english presentation homework

4,304 Presentation English ESL worksheets pdf & doc

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• Active vs. Passive Voice
• Adverbial Clauses
• Adverbial Phrases
• Be Going To Statements
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• Be Going To & Present Continuous
• Comparatives
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• Future Continuous
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• Future Perfect Continuous
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• Future Tenses
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• Gerunds & Infinitives
• Have Got & Has Got
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• Imperatives
• Irregular Verbs
• Narrative Tenses
• Noun Clauses
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• Passive Voice
• Past Continuous
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• Past Perfect Simple & Continuous
• Past Simple Affirmative & Negative
• Past Simple Passive
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• Past Simple Was and Were
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• Past Simple vs. Past Continuous
• Past Simple vs. Present Perfect
• Past Tense Review
• Present Continuous
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• Present Perfect - Ever and Never
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• Present Perfect - Just, Yet & Already
• Present Simple Affirmative & Negative
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• Present Simple vs. Present Continuous
• Present Simple vs. Present Perfect
• Present Simple Wh Questions
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• Present Tense Review
• Question Words
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• Tag Questions
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• Abstract Nouns
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• Adjectives of Feeling & Emotion
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• Adjective Opposites
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• Adverbs of Affirmation & Negation
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• Articles - a, an, the
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• Parts of Speech
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• Getting Around
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• Business Collocations
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• Closing a Presentation
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Presentation Skills EAP Worksheets and Activities

• Intermediate ( B1 )
• Upper-intermediate ( B2 )

4-3-2 Presentation Fluency

Eap presentation fluency practice - speaking activity: giving a short presentation, freer practice, fluency practice - pair work - intermediate (b1) - 30 minutes.

Presentation Language

Eap presentation language worksheet - reading and writing exercises: unscrambling, writing phrases - speaking activity - preparing and delivering a presentation - pair work - intermediate (b1) - 40 minutes.

Present with Style

Eap academic presentation skills worksheet - reading and writing exercises: matching, categorising, ranking, identifying, rewriting sentences - intermediate (b1) - 45 minutes.

Impromptu Speech Practice

Eap presentation skills worksheet - reading and writing exercises: identifying, matching, brainstorming, creating an outline - speaking activity: presenting - group work - upper-intermediate (b2) - 45 minutes.

Presentation Preparation and Practice

Eap academic presentation skills worksheet - reading and writing: ordering, matching, identifying, gap-fill - speaking: delivering a presentation - group work - upper-intermediate (b2) - 60 minutes.

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Free English Lessons

Presentations in english – video.

Download PDF

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.

• Finally, I’ll suggest some solutions for how we might tackle them in the coming year.
• Then I’ll explain what we believe are our greatest challenges.
• 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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Presentation in English

Learn how to deliver a presentation in English. Our English for presentations lessons cover all aspects of making a presentation in English, including starting your English presentation, engaging your audience and handling the Q&A.

English for Presentations | Presentation in English

Are you looking to improve your English for presentations? Whether you’re a professional or a student, being able to deliver an effective presentation in English is a valuable skill that can open doors to new opportunities. In this guide, we will explore the key strategies and techniques to master the art of business English presentations. From structuring your presentation to using persuasive language, we’ll cover everything you need to know to captivate your audience and make a lasting impression.

Our earlier lessons look at key language for making a presentation in English . You’ll learn how to make a clear introduction, link and signpost your ideas, and deliver a powerful summary with a compelling call to action. As you progress, handling questions and answers becomes second nature, ensuring you can deal with any Q&A session confidently.

Moving on to delivery skills, we guide you through aspects such as using your voice effectively and presenting charts and graphs. These foundational skills lay the groundwork for a successful presentation in English.

Advanced lessons include our “ Presenting Online ” series, guiding you through the nuances of online presentations, and the advanced English presentations trilogy, covering the entire presentation process for advanced business English learners.

In the world of product presentations , we look at how to present essential features so you can perfect your sales pitch. For international conferences, our lesson on opening presentations ensures you start events with confidence, setting the stage for engaging sessions.

Handling Q&A sessions can be tricky, but our lessons on presenting in English prepare you to respond smoothly, managing queries with ease for a polished presentation. Lessons on SWOT analysis, presenting persuasive arguments , and sales presentations further elevate your proficiency.

Whether you’re building a solid foundation or refining your skills, these lessons serve as a comprehensive guide to business English for presentations. Get ready to captivate your audience and make a lasting impression in your next English presentation!

Our English for presentations lessons are listed by release date, with the most recent lesson at the top. Each lesson includes the podcast MP3, a PDF transcript and online quizzes.

BEP 33c – English Presentations: Summarizing and Call to Action

Bep 380 – videoconferences: presenting online (3), bep 379 – videoconferences: presenting online (2), bep 378 – videoconferences: presenting online (1), bep 366 – english for startups 3: addressing investor concerns.

BEP 365 – English for Startups 2: Pitching to Investors

BEP 305 – Business English Collocations for Emphasizing (2)

BEP 304 – Business English Collocations for Emphasizing (1)

Skills 360 – Presentations: Connecting with your Audience (2)

Skills 360 – Presentations: Connecting with your Audience (1)

BEP 276 – English Presentation Skills 3: Wrapping Up

BEP 275 – English Presentation Skills 2: Engaging your Audience

BEP 274 – English Presentation Skills 1: Getting Started

BEP 267 – Presenting Numbers in English (Part 2)

BEP 266 – Presenting Numbers in English (Part 1)

BEP 102c – Signposting a Presentation

BEP 101c – Introducing a Presentation in English

BEP 246 – Product Presentations in English (2)

BEP 245 – Product Presentations in English (1)

BEP 233 – English for Conferences 1: Opening Presentation

Welcome back to Business English Pod for today’s lesson on how to finish a English presentation with a summary and a call to action.

An effective presentation in english is one that you remember. And an effective presenter is one who knows how to get information to stick and how to make a lasting impression on the audience. But for many people, that’s easier said than done. So how can you get your ideas to stick?

Well, there’s a simple structure that you can follow. That structure involves signaling that you’re going to end your presentation. Next, you can provide a summary of what you’ve discussed. Then you can make a call to action. And finally, you can thank your audience and invite questions. With this structure, you can make a strong finish to your presentation and a lasting impression.

Today we’ll listen to a presentation by Nick, a sales director for a steel company. Nick is giving a presentation about ideas for increasing sales, which have been rather disappointing. He uses several techniques to summarize and emphasize his key points. And he provides a strong finish to his presentation.

Listening Questions

1. What does Nick say to introduce the final summary of his main ideas? 2. What does Nick tell people he wants them to do near the end of the presentation? 3. What does Nick do to end his presentation?

Welcome back to Business English Pod for today’s lesson on videoconferences and presenting online . Today, we’re going to focus on handling questions and managing the Q&A.

With the rise of hybrid teams, presenting online is just a regular part of work for many professionals. And while the basics of delivering information in a virtual setting may seem simple, interacting with your audience and dealing with questions feels very different online than in person. Skilled presenters have a variety of tricks for ensuring a productive Q&A, or question and answer, session.

For example, when someone asks a good question, you might redirect it to the entire group. That gives the Q&A more of a discussion feel. And if people aren’t asking questions, you can ask some yourself. Of course, sometimes people introduce ideas that you don’t really have time to explore. In this case, you can suggest more discussion at a later time.

Good presenters are also ready to admit any limitations to what they’ve presented. Nobody has all the answers, so don’t pretend you do. And finally, once the Q&A is finished, it’s a great idea to encourage people to follow up with you later if they have any other questions.

