Topic 3: Participating in Oral Presentations – Academic Communication Notes Form Five
The ability to articulate thoughts correctly, convey ideas persuasively, and engage an audience effectively is a valuable skill. Moreover, mastering the art of oral
presentations is essential for success in an academic setting.
This chapter focuses on equipping you with the skills to use English language for effective oral presentations in debates, dialogues, formal and informal meetings and narrating diverse events/ activities/stories.
The competence developed in this chapter will enable you to participate in debates, dialogues, meetings and speech making and make an impactful oral presentation.
Think
Essential techniques and procedures for effective oral presentations.
Oral presentation
Oral presentation is a form of communication, where one imparts and then exchanges information with his or her audience. It can be either one-way or two-way. Oral presentationl also known as public speaking, consists of an individual or people verbally addressing an audience on a particular topic.
To participate in an oral presentation may be easy but to have a powerful oral presentation is quite a task. A powerful oral presentation comprises the 5Cs. It must focus on crucial information, it must have a clear style of presentation, it must be confidently delivered, it must be backed up with concise data and its delivery should be creative and clever.
Moreover, oral presentation can be divided into three stages: pre-presentation, the presentation and the post-presentation stages.
There are different forms of oral presentation including debate, dialogue, meeting, lecture, speech, symposium, group discussion or round-table talk and workshop.
Participating in a debate
To participate in a debate requires one to master some skills and techniques that will make ones participation impactful. The following are some helpful techniques:
1. Recognise your audience when deciding on the language to use. Make the language simple and clear to make the audience understand. Avoid jargon or complex
terminologies that may confuse your audience. Use examples from real life situations to make your arguments more relatable and understandable.
2. Focus to a single idea for maintaining respect throughout the debate. Focusing on a single idea, presenting logical arguments and providing supporting evidence can effectively persuade others of the validity of your position.
3. Project confidence through your body language, tone of voice and facial expressions. Maintain good eye contact with the audience and speak with conviction.
4. Structure your speech by arguing around your claim. Make sure you emphasise the main points when you talk to defend your arguments with conviction without the
fear of criticism.
5. Incorporate research for giving evidence and examples. The more knowledgeable you are about a subject, the better you can engage in a debate.
6. Anticipate opposing claims so that you can prepare statements to defeat them.
7. Be an active listener so that you can address your arguments’ weaknesses.
8. Employ analogies, metaphors or rhetorical questions to make your arguments more persuasive and memorable. When these figures of speech are used appropriately,
they can draw the listener’s attention to the key points.
Procedures for conducting a debate
To get the intended information through debates, organise the activities in a way that can invite participants to debate effectively. You can do this through considering some procedures for debating. It is important to note that when you prepare a debate session, set the procedures following the context and topic.
The following are some procedures for conducting debates:
(a) Choose a topic for the debate
When selecting a topic, consider the goals of the debate, the learner’s age, and their language ability.
(b) Create teams
Ensure that two groups are supporting and opposing the topic, respectively. Each group must be equal in representation.
(c) Research on the debate theme
Use authentic sources to collect information related to the debate topic and analyse the information critically before the discussion.
(d) Introductory speeches
Allow each team to give a short speech about the debate and how they have organised themselves for the debate. This step will help the participants make the audience
pay attention to them since they will mention some key points that will be debated.
(e) Set time for giving contradictory ideas
This stage gives the participants from both sides an opportunity to give out logical evidence on what is presented by others.
(f) Re-examination
Allow members from each group to ask some questions. At this stage, both sides can realise areas of strengths and weaknesses in their arguments.
(g) Ending session
Provide time for the teams to summarise their points. The teams will say again which side of the motion they were debating. Each team has to convince the audience or
judges.
(h) Provide feedback
At this step, you can allow the audience to ask questions or a few individuals specifically assigned to be judges to evaluate the debate. The judges must evaluate the
debate using founded criteria such as debate presentation skills, clarity of arguments and supporting evidence. The judges have to highlight the strengths and the areas for improvement.
Organising a debate
When planning a debate session, involving the participants who can contribute constructive ideas is better. Give them time to prepare themselves. Here are participants who can be involved in the debate.
(a) Moderators
These are experts who ensure that the debate is conducted smoothly. They are there to manage time and administer rules. The moderators should be fair and experienced
in facilitating discussions.
(b) Researchers, academics and subject content experts
These are individuals with knowledge of the topic being debated. They can provide evidence and clarify complex theories. They can bring scholarly perspectives to the
debate and present relevant studies and research findings to support the arguments.
(c) Advocates or debaters
These are the ones who will represent the groups supporting or opposing the motion by providing specific rational and judgemental arguments on the topic. They should be well-read, convincing, and skilled at presenting arguments and seeing the arguments’ contradictory parts.
(d) Various professionals
These can be invited depending on the topic. Inviting individuals with practical experience can provide valuable insights and real-world viewpoints.
(e) Audience
Inviting the audience interested in the topic can add depth and inclusivity to the debate. These individuals can ask questions, challenge arguments, and give their
understanding.
(f) Fact-checkers
It is necessary to have fact-checkers in debate sessions to verify the accuracy of statements provided during the debate sessions to prevent the spread of misinformation. The debate organisers must balance different viewpoints depending on the topic’s time and nature.
