Unlock document.
This document is partially blurred.
Unlock all pages and 1 million more documents.
Get Access
Chapter Fifteen
Giving an Oral Presentation
Table of Contents
Brief Chapter Outline...........................................................................2
Chapter Outline and Lecture Notes.......................................................4
Class Activities and Sample Assignments..............................................9
Connect Resources.............................................................................10
Discussion Questions for Online/Hybrid Classes...................................12
Graphic Organizers............................................................................13
Speech Outline..................................................................................13
Group Assignments............................................................................14
Teaching Tools...................................................................................15
Observer’s Checklist..........................................................................15
Oral Presentation Rubric....................................................................16
Oral Presentation Topics....................................................................17
Copyright © 2016 McGraw-Hill Education. All rights reserved. No reproduction or distribution
without the prior written consent of McGraw-Hill Education.
IM-15|1
Chapter Fifteen
Giving an Oral Presentation
Brief Chapter Outline
I. Learning Outcomes
In this chapter you will learn techniques for achieving these learning outcomes:
Plan and develop the introduction, body, and conclusion of an oral
presentation.
Choose and prepare visual aids for an oral presentation.
Deliver an oral presentation using an outline or note cards.
Plan and deliver an effective group presentation.
II. Planning an Oral Presentation
Learning Outcome 15-1: Plan and develop the introduction, body, and
conclusion of an oral presentation.
a. Developing the introduction
i. Gain the audience’s attention.
ii. State the thesis.
iii. Give a forecast of the main points.
b. Developing the body
i. Emphasize the main points.
ii. Make transitions smoothly.
iii. Cite sources.
c. Developing the conclusion
i. Restate the thesis.
ii. Summarize the main points.
iii. End with a memorable statement.
iv. Say thank you.
v. Answer questions.
III. Choosing Visual Aids
Learning Outcome 15-2: Choose and prepare visual aids for an oral
presentation.
a. Objects or models
b. Posters
c. Flip charts or whiteboards
d. Media presentations
e. Video clips
f. Handouts
Copyright © 2016 McGraw-Hill Education. All rights reserved. No reproduction or distribution
without the prior written consent of McGraw-Hill Education.
IM-15|2
Chapter Fifteen
Giving an Oral Presentation
IV. Delivering an Oral Presentation
Learning Outcome 15-3: Deliver an oral presentation using an outline or note
cards.
a. Get psyched.
b. Use an outline or note cards.
c. Speak clearly and enthusiastically.
d. Communicate nonverbally.
e. Incorporate visual aids.
f. Have a backup plan.
g. Practice your presentation.
V. Group Presentations
Learning Outcome 15-4: Plan and deliver an effective group presentation.
a. Establish goals.
b. Assign roles.
c. Participate in group meetings.
d. Organize the group presentation.
e. Practice the group presentation.
f. Deliver the group presentation.
Copyright © 2016 McGraw-Hill Education. All rights reserved. No reproduction or distribution
without the prior written consent of McGraw-Hill Education.
IM-15|3
Chapter Fifteen
Giving an Oral Presentation
Chapter Outline and Lecture Notes
I. Learning Outcomes
In this chapter you will learn techniques for achieving these learning outcomes:
Plan and develop the introduction, body, and conclusion of an oral
presentation.
Choose and prepare visual aids for an oral presentation.
Deliver an oral presentation using an outline or note cards.
Plan and deliver an effective group presentation.
II. Planning an Oral Presentation (pages 383-386)
Learning Outcome 15-1: Plan and develop the introduction, body, and
conclusion of an oral presentation.
a. Developing the introduction
i. Gain the audience’s attention.
1. Ask a thought-provoking question.
2. Reference a relevant quote.
3. Tell a brief story or description.
4. Share a shocking statistic, a surprising statement, or a
comparison.
ii. State the thesis.
1. Make sure your thesis covers your topic as well as your
opinion.
2. Don’t be too wordy.
3. Memorize your thesis.
4. Look directly at your audience when stating your thesis.
iii. Give a forecast of the main points
1. Provide the audience with an idea of what they should
learn from the presentation.
2. Be clear about the main points in case the audience is
taking notes.
3. If using a research paper as the basis for the presentation,
select the most interesting and relevant points.
4. Don’t use every main point from the paper.
b. Developing the body
i. Emphasize the main points.
1. Use logical order.
Copyright © 2016 McGraw-Hill Education. All rights reserved. No reproduction or distribution
without the prior written consent of McGraw-Hill Education.
IM-15|4
Chapter Fifteen
Giving an Oral Presentation
2. Give relevant details and examples to support the main
idea.
3. If based on a research paper, use only the most interesting
and useful examples.
4. Focus on one organizational strategy or combine strategies
to get your point across.
ii. Make transitions smoothly.
1. Determine transitions in advance.
2. Don’t forget them during the presentation.
3. Use a transition to signal a change to listeners.
iii. Cite sources.