In today’s dialog, we’ll listen to the end of a presentation by Adam, a business consultant. He’s handling some questions and encouraging discussion after presenting his ideas on ways to increase sales. We’ll also hear Adam’s colleague Nancy and his boss Heather ask questions and participate in the discussion.

1. What question does Nancy ask that Adam redirects to the entire group? 2. What question does Adam ask everyone to encourage them to share their ideas? 3. What key point does Adam admit they’re still not sure about?

Welcome back to Business English Pod for today’s lesson on videoconferences and presenting online . Today, we’re going to look at how to wrap up your presentation and transition to the Q&A.

Great presenters always make time and space for questions at the end of their presentation . And if you’ve done a good job of engaging your listeners, they may have lots to say or ask. Before you open it up for questions, however, you need to summarize.

One thing you can do to emphasize key points near the end is to ask a question yourself, then answer it. And an effective way to answer it is with a visual or some kind of illustration. That will help your ideas stick, not just at the end, but throughout your presentation.

Near the end of a presentation , there may be people who have to leave early so it’s important to acknowledge these people and let them know how you’ll follow up. Finally, it’s a good idea at the end to summarize your key points. Once you’ve done these things, you can make the transition to the Q&A section of your presentation .

In today’s dialog, we’ll rejoin a presentation by a business consultant named Adam. He’s wrapping up a talk about how the company can increase sales. We’ll hear how Adam finishes up and transitions to the Q&A.

1. What question does Adam ask his listeners which he then answers by showing a visual? 2. What does Adam offer to do for people who have to leave early? 3. What’s the first big opportunity Adam mentions as he summarizes his presentation?

Welcome back to Business English Pod for today’s lesson on videoconferences and presenting online. Today, we’re going to focus on how to get your presentation off to a good start.

Videoconferences are now a normal, everyday part of business life. And people have had to develop a new set of skills for this new reality. Consider giving a presentation online. It definitely brings some new challenges, especially technical ones. But virtual presentations also require many of the same skills as presenting in-person.

For example, you still need to be engaging and confident, especially at the start as you get people excited about your presentation . And besides getting them excited, you need to help them understand. So outlining your presentation clearly is also a good idea.

Now, how can you present information and data in a way that keeps your listeners engaged? Well, for one thing, you can talk about your own experience. And you can also relate the information to your listeners’ experience. That will help your presentation connect with your audience. And finally, one technical skill that you’ll need in the virtual format is sharing your screen.

In today’s dialog, we’ll listen to part of an online presentation given by Adam, who works as a business consultant. He’s presenting on the topic of sales to several colleagues, including Chris, Nancy, and his boss Heather. We’ll hear how Adam begins his online presentation.

1. What is the last thing Adam will do in his presentation, according to his outline? 2. What experience does Adam talk about to ground his presentation? 3. What information does Adam present on his shared screen?   Premium Members: PDF Transcript | Quizzes | PhraseCast | Lesson Module

Download: Podcast MP3

Welcome back to Business English Pod for today’s lesson on addressing investor concerns during a pitch in English .

One of the greatest skills in business is the art of persuasion. Whether you’re running a startup and wooing a big investor or trying to convince your boss to give you a pay raise you need to be able to persuade.

Of course, we often use a pitch or presentation to persuade, especially when looking for startup investment. But the pitch alone won’t seal the deal. The real test is handling questions and concerns after your pitch. Can you anticipate these concerns and be ready to address them? Can you think and speak on the fly? Do you have the confidence to back up what you’ve said in your presentation?

There are several concerns you might have to address. For one, you may have to explain exactly why your idea is unique. And you might also have to show clearly that you’re committed to the idea. One common investor concern is the valuation, or how much you think the company’s worth. You’ll need to justify your valuation clearly, and explain what you’ll do with the investor’s money. And through it all, you’ll be trying to show why you are backable, or deserve the investor’s support.

In today’s dialog, we’ll rejoin Quinn, who is seeking investment for his online payments company called Moolah. In our last lesson, Quinn gave his pitch to the investor. Now he has to address some tough questions and concerns from a potential investor named Mason.

1. What does Quinn believe shows that he’s fully committed to the company? 2. What exactly does Quinn plan to do with the investor’s money? 3. Why does Quinn believe he is backable on a personal level?

10 Tips for Giving a Great Presentation in English

• September 15, 2014

Giving the perfect oral presentation in English requires practice. Remember that even great orators like Steve Jobs, Abraham Lincoln, Nelson Mandela and Martin Luther King became excellent public speakers through years of dedicated practice.

When preparing your presentation in English, we recommend you watching and listening to the recordings of their public speeches as an example. Check out our video lesson and some other useful tips for giving a great presentation below.

1. Think About the Details in Advance

Giving a presentation in front of an audience is always stressful. Thinking about such details as the location of the presentation, equipment, materials, timing, your appearance and outfit will help you avoid nervousness.

2. Do Your Homework

Effective preparation requires consideration of the following things:

• Ask yourself what the presentation is all about, its title and its goal
• Think about who your audience is
• Figure out what your main message is
• Think about the structure of the presentation: the opening, the main part and the summary
• Make it easier for the audience and yourself: use simple language
• Prepare yourself for questions. Think about what questions the audience might ask
• Usually an orator has a maximum of 15 minutes to present. So, make the presentation simple, have no more than 20 slides using a font that is legible from a distance
• Don’t put large blocks of text in your presentation. No one will be interested in reading it; people prefer visual material. So think about images, graphs and videos that support your idea, but don’t overwhelm the audience with too many visual aids

3. Introduce Yourself and Set the Theme

At the beginning of the presentation, it’s important to introduce yourself, giving your full name, position and company you represent. Some people also include their contact information on the first slide. That’s in case you want someone from the audience to contact you after your presentation. After the introduction, don’t forget to state the topic of your presentation.

Useful phrases in English:

“Hello, ladies and gentlemen, thank you for coming…” “The topic of today’s meeting is…” “Let’s get the ball rolling” “Shall we get started?”

4. Provide an Outline or Agenda of Your Presentation

Providing an outline of the presentation is a must, as people want to know why they should listen to you. That’s why the opening part is very important. It should be cheerful, interesting and catchy. You should know it by heart, so you don’t lose track of your thoughts even if you are nervous.

“I’d like to give you a brief outline of my presentation…” “Here is the agenda for the meeting…” “My presentation consists of the following parts…” “The presentation is divided into four main sections…” 5. Explain When the Listeners Can Ask Questions

A Question & Answer period (Q&A) usually takes place at the end of the presentation, so you have enough time to deliver the main message of your speech without being interrupted by multiple questions. If you want the audience to ask questions during or after the presentation, say so.

“There will be a Q&A session after the presentation” “Please feel free to interrupt me if you have any questions” “I will be happy to answer your questions at any time during the presentation”

6. Make a Clear Transition in Between the Parts of the Presentation

Using transition words and phrases in English makes your presentation look smooth and easy to follow.

“I’d like to move on to another part of the presentation…” “Now I’d like to look at…” “For instance…” “In addition…” “Moreover…” “This leads me to the next point…”

7. Wow Your Audience

If you are not excited by your presentation, your audience will not be excited either. When presenting, you should plan to wow your audience. Use adjectives and descriptive words as they will help to attract the audience’s attention and make your speech more vivid and memorable.

“The product I present is extraordinary.” “It’s a really cool device” “This video is awesome” “This is an outstanding example”

8. Make Your Data Meaningful

If you need to present numbers or some comparative analysis of algorithms for integration, use some visuals to present it. You can use charts, graphs or diagrams to make your data meaningful and visually attractive. Remember that pie charts are good for representing proportions, line charts to represent trends, column and bar charts for ranking.

