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Powerful Presentations: Great Ideas for Making a Great Impact, London:Kogan Page.Hall, R. (2007). Brilliant Presentations: What the Best Presenters Know, Say and Do, Harlow:Pearson Education Ltd.An important part of your preparation is the need to anticipate questions from yourexaminer(s). This aspect will be covered in the context of a viva, because whether you are presentingyour work first and then receiving questions from your examiner(s) or are subjected to an oralexamination immediately (without a presentation), the type of issues that you have to deal with canbe the same.(Biggam J. Succeeding with your Master’s Dissertation.A step-by-step handbook. – NY: Open University Press, 2008. – P.
171-176)5.Watch the video “Secrets of Body Language. Full Documentary” onYoutube https://www.youtube.com/watch?v=7DHcn7KXMZ0 and try to answerthe following questions:ØIs the body language described in this video quite clear to you?ØHow would you characterize the body language of politicians?ØWhat secrets of body language are mentioned in the video? Have you everheard about these secrets? Can these secrets be used while small talk at theinternational scholarly conference (apart from political environment)? Why? / Whynot?72ØHave you ever paid any attention to body language you / other students usewhile giving academic presentation or making small talk? Comment on it, please.ØWhat role does body language play in the process of interculturalacademic communication? Share your thoughts, please.6.Imagine that you are going to deliver a presentation to an academicaudience at the 50th Annual International IATEFL Conference in Birmingham.But before doing that it is necessary to thank the conference hosts and yourlisteners for coming.
What would you say in this situation? Will your thanks be thesame or different? Comment on your choice.7.Try to convince an academic audience that a subject matter of yourresearch is very topical and try to make your listeners interested in what you aregoing to say in your academic presentation.8. Prepare and give a presentation on your scholarly interests or researchresults meeting the international requirements for the classic presentationstructure and its visual elements in order to deliver it to an academic audience.9.
After that try to answer the following questions:ØHave you found it easy or difficult to start an academic presentation?ØHave you managed to tell about your professional interests briefly? Whatinformation have you mentioned?Øexactly?Has your academic presentation met the international requirements? What73ØHave you found it easy or difficult to move from one presentation slide toanother?ØCould the previous assessment tasks really help you prepare youracademic presentation? How?10.Try to evaluate other students’ academic presentations on theirscholarly interests or research results answering the questions below:ØHow has the presentation been structured? Logically or illogically? Proveyour point.ØHas the speaker managed to introduce himself? What information has heor she mentioned?ØHas the speaker told about his or her academic interests briefly? Commenton it, please.ØHas the presentation met all the international requirements imposed byNTELT Conference organizers?ØComment on speaker’s verbal and non-verbal communication behaviour.Was it appropriate or inappropriate? Prove your point.ØDo you find the visual aids used by the speaker relevant or irrelevant?ØWhat recommendations would you make to the speaker in order to improveWhy?the quality of his or her academic presentation?74МОСКОВСКИЙ ГОСУДАРСТВЕННЫЙ УНИВЕРСИТЕТИМЕНИ М.В.
ЛОМОНОСОВАФакультет иностранных языков и регионоведенияНаправление подготовки: 45.04.02 «Лингвистика»Направленность (профиль) подготовки:«Теория обучения иностранным языкам и межкультурная коммуникация»Квалификация (степень) выпускника: магистрДемоверсия текущего контроля в рамках учебной дисциплины«ПРАКТИКА МЕЖКУЛЬТУРНОЙ УСТНОЙ КОММУНИКАЦИИ ВНАУЧНО-ОБРАЗОВАТЕЛЬНОЙ СРЕДЕ»по разделу«COULD YOU REALLY TAKE PART IN A Q&A SESSION?»Москва2019751. Do you want to check your communication skills to participate in a Q&Asession effectively? If yes, do this test, please.•Imagine that you have just delivered an academic presentation to theaudience and it is time for a question & answer session. What would you say in order towelcome the academic audience to ask their questions?A) Does anyone have any questions?B) If you have any questions or comments, I’ll be happy to answer them now.C) Any questions?D) If you have no questions, I will …•After somebody’s academic presentation at some international scholarlyconference nobody of the academic audience wants to ask any questions during aquestion & answer session.
