Lesson Plans: Presentation Skills

Improving too casual or rude presentation starters speaking game, ranking formal and informal beginning presentation phrases, generalising about formality, and choosing the best phrases for each person.

Good and bad beginnings of presentations tips, then brainstorming useful language to do the good things, including greetings, personal introductions, hooks and outlining the presentation.

Asking and answering questions in presentations roleplay cards, including discussion of good and bad ways to do so.

Using the indefinite articles and definite articles a, an and the to make phrases for the start, body and ending of presentations.

Making a personal connection to the attendees when giving presentations review, to link introducing yourself and hooking the audience.

Preparing to answer likely questions in your presentatio, thinking about how to answer tricky questions, then discussing how to deal with other possible sticky points in presentations.

Being polite in presentation Q&A sessions review, starting with a fun game with rude examples and a competition to make them more formal/ polite.

Formal, medium formality and informal presentations review, including phrases for starting, ending and the body of presentations and typical mistakes with grammar and formality to correct

Formal, informal and medium formality Q&A and closing presentations review through a jigsaw activity and brainstorming, then students testing each other on the phrases.

Good and bad use of imperative in presentations review, covering requests, offers and commands/ orders/ instructions, including typical mistakes with rudeness in presentations.

Students discuss good and bad preparing presentations tips, analyse them for useful language of advice, then use similar phrases to give other recommendations.

Short but tricky grammar words in typical phrases for presentations review, including language for starting, ending and the body of presentations, starting with a fun pairwork guessing game.

Using questions which clearly don't need answers to start presentations and hook audiences review, including judging hook questions which are not rhetorical or don't hook well.

Asking questions to get responses from the audience as a hook at the start of presentations review, including defining good hooks, making suitable examples, and brainstorming phrases for the process of using them.