“Here are some facts and figures” “The pie chart is divided into several parts” “The numbers here have increased or gone up” “The numbers change and go down (decrease)” “The numbers have remained stable”

9. Summarize

At the end of the presentation, briefly summarize the main points and ideas. Provide the audience with your opinion and give them a call to action, let them know what you want them to do with the information you’ve shared. End of the presentation by thanking all the listeners and inviting them to the Q&A.

“Let’s summarize briefly what we’ve looked at…” “In conclusion…” “I’d like to recap…” “I’d like to sum up the main points…”

10. Practice

Try rehearsing your presentation using the above tips. Practice in front of a mirror or with your friends, parents or spouse. The more you practice, the better. While practicing, try not to use crutch words (examples: uhhhhh, ahhhh, so on, you know, like etc.)

Good luck with your presentation!

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ESL Worksheets | Free Worksheets For Teaching English

Welcome to our ESL worksheets page. On this page, you can find many printable ESL worksheets on many topics for English language learners and teachers. All the worksheets on Games4esl are absolutely FREE to download and use in your English classes.

Worksheets For Teaching English

Worksheets by topic, worksheets by grade, reading comprehension worksheets, more esl resources.

Before you go, don’t forget to check out our other free ESL materials, including  ESL Games ,  Board Games ,  Flashcards ,  PowerPoint Games , Online Quizzes , and  ESL Lesson Plans .

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13 ESL Homework Ideas

Homework may not be many students’ favorite thing, but research says it’s truly an effective learning tool that teachers should use .

The trick is assigning great homework.

To help you do this with ease, we’ve compiled an awesome list of 13 homework assignments that will have your ESL students begging for more.

1. Read a Short Story

2. share a passion, 3. start a chat group, 4. listen to a podcast, 5. write a letter, 6. write an amazon review, 7. do a wikipedia edit, 8. write a short story or poem, 9. share their culture, 10. catch a movie, 11. meet new people, 12. analyze a song, 13. go on a photo scavenger hunt, what makes homework effective.

Download: This blog post is available as a convenient and portable PDF that you can take anywhere. Click here to get a copy. (Download)

Have students read a short story for homework and then ask them to tell the class about the story in the next session.

I would recommend giving students some suggestions on what short stories to read, depending on the level of your students.

Here are some suggestions of short story collections for each level of ESL learner:

• “The Very First Americans” by Cara Ashrose: This collection of short stories features Native American culture and history, written in simple language.
• “Oxford Bookworms Library: Starter Level” This series offers simplified versions of classic stories, such as fairy tales, adventure stories and more.
• “Classic Tales for ESL Students” by L.A. Hill: This collection of classic stories from literature is retold with easier vocabulary and sentence structure.

Intermediate

• “The Best American Short Stories” This series features contemporary short stories from a wide range of American writers, so there’s something for everyone here.
• “Short Stories in English for Intermediate Learners” by Olly Richards: This collection of engaging stories is designed specifically for intermediate ESL students.
• “Roald Dahl: The Collected Short Stories” This delightful collection of quirky and imaginative tales has become a favorite of many of my students.
• “Interpreter of Maladies” by Jhumpa Lahiri: This Pulitzer Prize-winning collection of short stories explores the immigrant experience, something which many ESL students can relate to.
• “Dubliners” by James Joyce: This classic collection of interconnected stories captures the essence of Dublin in 1914. But it still feels modern to many students.
• “Nine Stories” by J.D. Salinger: This classic collection of short stories is a class favorite when I’ve used it.

What do your students really care about? Give them a chance to talk about it in front of the class. 

Have each person choose something they’re passionate about, something they might consider themselves an expert on.

Challenge students to think of a creative way to present five must-know facts about that subject. They might make a movie, create a poster or brochure, write a song or even put on a skit.

Have each person present their creative project to the class, and then give the class five minutes to ask questions of the presenter.

Set certain parameters like students must speak in complete sentences or require that every student ask at least two questions at some point during the presentations.

Students will love sharing about their passions, and they’ll get some great speaking, listening and discourse information in the process, as well as teach the rest of the class some interesting vocabulary.

Ask for class for a volunteer to start a class WhatsApp chat group. They can also decide to use another messaging app like Telegram, Viber, Voxer or any other app that has a group chat function. 

Encourage them to send at least one message and to respond to a couple others for their homework. 

This text group has the added advantage of students being able to make friends with one another, and a place to ask about missed homework assignments on days when they can’t make it to class.

Note that if a student doesn’t want to be included in the chat group, you should have a back up assignment prepared for them.

Listening is one of the ESL student’s most difficult skills to acquire, so listening to a short podcast episode is ideal homework.

You can ask students to write a little about the podcast to turn in to you, or you can ask them to briefly summarize what they heard for the class in the next session.

Here are some suggestions for well done podcasts:

The English We Speak : Produced by the BBC, this podcast focuses on teaching commonly used phrases and idioms in conversational English.

The Moth : A storytelling podcast where real people share their personal experiences and anecdotes in English.

Stuff You Should Know : Though not specifically designed for ESL students, this podcast covers a vast array of interesting topics, providing exposure to diverse vocabulary and subject matters.

Ask your students to write a letter . The letter can be written to a friend or family member (which they could then actually mail or email), or it could be a fan letter to a favorite musician or actor. They could even write a letter to Santa Claus or a historical figure. 

For example, a student might choose to write a letter to Marie Antoinette, asking her what it was like to be the queen of France at such a young age. 

You can also choose to have students write letters to one another. Then the next homework can be writing that letter writer back.

Ask you students to review a product on Amazon (or any other shopping website that has reviews). Ask them to select a product they have really used, so they have a genuine opinion on the quality of the product and whether it lived up to their expectations.

Then, in the next session, show the reviews on the overhead projector to the class and ask a student to read the review.

You can then go over any errors in vocabulary, grammar or sentence structure and revise the review together as a class.

Since anyone can edit a Wikipedia article, it’s a great place for ESL students to hone their writing and editing skills, and they’ll have a built-in readership, too!

Ask students to select a person that they know a lot about—a well-known figure from history, pop culture, music or film would all work. Then ask them to read the Wikipedia entry to see if they can add anything else to the article.

Perhaps the article on Ryan Gosling is missing a key detail about his recent Ken performance. If so, the student will revise and edit the article. They should take notes on what they changed, so they can explain it to you or the class the next day.

Ask your students to get creative. Have them write a short story or a poem . This can get them to use descriptive language that they don’t always have a chance to use.

One good activity to do before you assign this homework is an adjective bubble chart. For this, you start with one adjective. For example, write “moist” on the board, circle it and then draw 4-5 lines coming off of the”moist” bubble.

Ask your students to come up with other adjectives that are related to “moist” and so on. They may come up with “wet,” “watery,” “soaked” or “damp.” Then draw lines from each of those. This can lead to words that you never expected to come up.

Have your students select 3-4 adjectives from this introduction activity that they’ll use in their story or poem.

Ask your students to prepare a short presentation on an aspect of their home culture to tell the class about in the next session. 

For example, a student from China may explain the Lunar New Year, a student from Vietnam may explain Tet or a student from El Salvador may tell the class about their quinceañera .

They can use photos, art, a PowerPoint presentation or they can just explain in their own words.

Then open the class up for questions.

Can you legitimately send students to the movies for homework? You can when you’re teaching ESL.

Your students don’t have to commit to a full-length movie. Instead, you can use the videos on FluentU to screen mini-lessons using clips from TV shows and movies, movie trailers, news segments, vlogs or music videos.

