"English language and intercultural communication." Preparing for a presentation in English Lesson with presentation in English

To prepare for the action itself, you may need English words indicating the necessary materials, tools and techniques for the presentation.

Screen- Screen (on which the presentation is projected)

Whiteboard(less often blackboard or greenboard) - Board

Marker- Marker

Duster- Sponge for the board

Flipchart- Flipchart

Projector- Projector

Handouts- Handouts

The following questions will help you better prepare and guide you on how to design your presentation:

Target- Why are you making this presentation? What do you want to achieve?

Audience- Who will the presentation be for? How knowledgeable are they about the topic? How many people will there be?

Room- Where will the presentation take place? In a cozy small meeting room or in a spacious conference room? What equipment is needed? Are there enough seats?

Time and restrictions- When do you make the presentation and how long will it last? Will people be too tired or hungry by this time?

Material supply- Are you planning a formal or informal style? Is it a serious approach or can you lighten up the presentation with jokes? What will you use to attract attention?

Structure- Be sure to think through the structure and logic of your speech and strictly follow it. This way you can feel more confident, and your audience will better perceive the information.

Be sure to remember the following rules and refer to them when preparing materials:

You need to carefully prepare for the presentation and rehearse it several times

The simpler and shorter the phrases, the better.
Throughout your speech, use the simplest and shortest words and sentences possible.

Avoid complex terminology and jargon, unless you are 100% sure that everyone present will understand them. Especially if not everyone speaks English as a native speaker.

Use active forms of verbs instead of passive ones.
Those. Instead of the phrase “We found 100 kg of gold,” it is better to say “We found 100 kg of gold.”

Don't read the presentation! Tell it without looking at the text.
A presentation is best received when it appears as spontaneous as possible. To be sure, you can make small note cards or prepare a list of key points. But this does not have to be the full text of the presentation!

Let's consider what mandatory parts a presentation should consist of.

Introduction

What includes:

• Greetings
• Presentation of theme and purpose
• Description of the presentation structure
• Instructions when to ask questions

Main part

What includes:

• Presentation of the prepared material in strict accordance with the plan indicated in the introduction.

Conclusion

What includes:

• Summary of all the above
• Your final conclusions
• Thanks for your attention
• Questions

Now that we have figured out the structure, let's look at what phrases will be useful to us in order to start, conduct and finish a presentation in English.

English vocabulary for presentations

Begin your presentation by welcoming and thanking everyone for coming:

Good morning, ladies and gentlemen- Good morning, ladies and gentlemen

Good afternoon, ladies and gentlemen- Good afternoon, ladies and gentlemen

Good afternoon, everybody- Good afternoon everyone

Hello, everyone- Hi all

Welcome everyone- Welcome

I"d like to start by thanking you all for coming- I would like to start by thanking you all for coming

It"s great to see so many fresh faces here today- It's great to see how many new faces are here today

Let me begin by welcoming you all of you here today- Let me start by welcoming you all here today.

It"s great to be here with you all- It's great to be here with you

Thank you for coming out today- Thank you for coming today

Let's talk about ourselves and the purpose of our report:

Describe to the audience what program awaits them during your speech:

Here we will look at how to start the main part of the presentation in English:

If you have completed another logical part, it is worth indicating this:

When starting a new part of your presentation, warn your audience about this so that they do not lose the thread of the presentation:

After you have provided the basic information, you need to analyze it:

To make the information better understood, give more examples:

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Direct and indirect speech Direct and Indirect Speech (rules for transferring from direct speech to indirect speech)

Positive requests Say to smb, tell smb. (tell someone) changes to ask smb.+ to (ask someone) He says to Jane, “Give me your hand, please.” He says to Jane: “Please give me your hand.” He asks Jane to give him her hand. He asks Jane to give him her hand.

Positive commands Say to smb. changes to tell (command) smb. + to Nick says, “Mary, bring some milk from the kitchen.” Nick says: “Mary, get some milk from the kitchen.” Nick tells Mary to bring some milk from the kitchen. Nick tells Mary to get some milk from the kitchen.

Negative requests a) Tell smb., say smb. changes to ask smb. b) don’t changes to not to They tell Lena, “Please don’t come home late.” They tell Lena: “Don’t come home late, please.” They ask Lena not to come home late. They ask Lena not to come home late

Negative orders a) say to smb. (tell someone) changes to tell smb. (tell someone) b) don’t changes to not to The teacher says to children: “Don’t open your books.” The teacher tells the children: “Don’t open the books.” The teacher tells the children not to open their books. The teacher tells the children not to open the books.

