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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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Free lessons on Onestopenglish

By Pete on October 21, 2020 • ( 0 )

Onestopenglish is still free at the moment. This is a great opportunity to make the most of their awesome resources. There’s so much available on the site: lesson plans, articles related to methodology, resources created by the Onestopenglish community… they’ve also been teaming up with institutions like NILE recently to provide tips for teachers.

I’ve written a few resources for site over the past year which I hope you will find interesting and useful. Most of them are for the Everyday Life series. They’re print-and-go adult General English resources, complete with teacher notes and student worksheets. These are often task-led and typically suit 1 – 1.5 hour lessons.

Everyday Life Lesson Topics:

Minor illnesses

Typical dishes

Superstitions

Getting to work

Describing your neighbourhood

Article /resource for the Online Education series:

Parents as Temporary Teachers

Live from London Business English series:

Negotiations

Dress codes at work

Presentations

Daily work routines

Lesson Share Winning Resource:

Instant Coffee , a Black Mirror inspired short story with resources (for approximately three hours of class time)

Feedback on any of these resources is most welcome! I hope they come in handy for your own lessons.

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Business Skills Bank: Giving Presentations

By Tim Bowen

This Business skills lesson draft by Tim Bowen presents common features of presentations and practises helpful language for putting together and giving presentations.

Lesson length: 60-75 mins

Materials: Worksheets 1-5

Foreign aims: Listening (or reading) for specific information, discussion of what makes adenine good presentations.

Business Core Bank: Gift presentations—Worksheets

Business skills bank: giving presentations—teacher's notes, presentations piece 1, presentations component 2.

• British English
• Business / ESP
• Zwischenprodukt
• Lesson Plan
• Pre-Intermediate
• Printable Worksheet
• Up go 90 mins
• Upper-Intermediate
• Whole Class

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Business Knowledge Bank: Giving Presentations

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On Business skills lesson plan by Tim Bowen presents gemeinsam special of presentations and practises practical language for putting together and giving presentations.

Lesson length: 60-75 mins

Materials: Worksheets 1-5

Subsidiary aims: Listening (or reading) for specified company, discussion of what manufactured a good presentation.

Trade Skills Bank: Giving presentations—Worksheets

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• Upper-Intermediate
• Whole Class

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How to Make a “Good” Presentation “Great”

• Guy Kawasaki

Remember: Less is more.

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

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

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

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

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Ultragenyx Announces Upcoming Data Presentations at American Academy of Neurology (AAN) 2024 Annual Meeting

NOVATO, Calif., April 12, 2024 (GLOBE NEWSWIRE) -- Ultragenyx Pharmaceutical Inc. (NASDAQ: RARE) today announced that preclinical and clinical data, including new clinical efficacy and safety data from the expansion cohorts in the Phase 1/2 study of GTX-102 for the treatment of Angelman syndrome, will be presented at the 76th Annual American Academy of Neurology Meeting (AAN) being held April 13-18 in Denver and virtually. GTX-102 is an investigational antisense oligonucleotide delivered via intrathecal administration and is designed to target and inhibit expression of UBE3A antisense transcript (UBE3A-AS) .

Abstracts are available to view online at www.aan.com/events/annual-meeting-abstracts. The GTX-102 emerging science presentation will include data beyond what is currently available online.

AAN 2024 Presentation Details:

Title: Clinical Activity and Safety of GTX-102, an Investigational Antisense Oligonucleotide for the Treatment of Patients With Angelman Syndrome Format: Oral (abstract #192, presentation #008) Session: Emerging Science 2 Presenter: Kemi A. Olugemo, M.D., FAAN, Ultragenyx Date/ Time: Tuesday, April 16, 6:12-6:18 p.m. MDT

Title: Proteomic Profiling of Angelman Syndrome for Disease-Associated Biomarker Discovery Format: Poster (#8.001) Session: Child Neurology and Developmental Neurology: Neurogenetics 2   Presenter: Rachael Elizabeth Hawtin, Ph.D., Ultragenyx Date/ Time: Tuesday, April 16, 5:30-6:30 p.m. MDT

Title: Clinical Characteristics of Creatine Transporter Deficiency (CTD): Final Results of the Vigilan Observational Study Format: Poster (#8.002) Session: Child Neurology and Developmental Neurology: Neurogenetics 2   Presenter: Melanie Brandabur, M.D., Ultragenyx Date/ Time: Tuesday, April 16, 5:30-6:30 p.m. MDT

Conference Call and Webcast Information Ultragenyx will host a conference call at 8:00 a.m. ET on Wednesday, April 17, 2024, to discuss the new efficacy and safety data from the GTX-102 Phase 1/2 clinical study being presented at the conference.

