商務(wù)與管理溝通（英文 第12版）教案 Locker-BAC12e-IM-Ch16 Making Oral Presentations

16-

Chapter16

MakingOralPresentations

TableofContents

DescriptionoftheChapter

2

EssentialstoCover

2

StrategiesforIncreasingLearning

4

AddressingAnxiety

4

AvoidingCommonErrors

5

EmphasizeImportanceofPractice

5

Connect

5

ApplicationExercises

5

PlanningaStrategy

5

PreparingaPresentationforYarpShareholders

6

DeliveringEffectivePresentations

7

Chapter16Quiz

7

Chapter16TestBank

7

LearnSmartAchieve?

7

SmartBook?

8

AnswersandAnalysisforEnd-of-ChapterExercisesandCases

8

16.1AnalyzingTEDTalks

8

16.2AnalyzingOpenersandCloses

8

16.3EvaluatingPowerPointSlides

9

16.4EvaluatingNonverbalDelivery

10

16.5EvaluatingSteveJobs

10

16.6EvaluatingtheWayaSpeakerHandlesQuestions

11

16.7ShortPresentation:TheNews

11

16.8MediumPresentation:Informative

11

16.9LongPresentation:Persuasive

11

16.10ReconfiguringtheJohariWindow

12

16.11EvaluatingOralPresentations

12

GroupOralPresentationCommentForm

13

OralPresentationEvaluationForm

14

ExercisePlanningTable

16

PPTLectureOutline

17

LessonPlanIdeas

17

IntroductoryLecture/Discussion

17

DiscussingVisuals

18

DiscussingaSampleSpeech

18

EvaluatingOralPresentations

18

GroupPresentations

19

QuestionoftheDay

19

DescriptionoftheChapter

Thischaptergivesspecificguidelinesforplanningastrategy,choosinginformation,organizingit,andplanningvisualsinpreparationfordeliveringaneffectiveoralpresentation.SpecificguidelinesforadaptingthemessagetotheaudienceaswellassuggestionsonusingPowerPointandPreziarealsodiscussed.

Thelearningobjectivesinclude:

LO16-1Identifypurposesofpresentations.

LO16-2Planastrategyforpresentations.

LO16-3Organizeeffectivepresentations.

LO16-4Planvisualsforpresentations.

LO16-5Delivereffectivepresentations.

LO16-6Handlequestionsduringpresentations.

EssentialstoCover

LO16-1Identifypurposesofpresentations.

Informativepresentationsinformorteachtheaudience.

Persuasivepresentationsmotivatetheaudiencetoactortobelieveacertainway.

Goodwillpresentationsentertainandvalidatetheaudience,unitingthemunderasharedvalue.Mostoralpresentationshavemorethanonepurpose,butyoushouldkeepyourprimarypurposeinmindasyoucreateyourpresentation.

LO16-2Planastrategyforpresentations.

Anoralpresentationneedstobesimplerthanawrittenmessagetothesameaudiencewouldbe.

Inamonologuepresentation,thespeakerplansthepresentationanddeliversitwithoutdeviation.

Inaguideddiscussion,thespeakerpresentsthequestionsorissuesthatbothspeakerandaudiencehaveagreedoninadvance.Ratherthanfunctioningasanexpertwithalltheanswers,thespeakerservesasafacilitatortohelptheaudiencetapitsownknowledge.

Aninteractivepresentationisaconversationusingquestionstodetermineneeds,probeobjections,andgainprovisionalandthenfinalcommitmenttotheobjective.

Adaptyourmessagetoyouraudience’sbeliefs,experiences,andinterests.

Limityourtalktothreemainpoints.Inalongpresentation(20minutesormore),eachmainpointcanhavesubpoints.

Choosetheinformationthatismostinterestingtoyouraudience,thatanswersthequestionsyouraudiencewillhave,andthatismostpersuasiveforthem.

LO16-3Organizeeffectivepresentations.

Usethebeginningandendofthepresentationtointeresttheaudienceandemphasizeyourkeypoint.

Provideanoverviewofthemainpointsyouwillmake.Offeraclearsignpost—anexplicitstatementofthepointyouhavereached—asyoucometoeachnewpoint.

