sanitiser stations, working from home has emerged as one of the most prominent main-stays from our lockdown years. 

Is this something that we should embrace? A lot was said during the lockdown about the mental health effects of being deprived of human connection; is this something we should just forget about when it comes to work? As with many of these issues, the question arises as to whether this shift is an inevitable effect of technological advancement, which we can either accept or fruitlessly battle until it becomes the new normal. 

However, the fact that this ‘work from home’ dynamic only emerged due to a pandemic complicates this idea, making it possible that we may have accidentally all become accustomed to a new economic model of work that we would be better off without. 

Possible Contentions:  

• We must actively push back against the ‘work from home’ model; if we don’t, we will suffer both mentally and financially into the future.  
• Working from home is a win-win; it's more convenient and cost-effective for both employer and employee.

8. How can gentrified and aestheticised versions of social movements be avoided?

I wonder whether you saw the Indigenous name for Victoria’s capital city (Naarm) appear more frequently on your social media feeds this year, with people adding it to their Instagram bios or referring to it on TikTok? What started as a conscious choice to respectfully refer to the city by its original Indigenous name quickly became criticised as a trendy aesthetic for outwardly progressive white Victorians, with terms like ‘naarm-core’ becoming short-hand for a specific kind of trendy fashion that was ‘ devoid of any ties to First Nations people ’. 

‘Naarm-core’, therefore, stands as another example of a movement that may have started with admirable aims, but was drowned out by those who just wanted the social benefits of participating in progressive politics. Think of the recent similar debates about ‘rainbow capitalism’, with similar criticisms being made of brands that co-opt progressive concepts like LGBQTI+ identity purely for social (and financial) capital. The question naturally emerges as to how we can avoid this for future political movements. 

Or maybe you disagree with all these critiques? Political discussion moves so fast these days that it can feel like people are in such a rush to criticise things that they miss actual progress being made. After all, the use of the term ‘Naarm’ to refer to Melbourne was undeniably popularised on the back of this trend. 

‍ Possible Contentions: 

• The criticism of political movements that deal with race being tokenised by white people can only be solved by allowing people of colour at the centre of these movements.
• People are too cynical about social movements and trends; virality and popularity, despite ‘inauthentic intentions’, often do more good than harm. 

9. How can the highly polarised discussion concerning COVID vaccines become more productive?

Another thing you may have witnessed from living in a post-COVID world is an increase in how divided simple issues seem to make us. Ever tried to convince a relative or friend that, no, in fact, vaccines are not designed to implant us with microchips - seems impossible right? 

For many people, the pandemic was a tipping point into full-blown conspiracy communities, meaning people are increasingly able to exist within their own social-media realities that don’t need to be bound to scientific truth or objective fact. This all creates a division between those with different beliefs that is somehow wider than before, where we can’t even agree on simple statements of truth. 

The debate around what to do about this deals with questions of human psychology, social media (again), but also freedom of speech. Should spreading (potentially dangerous) false information that conflicts with scientific consensus be allowed on social media? Most importantly, how do we encourage actual communication between different sides?

Possible contentions:

• Talking in person is the only way for people with vastly different beliefs to find common ground.
• Those spreading dishonest and dangerous conspiracy theories about public health cannot be reasoned with, and need to be actively shut down wherever they appear.

10. With the infamous Oscar slap, what ‘consequences’ should comedians and satirists face for what they say?

Here’s a news story that you’re probably tired of hearing about! Actor Will Smith’s act of violence against Oscar host and comedian Chris Rock for a joke about his wife’s alopecia (hair loss) caused many different conversations to happen at once; about toxic masculinity, celebrity culture, violence as a spectacle. These are all totally valid angles for your Oral Presentation, but let’s focus on maybe the most common debate; did Chris Rock deserve this?  

Functioning as a comedian hosting an awards night, Rock’s job was to poke fun at everyone participating, and these sorts of roles have often involved controversial comments and jokes . Does this mean they have immunity from any consequences for their words though? What should these consequences look like? And, if we excuse smaller acts of violence, what does that normalise? 

The 2015 terrorist shooting of the staff of satirical French magazine ‘Charlie Hebdo’ for their depiction of the Islamic prophet may seem a world away from Will Smith’s slap, but some may argue that this is the logical end-point for a world that believes physical violence is the way to deal with jokes people don’t like. 

• The idea of comedians actually being threatened by violence is overblown; the slap was an isolated incident.
• Protecting the safety of those who make controversial jokes is paramount to maintaining freedom of speech.

11. With Optus and Telstra’s recent data breaches, is placing all our valuable personal information in virtual spaces sustainably safe? 

This year saw a record-level data breach from one of Australia’s leading telecommunications companies, Optus. The personal details of almost 10 million customers were given to the hackers. 

Then, two weeks later, a similar data breach happened at Telstra. Yes, this time, no customer information was leaked, but information on the company’s employees was again released. 

All of this may disturb the image we all have in our heads of online databases as relatively unbreachable, locked away behind thousands of firewalls somewhere in the cloud. In fact, much of modern society operates on this assumption. Maybe you’ve added your credit card details to your Chrome tab because it makes online purchases easier? This convenience comes with the implicit assumption that online personal info is pretty much always safe when protected by a big tech company, but these events arguably prove otherwise.  

Cyberattacks are ‘ increasing as a threat ’, yet danger for the sake of convenience is something that all of us deal with. Maybe you think there are degrees to this; should we draw a line at information that can cause us legitimate harm if given to a malicious party?  

• Our society is already too technologically dependent to try and ‘go offline’ for the sake of data safety.
• Valuables of any kind are always going to run the risk of being stolen, and digital piracy is no different.

12. What is the role of Western countries in resisting the unlawful Russian invasion of Ukraine?

As already mentioned, the Russian invasion of Ukraine was one of the biggest news stories of 2022. Putin’s unlawful decision to attack the country’s capital in February of 2022 has left more than 10,000 people dead and millions displaced from their homes. Virtually all world leaders condemned this act immediately. Yet, almost a year later, the war continues, and documented war crimes occur on Ukrainian soil.

Thinking larger than just social media, the question of what can actually be done to help by the countries who condemn this war has naturally emerged. Many nations have supported Ukraine financially, including the US giving nearly $20 billion . Some may argue that this is not nearly far enough, and that all world powers have a responsibility to wage direct war against Russia in support of Ukraine. Naturally though, many are strongly against Western intervention in this form, believing that countries like the US should not see themselves as all-knowing powers that can intervene in other nations based on their ideological beliefs. 

‍ Possible Contentions:

• Any attempt to guilt individual citizens about their need to ‘do something about Ukraine’ is completely unfair; the responsibility for any meaningful action is entirely on the government.
• The West, particularly the US, has a long history of militarily invading smaller nations for their own purposes; their condemnation of the Russians is hypocritical.

If you haven’t already done so, check out our Ultimate Guide to Oral Presentations for some general tips and tricks to get you started!

Written by Milo Burgner

Updated 26/12/2020

It’s that time of year again when many VCE English students start brainstorming their Oral Presentation SACs. To help you out, we’ve collated some of the biggest names and issues in the recent Australian media.

Each heading represents a broad, ongoing issue, and under it are more specific debates within each issue. Going down a more precise route with your topic selection can make your speech a lot more engaging and current, so pick a broad issue that speaks to you, and ‘zoom in’ on a debate for your speech. Don't forget to also check out Our Ultimate Guide to Oral Presentations for everything you need to know for Oral Presentations.

CLIMATE CHANGE

1. green new deal.

Originally, the 'New Deal' was a bunch of economic reforms that restimulated the economy back into action after the Great Depression. The ' Green New Deal' is a bunch of policies that combines this economic approach with the need to fight the climate crisis. It was first brought before the United States Congress by Alexandria Ocasio-Cortez in late 2018 , but was ultimately voted down. It called for a 10-year transformation of the economy to provide green jobs; transition to renewable, zero-emission energy sources; and eliminate pollution across sectors such as manufacturing, agriculture and transport. Is this something that we need to adopt in Australia? Is now the best time for that conversation, given the political climate (not to mention the actual climate of the worst bushfire season in history)? And what exactly are the options? Australia Needs a Green New Deal (03/11/2019) What could an Australian green new deal look like? (28/11/2019) Why the Green New Deal matters (29/11/2019) Let’s make the 2020s the decade that Australia gets its mojo back (04/01/2020)

2. Young People on Strike

2019 saw the emergence of the ' school strike for climate' , an international movement of students skipping school to demonstrate and demand action on climate change. It took off after Greta Thunberg, a Swedish schoolgirl, began protesting outside the Swedish parliament in late 2018. It sparked widespread discussion on young people, education and the merits of striking. Scott Morrison was drawn into the discussion, stating that he doesn’t 'want our children to have anxieties about these issues', while defending his government’s track record on renewable energy investment. So - should young people be worrying about these issues at all? Are they missing out on crucial years of education by taking to the streets? And, is what they’re saying really unreasonable at all? Global climate strike sees ‘hundreds of thousands’ of Australians rally (video, 0/09/2019) The climate strike organiser who received a near-perfect ATAR (18/12/2019) How Greta Thunberg’s school strike went global: a lo ok back (podcast, 30/12/2019)

3. To Prime Minister or Not To Prime Minister

Australia is already facing its most severe bushfire season yet with several months of fire season left to go. During these months, Scott Morrison took a holiday in Hawaii, staying there even after stating his intention to return . Even as he returned, he was shunned for perceived insensitivity and insincerity . What should a Prime Minister do in a state of national emergency? While Morrison delegated many of the duties to state premiers, are these distinctions important in times of crisis? Is he the leader we deserve after his resounding, miraculous election victory in 2019? Where to from here? ScoMo, Where the Bloody Hell Are You? (20/12/2019) Don’t dismiss our anger in Cobargo Scott Morrison, we are the ones living through a crisis (02/01/2020) Scott Morrison, Australia’s singed prime minister (03/01/2020) ‘Bloodcurdling insanity’: Real reason ScoMo is under fire (04/01/2020)

4. Emissions Trading Scheme (ETS)

An ETS basically makes carbon gas emissions an economic good that gets bought and sold like any other - corporations that emit more gas will need to now purchase permission to emit, while corporations that emit less will be able to sell their permits. The debate for an ETS in Australia is old (surprisingly perhaps, John Howard first broached the idea towards the end of his Prime Ministership ), but became political poison after Julia Gillard introduced it despite promising that her government wouldn’t introduce a carbon tax in the 2010 election. It has since been scrapped, making Australia the only government in the world to ever dismantle an operational ETS. A decade later, is it now the right time to revisit this discussion? Just why are so many people opposed to policy that would stop corporations from emitting for free? And what does this mean for our international reputation and commitments? One of the world’s biggest emitters is trying to fly under the radar at Cop25 (06/12/2019) For 10 Years, Australia Has Been In A Climate-Policy Abyss (07/12/2019) ‘Not moving fast enough’: former head of Scott Morrison’s department criticises climate change policies (18/12/2019)

SOCIAL EQUITY

1. homophobia in sport.