Declarative sentences Say to smb., tell to smb. + (that) + subject + predicate + minor members He says to Lena, “I see my friends every day” He says to Lena that he 1 sees 2 his friends 3 every day. or He tells Lena that he 1 sees 2 his friend 3 every day. He tells Lena that he sees his friends every day.

Negative Sentences He tells them, “I don’t like poetry.” He tells them: “I don’t like poetry.” He says to them (that) he doesn’t like poetry or He tells them that he doesn’t like poetry. He says he doesn't like poetry.

General questions Tell smb, say to smb. changes to ask + if (whether) + subject + predicate in the right tense He says, “Did they write anything interesting? ” He says: “Did they write anything interesting?” He asks if 1 they 2 wrote 3 anything interesting. He asks if they wrote anything interesting.

Alternative questions tell smb., say to smb. changes to ask + whether + subject + predicate in the right tense She says, “Will you play football or basketball, Andrew? ” She asks, “Andrew, are you going to play football or basketball?” She asks Andrew whether 1 he 2 will play 3 foolball or basketball. She asks Andrew if he will play football or basketball.

Special question tell smb, say to smb. changes to ask + question word + subject + predicate She says to John: “Where does Tom go every week? ” She says to John: “Where does Tom go every week?” She asks John where 1 Tom 2 goes 3 every week. She asks John where Tom goes every week.

Question to the subject Word order does not change He says, “Who likes pop music? ” He says: “Who likes pop music?” He asks who likes pop music. He asks who likes pop music.

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Direct and indirect speech Direct and Indirect Speech (rules for translation from direct speech to indirect speech) Rules for coordinating tenses (past tense)

Present Simple Present Progressive Present Perfect Present Perfect Progressive Past Simple Future Simple Past Progressive Past Perfect Past Perfect Progressive Past Simple Past Progressive Past Perfect Past Perfect Progressive Past Perfect Future-in- the Past (would) Past Progressive(Past Perfect Progressive) Past Perfect Past Perfect Progressive

If the present tense was used in direct speech and when translated into indirect speech they were correspondingly changed to the past, then such sentences should be translated into Russian using verbs in the present tense. He said, “I k now Mary.” - He said: “I know Mary" He said that he knew Mary. - He said that he knows Mary.

Changing the circumstances of time, place, demonstrative pronouns when translating direct speech into indirect Now - now Here- here This/these- this, this Today - today Tomorrow - tomorrow yesterday Then- then There - there that/those- oh, that That day -on that day (the) next day (the following day)- the next day The day before(the previous day)-

Changing the circumstances of time, place, demonstrative pronouns when translating direct speech into indirect Now - now Here- here This/these- this, this Today - today Tomorrow - tomorrow Yesterday - yesterday The day after tomorrow - the day before yesterday Then - then There - there that/that - that day - on that day (the) next day (the following day) - the next day The day before (the previous day) - the day before In two days

Next week - next week Tonight Last week - last week last year - last year The next week (the following week) - next week That night The previous week - a week before The year before - a year before

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Word order: adjective+noun

opinion size age shape color from where made of noun A wonderful large old round green Chinese handmade carpet

Put the adjectives in brackets in the correct position 1. a young girl(pretty)- a pretty young girl 2. a handsome man(young)- a handsome young man 3. brown bag(leather)- a brown leather bag 4. an American film(old)- an old American film

5. big eyes(blue)- big blue eyes 6. a cold day(rainy)- a cold rainy day 7. a hot bath(nice)- a nice hot bath 8.an old coat(worn)- an old worn coat Put the adjectives in brackets in the correct position

9. An old coat(worn)- an old worn coat 10. a red car(old, little)- a little old red car 11. a gold watch(small, antique)- a small antique gold watch 12. a little village (old,lovely)- a lovely little old village Put the adjectives in brackets in the correct position

13. long eye-lashes(black, thick)- long thick black eye lashes 14. an old mansion(stone,English)- an old English stone mansion Put the adjectives in brackets in the correct position

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Gerund is an impersonal form of a verb that has the characteristics of both a verb and a noun. There is no such form in the Russian language.

Forms of gerund Active voice (Active) Passive voice (Passive) Indefinite (Simple) writing being written Perfect having written having been written

The ending – ing (this is the so-called IV form of the verb) is added to the infinitive without the particle to. E.g.: to run – runn ing to live – liv ing The negative form of the gerund is formed using the particle not, which is placed in front of the gerund form. E.g.: for coming in time - for coming on time for not coming in time - for not coming on time Gerund formation

since there is no form of gerund in the Russian language, its meaning can be conveyed by a noun, infinitive, gerund, verb in personal form and subordinate clause. Translation of gerund into Russian:

Functions of the gerund in a Subject sentence (as a subject, the gerund is used without a preposition. Translated by a noun or infinitive.) E.g.: Taking a cold shower in the morning is very healthy. Taking a cold shower in the morning is very beneficial.