1. Mention any sources used during the presentation.
2. Omitting citations is unethical.
3. Work on incorporating the citations without hindering the
flow of the presentation.
c. Developing the Conclusion
i. Restate the thesis by using slightly different words than those used
in the introduction.
ii. Summarize the main points, but do not restate each detail or
example.
iii. End with a memorable statement, quote, or story that will leave an
impression on your audience.
iv. Say thank you to your audience at the end of your speech as a
courtesy and also to signal that your presentation is finished.
v. Answer questions.
1. Anticipate the questions the audience may ask.
2. Be prepared by having notes at hand.
3. Be honest if you don’t know the answer.
III. Choosing Visual Aids (pages 386-388)
Learning Outcome 15-2: Choose and prepare visual aids for an oral
presentation.
a. Objects or models
i. Make sure it is large enough for the audience to see easily.
ii. It should not be difficult to bring to your presentation.
b. Posters
Copyright © 2016 McGraw-Hill Education. All rights reserved. No reproduction or distribution
without the prior written consent of McGraw-Hill Education.
IM-15|5
Chapter Fifteen
Giving an Oral Presentation
i. Use posters to display photographs, drawings, maps, charts,
graphs, timelines, or small objects.
ii. Make sure the poster is neat and professional.
iii. Make sure that the audience can see it easily.
c. Flip charts or whiteboards
i. Use flip charts or white boards when soliciting audience
responses.
ii. Write large enough for the audience to see.
iii. Write only small amounts of information.
iv. Utilize a smart board if one is available
v. Face your listeners as much as possible.
d. Media presentations
i. Utilize a software application to create a smooth speech.
ii. Write short sentences or phrases on each slide.
iii. Elaborate on speaking points during the speech.
iv. Avoid overuse of color or styles.
v. Choose relevant artwork when appropriate.
vi. Use added features such as sound clips and slide transitions
conservatively.
vii. Follow your instructor’s guidelines.
e. Video clips
i. Use video clips that relate to your topic.
ii. Make sure the clip is ready so that you can show it on demand.
f. Handouts
i. Handouts can be used as a backup if technical problems occur.
ii. Distribute the papers at the end of your talk to avoid distracting the
listeners.
iii. Make sure that the handout is professional and visually appealing.
iv. Check for errors.
IV. Delivering an Oral Presentation (pages 388-390)
Learning Outcome 15-3: Deliver an oral presentation using an outline or note
cards.
a. Get psyched.
i. Focus on the positive.
ii. Visualize yourself giving a great presentation.
iii. Embrace your nervousness, as it supplies an adrenaline boost.
Copyright © 2016 McGraw-Hill Education. All rights reserved. No reproduction or distribution
without the prior written consent of McGraw-Hill Education.
IM-15|6
Chapter Fifteen
Giving an Oral Presentation
iv. Take a deep breath before beginning.
v. Look for smiling faces.
b. Use an outline or note cards.
i. Don’t write out your entire speech word for word.
ii. Use an outline or note cards to keep you focused on the main
points.
iii. Include any quotes, statistics, or sources that you want to mention.
iv. Focus more on your audience than on your notes.
c. Speak clearly and enthusiastically.
i. Your audience will be excited if you are excited.
ii. Vary your pitch and tone to emphasize important words.
iii. Enunciate carefully.
iv. Speak at an appropriate pace.
d. Communicate nonverbally.
i. Your audience will be watching your nonverbal cues.
ii. Your facial expressions, posture, clothing, movements, hand
gestures, and eye contact all impact the message you send.
iii. Be professional and confident.
iv. Don’t apologize if you make a mistake or forget something.
v. Keep going even if you make a mistake.
e. Incorporate visual aids.
i. Decide in advance when and how you will use visual aids.
ii. Try to display visual aids only when you reference them.
iii. Hold the visual aid up and away from your body.
iv. Don’t pass visual aids around the room.
v. If using PowerPoint, talk about but don’t read from each slide.
vi. Use keywords on the slides to help remember your speaking
points.
f. Have a backup plan.
i. Have a secondary plan in case something goes wrong.
ii. Bring additional materials in case of technology issues.
g. Practice your presentation.
i. Practice giving your speech several times.
ii. If possible, gather a small audience for your practice.
iii. Practice in front of a mirror if an audience isn’t available.
iv. Try different methods for using your note cards and visual aids.
v. You may want to video record your presentation.
Copyright © 2016 McGraw-Hill Education. All rights reserved. No reproduction or distribution
without the prior written consent of McGraw-Hill Education.
IM-15|7
Chapter Fifteen
Giving an Oral Presentation
vi. Watch and critique the video.
vii. Make adjustments as needed.
viii. Time yourself to make sure you meet the time requirements.