So this is nothing particularly new, but it’s unfortunately still present even as we move into 2020. Should sports stars be penalised for their opinions when they’re exclusionary and harmful, or should we respect them for their sporting prowess? Maybe this speaks more broadly to the standards we expect sporting stars or public figures in general to set as role models… Israel Folau: Australian rugby star condemned for linking bushfires to ‘sinful’ homosexuality (18/11/2019) Marcus Stoinis fined $7,500 for homophobic slur during Big Bash League (04/01/2020)

Bear with me on this one - while she isn’t specifically a ‘social equity’ debate, Lizzo’s emergence as a breakout singer of 2019 intersects with a lot of social equity movements, from body positivity and feminism to racial justice and self-empowerment. Her upcoming shows in Australia sold out in minutes, which speaks to her newfound popularity as a global star. What is it about Lizzo that resonates with so many people? What and who does she represent? Is the new decade also a watershed moment for diversity in entertainment? Lizzo taps into the real meaning of freedom in 2019 (07/10/2019) Lizzo, pop’s reigning phenomenon, brings her juice to Australia (05/01/2020)

3. Gender Wage Gap in Sport

Again, this one isn’t too new, but a fresh wave of activism for equal pay in sport was sparked this year by Megan Rapinoe, the captain of the US women’s national soccer team (which won the World Cup in 2019). She, her team and the men’s team sued the national soccer federation for gender discrimination and other countries, Australia included, followed suit. Why does the wage gap exist and what are the reasons for closing it? Is a preference for the men’s game enough to justify paying women less (despite the fact that preferences like this are usually rooted in misogyny and are subjective anyway)? And how does this translate between different sports such as soccer, AFLW and tennis (where Serena Williams and Novak Djokovic have clashed over this before)? AFLW pay dispute is over (28/10/2019) Matildas become first women’s team in world football to be paid the same as men’s team (video, 05/11/2019) Australia’s women footballers get equal pay in landmark deal (06/11/2019) ‘We Have To Be Better’: Megan Rapinoe and the Year of Victory and Advocacy (18/12/2019)

4. Newstart

Newstart is Australia’s income support for those aged 22 to 64 who are unemployed. Though a form of social security, it’s fallen behind in terms of how much economic security it can provide recently, with years of no real increases (that is, increases which offset inflation - basically things are getting more expensive and even if Newstart increases, it doesn’t give you more purchasing power in reality). Is it finally time to increase Newstart? There was some discussion around the holiday season being particularly expensive, but should an increase be permanent? How hard is it to get a job in today’s economy? And are the payments enough to live on if you can’t find a job? Morrison government defends Newstart amid criticism it is among low est welfare payments in OECD (08/10/2019) Report highlights social crisis confronting Australian youth on welfare (14/12/2019) Survey finds two-thirds of Australians back a Newstart Christmas boost (22/12/2019) The economic case for increasing Newstart (01/01/2020)

5. First Nations Justice

'Voice' was the Australian National Dictionary Centre’s word of the year in 2019 , in the context of Indigenous representation in the Australian parliament. A Voice to Parliament would enshrine Indigenous input into laws and policies on issues affecting First Nations communities, and has been called for by activists for some time now. How does this tie into/is this distinct from other issues such as constitutional recognition? Why haven’t we seen a lot of progress or consensus on these issues? And what might it mean for those communities to be able to make autonomous decisions? There’s a 60,000-Year-Old Way to Help Stop Australia Burning (16/12/2019) ‘I feel unchained’: Mauboy adds her voice to Indigenous recognition campaign (29/12/2019) The Voice to Parliament isn’t a new idea – Indigenous activists called for it nearly a century ago (02/01/2020) ‘It can be more controversial’: Costello warns on constitutional recognition for Indigenous Australians (02/01/2020)

1. Teaching as a Decreasingly Popular Profession

Australian teachers have been struggling with increasingly difficult jobs and flat-lining pay in recent years, and teachers’ unions haven’t been able to successfully find a solution to offset these concerns. Tertiary students are now turning away from pursuing a career in education , and there could be many reasons as to why. What does this mean for the future of Australian education? In what ways do you as a student feel the impacts? And what could be some solutions - perhaps both from a teacher’s point of view, but also from a student-centric viewpoint? Three charts on teachers’ pay in Australia: it starts out OK, but goes downhill pretty quickly (02/09/2019) The epic failure at the root of Australia’s maths problem (06/12/2019) Why male teachers are disappearing from Australian sc hools (12/12/2019) A new voice for class teachers (30/12/2019)

2. Australia Falling Behind

Unfortunately, Australian students have been falling behind many of their global counterparts in terms of educational outcomes - we even hit our worst ever results in the OECD’s international student assessment in 2018. What does this mean in an increasingly globalised world and is there a way to turn this around? How might a student perspective on this be unique from that of a politician for example, or another stakeholder? And is education an isolated issue, or should we be looking at more holistic solutions that incorporate health-related, economic and/or social solutions as well? Murri School students experience social and emotional benefits from six-day nature camp (13/10/2019 - a bit of a reach, but an interesting read about education outside of the traditional classroom) No need to panic – we can fix Australian schools. But to rush the reform is to ruin it (08/12/2019) Coalition to review Australian education curriculum in bid to reverse fall in student results (11/12/2019) Aboriginal English recognition in schools critical for improving student outcomes for Indigenous Australians (21/12/2019) We love to criticise the United States, but guess what? Their public schools are better than ours (04/01/2019)

This is another one of those long-running debates, though it’s on the table again as the ACT has recently legalised recreational cannabis . This goes against federal law, which still bans the possession and use of weed, and makes Canberra the first Australian jurisdiction to decriminalise it. Canberra has also led the way on issues such as same-sex marriage, legalising it as early as 2013 (four years before the rest of the nation would follow suit). Discussion about other drugs such as ecstasy has also been raised as a result, and this piece might be an interesting read on why different drugs have different legal statuses. Still, is legalising pot the way to go considering how other Western democracies are already moving in this direction? Is it even a harmful drug at all? And what about the others, such as ecstasy? Or even alcohol, for that matter? Nation’s capital legalises cannabis for personal use (25/09/2019) Peter Dutton: government may overturn ‘dangerous’ ACT decision to legalise cannabis (25/09/2019) Australia could be the first country to legalise ecstasy – are we going too far? (03/10/2019) Canberra women with endometriosis are self-medicating with cannabis, but legalising the drug might not help (28/12/2019)

2. Climate Grief

This is an interesting and pretty recent phenomenon - climate grief or climate burnout are new terms that have come into existence to describe the mental health impacts of the climate crisis. In particular, they describe the frustration and despair that people may feel as a result, given that progress on reducing carbon emissions is frighteningly slow and natural disasters are becoming more frequent and devastating at the same time. What is your take on it and who’s feeling it? Do you have to be affected by disasters, or can it also affect young people who feel pessimistic about the future of the planet? And what could be some strategies for overcoming it? What is the importance of seeing climate through a health lens and how might it inspire activism or change? Australian Farmers Muddled in Mental Health Crisis (26/09/2019 - a good read on how climate issues intersect with economic issues as well) Australian town breaks record for mental health awareness following devastating flood (16/12/2019) Australian bushfires could lead to a mental health crisis, expert warns (03/01/2020)

3. Mental Health

2019 saw some other new developments in the conversation around mental health in Australia. A report found that mental health concerns are getting more widespread among young people, while government investment doesn’t really seem to be effective. Meanwhile, we’re also seeing progress on destigmatising mental health issues within sport - overseas, athletes such as Paul Merson and Stan Collymore have shared stories of their battles, while Cricket Australia looks into ways of creating more supportive environments for their players. How can we streamline the message around mental health, or the relevant support networks? What solutions haven’t we tried yet, and how might the discussion around this shift in the next decade? What are the implications if we don’t address these issues? Note that this can be a sensitive issue which may cause distress to some people. Mental health issues increasing among Austra lians (30/09/2019) Push to get wellbeing counsellors into schools as mental health bill costs Australia billions (31/10/2019) What’s driving poor mental health among young Australians? We asked them (20/11/2019) Kevin Roberts: Cricket Australia committed to better understanding menta l health (14/12/2019) People with mental illness less likely to get cancer screening (03/01/2020)

4. Abortions in NSW

NSW recently legalised abortions for pregnancies shorter than 22 weeks after one of the longest debates in their state Upper House. While the choice versus life debate has raged around the world for decades now (i.e. maybe don’t do a pro-choice speech that people will have heard before, and probably don’t do a pro-life speech in 2020), what is the landscape of the debate like in our day and age? Who opposes it and why? What is the problem with making health issues criminal issues instead (e.g. drug policy as well)? And what other issues might be linked to this? Can someone who is pro-life also support tougher border restrictions that lead to refugee deaths at sea, for example? Note that this can be a sensitive issue which may cause distress to some people. Why NSW is still fighting about abortion (17/09/2019) Controversial abortion bill passes NSW Upper House after long-haul debate (25/09/2019) Abortion Is Now Legal in NSW After Controversial Bill Passes Lower House (26/09/2019) NSW abortion law: doctors say last-minute changes ‘unnecessary’ but manageable (26/09/2019)

Wondering where to go from here? Well, luckily, my eBook, How To Write A Killer Oral Presentation , details my exact step-by-step process so you can get that A+ in your SAC this year.