Part of a compound nominal predicate: (in this case, the gerund plays the role of a semantic part of the predicate, following the verb with the connective to be, while the subject must denote an object that cannot itself carry out the action expressed by the verb from which the gerund is formed. Otherwise, it is no longer a gerund , and the verb is in the Continuous form (She is reading.) E.g.: His hobby is collecting stamps.

The gerund as part of the predicate is also used after the following verbs: to stop, to finish, to continue, to go on, to keep on (continue), to begin, to start, to burst out, to give up, to put off, cannot help , cannot stand. E.g.: Will you start reading, please! Start reading please!

the direct object (without a preceding preposition) is used after the following verbs: to admit, to avoid, to delay, to deny, to dislike, to enjoy, to escape, to excuse, to forgive, to imagine, to mention, to mind (object - only in interrogative and negative sentences), to miss (miss), to postpone, to risk, to suggest, to understand. E.g.: His father disliked wasting time on such trifles.

With the verb to go, the gerund is used in the following expressions: to go fishing, to go dancing, to go shopping, to go skating, to go swimming, to go walking. After the following verbs, both a gerund and an infinitive can be used: to attempt, to begin, to continue, to forget, to hate, to intend, to like, to love, to need, to prefer, to propose, to refuse, to regret , to remember, to require, to try, to start.

The gerund as a direct object is used after expressions: to be busy, to be worth. E.g.: The place is worth visiting. Note: When choosing a gerund or infinitive, you should pay attention to the following: the infinitive denotes a shorter or more specific manifestation of that action, and the gerund as an –ing form denotes a process, a longer and more general manifestation of that action. The infinitive by its nature is associated with the future, and the gerund with the present and past.

The gerund as a prepositional object can be used after any verb or adjective that requires a preposition: to accuse of, to agree to, to approve of, to be afraid of, to congratulate on, to depend on, to dream of, to feel like, to insist on, to look forward to, to object to, to persist in, to prevent from, to succeed in, to suspect of, to thank for, to think of, to complain of, to consist in, to count on (upon), to hear of, to keep from, to look like, to result in, to speak of, to rely on, to blame for, to praise for, to be responsible for, to be fond of, to be tired of, to be afraid of. E.g.: I object to his borrowing money from you. He has always dreamed of visiting other countries.

The gerund as a definition usually stands after the noun being explained with various prepositions, most often with of, less often with for, at, about, to, in. More often found after abstract nouns: chance of, idea of, hope of, interest in, reason for, right of, thought of, way of, etc. E.g.: I don’t like his manner of speaking. He gave up the idea of ​​ever hearing from her.

The gerund as an adverbial adverbial is used after the following prepositions: before, after, without, by, about, at, to, of. E.g.: After eating my lunch I went to school. You can't translate the text without knowing the language well.

After some verbs with prepositions and adverbs, as well as after some phrases with prepositions, only the gerund is used. to give up to be afraid of to be famous for to be fond of to be interested in to be worth of to be proud of to depend on to insist on (upon) to know of to object to to prevent from to think of to go on

After compound prepositions because of, on account of, thanks to, due to, owing to, instead of, in spite of, for the purpose of, with a view of, of (no) use, only the gerund is used

Difference between gerund and participle A gerund has the characteristics of a verb and a noun, while a participle has the characteristics of a verb and an adjective.

Gerund 1. Used as a subject, a nominal part of a predicate, an object: Carrying out this operation is very important. Performing this operation is very important. 2. In the definition function it is used with a preposition: The method of carrying out the operation is well known. The method of performing the operation is well known. 3. In the function of circumstance it is used with a preposition: Before carrying out the operation one should study all the instructions. Before performing the operation, you must read all the instructions. Participle 1. It is not used as a subject, a nominal part of the predicate, and cannot be an addition. 2. In the definition function it is used without a preposition: The group carrying out the operation consisted of 20 men. The group performing the operation consisted of twenty people. 3. In the function of circumstance it is used without a preposition: Carrying out the operation the tanks penetrated into the enemy rear. While carrying out the operation, the tanks went behind enemy lines.

A verbal noun is formed by adding the suffix -ing to the base of the infinitive, i.e. in form, the verbal noun coincides with the gerund: to begin begin - beginning beginning to drink drink - drinking drink to open open - opening opening, opening A verbal noun has all the properties of a noun and is most often translated into Russian as a noun, while a gerund has only some properties of a noun .