Basedonyouraudienceandpurposes,chooseapatternoforganizationforthebody:chronological,problem–cause–solution,comparativeadvantages,pro–con,or1–2–3.

LO16-4Planvisualsforpresentations.

Usevisualstoseemmoreprepared,moreinteresting,andmorepersuasive.Asyouprepareyourvisuals,determinethepresentationplatformyouwilluse,usenumbersandfigures,andusetechnologyeffectively.

LO16-5Delivereffectivepresentations.

Todeliveraneffectivepresentation,youshoulddealwithfear,useeyecontact,developagoodspeakingvoice,standandgesture,usenotesappropriately,involveyouraudience,andpractice.

LO16-6Handlequestionsduringpresentations.

Telltheaudienceduringyourpresentationhowyou’llhandlequestions.

Treatquestionsasopportunitiestogivemoredetailedinformationthanyouhadtimetogiveinyourpresentation.Linkyouranswerstothepointsyoumadeinyourpresentation.

Repeatthequestionbeforeyouansweritiftheaudiencemaynothavehearditorifyouwantmoretimetothink.Rephrasehostileorbiasedquestionsbeforeyouanswerthem.

StrategiesforIncreasingLearning

Manyexperiencedteacherssaythatthegreatestobstaclelearnersfaceingivingoralpresentationsisfear:fearofstandingupandtalkinginfrontoftheclass.EmphasizingthespecificstrategiesforcombatingfeardiscussedinChapter16isagoodfirststep.Sometimes,though,learners’anxietycaninterferewiththeirprocessingtherequirementsyougivethemfortheirspecificassignmentorevenforlearningtheguidelinesforgoodpresentationsgiveninthischapter.

AddressingAnxiety

Iflearneranxietyseemstobeprevalentamongyourlearners,youmighttryoneormoreofthefollowingtechniques:

Havelearnersfreewriteabouttheirfears;thenhavethemdiscusswhatthey’vewritteninsmallgroups.Afterthegroupshavehadseveralminutestogether,bringtheclasstogetherforageneralbrainstormingsessiononhowtheissuesthathavearisenmightbeaddressed.

Asklearnerswhohavegivenpresentationssuccessfullyinotherclassestosharetheirexperienceswiththeclass.

Havelearnersinformallypresentinformationtotheclassorasmallgroupthroughoutthesemestersotheyfeelmoreateaseinpresentingtotheirpeers.

Offera“helpsession”inwhichlearnerspracticetheirspeechesinfrontofyouandotherlearnerswhowanthelp.Havelearnersgiveinformalfeedbackonhowtoimprove.

Bringinaninstructoroforal/speechcommunicationtohelpyouworkwithlearnersonpresentationtechniques.

Havelearnerssubmitawrittenoutlineoftheirpresentationand/ortheirvisualsseveraldaysbeforethepresentationdate,soyoucancommentonthem.Sometimeswhenlearnersfeelconfidentabouttheircontent,theyrelaxalittle.

AvoidingCommonErrors

Specificproblemsthatoccurfrequentlyinlearnerpresentationsinclude:

Notspecificallystatingthepurposeofthepresentation,leavingtheaudienceguessingornotfullyunderstandingtheinformationgiven.

Notusingsignpostsmakesitdifficultfortheaudiencetofollowalong.

Lookingatnotesinsteadofmakingeyecontactwiththeaudience.

Endingabruptlywithastatementsuchas“That’sallIhave,”or“Iguessthat’sit,”insteadofhavingaclearlydiscernibleconclusion.

Usingvisualsthataretoosmalltoseeorinadvertentlystandinginfrontofvisualsandblockingtheaudience’sview.

Notrelatingcomplexortechnicalmaterialtotheaudience.

Goingoverthetimelimit,probablybecausethepresentationwasnotpracticedoutloudorbecausethelearnerdidn’tpracticeenough.

Beingawarethattheseproblemsfrequentlyoccur,youcanhelpyourlearnersavoidthem.