• Access a step-by-step guide on how to write your Oral Presentation with simple, easy-to-follow advice
• Read and analyse sample A+ Oral Presentations with EVERY speech annotated and broken down on HOW and WHY students achieved A+ so you reach your goal
• Learn how to stand out from other students with advice on your speech delivery

Sounds like something that'd help you? I think so too! Access the full eBook by clicking here !

Don't forget to also check out Our Ultimate Guide to Oral Presentations for everything you need to know for Oral Presentations.

Welcome to 2014! As many of you will already be in your second or third week of schooling, it’s likely that you’re getting plenty of workload from across your subjects. Some of you may very well be preparing for your oral presentation SAC that’s coming up very soon! If that is the case, I’ve collated a list of some popular topics that have cropped up in the Australian media since September last year. The list is intended to help you brainstorm different issues you may wish to debate in your speech, with the contention left for you to decide once you have researched enough on the topic! Check it out below:

• Treatment of asylum seekers 
• Processing of asylum seekers
• ‘One punch law’
• Street violence
• Should mathematics be compulsory in schools?
• Shark culling in South Australia
• The end of car manufacturing in Australia
• Sex education and homosexuality
• Work-for-the-dole scheme
• Needle vending machines
• East-West tunnel
• Cory Bernadi’s book – The Conservative Revolution (Abortion)
• Should we smack our children?
• The Indigenous employment gap
• Tecoma McDonalds
• Sexism in the media
• Animal cruelty
• Treatment of fare evaders
• Wearing the hijab in schools
• Childcare wages
• Should the government fund private schools?
• See  Oral Presentation Issues in 2013  for other ongoing issues

The oral presentation SAC is worth 40% of your unit 4 English mark and is comprised of two sections: your statement of intention, and your oral presentation. It can be difficult to understand what is expected of you, as this SAC definitely varies from your typical English essay! So, if you need help understanding what’s expected of you, check out Our Ultimate Guide to Oral Presentations . If you’d like an even more in-depth guide on how to approach this assessment, definitely check out the How to Write a Killer Oral Presentation study guide!

Here, I’m going to dissect five of the most common mistakes students make during their oral presentation, and gloss over ways in which you can improve your marks for this critical SAC.

1. Writing an Unentertaining Speech

Whilst your other English SACs may require you to write in a formal and sophisticated manner, the oral presentation SAC is the one shining exception! Many students fall into the trap of writing a frankly boring and uninspiring speech that does no justice to their academic ability. Here are some mistakes to watch out for:

Choosing the Wrong Topic

Your school may or may not already give you a list of topics to choose from. However, in the event that you must research your own topic, it is essential that you choose an issue relevant to your current audience. You must adopt a clear contention in your speech. 

Do not, for example, write a five-minute speech on why one sports team is better than the other, or why murder should be illegal. Choose an issue that you can take a passionate stance on and engage the audience with. Avoid a contention that is obvious and aim to actually persuade your class. Make sure you choose a 'WOW' topic for your VCE Oral Presentation .

‍ Writing With the Wrong Sense of Tone

This is one of the biggest mistakes students make when writing their oral presentation. I cannot stress this enough – your speech is not a formally written text response! You are presenting your stance on an issue, which means that you are allowed to be passionate and creative. You can educate your audience on the facts without boring them to sleep. Let’s analyse two sample excerpts on the same issue to see why:

Issue: Should the Newstart allowance be increased?

Sample 1: 722,000 Australians are on Newstart. Single people receive approximately $40 a day. The Australian Bureau of Statistics recently increased this payment by $2.20 to adjust to price inflation. However, I am arguing that this price should be increased more.

Sample 2: As Australians, we pride ourselves on community values, and supporting one another. Yet, the way in which we treat 722,000 of our most vulnerable people doesn’t reflect this. The Australian government recently increased the Newstart payment by $2.20 weekly. But this means that Newstart recipients still live on just over $40 a day. Ask yourself, is that really enough to survive?

Samples 1 and 2 have the same information. Yet, Sample 2 engages with the audience in a much more effective manner. Try to avoid an overly formal tone and speak with passion and interest.

2. Presenting Without Confidence

Presenting in front of your class can be a very daunting experience. However, in order to distinguish yourself from your classmates, you must speak clearly and with confidence. Try to avoid making the following mistakes:

Reading Instead of Talking

Think back to primary school. Remember when your teacher would read you a storybook, and they would put on voices to make the story more engaging and interesting? The same sort of idea applies to your oral presentation. Simply reading a well-written speech will not get you marks. Rather, you should talk to your audience. Make eye contact, maintain good posture, and project your voice. Confidence is key!

Stalling for Time

I’m sure we’ve all been in a situation where we haven’t prepared ourselves for a test as well as we should have. The oral presentation SAC is not an assessment that you can simply wing on the day. Oftentimes, poor scores stem from a lack of preparation which can be reflected in the way students present themselves – and stalling for time is a big giveaway. Save yourself the mental stress and prepare for your SAC by writing out your speech beforehand (or even preparing a few dot points/cue cards). I personally find it helpful to practise in front of a mirror or even in front of pets/stuffed toys.

3. Not Distinguishing Yourself From Your Class

If you’re gunning for a good mark, you want to stand out from your class. This can be especially difficult if you are presenting the same topic as one of your peers. Avoid:

Starting in an Uninspiring Way

This is another big mistake students make when presenting. Let’s just estimate that there are approximately 20-25 people in your English class. Now, imagine if every person who presented before you began their speech with:

“Good morning, today I’ll be talking about why Newstart should be increased”.

It gets repetitive. You can distinguish yourself by beginning in a myriad of other ways. Here’s an example of how I started my own oral presentation for my SAC:

Topic: Should we ban sunscreens with oxybenzone and octinoxate?

Imagine you are a foreigner, excited to visit Australia. In your head, you’re picturing our beautiful flora and fauna, our stunning beaches, and the Great Coral Reef. You finally arrive after a long flight, eager to explore the country. You’re expecting the Great Coral Reef to be boasting colour, to look like all the pictures spotted online. Instead, you find what looks like a wasteland – a reef that has essentially been bleached to death. As Australians, we have to wonder what went wrong. If we really loved and cared for our environment, how could we not be protecting the reef, preventing any further damage? Recently, Hawaii banned sunscreens containing the chemicals oxybenzone and octinoxate, reasoning that these chemicals were causing harm to coral. Yet, in Australia, banning sunscreens with these chemicals are seen as drastic and useless measures, which simply isn’t true when you look at the facts. 

This is an example of an “imagined scenario” starter. How to Write a Killer Oral Presentation outlines other ways to start your speech with examples! If you’re having trouble figuring out how to start with a BANG, definitely make use of this resource.

No Enthusiasm

I say this to my students regardless of the English SAC that they’re writing – you want your writing/speech to reflect that you are indeed learning and enjoying your education. Your teacher will be able to tell if you choose a topic that you have no interest in, or if you are simply regurgitating information. Use this SAC to learn about an issue and take interest in your learning. Believe me, your grades will thank you for it.

4. Incorrectly Using Visuals

Whether you are allowed to present with visuals or not is up to your English teacher. However, it is essential that you do not incorrectly use these visuals, as it can cost you marks. Avoid:

Overusing PowerPoint Slides

I’m a bit old-fashioned myself and honestly prefer presenting a speech with no images. That’s not to say that some images can’t be a great addition to your piece. However, PowerPoint can quickly steer you away from presenting your topic in an engaging manner. 

This is an oral presentation with a stance on an issue, not an assessment where you are marked for presenting information to an audience. Therefore, reading off of PowerPoint slides is a big NO. 

Using Cluttered Infographics

The point of focus of your oral presentation should be on YOU – your words, your stance on the issue. This ties into the PowerPoint criticism I made above, but using a cluttered infographic takes away from your well-written speech. Below is an example of an overly cluttered infographic:

If your speech was on renewable energy, your audience would be detracted from your stance, and too focussed on reading the information from the visual. If you have any key information that needs to be explained, it is better to embed this into your speech than rely on an infographic. ‍

5. Disregarding the Statement of Intention

If you’ve finished writing your speech, you may have let out a big sigh of relief. But don’t get too comfortable yet – you still have to write your statement of intention ( SOI ). This piece of writing is supposed to accompany your speech, and it’s worth 25% of your SAC mark. Do not waste all your hard efforts by not taking the SOI seriously. 

I like to think of an SOI as a language analysis of your own speech. Essentially, you should be explaining your choice of language, tone, and rhetoric, and justifying why that would make a profound impact on the audience.  Make sure you understand what an SOI is.

I like thinking of this as a three-step approach:

• Quote my own speech 
• Explain why and how my language would impact the audience
• Link back to my overall contention of the issue

‍ How to Write a Killer Oral Presentation outlines exactly what is expected of you in this section of your SAC. If you’d like to see an annotated A+ statement of intention, be sure to check it out!

I hope that going through these mistakes will help you when writing your own oral presentation! It’s always best to ask your teacher or English tutor for advice if you’re unsure of where to start. Happy writing!

We've all been there. You're moments away from having to deliver your 5-6 minute long oral to all of your classmates and your teacher, and you're still trying to memorise that one bit that you just can't seem to get down pat. It sucks.

Doing a speech can indeed be daunting— you’re marked in real time, you can’t go back and edit mistakes, and the writing part itself is only half the battle. Nonetheless, the oral SAC can also be one of the more dynamic and engaging tasks you complete in VCE English, and there’s plenty of ways to make it more interesting and also more manageable for yourself.

We’ll break the whole process down into three parts (don’t worry, one of these will be the delivery itself) and have a look at ways to tackle each; hopefully, you’ll feel more empowered to give it a go on your own terms. Don't forget to also check out Our Ultimate Guide to Oral Presentations for everything you need to know for Oral Presentations.

Part One: Choosing a good topic

(in this section—researching events & issues, topic ideas).