Use these videos in the classroom or assign homework to watch a few and complete the subsequent quizzes. You can also ask students to complete flashcard quizzes based on vocabulary words you want them to pay special attention to. These quizzes are adaptable so every student will have a unique experience catered to his learning level.

There are plenty of ways to use a movie for language development. And whether students watch a new release or catch an old Elvis flick on TV, they can do any of the following activities as homework:

• Summarize the plot.
• Describe a main character.
• Note new or interesting vocabulary (particularly slang) they hear while watching.
• Write an interview with one of the characters in the movie.

I’m sure you also have your favorite movie-related language activities and many work as homework assignments. So get creative with how you have students share about what they watched.

For the most part, people are willing to help someone in need, and that is doubly true for someone who needs to complete an assignment for school.

That’s why sending students out to interview native speakers on campus is such a fun homework assignment.

Start by helping your students write a list of questions they’ll use for their interviews. Students can choose a topic or you can assign one, like leisure activities or celebrity news.

Tell students to list five to ten questions they might ask on that topic that will elicit specific answers. 

As a class, discuss how students might introduce themselves to a potential interviewee. 

Then send students out to their interviews after class. They can share the answers they got in the next session.

Music is great for English learners since it stresses many aspects of language that can otherwise be hard to isolate, like the emotion of language, intonation and stress.

Have students choose their favorite English language song to listen to for homework and then ask them to do the following:

• Practice the lyrics to learn intonation and rhythm.
• Note slang and cultural references in the songs.
• Summarize the theme of the song, or just what it’s about.
• Have students share their favorite lyrics and what a particular song means to them.

Give individual students or groups of up to three students a list of items to find on their homework scavenger hunt. But instead of being specific in your list (for example, including items such as cat), be descriptive in your list.

You might include items such as something frightening, something beautiful, something quiet, something cool.

Students find items they think fit the description. For example, someone who is claustrophobic might choose an elevator for something frightening. They then take a picture of it.

The next day, have each person get with a partner and show them the pictures they took for each item on the list.

If the connection is not obvious, students should ask their partner to explain why they chose a particular item, such as the elevator.

Assigning homework that works isn’t as hard as you might think, especially if you focus on the following points.

• Put your homework in writing. It can be tempting to just announce homework assignments to students at the end of class, but language learners benefit when you reinforce what you say with what they can see. So take a minute to write any homework assignment on the board so students can read it as well as listen to it.
• Let students know what goals you have for a particular assignment. Is it practicing a certain grammar point ? Improving their listening skills ? Pronunciation practice ? When students know why they’re doing something, they’ll be able to tell on their own when they’ve successfully completed their homework assignment.
• Keep your homework practical . Your students may not find themselves planning out a menu for Thanksgiving when they leave your ESL classroom, but odds are they’ll have to order food at a restaurant at some point. Think about realistic ways students will have to use English in the real world and try to make your homework practical.
• Let your students be creative . Give your students choices on how they express themselves or present information. It’s okay for students to make a home movie, put on a one-man play or paint a picture to present to the class. Just because you prefer a particular type of creative expression doesn’t mean your students do, so give them choices and let them express themselves.
• Make homework fun! Every class has its own personality, so what’s fun for one might not be fun for another. Tailor your assignments to the personality of your class. Think about what they would think is fun, and go with that.

No matter what you believed in your student days, homework doesn’t have to be boring. With a little creativity when assigning homework, you might find that the activities you assign for outside of class become the highlights of your students’ days.

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Tag: presentations

Micro presentations/elevator pitches.

This is a lesson plan designed for higher levels (B2+) to help students develop their presentation skills. Download the phrase sheet and topic cards below:

Micro Presentations

Preparation

Prepare a 2-minute example presentation on a topic close to your heart using as much of the language from the handout as you can.

Tell students that you’re going to give a presentation, tell them that they need to make notes on: the main idea, supporting ideas and impressive language.

Give your presentation and then give students a minute to compare their notes and share in open class.

Give out the handout and have students look for the expressions that they heard, clear up any doubts students may have about the language.

Students then choose presentation topics for each other. Give them 2-3 minutes to prepare their presentations. Pairs then join together to make groups of 4. Each member gives their presentation, teacher monitors and takes notes for feedback. Other members of the group note how many expressions their classmates use in their presentations and give them constructive feedback.

Homework: Students prep another micro-presentation for the next class. Topics could include: a hobby, a product sales pitch, a persuasive argument.

Choose a topic for your partner from the list below, you have two minutes to make notes before giving a two minute micro-presentation.

Invention Presentations

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Image credit:  en.wikipedia.org

This is a lesson plan for pre-intermediate (A2) upwards. Students think of an invention and present it to the class. Download the powerpoint here:

present-an-invention1

Put students into groups of 2-3 and show them the powerpoint. Tell them to think of an invention, there are some pictures in the first slide to give them some inspiration. Then give them 10 minutes to write and practice a presentation using the language on slide 2 and any other language they can think of. They must also think of a brand name and slogan.

Students then present their inventions to the rest of the class, who can decide, Dragon’s Den style, if they want to invest or not.

Blog > English Presentation Structure (Introduction, Closing) & useful Phrases

English Presentation Structure (Introduction, Closing) & useful Phrases

02.21.20   •  #powerpoint #presentation #english.

When giving a presentation in english, there are certain guidelines you should follow. Maybe you haven't got a lot of experience presenting - or you would simply like to refresh your already existing knowledge - we're here to teach you the basics about presenting and provide you with a free list of useful phrases and the basic structure you can in your presentation!

1. Structure

The general structure of a presentation is the following:

• Introduction

It is up to you to design these three parts. Using videos or everyday-examples can be a great way to introduce the audience to the topic. The important thing is that you capture the audience's attention from the beginning by making an interesting introduction. The main part is where you present your topic, ideally divided into sections. You can be creative with it - incorporate images, videos, stories or interactive polls . We generally recommend using different kinds of elements, as that makes the presentation more lively. Make sure your main part is well structured, so your audience can follow. In the conclusion, you should give a short summary of the points you made without adding any new information. You can also make an appeal to your audience in the end.

2. Useful Phrases

Here you'll find several phrases that you'll need in every presentation. Of course, you should adapt them and use them in a context that is suitable for your setting. The phrases are divided into subcategories so you can find what you're looking for more easily.

Starting your Presentation

In your introduction, you should:

Welcome your audience

Good morning/afternoon/evening everyone!

Ladies and gentlemen, I welcome you to my presentation about...

Introduce yourself

I am ... (from company ...) and today I would like to introduce you to the topic of ...

My name is ... and I am going to talk about ... today.

Icebreakers (for audience engagement)

Icebreaker polls are an amazing way to engage your audience instantly. They function as a fun and playful element at the beginning, giving you the perfect start you need to give a successful presentation. Click here to read our detailed post about icebreaker polls!

Mention the presentation topic and the reason for giving the presentation

I am grateful to be here today and tell you you about...

I would like to take this opportunity to talk about ...

I am here today to talk to you about ...

The reason why I am here today to talk about ... is ...

The purpose of this presentation is to ...

My goal today is to ...

Hopefully, by the end of the presentation, you will all know more about ...

Give a short overview of the content

To make it as understandable as possible, I divided my presentation into ... parts. In the first part, I will concentrate on ..., the second part will be about ..., ...

First of all, I will give you a short introduction, then we will move on to ...

... and finally, I will give you some insights to ...

Here are a few phrases that you could use during the whole presentation, but especially in the main part.