What would you say in this situation?A) I’d like to express my appreciation of your interesting talk. Could I ask you acouple of questions, please?B) Nothing, because I have no desire to show off.C) As nobody seems to be ready to ask a question at the moment, I’ll use thisopportunity to ask a speaker, if …D) I think we need to break the ice. I have a question I’d like to ask.•Imagine that during a question & answer session you find it difficult toanswer a question of an academic audience.
What would you do in this situation?A) I will smile and keep silent.B) I will thank the listener for his or her question and give myself time to think.C) I will say that I really don’t know.D) I will parry the question in order to have the game in hands.•Imagine that you are at the international scholarly conference. During onesession, a speaker from India says something what you can’t agree with. When you gotthe opportunity to speak, what would you do?A) You would like to correct the speaker in order to show your competence.B) You wouldn’t correct the speaker, because you do not want to look dull.C) You wouldn’t correct the speaker, because it’s not so important for you toshare your knowledge with others.76D) You would express your opinion concerning the subject of discussion andimplicitly show that you see something rather differently.•You see that the speaker tries to dance around your question.
What wouldyou do when he or she brought his or her answer to a conclusion?A) Nothing, because I have no desire to show off.B) I will thank the speaker for his or her answer.C) I will ask him or her another question, connected with the previous one.D) I will ask him or her not to dance around my questions.2.Read the text below and try to summarize the information about somestrategies for effective responding to questions of the academic audience during aquestion & answer session in the form of a table or a chart.Many presenters fear the question and answer session at the end of their presentationbecause they feel that they are losing control of their input (speaking seems so much safer).However, it is important to remember that the questions are a vital part of the presentation for thewhole audience as they allow for clarification and consolidation of learning.
The presenter canenhance the effectiveness of the question and answer session by treating it as a formal part of thepresentation that requires as much careful planning and control as the delivery of the core material.Plan to take controlThe background work that you undertook whilst planning your presentation is the key tohandling questions effectively.
If you have defined a precise focus for your presentation and haveexplored this thoroughly in your background research and planning, you are more likely to be able torespond to questions with precise answers. If you have been unfocused in your preparatory work,this will come across in the way you answer questions.When planning your presentation, you will need to:•identify when questions will be invited in your talk and plan to inform your audience ofthis;•plan to leave plenty of time for questions so that the audience doesn’t feel rushed (thismight involve having to reduce the content of your talk);•prepare prompts for questions that are open and straightforward: “That’s the end ofmy presentation.
I would now like to stop and take questions from the audience”.As a further part of your planning you may decide to:• define the topics for discussion: “Have you any questions on the four principles that I’veoutlined?”;• avoid answering questions that fall outside of the remit of your talk: “I’m afraid that reallyfalls outside of my objectives for today’s presentation. Perhaps we can resume discussion of thatparticular point later?”Responding to questionsOne of the main problems with question and answer sessions is that the presenter’s nervesfrequently force an inappropriate response. This could be because a question has been77misinterpreted or that only key words from the question have been heard rather than the fullcontent.
The following steps will help you respond more effectively to questions from your audience.Step one - ListenIt is important to listen to all parts of a question before drawing premature conclusions aboutyour ‘best’ response. Frequently questions can change direction at the last moment, particularly ifthe questioner is thinking on her/his feet. This can throw you if you have already started to leafthrough your material for the ‘appropriate’ response. Remember that questioners will frequently tryto make a point whilst asking their question: “Surely a more meaningful interpretation of X isthatit...?” It is therefore important to both hear the content of the question and try to decipher thequestioner’s intention.Step two - UnderstandIf you are worried that you haven’t understood a question, clarify thearea of enquiry before going any further.
Check for direct confirmation by paraphrasing the questionback to the questioner “You want me to explain the process of...?” or check that your reply will beheading in the right direction “Do you mean in relation to factor X or factor Y?”.Step three - Communicate and InvolveIt is important to remember that even though you aretaking a question from one member of the audience, as a presenter, you are still responsible for theinterest and engagement of the other audience members. This is particularly important in largegroups, as the audience will become bored if the presentation descends into a series of one-to-onediscussions.
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