For a bit of a head start on this step, be sure to check out our blog post filled with Oral Presentation Topics for 2020 . It's one of our best kept secrets!

In the study design, the description that’s given for the Oral Presentation is:

“A point of view presented in oral form using sound argument and persuasive language . The point of view should relate to an issue that has appeared in the media since 1 September of the previous year.”

Besides this restriction on how current/recent your issue is, the expectations themselves for this task are pretty standard (and therefore pretty broad): you

• select a topic or point of view
• research arguments and supporting evidence; and
• position the audience accordingly in your speech

Getting started on this first part can be tricky though, especially if you want to choose something a bit more original or fresh.

In any case, the first thing you need is an event . As a reminder, an event in the VCE English context is anything that happens which also generates opinionated media coverage —so, it’s not just an event but it has to be an event that people have published opinions about, and they have to have been published since September 1.

You might wonder why we don’t go to the issue straight away. Here’s a hypothetical to illustrate: if you asked me to name an issue, the best I could probably come up with off the top of my head is climate change. However, if you asked me to name an event, I’d pretty easily recall the bushfires—something much more concrete which a) has generated specific and passionate opinions in the media; and b) can easily be linked to a wider issue such as climate change.

So where do you find an event? If you can’t think of a particularly interesting one right away, you could always try Wikipedia. Seriously, Wikipedia very helpfully has pages of things that happened in specific years in specific countries, so “2019 in Australia” might well be a starting point. The ABC news archive is also really helpful since you can pick dates or periods of time and see a good mix of news events from then.

I wouldn’t underestimate your own memory here either. Maybe you attended the School Strike for Climate and/or you feel vaguely disappointed in the government. Maybe there was something else happening in the news you remember (even though it is often about the environment these days). It doesn’t have to be from the news though—maybe there was a movie or TV show you watched recently that you have thoughts about. You could really do a speech on any of these, as long as you suspect there might be recent, opinionated media coverage .

Only once you have an event should you look for an issue . This will be a specific debate that comes out of the event, and can usually be framed as a “whether-or-not” question. The bushfires, for example, might generate debate around whether or not the Australian government is doing enough to combat climate change, whether or not Scott Morrison has fulfilled his duties as Prime Minister, whether or not it’s appropriate to discuss policy already when people are still grieving. All of these issues are going to be more current and more focused than just ‘climate change’, so pick one that resonates for your speech. For a list of 2019-20 issue-debate breakdowns (i.e. topic ideas!), give this a read!

From there, you might delve a little deeper into viewpoints around your chosen issue, and you’d do this mostly by reading opinion or analysis articles (rather than hard news reports). Opinion is great to see what other people are thinking, and could help you bolster or reinforce your own arguments, whereas analysis is good to get a little deeper into the implications of and evidence behind the issue. The actual contention itself comes last—even though you might already have an idea what you think about the issue, you’ll be best prepared to articulate it after doing the research first.

Part Two: Writing a good speech

(in this section—register/tone selection, personas, openings, how formal you need to be, drafting & rehearsing).

For this part of the task, I’d keep in mind a specific snippet of its description: the need to use sound argument and persuasive language .

To be fair, persuasive language mightn’t necessarily be something you actively think about when you write persuasively—you wouldn’t ever really be like “hey, this is a great spot to include an appeal to compassion.” However, while you don’t need to start now, it’s good to have in mind a general register for your speech before you start. It’s one of the first things you might analyse in a written essay for good reason—it’s broad and it sets the tone for your argument/s.

With the bushfires for instance, you might contend that even though grief is a strong emotion, it should also be a trigger for resolute, permanent policy reform. But will you come from a frustrated, this-is-what-we’ve-been-saying-for-years register, or a compassionate look-at-the-damage-caused register, or an assertive, we-need-to-bring-the-community-together-first register?

Maybe you can incorporate a bit of each, or maybe (probably) there are more options, but in any case, making this decision first will help with stringing together arguments and incorporating more persuasive language techniques (PLTs). Note that most PLTs can be used across a number of registers, but there are some that might work more effectively with some of these.

For example:

These are things you’ll have to think about for your written explanations, and might also help you shape future research if you need to shore up the speech a little more. Something you may consider as well is adopting a persona , that is a character and a context for your speech. You don’t have to, but it may help you get started. It can be hard to just write a speech from scratch, but if you’re the mayor of a township affected by the fires and you’re outlining a course of action, it’ll help with your register and outlook.

Openings in general can be tricky though. Try to avoid stating your event, issue and contention outright—the audience doesn’t need to know that “recently, Australia experienced a horrific bushfire season and I’m going to talk about why now is the time to act on climate change.” They’ll figure it out. Instead, try to start with something that clearly communicates your register and/or persona (if you have one). If you’re a frustrated climate activist, start by illustrating the historical patterns of bushfires getting worse and worse. If you’re a compassionate community-builder, start with anecdotes of the damage. If you’re an assertive leader, explain who you are, what your experience is and how you want to create change. Don’t worry if you feel like the issue won’t be clear enough—again, they’ll figure it out! The opening also sets the bar for formality in your speech, and it’s honestly up to you how formal you’ll want to be. As a rule of thumb, don’t be so formal that you can’t use contractions (such as “you’ll” and “can’t”)—avoid those in essays for sure, but they’re a natural part of speaking and it’ll feel strange if you don’t use them.

I’d also recommend you draft and rehearse in front of others, highlighting areas where you think are the weakest and asking them for specific advice on those sections at the end. Having specific questions to ask, such as “should I include more data/quantitative evidence in x section?” or “is this specific appeal to x obvious enough?”, also means you get better feedback (since these are much easier to answer than “Was that fine?”).

Part Three: Delivering an engaging presentation

(in this section—body language, eye contact, rehearse rehearse rehearse, tone variation).

Most of you probably find this the most daunting part of the SAC—honestly, me too—but this is the part with the most tried-and-tested tips for success.

With regard to body language , stand with your feet shoulder width apart and, more importantly don’t move your legs . Especially if you’re nervous, swaying or shuffling will be noticeable and make you appear more nervous—when you practise, pay attention to the lower half of your body and train it to stay still if possible. That being said, do use your arms for gestures. Those are more natural and will help engage the audience, though don’t overdo it either—usually, holding cue cards in one hand frees up the other but also stops you from going overboard.

And cue cards brig us up to another important consideration— eye contact . Hold cue cards in one hand as high as you can without it feeling uncomfortable. This means you don’t have to take your eyes away from the audience for too long or too noticeably to check your notes.

Of course, knowing your speech better means having to check your notes less frequently. When I did my speech, I’d read it out aloud to myself 3-5 times a day for a week or two in advance, which made me feel like I was going insane but also meant that my speech was basically memorised . The cue cards were there in case of emergency, but I really didn’t need them at all. Absolutely make sure to rehearse your speech. Further, when you rehearse, try to pretend that you’re actually delivering the speech. This means:

• looking up ahead
• holding the cue cards in the right spot; and
• not just reading the words but speaking as if to an audience.

This last point is really important— tone variation might come naturally to some but not to others. I always found that building it into rehearsal helped with getting it consistent and natural. Tone variation involves things like emphasising certain words, using pauses or slowing down for effect, or modifying volume . Incorporating some of these elements—even writing them into your notes by bolding/italicising/underlining—will help you break out of monotony and make the speech more engaging as well. Be sure to emphasise things like emotive language and any evidence you might use to illustrate your arguments. And one last thing— don’t speak too quickly ! Easier said than done, but often the icing on the cake for a speech that is memorable for the right reasons.

Wondering where to go from here? Well, luckily, my eBook, How To Write A Killer Oral Presentation, details my exact step-by-step process so you can get that A+ in your SAC this year.

The following is a snippet from my study guide, How To Write A Killer Oral Presentation . It's filled with unique advice that takes you from start to finish in mimicking the techniques used by a perfect-scorer VCE Year 12 student. You may want to start off reading Our Ultimate Guide to Oral Presentations and come back to this blog if you haven't already!

This blog covers the first step within Pillar 2: Writing The ‘This Is-Going-To-Blow-You-Away’ Speech. Once you've chosen an interesting topic and have researched all of its different viewpoints, it's time to formulate your contention. Often, creating a killer contention is about avoiding some common traps that will make your overall presentation boring, bland and just like the rest of your cohorts'.

So, I like to avoid: ‍

Broad, overarching statements

If you think your contention is, ‘abortion in Australia’ then you’re wrong. This is simply not a contention! A contention is an opinion. The example, ‘abortion in Australia’ offers no insight into your opinion on the issue at all. Instead, ‘We need to consider women’s mental health when judging their decision on abortion’ is an opinion. ‍

A contention that is just plain obvious

Let’s say we use the issue of ‘homelessness in Australia’. Arguing ‘homelessness in Australia is a problem’ or ‘we need to fix the homelessness issue in Australia’ just isn’t going to cut it because you’d never argue the opposite, ‘homelessness is great’. There are no differing viewpoints against your contention which means that you have nothing to argue against.

You need to be more specific with your issue - that’s why you looked up all those viewpoints in your research. For example, you could contend, ‘We need to fix the problems in homes in order to fix Australia’s homeless issue.’ This does has varied viewpoints because someone else’s solution could be to give homeless people greater access to help.

TEST: Before you move on to writing structure, ask yourself, can people argue against my contention? If yes, proceed ahead! If no, you’ll need to revise your contention again. Do this over and over until you can confidently answer ‘yes’ to the above question.

Avoid a contention that is generally accepted as true in today’s age ‍

When climate change first came onto the radar, the main debate was whether it was a real or a conspiracy theory. These discussions were in full force over 5+ years ago. These days (with the exception of climate change skeptics of course), discussion on climate change revolves more heavily around the slow pace of policy implementation, intergenerational effects of climate change, and mental health surrounding climate change.

Rather than arguing, ‘Climate change is real?’ (which your teacher has probably listened to a dozen times), you’re better suited to argue ‘Young people, not governments, should lead the fight against climate change’. Not only does this tie into the LSG belief that you should be more specific with your issue, it’ll also mean that your contention is relevant to today.