Engage your audience

In order to raise the audience's attention and improve their engagement, it is extremely important to make contact with them. A great way to do so is by adding interactive elements such as polls. If you would like to know more about this topic, read our article on How To Boost Audience Engagement . You can also use a software like SlideLizard , which allows you to conduct live polls, do Q&A sessions with your audience, share your resources and many more benefits that take your presentation to the next level.

Please raise your hand if you ...

Have you ever thought about ... ?

I would like to do a poll about ...

Please ask any questions as soon as they arrive.

On one hand, … on the other hand…

Comparing … with …, we can see that…

Clearly, … makes more sense than …

Whereas Option A is …, Option B is …

Making new points

Firstly,… Secondly,…

What also has to be mentioned is…

Next, I would like to bring up the topic of…

That being said, now we are going to take a look at…

Let's move on to the next topic.

On the next slide,…

The last thing I would like to mention is…

We made a whole blog post about how to pose questions in your presentation: The Right Way to do a Question Slide .

Talking about images or videos

In this image you can clearly see that ...

We are now going to take a look at a picture/video of ...

I'm going to show you a video by ... about ... now.

I've prepared a video about ...

Talking about statistics and charts

I am now addressing this graph that refers to the results of study XY.

In the graph on this slide, you can see that ...

The average is at ...

This graph clearly shows that the majority ...

According to this graph, the focus should be on ...

What that study tells us for practice is that we should ...

Emphasizing

I would like to emphasize the importance of ...

Moreover, it has to be said that ...

I want to stress the importance of ...

We always have to remember that ...

This is of high significance because ...

That part is especially important because ...

When something goes wrong

I am sorry, but it seems like the projector isn't working.

Could someone please help me with ...?

Is anybody here who knows how to ...?

Could someone give me a hand with ...

I would like to apologize for ...

I apologize for the technical problems, we are going to continue in a minute.

I am sorry for the inconvenience.

End of Presentation

In the conclusion, you should...

Sum up the main points

In conclusion I can say that…

To sum up the main points,…

With all mentioned aspects taken into consideration, I can say that…

Make an appeal

So please, in the future, try to be conscious about...

Please take a moment to think about...

I would like to encourage you to...

Thank your audience and say goodbye

It was a pleasure being here today.

Thank you for listening and goodbye.

Thank you for being such a great, engaged audience. Goodbye.

Thank you so much for listening, see you next time.

What is the structure of a presentation?

Your presentations should always have an Introduction, a Main part and a Conclusion.

What is a good way to begin a presentation?

You can start by introducing yourself, giving an overview of your topic, telling a little story or showing the audience an introductory video or image.

What are good phrases to use in English presentations?

There are many phrases that will make your presentation a lot more professional. Our blog post gives you a detailed overview.

Related articles

About the author.

Pia Lehner-Mittermaier

Pia works in Marketing as a graphic designer and writer at SlideLizard. She uses her vivid imagination and creativity to produce good content.

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Visual communication.

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15 Speaking Projects And Activities For ESL Students

I don’t think I am sticking my neck out too much by saying that most ESL students enjoy speaking activities more than typical reading, writing and listening activities. Tending to be more dynamic, true to life and fun, a good speaking activity can really enhance an ESL student’s fluency and confidence.

Here, I am going to offer you a series of ESL speaking projects that you can adapt and use for your ESL students. Let’s go:

Infomercial Activities

This is one of my favorite speaking projects by far. Show students some typical adverts from a shopping channel; I like to show some of the funnier products just for giggles and to encourage students minds to wander, take a look at this compilation to see what I mean.

Next, I ask students usually in pairs to come up with their own completely original product to sell on an infomercial. If students struggle to come up with a completely new product you can suggest they add a new twist to arnold product, or make a new product based on a combination of two or more others.

For example, in the past I have had: microwave televisions, hair dryers that double as vacuum cleaners and laptops that double as portable stoves.

I tend to also do a language lesson based around the language of selling and persuasion so that when students make their infomercial they will send realistic and they often like to know some of the sales phrases, tactics and strategies that are used in real life.

Just for fun, you can tell students that they have a certain amount of money to spend and after they have seen all the infomercials they get to spend it. Sales can be recorded and you can see which idea/pair has made the most money and are the winner!

Presentations

Give students a presentation of a topic of your choosing, perhaps your own hobby and model the format and language that you want the students to use.

I tend to share slides with the student with the title of each slide already inserted. Students then have to fill the space with suitable information for that slide.

So, for example, if I wanted my students to present their own hobbies then I would probably have six slides titled with questions:

What is my favorite hobby? Why did I start this hobby? What have I achieved doing this hobby? Who do I do this hobby with? What will I do next in this hobby? Other interesting info about my hobby.

Students then fill the slides full of pictures that relate to the question and then they talk about these to the group and answer questions.

Some students always want to write out a script for a presentation which I let them do on the understanding that they can’t actually read it when they present. I allow them to write it out just so they can build up some confidence in what they are going to say and check the language accuracy of it. 

I do usually place sentence starters and linking words on posters behind the audience so that the presenter always has some support if needs be.

Of course, this could also be done as a recorded video task. I sometimes ask students to record a voice over on top of the slides. This can then be converted into a video format for sharing later.

A few other simple presentation topic titles for ESL students that could be used are: My Best Friend, Who Am I?, My Pets, My Future Career, My Family, The Last Celebration I want to, Why I am a fan of __________ (insert name of whatever they are a fan of).

At this point you might also want to read one of my popular article about how to make your students speak English , here

Hot Seat ing

Become an expert – As it sounds. Students spent a certain amount of time researching a topic that either they choose or that is given to them. They are then to become that character and the rest of the group has to ask them questions to find out as much as they can about them in a set amount of time.

You can award points for correct questions being asked and for grammatically correct sentences in response. Personally I like to do this at the beginning of a new topic and direct students to research different famous people.

For example, if we are going to be covering the topic of Travel as in the IGCSE ESL then I have students research characters, such as: Dr Livingstone, Joe Simpson, Ernest Shackleton, Amelia Earhart, Ranulf Fiennes, and so on. 

I often have students create a mini glossary for their characters as well which other students can refer to as they are quizzing the character.  

This activity is best for intermediate level and above students and even then you may need to provide texts at a suitable level for students to be able to access, otherwise students end up on Wikipedia reading very difficult text.

You can have the group make notes and write summaries of each character for homework if you also wish to work on summary writing skills.

Recommended reading: 15 Research Projects For ESL Students

The Detective Game

For this activity you make up a crime that occurred in a given location, the more gruesome the better and if you can personalise it to your location and environment more the better.

Divide the group into smaller groups of three or four people and then ask them to create their alibis for the morning, afternoon, or evening in question. These people are the suspects.

One group, however, is assigned as being the investigators and they individually quiz different suspects one to one to try and find inconsistencies in their group’s stories. This forces each group to consider exactly what they were doing, where and with whom very carefully and in great detail. 

After interviewing as many members of each group and making notes about inconsistencies between group members the investigators then confer with each other to decide upon which group’ alibi is the most inconsistent. This group are then sent to jail.

Whilst the investigators are discussing this, the suspects discuss which investigator was the best at questioning them and finding out the inconsistencies. The suspects will then announce who this person is, and they earn a promotion. Finally, the investigators announce the losing group which will go to prison.

This ‘game’ has got real legs and could go in so many different directions, so don’t be afraid to improvise and have fun with this one.  

Drama Activities

Acting out a chapter of a book. Pretty much as it sounds. Read through a chapter of a book with students or have them read it for homework before letting groups act out the chapter, or a scene from it.

This works well even if they all act out the same scene as each group will learn from the last and the acting/performance and language should get increasingly better throughout. Alternatively arrange it so that each group acts out the following scene to the last group and so the full story is told.