V. Group Presentations (pages 392-393)
Learning Outcome 15-4: Plan and deliver an effective group presentation.
a. Establish goals.
i. Make sure all group members understand and are willing to work
toward established goals.
ii. Keep your overall purpose in mind.
iii. Set reasonable goals.
iv. Set benchmarks for establishing tasks.
b. Assign roles.
i. Assign a specific job to each group member.
ii. Make sure all members are clear on their responsibility.
iii. Members may need to work outside of class, away from the group.
c. Participate in group meetings.
i. Establish meeting times where everyone can participate.
ii. Utilize e-mail or other forms of technology if face-to-face meetings
are impossible.
iii. All members need to cooperate and contribute ideas for the
presentation.
d. Organize the group presentation.
i. As a team, organize the introduction, body, and conclusion.
ii. Decide what members will say and do during the presentation.
iii. If the group can’t agree on a specific point, use majority rule to
make a final decision.
iv. All members should be willing to compromise to help the group
accomplish its desired goals.
e. Practice the group presentation.
i. Practice in advance.
ii. Have a dress rehearsal, including the use of any visual aids.
iii. Make sure the presentation flows smoothly.
iv. Make sure all group members know their parts.
f. Deliver the group presentation.
i. All members should show up prepared.
Copyright © 2016 McGraw-Hill Education. All rights reserved. No reproduction or distribution
without the prior written consent of McGraw-Hill Education.
IM-15|8
Chapter Fifteen
Giving an Oral Presentation
ii. If a member is absent, a group member should step in to fulfill the
missing member’s duties.
iii. Members should show enthusiasm, communicate nonverbally, and
incorporate visual aids smoothly.
iv. Keep going even if someone makes a mistake.
Class Activities and Sample Assignments
1. Ask students to find three items they have in class that represent them. Students
should share their items with the class and explain how each one describes them.
For example, they may carry pictures because they come from a close family.
2. As a class, come up with a list of exercises and activities that may help relieve
anxiety prior to a speech. Put students in pairs. Prior to a presentation, have
members of each pair help their partner utilize these stress-relievers.
3. Bring a bag filled with various small objects. Ask each student to come to the front of
the room to pick an item. After picking, the student must then give a one minute
commercial-style presentation. Remind students to be creative with the object. For
example, if they pick a stick of gum, they can mention that it can be eaten, but can
also be used as an adhesive or used on the bottom of shoes to prevent slipping. You
may want to demonstrate this activity first. As a class, discuss the benefits of this
type of activity.
4. A speaker must prepare in advance. During the speech, the presenter must remain
focused and keep the audience in mind at all times. What responsibilities does the
audience have? Working in small groups, brainstorm a list of these responsibilities.
As a class, create a list of rules for the audience to follow during class presentations,
based upon the brainstorming ideas.
Copyright © 2016 McGraw-Hill Education. All rights reserved. No reproduction or distribution
without the prior written consent of McGraw-Hill Education.
IM-15|9
Chapter Fifteen
Giving an Oral Presentation
Connect Resources
SmartBook
In SmartBook for Chapter 15, Giving an Oral Presentation, students receive an
overview of the chapter in the “Preview” phase. During the “Read” phase, key concepts
are highlighted for students. They can also reference examples in the chapter. During
the “Practice” phase, students respond to probes that will reinforce their learning of key
concepts. Remind students in Chapter 15 that the learning outcomes may reference the
reader or mention writing but these outcomes can also be relevant for speeches and
presenting to audiences. If students are struggling with an assignment, they can use the
“Recharge” phase for additional practice.
LearnSmart Achieve
Although LearnSmart Achieve focuses on the writing process, you can still use the
“Customized Study Plan” to help students with oral presentations. Consider using
learning outcomes related to the type of speech being presented. For example, if
students are assigned a persuasive speech, they may be assigned the following
learning outcomes:
Developing an Effective Thesis or Claim
Identify the criteria for an effective claim or thesis.
Distinguish debatable claims from claims that are not debatable.
Distinguish defensible claims from claims that are not defensible.
Distinguish focused claims from claims that are not focused.
Using Evidence and Reasoning to Support a Thesis or Claim
Recognize the effective use of examples, data, facts, and statistics to support a claim.
Recognize the effective use of illustrations and other visual elements to support a claim.
Recognize the effective use of expert sources to support a claim.
Predict opposing arguments or opinions that may arise for a claim.
Identify reasoning or evidence that could refute an objection to a claim.
Using Ethos (Ethics) to Persuade Readers
Define the ethical mode (ethos) of persuasion.
Identify elements of a text that establish the writer’s credibility with an audience.
Identify elements of a text that could harm the writer’s credibility with an audience.
Recognize the difference between objective and biased language in a text.
Copyright © 2016 McGraw-Hill Education. All rights reserved. No reproduction or distribution
without the prior written consent of McGraw-Hill Education.
IM-15|10