Now it's your turn. Give it a go! You might need to take a few tries to get your contention right, and that's absolutely OK.

If even after that you’re still unsure about your contention, make it a priority to speak to your teacher about it. Ask them if they could review your proposed contention and offer you any constructive feedback. Heck, even if you are confident with your contention, I’d ask your teacher anyway for any insight you mightn’t have thought of.

What’s your exam nightmare?

Mine was always that I would open my booklet in reading time and find essay topics that I had never considered, and that I would waste time just trying to figure out where to start in tackling my essay.

That’s not what happened to me, because with that in mind, I spent all of my SWOTVAC planning essays for every topic my teacher could think of. So, in my exam, I was lucky enough to be able to write a Text Response and a Reading and Comparing essay on topics very similar to essays I had already written. This meant that for the first hour or so of my exam, I was quietly confident that I would be more than fine.

But the English exam is three hours long, it’s early in the morning, you switch writing styles three times. If you’re human, it’s scary! So many students put much more pressure on themselves than they can actually handle, and I was one of them. Halfway through my exam, I completely lost my train of thought. I was suddenly very overwhelmed and all I wanted to do was spit out my last two essays and get out of that hall. Because of this, I walked out of my exam teary - I thought those had to be the worst essays I’d ever written!

Luckily, I was wrong about those essays. Despite how frazzled I got during my exam, I stuck to a few key strategies to make sure I didn’t completely derail. In hindsight, I know that without them, I wouldn’t have overcome my “mid-exam crisis” and done as well as I did.

Here are my tips for staying on track and getting past any panic you might feel during your exam.

1. Before your exam: Prepare for the 3 hours of writing!

It’s obvious that preparing your mind by studying and practising is the biggest essential before your English exam. However, what use is your knowledge if you spend your exam trying not to fall asleep?! If you’re tired in your exam, you are more than likely to lose your train of thought and end up stressed. I know you’ve probably heard the ‘self-care’ talk many times, so from student to student, let me sum it up for you:

For the 1000th time - sleep! Honestly, you can’t cram the night before for English. If you don’t know your content by 9PM the night before your exam, you’re not going to know it by the morning. You’re better off getting rest so that you can think clearly, work with the knowledge you have, and perform your best in the exam. 

Eat well! My breakfast favourite during exams was oats with raspberries and banana - a bit of sugar, a good amount of carbs, and having a nice brekkie always put me in a good mood! There’s also your last-minute sustenance - even after my good breakfast, I always ate a banana or a mars bar right before I walked into an exam, because they’re great for an immediate energy boost.

2. During your exam: Start out with a plan!

Taking a minute or two before each essay will be your lifesaver when you’re mid-way through your exam and start second guessing yourself. Before starting each essay, jot down a basic plan that will help you remember your key points and contention. For example, say my topic is “Medea is symbolic of the intelligent woman caged in by the patriarchy”, my plan might look like this:

• Contention: agree to a degree - caged in & intelligent BUT not symbolic of women in general
• Body para 1: how she is caged in - marriage & infidelity, exiled by men, not given choice
• Body para 2: intelligence - outsmarted Creon & Aegeus (manipulation) - intellectual superiority over Jason
• Body para 3: not symbolic of women - demigod &sorceress - filicide - deus ex machina

While that may not make much sense to you, as the person writing the essay it helps me remember what my key points are, which is incredibly helpful if you start feeling overwhelmed.

3. Take a breather.

Yes, the English exam is all about time management, and so I can understand wanting to push through any panicky feelings, and keep writing when your time is precious. But if you’re not thinking clearly, you’re probably not writing clearly. Give yourself one minute. Watching the clock, think about nothing for a couple of seconds. Drink some water and give your brain a break. Then, as your minute comes to an end, calmly think about the approach you’re taking in your essay (again, this is going to be easier if you have a plan), and start a fresh sentence!

Overall , preparing yourself to maintain a clear head is the key to success. These tips helped me get past what felt like a “mid-exam crisis”, and I’m sure they’ll help you do the same. Stay positive and confident that you’re doing the best work you can, and keep these strategies in mind to help yourself out of any sticky situations. Good luck!

As the VCE English exam creeps up on us, many of you will be testing your writing skills under timed conditions (if not, then you better!!!). But,  have you sat down under timed conditions for 15 minutes of Reading Time?  Have you thought about how to maximise reading time? Many of you may have already figured out how you will approach Reading Time in your exam. Some of you will have a rough idea, while some will pay attention to detail – knowing how to spend each and every minute in that 15 minutes of silence. During Year 12, I was somewhere in between. I knew I didn’t want to waste precious time like others – those who would simply open the exam booklet, check out the three sections, then sit there staring blankly at the clock to tick over to 9:15am (you will definitely see some classmates doing this :’)) Below is a  5x5x5 guideline  which, in my opinion, is the most strategic way to maximise every single minute in Reading and Writing Time. Keep reading afterwards for more details!

Reading Time

First 5 minutes: plan text response and reading and comparing.

The best tip I’ve received from a VCAA examiner is: ‘Don’t automatically select the prompt that looks easiest.’

Why? While a prompt may look ‘easier’, it may not necessarily enable you to delve into the text to the best of your ability. It is worth spending a few extra seconds contemplating how you would break down your other available prompts. This is worth doing because sometimes, you actually realise that the prompt which looked ‘harder’ to deal with initially (probably because of some scary-looking keywords), is more suited to you and your ability to respond.

In case you’re wondering, a ‘mental plan’ is my way of saying ‘do a plan in your head’.  You should always plan (don’t even get me started if you don’t!). You will most definitely reassure yourself and calm your nerves once you’ve organised your contention(s) in your mind and the examples you want to use. Don’t wait until Writing Time to do this, because you can knuckle out hurdles straight away (especially if it takes you time to come up with ideas and evidence!).

Second 5 minutes: Read Language Analysis article (1st read)

Don’t jump straight into analysing techniques straight away.  Reason: This may obscure your interpretation of the contention.  The contention is the first thing you need to get  right . So sit back, read the article for what it is, and absorb as much of the argument presented to you.

Last 5 minutes: Read Language Analysis article (2nd read)

Your second reading should firstly, reinforce your interpretation of the author’s contention, and secondly, involve you identifying language techniques! This should take you right up to the end of Reading Time but even if you still have spare time left, it doesn’t hurt to read the article(s) a third time! The more times you read something, the better your mind will consolidate the cold material in front of you!

Feel free to take on board this guideline or to create your own – at the end of the day, if you have a plan for Reading Time, you’re set!  

Writing Time

First 10 minutes: writing plans.

You've done all that hard work thinking up 'mental plans' during Reading Time, let's put them to paper. Don't skip this step, because you would otherwise have wasted your precious 15 minutes getting ahead. Moreover, it's highly likely you'll forget the points you want to write about if you just store it in your brain. Remember that you are in an adrenaline-driven situation, where nerves can get the better of you. Avoid any mind blanks by guaranteeing yourself success and write the damn plan down!

Next 3 x 55 minutes: Writing essays

55 minutes is a good goal because it forces you to get your act together. Aiming for an essay in 60 minutes can often turn into 65 minutes, or even longer. At the very least if you do go over time with a '55 minute per essay' rule, you will put yourself in a position where you can afford to go slightly overtime, and yet still have enough time for other essays.

Final 5 minutes: Proof-reading

This is a step that many people skip, but if you're reading this blog - you won't be joining them. A quick review of your work can help you edit errors you didn't notice while writing. As you practise in the lead up to exams, take note of what errors you tend to make when writing. Is it expression, punctuation, or spelling errors? Keep an eye on your most common mistakes when proof-reading to be more a more effective editor. It is these small incremental changes you can make in your essays which add up to make a powerful impact on the final product. 

Share this post with your friends and best of luck for your VCE English exam!

Since September 2014, the current affairs has been raging with numerous controversial topics – perfect for your oral presentation! Here are some of the more interesting issues that would be a good starting point for your oral. Remember to offer an interesting and unique argument, even if it may mean adopting the unconventional or unpopular point of view on the issue!

• Should medicinal cannabis be legalised in Australia?
• Should US anti-vaccination campaigner Sherri Tenpenny be allowed to give talks in Australia?
• Should children be vaccinated?
• Should ‘pick-up artist’ Julien Blanc have been banned from visiting Australia?
• Is social media negatively impacting on student studies?
• Should women be allowed to breastfeed in public?
• Should we have more stringent surrogacy laws?
• Should music be free?
• Freezing women’s eggs
• Sexualisation of women in the media
• The media’s portrayal of ‘terrorism’
• Islamophobia
• Freedom of speech (Charlie Hebdo)
• Doctor co-payments
• Gender equality
• University deregulation
• Creativity in schools
• Should children be allowed to roam unsupervised by their parents?
• Should VCE English be compulsory?
• See  Oral Presentation Issues in 2014  for other ongoing issues

Updated on 15/12/2020.

• Summary: A Brief Snapshot
• Character Analysis
• Stage Directions
• Essay Topics
• Essay Topic Breakdown

Extinction is usually studied in the Australian curriculum under Area of Study 1 - Text Response. For a detailed guide on Text Response, check out our Ultimate Guide to VCE Text Response .

1. Summary: A Brief Snapshot

At the heart of innovative technology and products lies exceptional human creativity. Our brains are practically wired to create and innovate newness. Naturally, the influx of products entering the market creates a consumer frenzy. Suddenly, everything is a commodified entity with a dollar-sign attached to it. Its inherent value lies in how much consumers covet the item. 

Let’s take the iPhone for example! An idea of a communication device - both sleek in its functionality and aesthetic - is mass produced, consumed by millions and the cycle perpetuates itself. It is an item so coveted and desired, a 17-year-old boy from China sold a kidney to buy the iPad and iPhone. This phenomenon of consumerism is symptomatic of a contemporary world’s obsession with vanity and aesthetic. Our fixation on the surface-level and glossy facades is similarly echoed by Extinction ’s main protagonist, Professor Heather Dixon-Brown, who criticises the ‘charismatic fauna push’ where we are ‘making celebrities out of pandas and polar bears’. While those campaigns are successful in raising better awareness and positivity in the realm of conservation, they do not change the ways in which we live and consume.