EmphasizeImportanceofPractice

Overall,encourageyourlearnerstopractice,practice,practice!Whileitisaclichétosuggestthatpracticecanmakesthingsperfect,practicewillhelpincreaselearners’confidence,organization,andspeakingability.Itcanalsopreparethemtohandleanyglitchesthatmaypopupduringtheirpresentations.

Connect

Connect?BusinessCommunicationallowsyoutoenhancetheskillsofstudents,andpreparethemforthenetworkedworldusingthelatestproven-effectiveadaptiveresources.Itoffersassignable,auto-gradedactivitiesproventoincreasetestscores,retentionrates,andattendance.

EachchapterisavailableinSmartBook?formatandincludesLearnSmartAchieve?.Inaddition,therearenumerouschapter-specificactivitiesavailableinConnect.Activitiesincludeachapterquiz,aTestBank,andavarietyofApplicationExercises,containingmatching,multiple-choice,andrankingquestions;caseanalysisexercises;andvideocases.Belowarealistofavailableassetsandsuggestionsforincorporatingthemintoyourcourse.

ApplicationExercises

PlanningaStrategy

LO:16-2

AACSB:Communication

Blooms:Understand

DifficultyLevel:Medium

Thismatchingexerciseaskslearnerstoidentifytheeffectivestrategiesforapresentationwhengivenaspecificcommunicationsituation.

UsePlanningaStrategyasareviewoftheconcepts.

Useasquizafterthereading:

AssignChapter16forstudy.

AssignPlanningaStrategyasaquizonasectionofthereading.

Useasreviewafterlecturesanddiscussions:

Coverthepurposesofpresentations;planningastrategy;choosingkindofpresentation;adaptingtoyouraudience;choosinginformation,data,anddemonstrations(PPTslides16.4–16.10).

AssignPlanningaStrategyashomeworktoreview.

Useasaprecursortoaworkshopday:

PlanningaStrategywouldworkwellashomeworkoratthebeginningofaclassperiodwhereyou’llasklearnerstobeginworkonapresentation.

PreparingaPresentationforYarpShareholders

LO:16-1,16-2,16-3

AACSB:Communication

Blooms:Apply

DifficultyLevel:Hard

Thiscaseanalysisexercisehelpslearnersapplywhatthey’velearnedfromChapter16.

Useasquizafterthereading:

AssignChapter16forstudy.

AssignPreparingaPresentationforYarpShareholdersasaquizonasectionofthereading.

Useasreviewafterlectureandclassdiscussions:

Coverthepurposesofpresentations,planningastrategy,choosingthekindofpresentation,andadaptingtotheaudience(PPTslides16.4–16.7).Followwithoneormoreactivities:

16.2AnalyzingOpeningsandClosings

16.1AnalyzingTEDTalks

AssignPreparingaPresentationforYarpashomeworktoreview.

Useasaprecursortoaworkshopday:

PreparingaPresentationforYarpShareholderswouldworkwellashomeworkoratthebeginningofaclassperiodwhereyou’llasklearnerstobeginworkingonapresentation.

DeliveringEffectivePresentations

LO:16-5

AACSB:Communication

Blooms:Understand

DifficultyLevel:Medium

Thismatchingexerciseaskslearnerstoidentifystrategiesfordeliveringeffectiveoralpresentations.

Useasquizafterthereading:

AssignChapter16forstudy.

AssignDeliveringEffectivePresentationsasaquizonasectionofthereading.

Useasreviewafterlecture,activity,anddiscussion:

Coverdeliveringaneffectivepresentation,thenfollowwithoneormoreactivities:

16.4EvaluatingNonverbalDelivery

16.5EvaluatingSteveJobs

16.6EvaluatingtheWayaSpeakerHandlesQuestions

AssignDeliveringEffectivePresentationsasareview.

Useasaprecursortoaworkshopday:

DeliveringEffectivePresentationswouldworkwellashomeworkoratthebeginningofaclassperiodwhereyou’llasklearnerstobeginworkontheirownpresentations.

Chapter16Quiz

Themultiple-choicequiztestslearners’understandingofthechapter’scontent.

Chapter16TestBank

Thequestionbankutilizestrue/false,multiplechoice,andshortanswerquestionstothoroughlytestthelearners’understandingofthechapter’scontent.

LearnSmartAchieve?