Difference between a gerund and a verbal noun A verbal noun 1. Can have an article 2. Can have a plural form 3. Can have a prepositional object 4. Can be qualified by an adjective 5. Has no tense or voice forms. Gerund 1. Cannot have an article 2. Cannot have a plural form 3. Can have a direct object 4. Can be determined by an adverb 5. Has forms of tense and voice:

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An infinitive is an impersonal form of a verb that names an action, but does not indicate either person or number. In Russian it answers the question what to do? In English, the particle to placed before a verb is a sign of the infinitive. The infinitive combines the properties of a verb and a noun and has the following forms:

Infinitive forms Tense Voice Simple Progressive Perfect Rerfect Progressive Active To print To be printing To hate printed To have been printing Passive To be printed - To have been printed -

1 . Present Simple Active Infinitive Jane was sad to learn the truth. Jane was sad to learn the truth. 2. Present Simple Passive Infinitive She was happy to be taught French. She was happy that she was being taught French. 3. Present Perfect Passive Kate was sad to have been told a lie. Kate was sad that she was told a lie.

Use of the infinitive (in a sentence the infinitive can be used in functions:) 1. Subject - translated by infinitive or noun: To speak English is very pleasant. It's nice to speak English. 2. Parts of a compound nominal predicate are translated by an infinitive or a noun. Our plan is to go to Spain. Our plan is to go (trip) to Spain.

3. Additions – translated by the infinitive He promised to come in time. He promised (what?) to arrive on time. 4. A definition that comes after the word being defined - translated by an infinitive, less often a noun, or an adjective, or a subordinate qualifying clause. I've got a lot to work. I have a lot of work (what?) to do. 5. Circumstances a) goals - translated by a subordinate clause introduced by the conjunction so. She took a taxi to be in time. She took a taxi (for what?) to be on time. b) consequences with the words too (too), enough (enough) Your tea is too hot to drink. Your tea is too hot (for what?) to drink.

Turnover “Objective case with infinitive” (Complex object) Complex Object Noun in i. n. or pronoun in the objective case (demonstrative) + infinitive Mother wants Peter to do it. Mother wants him to do it.

Complex Object is translated by subordinate explanatory clauses, which are introduced by conjunctions that, so that. After the verbs to see, hear, watch, feel, the conjunction like is used during translation. A pronoun in the objective case is translated into Russian by a pronoun in the nominative case (personal) I want him to translate this text. I want him to translate this text. He watches them play. He watches them play.

After the verbs of perception to see, hear, watch, feel and the verbs to make and to let, the infinitive is used without the particle to Don’t let your son come home late. - Don’t let your son come home late. I see him park the car. I see (that) how he parks the car.

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Plural of nouns

The plural form of nouns is usually formed by adding the ending -s or –es to the singular stem. Book – book s Boy – boy s Class - class es

The ending -es in plural. include: a) nouns ending in singular. on s, ss, sh,ch, tch, x bus –buses class – classes bush –bushes speech –speeches match –matches box -boxes

b) nouns ending in singular. on o: hero –hero es potato – potato es tomato – tomato es Exceptions: photo – photo s piano – piano s zero - zero s

c) nouns ending in singular. h. on y, preceded by a consonant (y then changes to i) army - arm ies d) some nouns ending in singular. h. to f or fe (f changes to v) leaf-leav es shelf-shelv es Wife-wiv es

C nouns forming plurals including not according to the rules (exceptions) Man-men (men) Woman-women (women) Child-children (children) Foot-feet (feet) Tooth-teeth (teeth) Goose-geese (geese) Mouse-mice (mice) Sheep-sheep (sheep) Deer-deer (deer)

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I can play the piano. I cannot swim. Can you sing? Can (could) - I can, I can

Can - really...? (expression of bewilderment) Can she have spent all the money? - Did she really spend all the money?

To be able to is the equivalent of the verb can He is able to do it. - (maybe able) He was able to do it yesterday. - (could) He will be able to do it tomorrow. - (will be able) He has been able to swim since childhood. - (can do it since childhood)

May - permission (you can) You may take my pen. (you can) You may not touch it. (impossible) Mau I come in ? (can) May I go out?

To be allowed to is the equivalent of the verb may We are allowed to stay ay home. (we are allowed) We were allowed to stay at home. (we were allowed) We will be allowed to stay at home. (we will be allowed)

May - maybe (assumption) It may rain soon. (It may rain) Be careful: you may fall. (you might fall)

Must- must You must respect your parents. (must) You must not go there. (impossible) Must I learn it by heart? (must?)