How we live today is inflicting a deep ecological impact on planet earth. Furthermore, as urban landscapes inevitably expand, we continue to encroach on the territory of the natural world.

These are the kind of thoughts that popped into my mind after reading Extinction . Hannie Rayson’s provocative play delves deep into the central question of what it means to uphold a personal conviction in the face of self-interest and necessity. Casual flings, extinguishing of life and the friction between ‘ideological purity’ and functionality threatens to unhinge even seemingly robust characters such as Heather Dixon-Brown, an ecologist who preaches that she ‘uses her head, not her heart’. Rayson’s literary work endeavours to capture how the human character is, in fact, multidimensional and never static! As the passionate environmentalists and pragmatic ecologists are entangled in ethical quandaries, the playwright also illustrates how divorcing your mindset from emotion is a universal struggle. Furthermore, she explores how moral conviction is consistently at odds with the demands of the personal and professional domains we inhabit.

Throughout the drama encapsulating mining magnates, environmentalists and ecologists, Rayson combines their fictional voices to echo a cautionary tale of how self-interest and misconception about ‘the other’ may distort rationality. When the CEO of Powerhouse mining, Harry Jewell, bursts into a wildlife rescue centre in Cape Otway, holding a critically injured and endangered tiger quoll, he inadvertently catalyses a conflict that will draw out the prejudices withheld by the trio of environmentalists.

I encourage you to think about the lessons embedded in the play. What are the take-home messages YOU have discovered?

Guiding Questions:

• What is the message the playwright is attempting to deliver to her audiences?
• When you finished the play, what feelings were you left with?
• Which characters did you find likeable? Who aggravated you the most? And most importantly, provide evidence for why you felt that way! Was it because of their problematic ways of dealing with an ideological crisis? Or their fierce passion towards upholding moral conviction?

2. Character Analysis

Let's take a look at these deeply flawed human beings:

Professor Heather Dixon-Brown ‍

• Director of the CAPE institute 
• Interested in only saving species that are ‘statistically saveable'.
• Bureaucrat with the realism to match.

'I am an ecologist, not an environmentalist. I use my head, not my heart.'

'Species are like commodities…I just don’t approve of this ‘charismatic fauna’ push - making celebrities out of pandas and polar bears.' (p. 99) 

'You want me to close the CAPE. Is that what you want? Then we can bask in ideological purity…' (p. 120)

The never-ending struggle between heart and mind is central theme in the play.

Harry Jewell

• An idealist with the knack for alluring women to fall for him.

'You don’t serve your cause by being indifferent to the interest of working people.' 

'I know his type: the kind of greenie who’s always saying no. No dams. No mines. No roads.' (p. 114)

'I am not some multinational corporation devouring the Amazon. I’m just a bloke who’s come back home.' (p. 114)

Piper Ross ‍

• Zoologist from San Diego Zoo (temporarily transferred) 
• Andy Dixon’s girlfriend 
• Gets entangled in a romp with Harry Jewell aka Mr. Evil

'They are all 'worth saving''. (p. 83)

• A vet who is extremely pragmatic in his mindset towards his work and personal life
• Slight aversion to technology
• The inevitability of technology supplanting certain occupations 
• Technological evolution? (Is it the kind of evolution we want?)

'…the great advocate for our native flora and fauna… ' (p. 118)

'You should see this dairy farm. It’s all computerised. They’ve got one bloke managing a thousand cows. No human supervision of the milking. No-one to check the udders. I’m just there, doing the rounds. Like a robot.' (p. 82)

Logic vs. Emotion (Pragmatism vs. Ideological Purity)

To divorce your emotions from affecting your decision-making capacity is a universal struggle aptly captured by Rayson’s depiction of Dixon-Brown’s gradual inclination towards the tiger quoll project funded by a coal company. In this case, we can argue that her objectivity and ‘her head’ is seemingly beguiled by the charms of Harry Jewell. 

Early in the play, Professor Dixon-Brown is anchored to her desk, filing applications and paperwork instead of ‘getting back to her own research’. This prospect changes when Harry - big coal - offers 'two million dollars on the table' to fund the tiger quoll campaign. Nonetheless, we see the two unexpected collaborators setting a dangerous precedent where one can simply equate a species’ livelihood to ‘commodities’ and ‘a good return’ of profit.

What is compelling about Harry’s character is that he combines both pragmatism and ideological purity. Firstly, Harry has the means and business acuity to manoeuvre a board of directors bent on exploring coal ‘right on the edge of the national park’. However, ‘Mr Evil’ is also inspired by nostalgia and sentimentality over a childhood memory where a tiger quoll steals his drumstick.

Conversely, Andy Dixon-Brown’s stance against the mining industry and automated dairy farms is admirable considering how technology has become a central cornerstone of modern-day life. His partner Piper Ross, a zoologist, echoes similar distaste for mining companies, however, her passion for ‘saving’ all animals eclipses her own presumptions towards ‘Mr Evil’. She is eventually persuaded to head the tiger quoll project.

Whereas, Professor Dixon-Brown enjoys the uncomplicatedness of numbers and statistics. However, her carefully crafted algorithm fails to differentiate between the diversity of animals within the ecosphere. Instead, it filters out populations of 5000 and above to collate only the ‘statistically saveable’.

In this respect, Harry’s actions showcase how a striking a balance between pragmatism and emotion is important.

Unity in a Socially Divisive World

In this play, the ‘us vs. them’ mentality pervades the minds of the protagonists. Through the heated dialogue between environmentalists, ecologists and mining moguls, Hannie Rayson delivers the message that as a society we should not be so reliant on simplifying individuals based on age-old presumptions and surface-level characteristics. Harry Jewell echoes a similar sentiment as he discusses his company’s plans to Piper: 'Who’s this ‘we’? You don’t serve your cause by being indifferent to the interests of the working people.' (p. 92)

Zooming in: Andy & Harry: Let's explore the volatile dynamic between the two males

Andy’s indignant stance against collaborating with the mining industry showcases his resilience in sticking to his moral code. One can argue that his immediate demonisation of Harry Jewell, as evidenced by the nickname ‘Mr. Evil’, is a symptom of Andy’s oversimplified thinking. It is through Andy’s inflammatory and infantile language towards the Mining CEO that Rayson articulates how the politics of conservation is in shades of grey. Conversely, Harry’s admits that he knew Andy was ‘the type of greenie who’s always saying no [from the moment he came through that door]’. In highlighting the binary oppositions of the two men working in different fields, the play acknowledges how prejudice inhibits potential collaborations.

Harry and Andy showcase how our own misconceptions about ‘the other’ detract from our own moral causes - such as in this case, saving the forest. Both men are committed to the same cause. However, Andy’s antagonistic approach towards Harry undercuts his own integrity as he willingly allows prejudice to cloud his thinking simply because it is the more convenient thing to do, as opposed to collaborating and accommodating each other’s interests.

Categorising strangers into convenient stereotypes is pure laziness.

• Andy: 'Hope he didn’t damage that cruise missile he’s got out there?' (p. 73)
• Harry: 'I know the type - knew him the moment he came through that door. He’s the kind of greenie who’s always saying no. No dams. No mines. No roads.' (p. 114)

Romanticism vs. Reality

Against the backdrop of familial arguments and budding romances, Extinction ’s Professor Dixon-Brown’s blunt dialogue about conservation reveals its politicised nature. Her heated dialogue with Piper echoes her frustration at ‘writing [Stuart Decker’s] applications so he can get ‘a sun tan’ conducting research on The Great Barrier Reef and win accolades for it'. Furthermore, she satirically exclaims that ‘[the institute] needs to defend its territory’. Her mocking of the vice-chancellor who acted like they were in a ‘White House Situation Room’ implicitly demonstrates her growing disdain towards the tenuous politics of her workplace. Essentially, Heather’s realist approach exposes what lies beneath the glossy exterior of conservation efforts.

I’ve seen quite a few videos of baby pandas circulating on my Facebook feed, most of them are part of a conservation effort or campaign. The comment section of these videos is like a medley of heart-eyes and exclamations of ‘How cute!!’ This relatively harmless sentiment is dismissed by Professor Dixon-Brown when she states that she is completely disengaged with ‘charismatic fauna’ (p. 99) push - making celebrities out of pandas and polar bears’. Our overwhelmingly positive reactions towards such campaigns is based on a societal gravitation towards the aesthetically pleasing which bleeds into the next thematic idea revolving around our fixation on appearance (surface-level).

Essentially, in the context of this play, the preferential treatment of endangered animals reflects our own biased thinking.

Vanity and Our Obsession With Appearance

The idea of vanity also pervades the sub-consciousness of both male and female protagonists. Against the backdrop of environmental conservation dilemmas, Hannie Rayson manages to entwine a secondary story strand which captures the insecurities peppering the female experience in this contemporary age. The audience learns that Heather Dixon-Brown spends $267 on hair removal every five weeks. Interestingly, her brother, ‘a screaming heterosexual’ (p. 95), likens the hair removal process to ‘getting a tree lopped’. The destructive and almost violent imagery of chopping down a tree echoes the crippling pressure for Heather to ‘sculpt’ herself into a particular ideal of femininity.

It is in this way that Rayson articulates a broader thematic idea that womanhood is still being defined in terms of attractiveness and perseveration of youth. Heather’s internalised insecurities resurface in her heated confrontation with Harry. She accuses him of ‘prefer[ing] a younger woman’ and having ‘never been with a woman with pubic hair’. Both of which Harry indignantly refutes. Through this heated dialogue, audiences gain an insight into Heather’s vulnerability as a divorcee-to-be and interestingly, we are exposed to her assertiveness as she questions 'can’t [you] stomach a woman who stands up to you?'