The live and replayed webcast of the call will be available through the company’s website at https://ir.ultragenyx.com/events-presentations. To participate in the live call, please register by clicking on the following link (registration link) and you will be provided with dial-in details.

About Ultragenyx Pharmaceutical Inc.

Ultragenyx is a biopharmaceutical company committed to bringing novel products to patients for the treatment of serious rare and ultrarare genetic diseases. The company has built a diverse portfolio of approved therapies and product candidates aimed at addressing diseases with high unmet medical need and clear biology for treatment, for which there are typically no approved therapies treating the underlying disease.

The company is led by a management team experienced in the development and commercialization of rare disease therapeutics. Ultragenyx’s strategy is predicated upon time- and cost-efficient drug development, with the goal of delivering safe and effective therapies to patients with the utmost urgency.

For more information on Ultragenyx, please visit the company's website at: www.ultragenyx.com.

Forward-Looking Statements and Use of Digital Media

Except for the historical information contained herein, the matters set forth in this press release, including statements related to Ultragenyx's expectations and projections regarding its future operating results and financial performance, business plans and objectives for GTX-102, expectations regarding the tolerability and safety of GTX-102, and future clinical and regulatory developments for GTX-102 are forward-looking statements within the meaning of the "safe harbor" provisions of the Private Securities Litigation Reform Act of 1995. Such forward-looking statements involve substantial risks and uncertainties that could cause our clinical development programs, collaboration with third parties, future results, performance or achievements to differ significantly from those expressed or implied by the forward-looking statements. Such risks and uncertainties include, among others, the uncertainty of clinical drug development and unpredictability and lengthy process for obtaining regulatory approvals, the ability of the company to successfully develop GTX-102, the company’s ability to achieve its projected development goals in its expected timeframes, risks related to adverse side effects, risks related to reliance on third party partners to conduct certain activities on the company’s behalf, smaller than anticipated market opportunities for the company’s products and product candidates, manufacturing risks, competition from other therapies or products, and other matters that could affect sufficiency of existing cash, cash equivalents and short-term investments to fund operations, the company’s future operating results and financial performance, the timing of clinical trial activities and reporting results from same, and the availability or commercial potential of Ultragenyx’s products and drug candidates. Ultragenyx undertakes no obligation to update or revise any forward-looking statements.

For a further description of the risks and uncertainties that could cause actual results to differ from those expressed in these forward-looking statements, as well as risks relating to the business of Ultragenyx in general, see Ultragenyx's Annual Report on Form 10-K filed with the Securities and Exchange Commission (SEC) on February 21, 2024, and its subsequent periodic reports filed with the SEC.

In addition to its SEC filings, press releases and public conference calls, Ultragenyx uses its investor relations website and social media outlets to publish important information about the company, including information that may be deemed material to investors, and to comply with its disclosure obligations under Regulation FD. Financial and other information about Ultragenyx is routinely posted and is accessible on Ultragenyx’s Investor Relations website ( https://ir.ultragenyx.com/ ) and LinkedIn website ( https://www.linkedin.com/company/ultragenyx-pharmaceutical-inc-/ ).

Contacts Ultragenyx Pharmaceutical Inc.

Investors Joshua Higa +1-415-475-6370 [email protected]

Media Carolyn Wang +1-415-225-5050 [email protected]

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Presentation and Fireside Chat with Bundesbank President Joachim Nagel

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On April 16 at 10:30 am,  Dr. Joachim Nagel, President of the Deutsche Bundesbank , the central bank of Germany, will visit the MIT Media Lab and share insights on proposals to issue a digital currency for the euro area of the European Union entitled “Digital Euro: Vision, Advancements, and Challenges.”

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Aleksandr Sergeevich Pushkin . Made by Irina Lipenko teacher Irina M.Uskova Zelenograd Moscow

Aug 09, 2014

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Aleksandr Sergeevich Pushkin . Made by Irina Lipenko teacher Irina M.Uskova Zelenograd Moscow. 1799-1837. Aleksandr Sergeevich Pushkin was born on May the twenty sixth , 1799 in Moscow.

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AleksandrSergeevich Pushkin.Made by Irina Lipenkoteacher Irina M.UskovaZelenograd Moscow 1799-1837.