Storyboard and act out the student’s own story. Rather than act out a book, you could have students plan out a story, or at least part of a story on a storyboard. This can give a greater sense of ownership, achievement and ‘buy in’ from the students.

What happened next. Read the opening of a book and as a ‘cliffhanger is reached’ pause and have students work together to act out the ending of the story or the next scene at least.

This also works well with videos from YouTube, crime videos work well as do Walt Disney cartoons – even with adult learners for some reason!

You might also be interested in reading my helpful article on how to get your students speaking fluently , here.

Mind Map ping

Vocabulary relationships. Engage students in a subject which contains lots of relationships of cause and effect. Basically, you need to pick a topic and analyse what the different factors were that affected the main decision or characters involved.

In the centre of your mind map place the decision or a character that was made and then arrange influencing factors around this. 

The larger the circle each factor is in and the closer it is to the centre of the paper the stronger the influence is. Students then need to explain their mind map and the relationships to the group. Others can question and agree/ disagree with them. 

Topics can range from serious issues from history through to celebrity scandals, or even plots in a movie, such as, why did celebrity couple X and Y get divorced, or why did actor x decide to y in the movie xyz. Obviously, you can let the students self select these issues for greater interest. 

Backs To The Board

A timeless classic not so much a speaking project but this can be developed into a full lesson’s worth of speaking and it works for groups of all sizes. It is excellent for reviewing vocabulary at the end of a project or to see what students know at the beginning of a topic.

Simply split the group into teams of no more than five and have one member of the group come to the front and sit with their back to the board.

The other members of the group form a ‘u’ shape around the person, or, rather than being sat literally against the board groups can be sat at tables with just one student having their back to the board. 

All you then need to do is to write a word on the board and the students facing the board have to get the person not facing the board to say the word without literally telling them the word. They should be encouraged to use definitions, synonyms and examples of the word where possible. 

Depending on numbers, students can just shout out when they think they have the answer, or with large groups I make the students raise their hand if they think they have the answer.

The danger with debates is that to the teacher they may seem boring, or at least they do to me but have to remind myself that just because I have done the debates dozens of times, they haven’t and even the most overdone/boring sounding debates may go down like fireworks with some groups.

With that in mind here are a few of the more traditional/boring debates for your students to get their teeth into:

Which is better, country life or city life?

Should animal testing be allowed?

Should school uniforms be gotten rid of

Are cats better than dogs?

Should women be paid as much as men?

Online learning is better than classroom learning

Does money equal success in life?

I also like to see if there is something going on in the students view of the world that is worth debating. For example, in Thailand the debate over whether Korean pop music is better than Thai pop music is a popular one. 

I have had colleagues dive into debates about serious political topics with higher level students which have worked really well.

However, some topics are just too hot to handle and you don’t know who you are upsetting so be careful what topics you do debate, you never know who is listening, or who is going to offense at any of your personal views that you may let slip!

Here is a good resource for more ESL debate ideas .

Book And Movie Review s

This is pretty much as it sounds. I like to set a reading task for students over a holiday break and when they return they have to submit a video review of the book or movie they watched/read. 

I usually show them a good movie review for ideas and ask them to follow the same format. Something like this review of Kung Fu Panda . This goes along the lines of: background information, main characters, plot explanation, favorite moments, final recommendation.

I’ve also done this with higher level groups for documentaries but with enough support and speaking frames pre intermediate students can engage well with this activity.

Conversation Question s

Don’t underestimate the value of pure lists of conversation questions. Students are often happy to just ‘have a chat’ and use the English that they do know.

It is great for their confidence and fluency, as well as requiring zero lesson prep, which is always a nice thing. Just be sure to rotate speaking partners to avoid students getting bored with the same partners and used to different accents.

Sometimes, depending on ability and interest levels I will teach three or four idioms at the beginning of the lesson and set the task of trying to naturally drop them into conversation later on.

There are lot of good sources of conversation questions, here are a couple: eslconversationquestions.com and esldiscussions.com .

ESL Exam Preparation Material

Some students are hugely motivated by doing well in exams such as the IELTS test, and IGCSE ESL speaking tests. Exam boards for tests such as these produce a plethora of practise material that is often available for free online and ready to be use.

My students particularly enjoy the IELTS speaking part 2 task where they are required to speak about a given topic and are given three bullet points to talk about. They are given one minute to prepare their ideas before they have to speak on their own for two minutes. 

If you think your students might enjoy this then here are some good sources of free IELTS style questions: IELTS IDP and ielts-exam.net , and for IGCSE ESL speaking questions check out the role play paper here.

The added bonus of these activities is that there is always a grading criteria ready to be used so you can grade students and give them real reasons why they scored a certain level and what they need to do to score higher in the future.

Here are the IELTS speaking criteria for example which clearly spells out what is expected of students at different levels.

Finger Puppet Shows

One really good way to get shy students speaking I have found to introduce sock puppets. As silly as it sounds, there is something about using a puppet that takes away the pressure on the speaker and frees them up to speak.

Whether it is the element of hilarity of  speaking sock or the fact that people are generally looking at the sock rather than the person it seems to work well.

Depending on the ability level I will either give pairs of students scripts to act out with puppets. They can introduce their own props as well to make it even more funny. Alternatively, I will do this as an improv.

I will read out a situation, for example, one of you has lost their passport at the airport. Then the students have to act out this scenes as best as they can.

Switch partners and introduce more situations and watch the energy level of the room pick up!

By the end of the lesson you may well notice previously shy students speaking confidently with other students having been drawn into the magic of sock puppets! A great little speaking project.

Role Plays With Idioms

I use this lesson pattern quite regularly and it works well. I start off with student matching idioms to meanings and then to example sentences with the idioms missing.

After going through these answers and doing any teaching necessary to aid understanding I will then hand out a dialogue but with all the sentences jumbled up.

Students then have to unjumble the conversation which contains one or more of the idioms being used in a natural way. Next, they read the dialogue through taking different roles each and then doing the dialogue again without looking at the words.

Next, students are given the task of creating their own dialogues using at least one of the idioms in an appropriate way. Students write out the dialogues, rehearse them and then act them out for the group.

You can also do this with phrasal verbs but either way it works out well and the routine can be used again when you are a bit short of material or are having a hangover day!

Barrier Activities

One favourite of mine that never fails to stimulate plenty of language use is to simply create your own barrier exercise. I like to get a nice chunky newspaper article related to what we are learning and then go through each paragraph and remove key details, such as: names, dates, place names, times, location etcetera…

I create two versions of this, the first one will have words missing from odd number paragraphs and the second copy will have words missing from even number paragraphs.

This prevents it from becoming confusing and make sure to keep one master version with no details missing and if you have time highlight the missing words in red so it is easy for students to check later.

Once the missing word copies are ready you can divide the class into two halves distributing sheet A to one half and sheet B to the other half. Allow them to work in groups at this point to work out what questions they need to ask the other half of the group in order to get the missing details filled in.

If you think this will be too difficult for them you can provide the questions in a jumbled up format so they have to rearrange them to make the questions,, or even give them the questions but they have to work out the order in which to ask them to correspond to the paragraph order.

After this preparation period students can then pair up with someone from the opposite half of the group to take turns asking and answering each other’s questions.

Make sure that students do not show each other their articles and simply just sit and copy the answers, clearly this simply defeats the whale point of the exercise.

Before starting this I also pre teach any tricky vocabulary that I know is going to come up in the article just to make sure the final questions and answer session goes without too much stopping and starting to ask about vocabulary.

After students have got the answers then you can either display the answers on an overhead projector, or send students back to their original half of the group to see if they have all gotten the same answers.