Her conflicting ideologies on womanhood are best exemplified through Harry who almost admonishes her for embodying ‘some nineteen-fifties idea of relationships’ where ‘sex with someone’ does not necessarily entail ‘a lifelong commitment’. This is also the central conflict faced by all the characters who engage in seemingly non-committal relationships and false expectation. It is through these failed trysts that Rayson disapproves of uninhibited sexual impulses and by extension, criticises the increasing promiscuity in contemporary times. Essentially, Rayson’s fixation on causal sexual relationships mirrors her own opinion that there has been a paradigm shift in how we govern our sexuality and bodies since the 1950s.

Conservation in a World of Destruction

You can define conservation in terms of ‘preservation of… ’, ‘sustaining…’.

In the personal domain, Piper maintains that she and Harry ‘slept in separate tents’ to her boss Professor Dixon-Brown who also doubles as her potential sister-in-law. Conversely, Professor Dixon-Brown is forced to make an ethical compromise to prevent a career besmirching orchestrated by a mass-email insinuating a sordid romance between her and her newest collaborator, Harry Jewell. Her reputation as CAPE’s director is nearly tarnished by the vengeful force of a fling’s ex-wife.

Do I preserve my moral compass or my professional reputation?

Other thematic ideas that relate to this umbrella phrase include: misuse of authority and ethics of the digital world.  

Deleting emails is tantamount to rewording/reworking history. Professor Dixon-Brown’s attempt at salvaging/restoring her pristine moral code of ‘using her head, not her heart’ is encapsulated in her desperate dash to the IT servers at 1am in the morning to delete the incriminating email detailing her illicit relationship with Harry Jewell. This, undoubtedly, compromises both of their careers as professionals. Furthermore, their intimate fling casts Dixon-brown as a seducer/a woman who is easily compromised, which is untrue. However, it is the facades that count in the play.

4. Symbolism

Euthanising the female tiger quoll.

In this case, by virtue of being female, we can assume the tiger quoll ‘with a crushed spine’ has reproductive capabilities. The injured tiger quoll was a life-giving entity. Technically, if she recovered fully, the tiger quoll could be the solution to its endangered status. 

Andy’s swift decision to euthanise the animal in great pain could be in reference to his own desire to ‘make [his life] over’. He has inadvertently projected his own fears and anxieties over his GSS diagnosis onto the critically injured creature. Essentially, in the moment of mutual pain, Andy could resonate with the tiger quoll. 

One-Night Stands/Casual Sex/Non-Committed Relationships

My theory is that the images of casual sex serve as an ironic layer to a play titled Extinction . Both Piper and Heather unwittingly develop sexual relations with Jewell on a casual basis which symbolises how intercourse is no longer purely valued as a means for continuing the species. These ‘efforts’ for reproduction are fruitless. 

1. They show how mankind is centred on pleasure and instant gratification, prioritising the self above all matters. 

2. They demonstrate how modern living expectations, consumerism and the perpetuation of gluttony have led to a plateau in human evolution.

Real-life Amanda -> Tutor comment translation:

As I was reading the text, a recurring question kept nagging at me: Why are there intimate scenes sandwiched between the layers of ideological conflict and tension?

Tutor -> real-life Amanda translation:

Oh my goodness, are these characters THAT sexually frustrated? Someone’s heart is going to get broken and then we will have to analyse that in our essays. Ughhhhhh.

5. Stage Directions

Weather transitions.

1. The opening scene showcases how vets and environmentalists alike are surprised by the first sighting of a tiger quoll in a decade. Their surprise at this unprecedented occurrence is reinforced by the ‘wet and windy’ conditions. Typically, stormy weather is symbolic of chaos and unpredictability. 

2. During a particularly heated exchange between Andy and Piper, the interjection of ‘ thunder’ intensifies rising temperament in both characters. (p. 73)

3. When Andy discovers who ‘Harry bloody Jewell’ is, his growing disbelief and rising temperament are complemented by the off-stage sound of ‘ the roar of the motorbike’. The audiological stage cue characterises Jewell as an unwanted presence of chaos and noise. As the motorbike’s roar is a sound incongruent with the natural environment encapsulating Harry.

The Meaning of Fire

In Act Two: Scene One, the secretiveness of Harry and Piper’s tryst is underlined by the ‘vast blackness’ and their figures ‘in silhouette’. Furthermore, its fragile and tenuous connection is symbolically related to how both counterparts repeatedly ‘poke[] the fire’ to ensure its longevity through the night. Perhaps, this imagery is referring to how all temptation and sexual energy need to be moderated, which complements Piper’s reluctance to continue their budding relationship.

6. Sample Essay Topics

We've offered a few different types of essay topics below. For more sample essay topics, head over to our Extinction Study Guide to practice writing essays using the analysis you've learnt in this blog!

Theme-Based ‍

The play, Extinction demonstrates that compromise is necessary in the face of conflict.

Character-Based

As a self-professed ecologist, Heather Dixon-Brown’s decision to collaborate with 'the other’ stems from self-interest. Discuss.

Quote-Based

'I use my head, not my heart.' Extinction explores how human nature reacts under pressure and vice.

How does Hannie Rayson explore the idea of emotion in the play Extinction ?

7. Essay Topic Breakdown

Whenever you get a new essay topic, you can use LSG’s THINK and EXECUTE strategy , a technique to help you write better VCE essays. This essay topic breakdown will focus on the THINK part of the strategy. If you’re unfamiliar with this strategy, then check it out in How To Write A Killer Text Response .

Within the THINK strategy, we have 3 steps, or ABC. These ABC components are:

Step 1: A nalyse

Step 2: B rainstorm

Step 3: C reate a Plan

Theme-Based Prompt: Extinction is a play about personal integrity and environmental responsibility. Do you agree?

Step 1: analyse.

This essay prompt is an example of a theme-based prompt . It specifies both 'personal integrity' and 'environmental responsibility' as themes for you to consider. When faced with a theme prompt, I find it most helpful to brainstorm characters and author’s views that are relevant to the given themes, as well as considering more relevant themes that may not have been mentioned in the prompt itself.

Step 2: Brainstorm

• Personal integrity and environmental responsibility are central themes, but they aren’t the only themes that Extinction concerns itself with
• Environmental responsibility - political, financial, social, pretty much all characters (Piper and Harry as a focus)
• Personal integrity - truth versus lie, how we react under pressure, Dixon-Brown and her choice to delete the emails
• What is left over? Other kinds of responsibility, e.g. interpersonal relationships
• Interpersonal relationships, e.g. Piper and Andy (with a focus on Andy)

Step 3: Create a Plan

P1: Environmental responsibility

• Piper and Harry - the tiger quoll project
• Potential to talk about idealism versus pragmatism?

P2: Personal integrity

• Honesty, morality, ethics
• Dixon-Brown’s choice to delete the emails is motivated by selfishness, not by personal integrity

P3: Responsibility to act honestly and transparently in relationships Andy!

• He is both environmentally responsible and has personal integrity, but still struggles with his relationships until the very end of the play

If you find this helpful, then you might want to check out A Killer Text Guide: Extinction where we cover five A+ sample essays (written by a 50 study scorer!), with EVERY essay annotated and broken down on HOW and WHY these essays achieved A+ so that you know how to reach your English goals! Let's get started.

8. Resources

The Ultimate Guide to VCE Text Response

Extinction by Hannie Rayson A+ Essay Topic

How To Write A Killer Text Response ( Study Guide)

How To Embed Quotes in Your Essay Like a Boss

How To Turn Text Response Essays From Average to A+

5 Tips for a Mic-Drop Worthy Essay Conclusion ‍

Picture this: you’re sitting down at your desk, fumbling your fingers, inspecting the new stationary that you convinced yourself you needed for year 12, resisting the urge to check your phone. Your text response SAC is in two weeks. You’re freaking out because you want, no, need an A+. You decide to write a practice essay for your English teacher. Practice makes perfect, right? You stay up for hours, pouring your heart and soul into this essay. The result? B+. Where did I go wrong?

That’s where I come in! Writing an A+ essay can be really tough without examples and specific advice. Before reading on, make sure you've read our Ultimate Guide to VCE Text Response and Golden Age blog so you are up to scratch.

In this article I will be explaining some basic dos and don’ts of writing an essay on The Golden Age , providing a model essay as an example. At the end of this blog is also a video based on another essay prompt to help you prepare for your Golden Age studies!

The following prompt will be referenced throughout the post;

‘The Golden Age’ shows that everyone needs love and recognition. Discuss.

Planning: the silent killer of A+ essays

I’m sure your teachers have emphasised the importance of planning. In case they haven’t, allow me to reiterate that great planning is compulsory for a great essay . However, flimsy arguments aren’t going to get you an A+. The examiners are looking for complex arguments , providing a variety of perspectives of the themes at hand. From the above prompt, the key word is, ‘discuss’. This means that you should be discussing the prompt, not blindly agreeing with it . Make sure you don’t write anything that wouldn’t sit right with London. ‍

Don’t plan out basic arguments that are one-dimensional. This may give you a pass in English, but won’t distinguish you as a top-scoring student.

• Paragraph 1: The children at TGA need love and recognition.
• Paragraph 2: Ida and Meyer need love and recognition
• Paragraph 3: Sister Penny needs love and recognition.

The above paragraphs merely agree with the statement, but don’t delve into the many aspects of the novel that could contribute to a sophisticated essay.

Do create complex arguments, or paragraphs with a twist! If you can justify your argument and it makes sense, include it in your essay. There are many ways that you could answer this question, but my plan looks like this:

• Paragraph 1: Frank Gold yearns for mature, adult love, not recognition from onlookers or outsiders
• Paragraph 2: Ida Gold does not seek recognition from Australia, but love and validation from herself
• Paragraph 3: Albert requires love from a specific kind of relationship – family, and Sullivan may view love from his father as pity which he rebukes

See the difference?

The introduction:

How to start your essay off with a bang.