LearnSmartAchieve?developsandimproveseditingandbusinesswritingskills.Thisadaptivelearningsystemhelpsstudentslearnfaster,studymoreefficiently,andretainmoreknowledgeforgreatersuccess.

SmartBook?

SmartBook?isthefirstandonlyadaptivereadingexperiencedesignedtochangethewaystudentsreadandlearn.

AnswersandAnalysisforEnd-of-ChapterExercisesandCases

Answersfortheend-of-chapterexercisesandcasesinChapter16aregivenbelow.

16.1AnalyzingTEDTalks

LO:16-1–16-6

DifficultyLevel:Easy

Ratherthansummarizingthechapterwiththetraditionalquestionandanswerexercise,askyourlearnerstoapplytheguidelinesforeffectivepresentationsrightaway.AskthemtoselectaTEDTalk(Technology,Education,andDesign)inacategoryofinterest,orbetteryet,selectoneofyourfavorites.Asklearnerstowatchandevaluatebasedontheassessmentquestionsinthetextbook.Discussasalargegroup,makingsuretoemphasizetheeffectivequalitiesthatyouintendtoseeintheirownpresentations.

ProvideacoupleofTEDtalkinacategoryandasklearnerstowatchandevaluatebasedontheassessmentquestionsinthetextbook.Discussasalargegroup,makingsuretoemphasizetheeffectivequalitiesthatyouintendtoseeintheirownpresentations.

16.2AnalyzingOpenersandCloses

LO:16-3

DifficultyLevel:Easy

Openingline:IinterviewedMarkPerryatAT&T.

Closingline:Well,that’smyreport.

Boring,obviousopener.

Possibletransition:Wetalkedabouta,b,andc.

Boringclosethatisunsatisfying.

Openingline:Howmanyofyouknowwhatyouwanttodowhenyougraduate?

Closingline:So,ifyoulikenumbersandwanttotravel,thinkaboutbeingaCPA;Ernst&Youngcantakeyouallovertheworld.

Goodopenerif(butonlyif)manyoftheclassareundecided.

Possibletransition:ThinkaboutbecomingaCPA.

GoodcloseifbodyoftalkhasdiscussedErnst&Young’sinternationalwork.

Openingline:Youdon’thavetoknowanythingaboutcomputerprogrammingtogetajobasatechnicalwriteratCompuServe.

Closingline:AftertalkingtoRaj,Idecidedtechnicalwritingisn’tforme,butitisagoodcareerifyouworkwellunderpressureandlikelearningnewthingsallthetime.

Acceptableopener—possibletransition:listofthingsonedoeshavetoknow,orwhyCompuServepreferswriterswhoaren’tcomputerprogrammers.

Acceptableclose—Upbeatclosesarebetter,butinthissituation,thelearnerlearnedfromtheinformationinterviewthathewouldn’tlikethejob.Atleastthisclosespeakstotheaudience,notfocusingsolelyonthespeaker.

Openingline:TheadvertisingagencyIinternedforhasreallytightsecurity;IhadtowearabadgeandbeescortedtoSusan’sdesk.

Closingline:Onmylastday,Susangavemesamplesoftheagency’sadsandevenasampleofanewsoftdrinkshe’sdevelopingacampaignfor—butshedidn’tletmekeepthebadge.

Weakopener.

Possibletransition:Ifoundoutthat[listareasreportwillfocuson].

Goodclose.Thisclosebroughtripplesoflaughterfromtheaudience.Kittythinksitworkedbecause(1)itpickeduponmaterialmentionedearlierinthepresentation,(2)itwasunexpected,andsurpriseisakeyelementofhumor,and(3)learnerscouldidentifywiththespeaker’sinterestinthesecuritybadge,inthiscaseasignofbelonging.

16.3EvaluatingPowerPointSlides

LO:16-4

DifficultyLevel:Easy

Goodanswersshouldincludediscussionineachofthefollowingareas:

Aretheslides’backgroundsappropriateforthetopic?

Thechangingbackgroundofslidesinbisdistracting.Slidesaandcallhavestandardtemplatedesignsthatdon’tactuallyinterferebutclooksalittlesparse.