Must - must be (assumption) It must be cold outside. (must be)

To have to is the equivalent of the verb must (forced necessity) Do you have to go there? (necessary?) Did you have to go there? (had to?) Will you have to go there? (have to)

Should - should You should do it. - You should do it (now) You should not do it. -You shouldn't do that (now)

Please note: You should have done it. - should have been done (but you didn’t) You should not have done it. - shouldn’t have done it (and you did) Compare: You needn’t have done it. - might not have done it (it wasn’t necessary) You shouldn’t have done it. - shouldn’t have done it (it’s bad that you did it)

Compare: You should have done it. – should have been done (but you didn’t) You must have done it. – must have done Compare: I should have done it .- should have done (but I didn’t) I had to do it.- had to do (did)

Compare: I needn’t have done it. - it was possible not to do it (and I did) I didn’t have to do it. - it was possible not to do it (I didn’t do it)

To be to is the equivalent of the verb must (necessity by agreement, plan or order) I am to go there. (must, to be, agreed, schedule) I was to go there. (to be)

Need not - absence of necessity (maybe not...) Need? - necessary … ? You don't need to do it. - you don’t have to do it. Need I do it? - is it necessary?

Compare: You can't do it - You can't do it. You don't have to do it - You need not do it.

Must – may – might – can’t In the meaning of the assumption Must - there must be May - there may be Might - it may be (but unlikely) Can’t - there cannot be

1. He must be at work. 2. He must have been at work. 3. He may be at work. 4 . He may have been at work. 5 . Maybe he is at work (although hardly) He might be at work. 6. Maybe he was at work (although hardly) He might have been at work. 7. It can’t be that he’s at work. He can’t be at work 8 . It can’t be that he was at work. He can’t have been at work.

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Participle I is an impersonal form of a verb that has the properties of a verb, an adverb and an adjective. Corresponds to participle and gerund in Russian. Has the following forms:

Forms of participles Participle I (Present Participle) Participle II (Past Participle) Perfect Participle Active using - having used Passive being used used having been used

Present Participle I to play + - ing =playing to make + - ing = making (e- omitted) to forget +- ing = forgetting (t- doubles if the verb ends in a consonant and the stress falls on the last syllable)

Participle I in a sentence can be: a) definition The boy riding a bike is my friend’s son. The boy riding the bike is the son of my friends. The shop being built in front of my house is very modern. The store being built opposite my house is very modern.

b) the circumstance Reading a newspaper she fell asleep. She fell asleep while reading the newspaper. Having parked the car he went home. Having parked the car, he went home. Having been signed the contract was paid. After the contract was signed, it was paid. Having told the truth he felt better. Telling the truth made him feel better.

“Complex Object with Participle I” Complex Object with Participle I Noun in the general case (individual case) or pronoun in the objective case (indicative) + participle I heard them discussing this problem. I heard them discussing this problem.

Complex Object with Participle I is used after verbs: to feel - to feel to see - to see to watch - to observe to hear - to hear

Participle 2 – Participle II is the third main form of the verb (for example: do – did – done, done is participle 2 from the irregular verb to do). It has one unchangeable form and denotes an action that a person or object experiences, i.e. has a passive or passive meaning.

Participle I in a sentence can be: a) a definition, corresponding in Russian to participles ending in - мяй, -й, -ть The mail delivered in the morning was very important. The correspondence delivered in the morning was very important.

b) Circumstance of the reason: Lost in the woods he could not find the way home. Since he was lost, (lost), he could not find his way home. Sent by e-mail the letter was received very quickly. Sent by email, (as it was sent) the letter was received very quickly. Being laughed at he felt unhappy. Because they laughed at him, he felt very unhappy.

c) Circumstance of time: Offered a job he was very happy. When he was offered the job, he was very happy.

Using a complex object with the past participle (Participle II) This construction indicates that it is not the subject himself who performs the action, but someone else who does it for him. It looks like this: to have one’s hair cut, to have one’s eyes tested, to have one’s watch repaired, etc.

5 aspects 1. Introduction - statement of the problem 2. Author’s opinion with 2-3 arguments 3. Opposite point of view with 1-2 arguments 4. Explanations why the author does not agree with the opposite point of view (counter-arguments) 5. Conclusion confirming the author’s position

1. Introduction - problem statement It is necessary to formulate the topic. You cannot repeat the task verbatim; it definitely needs to be rephrased! Some people think…. Nowadays... It is well known... At the present time.. Most of us think... 2. The author’s opinion with 2-3 arguments Express your personal position. Let us consider some pros and cons o f it. – Let's look at some of the pros and cons of Personally, I think... To my mind... In my opinion... First of all... Firstly..., Secondly..., Thirdly....