Personally, I always struggled with starting an introduction. The examiners will be reading and marking thousands of essays, so if possible, starting your introduction with something other than Joan London’s ‘The Golden Age’… is a great way to make you stand out from the crowd. Having a strong start is essential to pave the way for a clear and concise essay. You could start with a quote/scene from the text! This is not essential, but it’s a great way to mix things up. This is my start:

Perhaps nothing exemplifies the power of love and recognition more than the bond between Albert Sutton and his older sister, Lizzie, in Joan London’s ‘The Golden Age’. Many of London’s characters exhibit suffering that requires compassion and support to heal and grow, to distinguish present from past. However, London explores the perspectives of such characters from different aspects of trauma, and emphasise that love and recognition do not always work to heal and mature. Frank Gold, the novel’s resident “sneaky” boy who adjusts to newfound life in the Golden Age Convalescent Home seeks love as an adult, rather than eliciting sympathy as a supposed victim. Here love and recognition are unsuccessful in amending Frank’s troubles when given from the perspective of an outsider, a judgemental onlooker. In a similar sense, Ida Gold seeks recognition not from Australia, who she views as a ‘backwater’, but validation in herself after having been ousted from her Hungarian identity. London, however, makes sure to emphasise the impact that Sullivan has on Frank Gold’s life. Sullivan, a boy only a few years older than Frank, seems content with his future, with his fate, despite his sacrifice of rugby and conventional life.  There is a lacking sense of urgency for love and recognition in Sullivan’s life, rather, it appears that Sullivan accepts his fate, regardless of his father’s sympathy or support. Thus, London explores a myriad of ways in which love and recognition may or may not heal wounds inflicted upon individuals.

Remember, there are many other ways you could start your essay.

The body paragraphs: To TEEL or not to TEEL?

I’m sure you’ve heard of TEEL countless times since year 7. Topic sentence, evidence, explanation, link. The truth is that these elements are all very important in a body paragraph. However, following a rigid structure will render your essay bland and repetitive. It is also extremely important to note that you should be using evidence from multiple points in the text , and you should be making sure that your paragraphs are directly answering the question . Write what feels natural to you, and most importantly, don’t abuse a thesaurus . If you can’t read your essay without rummaging for a dictionary every second sentence, you should rewrite it.  If vocabulary isn’t your strong point (it definitely isn’t mine!), focus on clean sentence structure and solid arguments. There’s nothing worse than you using a fancy word incorrectly.

Don’t overuse your thesaurus in an attempt to sound sophisticated, and don’t use the same structure for every sentence. For example:

Prematurely in the paperback London makes an allusion to Norm White, the denizen horticulturalist of The Golden Age Convalescent Home…

That was an exaggerated example generated by searching for synonyms. As you can see, it sounds silly, and some of the words don’t even make sense. I mean, “denizen horticulturalist”…really?

Do mix up your paragraph structure! If vocabulary is your weak point, focus on clean language.

Here’s mine:

Early in the novel, London makes reference to Norm White, the resident groundskeeper of The Golden Age Convalescent Home. Norm White hands Frank Gold a cigarette, “as if to say a man has the right to smoke in peace”. Here, there is a complete disregard for rule and convention, an idea that London emphasises throughout the text. This feature provides a counter-cultural experience for Frank, pushing him to realise that he is a strong human being rather than a mere victim. This is a clear contrast to the “babyishness” of the home, and is used as evidence of true humanity in an era where society judged upon the unconventional. Frank yearns for a traditional Australian life after his trauma in Hungary; “his own memory…lodged like an attic in the front part of his brain”. Hedwiga and Julia Marai’s caring of him pushed him towards fear and reluctance to trust, yet also pressured him to seek acceptance in a world that ostracises him for his Jewish heritage and polio diagnosis. This here is why Frank desires a mature, adult connection – love that regards him as an equal human being. Frank seeks Elsa’s love and company as she too loathes being reduced to a victim, an object of pity. Frank thereafter uses humour to joke of his wounds; “we Jews have to be on the lookout”. Elsa sees “a look in his eyes that she recognised”, thus their bond enables both characters to heal. London alludes that Frank requires love and recognition not from the perspective of a sorrowful onlooker, rather he longs to be recognised as a mature adult.

To learn more about using the right vocabulary, read 'Why using big words in VCE essays can make you look dumber'.

The conclusion: closing the deal

I firmly believe in short and sharp conclusions. Your body paragraphs should be thoroughly explaining your paragraphs, so don’t include any new information here. A few sentences is enough. Once again, write what feels natural, and what flows well.

Don’t drag out your conclusion. Short and concise is the key to finishing well.

Do write a sharp finish! Sentence starters such as, “Ultimately…” or “Thus, London…” are great.

Although trauma is often treated with love and compassion, London details different perspectives on this idea. Whilst Frank Gold requires a specific kind of recognition, Ida and Meyer seek validation in themselves and their relationship, whilst Sullivan is at ease with his fate and does not yearn sympathy from his father.

‍ To learn more about A+ essays, you should also have a read of 10 easy English points you're missing out on .

I'll finish off by giving you an exercise: brainstorm and write up a plan for the essay topic shown in the video below. I'd recommend you do this before watching Lisa's brainstorm and plan. That way, you can see which of your ideas overlapped, but also potentially see which ideas you may have missed out on. Good luck!

Get exclusive weekly advice from Lisa, only available via email.

Power-up your learning with free essay topics, downloadable word banks, and updates on the latest VCE strategies.

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Free EFL Lesson Plan: Corporate English – How To Give a Good Presentation

I used to teach EFL/ESL and Business Skills to corporate students in Thailand. Much of the time, I had to create my own lesson plans as I discovered what problems each group of students had. Creating a lesson plan on Giving Good Business Presentations was very important, as most of my corporate students weren’t very good at giving presentations, both in English and in their own language.

If you have the same problem with business or EFL/ESL students, follow this free lesson plan on Giving Good Business Presentations. You can also adapt it to simply Giving Good Presentations, and use it to improve your EFL/ESL students’ presentation skills.

Expected Learning Outcome – EFL/ESL students will be able to give a short presentation with confidence, using the principles discussed in class.

Materials and Resources – Whiteboard markers, whiteboard, 3 x 5 cards with presentation topics written on them

Teaching Procedures

Ask your students what they think constitutes a good business presentation, and write on the board the comments they make. You should get things like:

1. Presenter should stand up straight. 2. Presenter should make good eye contact with audience. 3. Presenter should have a well-moderated tone so it’s easy to hear him/her 4. Presenter should have a strong beginning to his presentation. 5. A good presentation must have an introduction, a body, a conclusion, and ask for questions. 6. A presentation should be easy to understand and interesting.

For an excellent presentation handbook, if you need to brush up on presentation skills yourself, you can get Oral Presentation Skills, a 20 page printable booklet for free. http://people.engr.ncsu.edu/txie/publications/oral_presentation_skills.pdf

Go over presentation skills your students have mentioned and add anything important they have not mentioned. If you use a handout, now is the time to give it to your students. I use one that has a list of tips for presentations, which includes most of the tips the students mention.

Step Three:

Now that your students are familiar with good presentation skills, this is the time they are going to give their first presentations. Before the class, you should have used the 3 x 5 cards and write a different presentation topic on each card.

I use topics like ‘Elephants’, ‘My Favorite Food’, ‘My Last Vacation’, ‘My Favorite Movie’, anything that’s likely to get them talking. Fold the cards in half so the topic is not visible, and put the cards in a container or can so that each student can easily reach in and take out a card without being able to see what the topics are.

Ask the first student to take a card. Ask the student to come up to the front of the room and, using the subject on the card, give a very short presentation. Remind them that the presentation should have an introduction, a body, a conclusion and they should ask the audience if there are any questions. At this point, I usually give the student 20-30 seconds to get their thoughts organized and then ask them to start.

Most students will be nervous, but stress to them they must give a presentation of at least one minute and should try hard not to have long pauses. By the time the second or third student is standing, the room usually gets a bit more relaxed. Give a very short critique, after each student has finished speaking, but try to give them more positive feedback than negative, as this boosts their self-confidence for the next class on presentations. Repeat this until every student has had a turn to give a short presentation.

Going through giving a good business presentation tips and having each student give a short presentation should take at least an hour. If you have large classes and only an hour’s class, you’ll have to make sure the students who don’t get to talk have a chance during your next class.

Evaluation/Assessment:

1. students’ understanding of vocabulary and material in class, 2. behavior and attention in class, 3. how well they can give a short business presentation.

This free lesson plan is an excellent introduction to How To Give A Good Business Presentation. In my second class, I would ask each EFL/ESL business student to bring a short corporate report and prepare a 3-5 minute presentation in front of the class.

During this class, I critiqued each student but so did the other students, so we often had a lively discussion about what it means to be able to give a good presentation.

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How to Make a “Good” Presentation “Great”

• Guy Kawasaki

Remember: Less is more.

A strong presentation is so much more than information pasted onto a series of slides with fancy backgrounds. Whether you’re pitching an idea, reporting market research, or sharing something else, a great presentation can give you a competitive advantage, and be a powerful tool when aiming to persuade, educate, or inspire others. Here are some unique elements that make a presentation stand out.

• Fonts: Sans Serif fonts such as Helvetica or Arial are preferred for their clean lines, which make them easy to digest at various sizes and distances. Limit the number of font styles to two: one for headings and another for body text, to avoid visual confusion or distractions.
• Colors: Colors can evoke emotions and highlight critical points, but their overuse can lead to a cluttered and confusing presentation. A limited palette of two to three main colors, complemented by a simple background, can help you draw attention to key elements without overwhelming the audience.
• Pictures: Pictures can communicate complex ideas quickly and memorably but choosing the right images is key. Images or pictures should be big (perhaps 20-25% of the page), bold, and have a clear purpose that complements the slide’s text.
• Layout: Don’t overcrowd your slides with too much information. When in doubt, adhere to the principle of simplicity, and aim for a clean and uncluttered layout with plenty of white space around text and images. Think phrases and bullets, not sentences.

As an intern or early career professional, chances are that you’ll be tasked with making or giving a presentation in the near future. Whether you’re pitching an idea, reporting market research, or sharing something else, a great presentation can give you a competitive advantage, and be a powerful tool when aiming to persuade, educate, or inspire others.

• Guy Kawasaki is the chief evangelist at Canva and was the former chief evangelist at Apple. Guy is the author of 16 books including Think Remarkable : 9 Paths to Transform Your Life and Make a Difference.

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ENGL 104 E: Essentials of College Communication

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