Jigsaw Reading

This is another easy way to get students involved in the language and speaking. Select a relevant article related to the topic you are studying and chop it up into paragraphs. Hand out A4 paper with a simple one column table with as many boxes as there are paragraphs.

Hand out the paragraphs to the students considering which paragraphs are more difficult and should go to the higher level learners and which are slightly easier and can go to the lower ability students. 

Individually, students now summarise in their own words as far as possible their paragraphs and write the summary in a box in the table. Following this students pair up with students who had a different paragraph and they then read out their summaries whilst the other students make notes of it.

Rotate partners so that everyone can get every paragraph and after the first couple of times students have read their summaries, force students to turn over their paper and explain their paragraph from memory.

After the first couple of goes they should be able to do this and by the time they have explained to everyone in the group they should be reeling off their summary very comfortably.

A Word On Differentiation …

There is a lot of fun to be had for the students in the above activities but it is important to not forget that some students will require more support than others. Just asking students to do a role play with no support may be too much for some. 

Always consider using speaking frames, having sentence starters placed around the room, ‘useful language’ handouts, and always show a clear model of what it is you are expecting the students to produce. 

If you can tick those boxes then your speaking lesson will go that bit more smoothly.

All the best with your ESL speaking projects!

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Listening Practice Through Dictation with Transcripts

Listening Exercises A1 – Talks and presentations

• English Listening Exercises for A1

Beginning a presentation

1. Listen to three speakers begin their talk. Match each speaker with the expression (a-c) they use to welcome the audience.

George 2, Amy 3, Ben 1

2. Listen to announcements e-j. Match each announcement (e-j) to the correct time (1-6)

a   George ……………………..

b   Amy ……………………..

c   Ben ……………………..

a   new website

b   marketing strategy (for this year)

c   new ordering system

3. How does each speaker introduce their topic? Listen again and complete the expression each speaker uses.

a   George: The …………………….. of this talk is to …

b   Amy: In this …………………….. I want to …

c   Ben: Today I’m going to …………………….. to you about …

Answer & Transcript

a   purpose

b   presentation

(Amy = Chinese)

a    Hello everyone, and welcome. My name is George Anderson and the purpose of this talk is to explain our new website.

b    Hello. It’s great to see you all here today. I’m Amy Lee, and in this presentation I want to show you our marketing strategy for this year.

c    Good morning, everyone. Today I’m going to talk to you about the new ordering system we have here.

Giving an outline

Listen to Ben give an outline of his talk. Number each section of Ben’s talk in order (1-4).

……  show you how to order.

……  talk about the new computer program.

……  tell you how to contact us.

……  explain how to search for a product.

3  show you how to order.

1  talk about the new computer program.

4  tell you how to contact us.

2  explain how to search for a product.

To start with I’ll talk about the new computer program we are using. Then I’ll explain how to search for a product. After that I’ll show you how to order, and finally I’ll tell you how to contact us if you have a problem.

Main section

1. Ben is explaining the company’s new ordering system. Listen and write the signposts he uses to introduce each point (a-d).

a   ……………..       b   ……………..

c   ……………..        d   ……………..

a   First      b   Second      c   Third      d   lastly

2. Listen again and complete the notes below

Using the new ordering system

a    type in the customer’s …………….. and ……………..

b    choose the …………….. the customer wants to ……………..

c    select the …………….. the customer wants

d    enter your ……………..

a   name / address      b   product / order     

c  quantity          d   sales number

Ok, so now I’m going to show you how to order. Well, thanks to our new ordering system, it’s very easy. First, type in the customer’s name and address here … Second, choose the product the customer wants to order from this list … Third, select the quantity the customer wants … and lastly enter your sales number. There, that’s it!

1. Listen to Ben’s conclusion and write true (T) or false (F) next to the statements below.

a   They started developing the new system last year.  ……

b   The new system is ready now.  ……

c   With the new system, there will be no mistakes.  ……

d   The new system will be cheaper.  ……

b   False (when the system is ready, it will save …)

c   False (there won’t be so many mistakes)

d   True (it should save us money)

OK, so that’s how the new ordering system will work. We started developing it three years ago, and I hope you’ll agree there are many benefits to using a new computer system like this one. When the system is ready, it will save everybody a lot of time. The new system will also be more efficient, and there won’t be so many mistakes. It should save us money, too. So, in conclusion, this new ordering system will make all of our lives a lot easier. Thanks for coming. I hope you have found the talk useful.

2. Listen to Amy conclude her presentation. Complete the expressions she uses.

To summarize the main points

To …………………………

To thank the audience

Thank you ………………….. for ……………………

To sum up … Thank you very much for listening.

To sum up, sales this year are good, and they should continue to grow. Thank you very much for listening.

Questions and answers

1. Listen to Ben respond to some questions. Does he agree or disagree with each question? Tick your answers.

Agrees: b, d, f

Disagrees: a, c, e

2. Listen again and complete each expression Ben uses to agree or disagree.

a   Hmm. I’m ……………….. I agree.

b   That’s a very ………………..

c   I ……………….. that’s exactly right.

d   I couldn’t ……………….. more.

e   I think you may be ……………….. about that.

f   I think you’re ………………..

a  not sure      b   good point      c   don’t think

d  agree      e   wrong      f   right

a   Hmm. I’m not sure I agree.

b   That’s a very good point.

c   I don’t think that’s exactly right.

d   I couldn’t agree more.

e   I think you may be wrong about that.

f   I think you’re right.

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• Bussiness English Listening for A1
• Bussiness English Listening for A2
• Bussiness English Listening for B1
• English for daily communication level 1
• English for daily communication level 2
• English for daily communication level 3
• English for daily communication level 4
• English for Daily Conversations
• English Grammar Exercises for A1
• English Grammar Exercises for A2
• English Grammar Exercises for B1
• English Grammar Exercises for B2
• English Listening Exercises for A2
• English Listening Exercises for B1
• English Listening Exercises for B2
• English Listening Exercises for Beginner
• English Listening Tests for A1
• English Listening Tests for A2
• English Listening Tests for B1
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• English Reading Exercises for A1
• English Reading Exercises for A2
• English Reading Exercises for B1
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• English Reading Exercises for Beginner
• English Speaking Exercises for A1
• English Speaking Exercises for A2
• English Speaking Exercises for B1
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• English Vocabulary Exercises for A1
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• English Vocabulary Exercises for B1
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• English Word Skills Exercises for A1
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• English Word Skills Exercises for B1
• English Word Skills Exercises for B2
• English Writing Exercises for A1
• English Writing Exercises for A2
• English Writing Exercises for B1
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• Learn Vocabulary Through Pictures
• Listening Practice Through Dictation

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Business English Lesson plan- Giving a Presentation (ESA Framework)

Type of Lesson: Integrated skills (Listening integrated to speaking, pronunciation and vocabulary using authentic material. Theme: giving presentations)

Aims: To identify the characteristics of a good and bad presentation To introduce vocabulary related to presentations To review sentence stress and intonation patterns for effective presentations.

Outcome: By the end of the lesson, students will be able to give a sales presentation about their companies’ new product.

Read: 5 Great Activities to Use with Your Business English Students!

Read: How to Conduct a Needs Analysis for Your Business English Class

Assumptions: Students have a wide range of vocabulary related to the business field. They are able to articulate full sentences using complex and compound sentences. They are aware of how important intonation is when delivering a message. They are able to differentiate intonation patterns. They will already know many adjectives that are used to describe the product they sell at their company, as they will have used them in their own language while performing sales pitches. They have prior experience in giving presentations in their own language and have given presentations in previous ESL classes. They are familiar with the structure of a presentation: introduction, overview, state points, state results and conclusions, summarize, and close.