3. Opposite point of view with 1-2 arguments O n the other hand... But many people say... But many people believe... However... 4. Explanations why the author does not agree with the opposite point of view (counterarguments) But I think... But I strongly feel... But I doubt...

5. Conclusion confirming the author’s position To sum up... In conclusion... That conclude... Other words and expressions It is often said that... -It is often said that... It is undeniable that...- It cannot be denied that... It is true that...- It's true that... To begin with...- Let's start with... What is more...- Moreover... Besides....- In addition... On the one hand...- on the one hand... On the other hand...- on the other hand... Moreover ...- Moreover... One must admit that...- We must admit that...

The car has become the most popular means of transport in the history of the world. However, some people say that the world would be better off without cars. 1.Nowadays, almost every family has a car. A lot of people say that traveling by car is very convenient, while others make sure that cars cause many problems. 2. In my opinion, the car is one of the most comfortable means of transport. Firstly, traveling by car is fast and it helps you save plenty of time. Secondly, it is comfortable because you don’t have to buy any tickets and your car is always at your disposal. Thirdly, when you travel by car, you don’t depend on the weather. While driving, you can listen to music or to the latest news on the radio. And finally, you can stop where you want and have a snack or enjoy nature. 3. About n the other hand, traveling by car has a number of disadvantages. First and foremost, it is bad for ecology and health. Cars produce exhaust fumes which make the air foul and destroy the ozone layer protecting the Earth from the dangerous rays of the sun. The car is not a safe means of travel as there are a lot of car and bus crashes. Traveling by car is not very convenient if the trip is long. Besides, it is rather expensive as petrol is not cheap. What is more, when we travel by car, we may be stuck in a traffic jam for several hours. 4-5. To sum up, I think it is rather difficult to do without cars nowadays. But if we want to be healthy, we should sometimes ride a bike or walk.

What do you like to eat for breakfast? What do you like to eat for breakfast? I love porridge, bread, ham. What do you like to drink for breakfast? I like porridge, bread and butter. What do you like to drink for breakfast? I love milk, tea and juice. I like milk, tea and coffee.

Good morning. I am hungry. Good morning. Do you like tea? Good morning. I am hungry. Good morning. Do you like tea? Yes. And a sandwich, please. Yes. And a sandwich, please. Here you are. Thank you. Can I have some jam? Thank you. Mau I have some jam? Certainly. Help yourself. Of course. Help yourself.

Would you like some fish? Would you like some fish? Yes. Please. May I have some bread? Yes, please. May I have some bread? Here. Here you are. Thank you. Thank you. Do you like cabbage? Do you like cabbage? No thanks. No, thank you.

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So, you were taken by surprise by the “pleasant” news. At work, your boss happily announced that in a week you will have a presentation. And since foreign partners will be present at the presentation, the presentation “must be in English.”

Before this, life seemed wonderful, my career was moving smoothly, but inexorably uphill, my relationship with my superiors was going well. And then at one moment you were faced with a choice - “to be or not to be?” You learned English at school, but due to lack of practice, you forgot everything you could. Presentations were held - yes, but not in English! The only question that arises in your head is: “What to do now?”

Create a successful presentation in English?
To do this you need:
1. understand the principles of presentation construction;
2. master the technology of creating text for an oral presentation.
What is a presentation?
A presentation is a type of communicative activity, the purpose of which is to convey to listeners information structured according to certain canons. Depending on the purpose, educational presentations are divided into informative and persuasive. What does the presentation consist of?
Any presentation consists of three parts:
1. Introduction;
2) main part;
3) conclusion.

How to correctly formulate the topic of a presentation?
Determining the topic of a speech is often difficult. As a rule, she is very
general, extensive and therefore impossible to reveal in 5-7 minutes.
For example:
The theme of our course is “Students studying abroad: English for academic mobility”. For your presentation within the stated topic, you must choose a subject, for example “About myself.” And then you choose a narrower subtopic (topic) “My family tree”, which you can cover for 5-7 minutes. This is an example of an informative presentation.

The title of the presentation can also be expressed in the form of a question. It is much easier to prepare such a presentation. The main difficulty here is composing the key question. We must remember that if the title is expressed through a Why-question, you must reveal the reasons, and if it is a How-question, you must talk about ways to solve a particular problem, and then your presentation turns out to be an answer to the question you asked.
If you want to make a persuasive presentation, you can write a general question and put it in the title. “Does love make you happy?”
By answering this question positively or negatively, you provide arguments (this will be parts of your presentation) to prove your point of view.