Dotheslidesusewordsorphrasesratherthancompletesentences?

Onlyafewoftheslidesusecompletesentences.However,manyoftheslidesseemcrowded.Theothersneedtobeeditedsotheydisplayinformationinamorecompactformat.

Isthefontbigenoughtoreadfromadistance?

Thefontseemsbigenoughonslidesb,butnotontheothers.Furthermore,manycontaintoomuchtexttoincreasethefontsize.

Istheartrelevantandappropriate?

Clipartshouldbeconnectedwiththemessageontheslideandshouldnotoverwhelmtheslide(orthetext).

Iseachslidefreeoferrors?

No.Forexample,someslidescontaintypos,inconsistenciesincapitalization,etc.

16.4EvaluatingNonverbalDelivery

LO:16-5

DifficultyLevel:Medium

Thisactivityprovideslearnerswiththeopportunitytotrulyobserveandevaluatethewayaspeakerpresentsinsteadoffocusingonhis/hercontent(althoughonecanarguethetwoarenotdiscrete).Theobservationsyourlearnersrecordwillvaryaccordingtothepresentationtheyattend.

Whenlearnersfocusondelivery,theybegintoseehowitcanimpacttheoverallmessage.Encourageyourlearnerstouseeffectivethingstheyobservedintheirownpresentationsforoptiona.Orthereverse,askthemtoavoiddeliverypracticestheydeemedasineffective.

Foraninterestingtwist,youmightaskyourentireclasstoattendthesamelectureandrecordnotesonthedelivery.Theninclass,theycancomparenotes,whichmaypromptadiscussiononhowvariousaudienceslistenindifferentways.

16.5EvaluatingSteveJobs

LO:16-5

DifficultyLevel:Medium

Thisactivityprovideslearnerswiththeopportunitytotrulyobserveandevaluatethewayarealspeakerpresentsinsteadoffocusingonhis/hercontent(althoughonecanarguethetwoarenotdiscrete).Theobservationsyourlearnersrecordwillvary.

WhenlearnersdofocusonJobs’sdelivery,theybegintoseehowitcanimpacttheoverallmessage.Encourageyourlearnerstouseeffectivethingstheyobservedintheirownpresentations.Orthereverse,askthemtoavoiddeliverypracticestheydeemedasineffective.

Learnersmaynotethevisualsandtheuseof3D;letthemdiscusstheeffectivenessandethicalnatureofthevisuals.ReferbacktoChapter13asneeded.

16.6EvaluatingtheWayaSpeakerHandlesQuestions

LO:16-6

DifficultyLevel:Medium

Thisexerciseismostinterestingwhenthespeakerhandlesquestionspoorly,orwhenthespeakerhandlesthemwellinfrontofahostileaudience.Findingapoorspeakerseemsamatterofluck,sincemostspeakers,particularlythoseonTVshows,handlequestionswell.Learnersmaybeabletoidentifypeoplefacinghostileaudiencesbycheckingonlocalandcampusevents,aswellastheupcomingschedulesforNightline,60Minutes,andFacetheNation.

16.7ShortPresentation:TheNews

LO:16-5

DifficultyLevel:Medium

Thisexercisegiveslearnersaquickwaytosharpentheiroraldeliveryskillsinalimitedamountoftime.Itisalsoagreatwaytoconnectcurrentbusinesscommunicationpracticeswiththematerialinthetextbook.Learnersoftenenjoyinvestigatinghotbusinesstopics.Theactualcontentofthepresentationswillvarybasedonthehottopicsthatyourlearnersselecttoresearch.Nonetheless,thepresentationsshouldbewell-rehearsedandmimictheguidelinessetforthinthischapter.Youcouldpairthisexercisewith16.11EvaluatingOralPresentationssothateachlearnerisevaluatedbytheentireclass.

16.8MediumPresentation:Informative

LO:16-2,16-3,16-4,16-5

DifficultyLevel:Medium

Manylearnershavetroublestayingwithintheirtimelimits.Ifyouplantoenforcetimelimitsstrictly,sayso.Bringalongakitchentimerandsetit:thebellgoingoffseemslesspersonalthanahumantimerannouncingthattimeisup.