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Students background information: Students are to give a sales presentation about their companies’ new product at a business conference. They are well established sales people in Japan and this will be their first time presenting their product in an overseas environment.

Anticipated Problems and Solutions: Students may not be able to recall some ‘great speakers’. In this case, the teacher will suggest people such as Martin Luther King Jr., Steve Jobs, etc. They may have difficulty using proper intonation in certain phrases; this will be solved by demonstration and drilling. They may also have problems with some pronunciation in the intonation exercise. The teacher will be around to assist students with their individual needs.

Aids/Materials: YouTube video “Enhancing Your Presentation Skills”; a vocabulary presentation worksheet; stress and intonation worksheet; Steve Jobs iphone 2007 presentation YouTube Time: approx. 150 minutes

ENGAGE – Business English Lesson Plan

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Aim: to introduce the topic of giving presentations and to outline skills and characteristics that lead to a good presentation. Techniques used: questionnaire; discussion; brainstorming Skills: speaking and listening Interactive Pattern: SS Time: 10 minutes

Aids/Materials: handouts with questions/board

Put students into pairs and have them discuss the following questions:

1.                  What are the characteristics of a great speech/presentation? 2.                  Who are the greatest speakers that you can think of? 3.                  Who do you need to give presentations to as a part of your job? What are they about?

Once students have finished discussing in pairs, have an entire class feedback and have students brainstorm the characteristics of a great speech are.  (Examples of ideas that will be elicited: eye contact, clear voice, positive body language, etc.).

STUDY – Business English Lesson Plan

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Step 1: introduce words and phrases related to giving presentations Techniques: Gap-filling Skills: Reading and speaking Interactive Patterns: T-S; SS Time: 5-10 minutes

Aids/Materials: Vocabulary: Presentation Language worksheet.

Students will be given a ‘Vocabulary: Presentation Language’ worksheet that uses words and phrases suitable for presentations. They are to work in pairs in order to fill in the blanks of the passage. After students have completed this activity, the teacher will take it up as a whole class and discuss any vocabulary words they were unsure of.

Vocabulary: Presentation Language

Complete the following presentation excerpts using the words below.

after that                     finally                          illustrate                                  outline to start with                 then                             describe                                   specifically purpose                        sum up                         thank                                       tell you

Good morning, everybody. I hope you are all doing well today and I’d like to _______ you all for being here. Today I am here to __________ about our latest product, and more _________ about how it works and what it does. I’d also like to __________ the products’ features and __________ inform you about where you can get it and how. ____________, I’d like to briefly __________ our current marketing policy in Canada. ________, I’ll __________ some of the problems we have encountered in our market share. ___________, I’ll ________ our progress this year and continue on with our main _______ for being here; the product.

Answer Key: thank, tell you, specifically, illustrate, finally, to start with, describe, then, outline, after that, sum up, purpose

Step 2: To identify how important intonation is in delivering a sound presentation Techniques: Elicitation Skills: Listening and speaking Interactive Patterns: T-S Time: 5 minutes Aids/Materials: Vocabulary: Presentation Language worksheet

The teacher will read the excerpt twice. T will ask the students to listen carefully and identify the differences. The first time, T will read it using proper sentence stress (stressing content words: nouns, main verbs, adjectives, adverbs), intonation and tone of voice. The second time, T will read it in a monotone voice. Then T will elicit the difference and which one is more effective and why: T: “Which speech was more effective?” S: “The first one” T: “Why?” S: (Possible answers) “You used expression, your voice changed, you sounded enthusiastic. In the second reading, your sounded dull, boring.”

Read: How to Use the Communicative Approach

Read: How to Use Task-based Learning

ACTIVATE – Business English Lesson Plan

Aim: Practice intonation patterns Techniques: reading aloud Skills: speaking and pronunciation Interactive Patterns: SS Time: 10 minutes

Aids/Materials: “Good and Bad Stress and Intonation” from UsingEnglish.com

The teacher will hand out the worksheet “Good and Bad Stress and Intonation”. Students will work in partners to practice saying the sixteen sentences with both good and bad intonation. The back of the worksheet provides helpful tips in how to express the sentences in the best and worst ways possible. Once students have finished practicing with a partner, they will go over each sentence as a whole class. The teacher will correct them where necessary

Step 1: Aim: to identify characteristics of effective presentations. Technique: note-taking, listen for main ideas Skills: listening and speaking Interactive patterns: S and SS Time: 10-15 minutes Aids/Materials: YouTube video “Enhancing Your Presentation Skills- Killer Presentations” by Doug Jeffries. (about 7:18 minutes)

The teacher will play the video twice to ensure students have a full understanding of the content. Students are responsible for noting at least five presentation skills that Doug Jeffries mentions in the video (Making your audience comfortable, establishing eye contact, ‘power of the pause’, body language/gestures, effective content). They will then go over and discuss the importance of each point as a whole class. For example:

T: “Why is establishing eye contact important when giving a presentation?” S: “It engages the viewer and allows them to know that you are speaking directly to them”

The teacher will now ask students if they know who Steve Jobs was and what he was responsible for.

T will tell the students that they will now watch a presentation by Steve Jobs and they have to discuss the following questions:

–          Can you identify any of the presentation skills described by Doug Jeffries in Steve Jobs’ video?

–          What makes Steve Jobs’ iphone 2007 launch presentation effective? (Possible answers: visuals, timing of speech accompanied by visuals, clear voice, confidence, knowledge of product).

–          How does he keep the audience engaged? (Possible answers: movement, gestures, tone/pitch, humour, repetition (“re-invent, revolutionary”)

T will ask students to take a closer look at Steve Jobs’ presentation. T will direct them to identify any words they think made his presentation effective; words he repeated, words that they think helped to describe/promote his product. Students should pick out certain adjectives such as revolutionary, life-changing, re-invent, magic, etc. T will write students’ answers on the board and then ask them to think of other vocabulary words they could use to sell a product, focusing on a product that the company they work for sells. “If you were to sell your company’s new product in a presentation like Steve Jobs’, what type of words would you use to engage the audience and make them want to buy your product? Come up with as many adjectives as you can to promote your product.” Students will compile an individual list. Once they have finished their lists, they will discuss their adjectives together as a class. T will write their ideas on the board, adding to the list that we compiled from Steve Jobs’ presentation and give the students time to copy any of the adjectives that they wish to use for their presentations into their notes.

Aim: Students will create a presentation with the assistance of ICT tools (PowerPoint/Camtasia) to sell a product to their classmates using appropriate vocabulary and body language. Techniques: collaborative writing and discussion Skills: Speaking, listening, reading and writing Aids/Materials: computers with Camtasia program and Microsoft PowerPoint Interactive Pattern: SSS Time: approx. 50 min.

For the final stage of the lesson, T will tell students that they are going to create a presentation, much like the one they viewed in the Steve Jobs video, using ICT tools (Camtasia or Powerpoint) to sell a product of their choice. The product must be something they are fully aware of as they will not have much time to research.

T will briefly go over the main stages of a presentation. Students’ presentation must  follow this format: introduction, overview, state point, state results, summarize, and close.

Other points to remember to use in their presentations are: -use of vocabulary (adjectives and phrases) to describe the product -body language, gestures and intonation -synchronization of their speech with the slideshow presentation

After each student presents, the rest of the class will give them feedback regarding their presentation (both good and bad) and what they need to work on for a real life sales presentation scenario.

Adapted from lesson plan by 120-hour TEFL certificate graduate.

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