What is the introduction?
In the introduction you should:
a) introduce yourself to the audience (Let me introduce myself. My name is.. L am a first year law student);
b) name the topic of my presentation (The topic of my presentation is... .Today I would like to tell you about...);
c) formulate the relevance and purpose of your presentation (I have chosen this topic because. . J The purpose of my presentation is to inform/ to persuade…);
d) talk about the nature and structure of the presentation (The form of my presentation is... The body of my presentation consists of... parts);
e) announce the duration of the presentation (It will take only 5-7minutes of your time);
f) formulate in one sentence the main idea of ​​the presentation (thesis statement).
The main part, as a rule, consists of 2-4 parts, which are closely and logically connected with each other.

How to prepare the text of a presentation?
1. Preparatory work.
a) First, think about and identify those subtopics that could make up the content of this broad topic.
b) Choose one subtopic that you have to cover in 5-7 minutes.
c) The selected subtopic should be of interest to the audience and you should have a good understanding of it.
d) Conduct a “brain storming”, collect all the ideas that may be interesting, informative and necessary to reveal your subtopic.
2. Organization of writing the text.
a) Come up with a title for your presentation. It can be either in the form of a question (general or specific) or in the form of a statement.
b) The title of the presentation determines its nature.
c) State the main idea (a thesis statement) of your presentation, i.e. a statement that reveals the essence of your entire speech. It should be composed in such a way that questions can be asked about it, and thereby stimulate the disclosure of the subtopic. The answers to these questions will be parts of your speech.
d) Each body paragraph begins with a topic sentence, which states who or what will be discussed in this part. The answer to the question in the topic sentence forms the content of each paragraph.
e) Once you learn how to formulate a thesis statement and topic sentence, the success of your presentation will be guaranteed, as these skills will help make your presentation logical and concise.

Conclusion.
The conclusion usually consists of 2-4 generalizing sentences and necessarily contains an answer to the question that was included in the title of the presentation. If the title of the presentation is presented in the form of a statement, then the conclusion should contain answers to the hidden questions of the thesis statement. Moreover, they should not repeat the text of the main part of the presentation: for this it is recommended to use the technique of paraphrasing.
What should the language of the presentation text be? Presentation 1 is a public speech, so it is necessary to choose linguistic means that are typical for oral speech, namely:
1) sentences should not be very long;
2) if you take sentences from the text, then adapt them to oral speech, that is -
a) paraphrase, make them shorter;
b) replace constructions in the passive voice with active ones;
c) do not use a large number of unfamiliar words.
3) For presentation, it is best to use an authentic English text that contains ready-made language tools characteristic of the English language.
When translating from Russian into English, you often use Russianisms and literal translation, which makes the language of your speech unnatural.

When is the text ready for public presentation?
After writing the first draft, look through the text again, paying attention to:
- grammar;
- choice of words and expressions;
- on the length of sentences;
- logic and coherence of its parts;
— smooth transition from one part to another;
- to use a sufficient number of facts and details to illustrate; the main points of your statement.
Speak the text, paying attention to the pronunciation of new and difficult words.

How to make your presentation more expressive?
1, Use visual aids.
The most effective format is power point.
a) The first slide should contain the title and outline of the presentation.
b) The presentation outline consists of a list of those paragraphs that will be covered in the main body of the presentation. Parts of the speech must be written in a single language format. For example: if the first paragraph is indicated in the infinitive form, then the remaining parts must begin with the infinitive.
c) All textual material of the presentation must be structured. The slides are intended to illustrate this. Essentially, this is a mind map (content plan) of your speech. In addition, you can place all the factual information on the slides (place names, dates and numbers, tables and graphs), helping the audience to fully understand your speech.
d) However, it is not recommended to place a large amount of text material (quotes, links, definitions, etc.) on the slides, since these are samples of written language and are not perceived by ear.
e) Don't forget to indicate sources of information!
2. Use non-verbal means of communication (gestures, facial expressions, voice modulations). Monitor the presence of feedback from the audience (eye contact).
3. Your presentation will be successful if you speak at a natural pace for you.
NB! If after your speech the audience had questions and you were able to answer them fully, then the goal of your presentation has been achieved.

SPEECH CLICHES THAT WILL HELP
MAKE YOUR PRESENTATION SUCCESSFUL
1.Introduction
-Good morning, everyone! (ladies and gentlemen).
-Let me introduce myself. My name is.. ./I am a first year law student.
-The topic of my presentation is.. ./Today I would like to tell you about…
-I have chosen this topic because…, / The purpose of my presentation is to inform/ to
convince...
-The form of my presentation is .. ./The body of my presentation consists of… parts.
-It will take only 5-7minutes of your time.