Pairthisexercisewith16.11EvaluatingOralPresentationssothateachlearnerisevaluatedbytheentireclass.Makesurethelearnersareexhibitingthepresentationguidelinesdiscussedinthischapter,evenforsuchshortpresentations.

16.9LongPresentation:Persuasive

LO:16-2,16-3,16-4,16-5

DifficultyLevel:Hard

Youmayconsidershowinga20-minutespeechthatdisplaysexcellentoratoryskills.We’rebigfansofMartinLutherKingJr.’s“IHaveaDream”speech.Yourschoollibraryprobablyhasotherspeechesavailablethatyoumayconsidershowingyourlearnerstogivethemasenseofhowtoadapttheirmessagetoaparticularaudience.

Manylearnershavetroublestayingwithintheirtimelimits.Ifyouplantoenforcetimelimitsstrictly,sayso.Askahumantimertogivethespeakeratwo-minutewarning.Bringalongakitchentimerandsetit:thebellgoingoffseemslesspersonalthanahumantimerannouncingthattimeisup.

Pairthisexercisewith16.11EvaluatingOralPresentationssothateachlearnerisevaluatedbytheentireclass.Makesurethelearnersareexhibitingthepresentationguidelinesdiscussedinthischapter.

16.10ReconfiguringtheJohariWindow

LO:16-5

DifficultyLevel:Hard

Thehardestpartofthisexercisemaybesecuringvideocameras,dependingonyourschool’stechnologyresources.However,iPadsoriPhonesworkjustaswellforrecordingpresentations.Learnersareoftenself-consciouswhenitcomestowatchingthemselvesdeliverapresentation.Toovercomethisfear,stresstoyourlearnersthattheywillbecomebetterpresentersiftheybegintoconsciouslyacknowledgewhattheycoulddotoimprovetheirdelivery.Also,besurethatlearnersdon’tjustreporttheirweaknessesinthememos;everyonewillhaveatleastafewpositivepresentationtraitstoreporton.

16.11EvaluatingOralPresentations

LO:16-5

DifficultyLevel:Medium

Learnerssometimescutclassonthedaystheirpeersgivepresentations.Thisexerciseencourageslearnersbothtoattendandtolistenattentively.

Learnerevaluationstendtobefairlycursory,butsomeofthemdolearnfromtheexperienceofwatchingtheirpeers.Ifyoucanvideotapepresentations,youmaywanttogoovertheevaluationformwithlearnerstohelpthemdistinguishamongthevariouslevels.Sincepresentationsnormallycomeatthemiddleorendofthecoursewhenlearnersknoweachother,there’softenafairamountof“gradeinflation.”Youmighttrytolimitthat(andtorewardthelearnerswhocometoclass)byusingtheevaluationasaquiz.

AGroupOralPresentationCommentFormandOralPresentationEvaluationFormfollow.

GroupOralPresentationCommentForm

Presentationby:____________________________________________________

Commentsby:_____________________________________________________

Allgroupmemberswereinvolved.

Thoroughly

Adequately

Notatall

Thematerialwasorganized.

Effectively

Adequately

Poorly

Inmyview,thematerialwas…

Veryinteresting

Somewhatinteresting

Boring

Inmyview,thematerialwas…

Veryclear

Somewhatclear

Confusing

Thevisualswere…

Excellent

Adequate

Poor

Youmadethematerialinterestinginthefollowingways:

Youmadethematerialclearinthefollowingways:

Fromthispresentation,Ilearned:

Toimprovethepresentation,youcould:

Thestrongpointsofthispresentationwere:

OralPresentationEvaluationForm

Speaker:____________________________________________________________

Evaluator:___________________________________________________________

5=excellent,4=good,3=average,2=weak,1=poor

AdditionalComments:

Strategy

Choseaneffectivekindofpresentationforthesituation

5

4

3

2

1

Adaptedideastoaudience’sareaofattitudes,experiences,andinterests

5

4

3

2

1

Usedastrongopeningandclose

5

4

3

2

1

Usedvisualaidsorotherdevicestoinvolveaudience

5

4

3

2

1

Content

Usedspecific,vividsupportingmaterialandlanguage

5

4

3

2

1

Providedrebuttalstocounterclaimsorobjections

5

4

3

2

1

Organization

Providedanoverviewofmainpoints

5

4

3

2

1

Signpostedmainpointsinbodyoftalk

5

4

3

2

1

Providedadequatetransitionsbetweenpointsandspeakers

5

4

3

2

1

Delivery

Madedirecteyecontactwithaudience

5

4

3

2

1

Usedaconversationalstyle

5

4

3

2

1

Usedvoiceandgestureseffectively

5

4

3

2

1

Usednotesandvisualseffectively

5

4

3

2

1

Handledquestionseffectively

5

4

3

2

1

ExercisePlanningTable

LearningObjective

Difficulty:Easy

Difficulty:Medium

Difficulty:Hard

16-1

Identifypurposesofpresentations.

16.1

16-2

Planastrategyforpresentations.

16.1

16.8

16.9

16-3

Organizeeffectivepresentations.

16.1,16.2

16.8

16.9

16-4

Planvisualsforpresentations.

16.1,16.3

16.8

16.9

16-5

Delivereffectivepresentations.

16.1

16.4,16.5,16.7,16.8,16.11

16.9,16.10

16-6

Handlequestionsduringpresentations.

16.1

16.6

Exerciseswithmultiplelearningobjectives

16.1

16.8

16.9

In-classexercises:16.1,16.2,16.3,16.5,16.6,16.7,16.8,16,9,16.11

Out-of-classexercises:16.1,16.4,16.6,16.7,16.8,16,9,16.10

Mostoftheout-of-classclassroomassignmentswouldalsobeeffectivepreparationandbasisforclassdiscussions.

PPTLectureOutline

PPT16.1–16.2 Thetitleslideandalistofthechapter’slearningobjectives

PPT16.3 Benefitsoforalpresentations

PPT16.4–16.5 Identifyinggeneralandspecificpurposes,planningastrategy

PPT16.6–16.7 Choosingthekindofpresentation;adaptingtoyouraudience

PPT16.8–16.10 Choosinginformation,data,anddemonstrations

PPT16.11–16.19 Organizinginformation

PPT16.20–16.29 Planningandusingvisuals

PPT16.30–16.41 Deliveringaneffectivepresentation

PPT16.42 Summaryandquestionslide

PPT16.43–16.44 Slideappendices

LessonPlanIdeas

Thischapterusuallyfitsintothemiddleorendofatermwhenlearnerscanmakepresentationsbasedonreportsonwhichtheyhavebeenworkingforsometime.Anotheroptionistohavelearnersmakepresentationsearlierinthetermoncompaniestheyareresearching.Stillanotheroptionistohavelearnersmakepresentationsondifferenttopics(perhapsrelatedtotopicsyou’recoveringinclass)andinterspersethemthroughouttheterm.YoumayalsowishtoteachthischapterinconjunctionwithChapters5and13thatdiscussdesigningdocumentsandcreatingvisualsrespectively.

Mostcoursesspendatleastonedayondiscussionandafewdaysactuallygivingpresentations.

IntroductoryLecture/Discussion

50–90minutes

Usethischapter’sPowerPointslidestodiscussthepurposesofeffectiveoralcommunicationandtheadvantagesofwrittenandoralmessages.Iftheclasshasalreadycoveredpersuasivemessages(Chapter10)orinformativemessages(Chapter8)oryou-attitudeandpositiveemphasis(Chapter3),thenemphasizethatmanyofthetechniquesusedinwrittenmessagescanbeusedinoralmessages.YoucanalsoremindyourlearnersthatthecomposingprocessoutlinedinChapter4worksequallywellfordevelopinganoralpresentation.

DiscussingVisuals

30–50minutes

Discussthekindsofvisualsthatcanbeusefulinanoralpresentation:chalkboard,flipchart,overheadtransparencies,slides,posters,physicalobjects,handouts,presentationslides.Encouragelearnerstodrawontheirownexperienceaboutthekindsofvisualsthey’veseenandhowwelltheyworked.SeeChapter13oftheInstructor’sManualforsuggestionstohelpyourlearnersdesi