AleksandrSergeevich Pushkin was born on May the twenty sixth,1799 in Moscow.

His mother was NadegdaOsipovna.He lived with his nurse ArinaRadionovna.He loved her very much and dedicated poems to her.

My favouritepoem is «Ruslan andLudmila»; «Village».Some of themost popular films are based on his novels and poems such as «Dubrovsky»; «Tale of the Priest and of his Workman Balda»,«The Tales of Belkin».

Aleksandr Pushkin died in 1837 in a duel.His work lives foreverand each new generation will spend time enjoying poems, songs, films and cartoons based on the works of Pushkin.

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Carlow students to represent Ireland at European Money Quiz in Brussels

Maria miller and lily o’connor from presentation college carlow won the irish final of europe’s largest financial education competition.

Maria Miller and Lily O’Connor, winners of the Irish final of the European Money Quiz 2024, were presented with their trophy by Brian Hayes, chief executive of Banking & Payments Federation Ireland (BPFI) and BPFI presidenet Cathy Bryce.

Two 15-year-old students from Presentation College Carlow have beaten competition from more than 2,000 second-level students across the country in the Irish finals of European Money Quiz and will now head to Brussels to represent Ireland.

Banking & Payments Federation Ireland (BPFI), with the support of the Business Studies Teachers’ Association of Ireland, said Maria Miller and Lily O’Connor, who are both third-year students, would take part in the European final of Europe’s largest financial education competition.

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The European Money Quiz aims to promote financial literacy among students aged between 13 to 15 years old. The live European finals, hosted by the European Banking Federation in Brussels, will mean teams of two from 30 countries play directly against each other in an attempt to become European champions and share in a prize fund of €5,000 for their school.

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“It is the first time that Ireland is represented by a female duo and I hope this will inspire more girls to take part in the quiz next year and demonstrate their business and finance knowledge,” said BPFI president Cathy Bryce, who is AIB’s managing director of capital markets.

Ray Murray, principal of Presentation College Carlow, said understanding and learning about money and finance was strongly encouraged within the school, adding that the quiz brought financial education to life.

“We are tremendously proud of Maria and Lily’s success and the entire school community is fully behind them as they head to the finals in Brussels.”

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Business Basics

Business Basics: Socializing with clients

In this lesson by Rosemary Richey, students practise small talk about weather, hotels and travel. Exercises include: revising small talk vocabulary, ordering words to make questions, listening to small talk conversations in a business scenario and role-playing.

Business Basics: A job interview

In this lesson by Rosemary Richey, students practise basic language associated with job interviews. Exercises include: identifying vocabulary used in job adverts, listening to a job interview and completing the gaps, creating a CV and role-playing a job interview.

Business Basics: Office procedures

In this lesson by Rosemary Richey, students practise helping a new colleague with office procedures. Exercises include: identifying the correct modal verb, listening to an office conversation, giving advice and writing a set of office procedures.

Business Basics: Comparing products and services

In this business lesson, students practise language associated with comparing products and services in a sales context. 

Business Basics: Taking an order

In this lesson by Rosemary Richey, students practise polite language used when taking customer orders. Exercises include: identifying ‘friendly’ and unfriendly’ language, completing the gaps in a conversation and role-playing two phone conversations.

Business Basics: Making suggestions

In this business lesson, students practise describing a colleague’s difficult behaviour and making suggestions on how to deal with it. 

Rosemary Richey introduces a series of Business English lesson plans especially tailored for elementary learners. This article provides guidance on how to get the most out of the material plus tips on how to manage lower-level business classes.

Business Basics: Ordering a service or product

In this lesson by Rosemary Richey, students practise language related to describing products and services in a sales context. Exercises include: completing information from an IT website, asking and answering questions, and writing a service profile.

Business Basics: Asking for help around the office

In this lesson by Rosemary Richey, students practise asking for help around the office. Exercises include: completing questions that ask for specific help, matching questions to answers and a role-play where students must ask the correct questions to get help.

Business Basics: Greeting a visitor

In this lesson by Rosemary Richey, students practise greeting a visitor. Exercises include: completing a gap-fill, listening to a conversation, putting the stages of greeting a visitor into the correct order and devising a welcoming procedure.

Business Basics: Entertaining a business visitor

In this lesson by Rosemary Richey, students practise language for entertaining a business visitor. Exercises include: completing emails with the correct vocabulary, listening to a phone call, writing an itinerary, and role-playing questions and answers.

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