2.Body
-First.,
-I have divided my presentation into 2-3 parts.
-Then...
I -After that I’d like to move on to… I -Next I’d like to move on to… | -Finally I’d like to move on to…

3.Conclusion
-Let us summarize briefly what we have looked at.
-Let us briefly summarize the main issues.
-In conclusion I want to say.
-That is the end of my presentation.
-Thank you for your listening/attention. 4. Inviting questions
-You are welcome with your questions.
-I am ready to answer any of your questions.
-Could you repeat your question?
-I am sorry, but I didn’t follow your question.
-If there are no more questions thank you again for your attention.

And finally, a master class from the presentation guru, Steve Jobs:

You can also prepare for a presentation with the Enline online English school.

English is the native language of 427 million people around the world, but more than a billion people speak it. Our site provides you with presentations on a variety of topics, written in this popular language, one of the six official languages ​​of the UN. Check out this wide list and you are sure to find a lot of useful and important information. We have selected only the best presentations, which will make your classes and learning more productive, interesting and memorable.

Presentations on the English language are made in PowerPoint; here you will find a large assortment of presentations on the English language that can be downloaded absolutely free. Thanks to the search across the entire huge range of works presented with us, you can easily find exactly the topic that suits you best. Before downloading the presentation you like, you can evaluate all its contents so as not to waste time on a topic that is not entirely suitable.

Among all these presentations on the English language, you will find both colorful and visual, interesting topics for elementary school students, as well as more informative and useful ones for high school students.

Due to the fact that all information is presented in the form of blocks, well structured and understandable, it is perceived much more effectively, which can significantly increase class performance and interest the entire audience.

History of the origin of the English language. The beginning of development - V century - the invasion of Germanic tribes into Britain. Germanic influence on Celtic and Latin languages. Preservation of local languages: Welsh and Gaulish. The Vikings brought the Old Icelandic language. French is the language of the English aristocracy (since 1066).

Dictionaries are record holders of the English language. The 20-volume Oxford English Dictionary (1989, Oxford University Press); Webster's dictionary Webster's New International Dictionary (1934, description of 600 thousand words).

On the Internet, English plays a special role. Today, about 82% of all Internet texts are presented in English. Global English is a simplified version of traditional English. A feature of global English is a rather limited vocabulary and simplified grammar, reminiscent of the Basic English language system developed by Charles Ogden.

Phonetics. Shop British English – “shop” American English. – “shap” Love British English. – “lav” for the Irish – “liv” for the Scots – “luv” Day British English. – “day” Australians – “di” “Racking” - savory chewing, voicing of consonants, shortening of vowels. For example: the word “bete” (“better”) turns into “bader”.

Correct English. There are several regional dialects in the UK: Northern, Central, South Western, South Eastern, Scottish, Welsh and Irish. One of these dialects, the language of the educated population of London and the southeast of England, eventually acquired the status of a national standard (RP). It is based on “correct English” - this is the language of the best private schools (Eton, Winchester, Harrow, Rugby) and universities (Oxford and Cambridge). This is that classic, literary English.

Differences between American and British English: Spelling: spelling -er instead of -re (center center, meter, theater theater), -or instead of -our (favor service, honor, labor), check instead of check check, connection instead of connexion connection, jail instead of gaol prison, story instead of storey floor, etc.

Grammar Americans are less willing than the British to use the plural of the verb with collective nouns (the audience were, the government have). More often they form nouns from verbs by conversion (to author create from authorauthor, to research explore from research). They replace shall with will (an indicator of the future tense) and use have got instead of the simple have have, and have gotten instead of became.

Phonetics: Most Americans pronounce the vowel in English words like class class, half half, pass, dance dance more like father. Americans pronounce the vowel in words like God God, got got, rob rob more like in father than in cloth. The U-shaped sound in words like dew dew, duke duke, new new Many Americans rhyme with too too; too, and not with you you (i.e. they pronounce it as, and not as). They pronounce the middle tt, as in butter, very similar to [d]. For the most part, they do not omit the postvocalic r, as in car and card, like the English, but pronounce a certain r-shaped sound in its place.

English mentality through the prism of language: the linguistic-specific concept UNDERSTATEMENT Every Understatement is a little private joke about Englishness (Every “understatement” is a small, private joke about an Englishman). Kate Fox The English have no soul, they have the understatement instead (The English have no soul, they only have understatement). G. Mikes

16 What version of English should I learn? American - simplified; - many dialects; - simple grammar; - non-standard pronunciation; - more conversational. British is correct; - meticulous; - intonation - expressive; - polite; - full and rich; - classic.