Activity 3.1
Prepare and conduct a debate session on one of the following topics:
1. Political issues in Tanzania
2. Economic issues in Tanzania
3. The 2023 Curriculum reforms in Tanzania
Exercise 3.1
1. How helpful were the techniques for engaging in a debate to you?
2. How did other speaker(s’) opinions or emotions affect you and how did you handle them during the debate?
Participating in dialogues
A dialogue is a conversation between two or more people. It involves a back-and-forth interaction between or among participants. A dialogue can take place in a variety of
settings including formal, casual and artistic. It is generally characterised with interactivity, turn-taking, listening and responding, exchange of ideas and purpose. For respective and constructive dialogues, one has to use the following techniques.
(a) Pay attention
Consider what a speaker is saying instead of anticipating the response. This will help you avoid interruption and show that you are interested in what is said. Avoid
assumptions and stereotypes about other people’s beliefs or intentions that can hinder meaningful dialogues.
(b) Respect others’ ideas
There will be a healthy conversation only if there is empathy, no personal attack, irony, or offensive language. Resilience is essentia
in the exchange of ideas as it promotes openness.
(c) Skills for questioning and critique
Make sure you ask some questions to clarify what you do not understand. This will make the interlocutor see your willingness to engage in dialogue. If you disagree with a point, express it respectfully instead of attacking the participants. Present your contradictions with real-life examples to facilitate effective discussion.
(d) Learn to manage your emotions
To maintain rational dialogue, learn how to control emotions. Discussing sensitive topics can make emotions run high. Self-regulation through taking deep breaths,
pausing and reflecting before responding can reduce temper.
(e) Use collective interest
When you provide an argument in a dialogue try to find ideas that will interest the the listeners and the participants. Think about the culture and other practices in the
society the dialogue is about. Create rapport for constructive talks.
(f) Avoid using absolute statements
Absolute statements give the impression that you are not concerned with others’ ideas. Instead, use I think, I hope as a means of acknowledging that you do not have
all answers about the issue discussed in a dialogue. Therefore, create room for others to give their ideas so that you can learn from them.
Exercise 3.2
How different is the purpose of a dialogue from that of a debate?
Activity 3.2
Prepare and practise a dialogue on any or some of the following issues:
1. Tourism industry in Tanzania
2. Paying tax
3. Corruption
4. Digital life
Participating in formal meetings
A formal meeting is a structured gathering of individuals taking place for a specific purpose, often conducted according to established procedures, protocols, and agendas. It follows certain rules to ensure discussions are organized, productive, and respectful.
A formal meeting is characterised by specific purpose, predefined agenda, invited and relevant participants, designated roles and responsibilities, established rules of conduct, documentation of meeting proceedings. Formal meetings include board meetings, students leadership meetings, committee meetings, staff meetings, parent teacher meetings and shareholder meetings.
Exercise 3.3
1. Think about any meetings you have attended and write down the procedures meetings.
2. Explain whether were those meetings formal or informal?
Activitr these
Use online sources to watch a simulated meeting session. Write notes on the following aspects regarding that meeting: chairing of the meeting, agenda of the meeting,
participation, opening of the meeting, recording of proceedings and closing of the meeting.
Skills for participating in a formal meeting
Participating in formal meetings requires specific skills for productive discussion the skills are;
Communication Skills. This skill entails active listening, verbal and non-verbal communication.
Preparedness. It involves researching the agenda and topics beforehand to have a good understanding of the meeting’s purpose and content. Preparation also has to
include that of any necessary materials or documents to support your participation.
Time Management. In a formal meeting you have to stay focused and on-topic during the meeting. You should therefore, have the ability to respect the allocated time for each agenda item and contribute within the time frame.
Collaboration and Teamwork. In a formal meeting one has to actively participate in a discussion and offer constructive contribution. This goes hand in hand with respecting the opinions and perspectives of others, even when they differ from your own.
Problem-solving and critical thinking. One is invited in a formal meeting based on his/her relevance to the agenda or topic. It is therefore expected that one should
have the ability of identifying potential issues or challenges and proposing practical solutions.
Adaptability and flexibility. When taking part in a meeting, one has to be able to handle unexpected situations or changes in the agenda gracefully. Doing this requires one to be open to evolving needs or circumstances and adjust accordingly.
Techniques for organizing a formal meeting
(a) Determine the meeting objectives
Set what needs to be accomplished before or during the meeting to get the agenda for the discussion.
(b) Create an agenda
A detailed agenda outlining the discussion points and time for each item is essential. Share the agenda with participants in advance to allow them to provide constructive ideas during the meeting.
(c) Establish meeting plans
Prepare a meeting venue and other required equipment, such as projectors, screens, or audio/video conferencing software, if available and functioning correctly. Communicate the meeting details, including the date, time and location.
(d) Invite relevant participants
Identify the participants depending on their roles, and expertise in the topic to be discussed.
(e) Begin the meeting by introduction
Introduce the meeting by welcoming participants and introducing yourself. Explain briefly the meeting agenda.
(f) Monitor the agenda
Lead the meeting by following the agenda and the allocated time for each agenda item. Encourage participation by asking for opinions and ensuring that everyone can contribute while keeping the discussion on track. Summarise key points and make decisions as you move through the agenda. Document decisions made during the meeting and assign roles to individuals responsible for implementation.
(g) Close the meeting
In closing the meeting, summarise key ideas and suggest what to be done for the next steps. Thank participants for their contributions and attendance. Explain how
follow-up activities will be done and set deadlines for accomplishing the decided actions after the meeting.
(h) Make follow up
Communicate at each stage of follow-up actions. Follow-up on progress helps to support and make individuals accountable for their assigned tasks. Schedule any
necessary follow-up meetings or communication to address the raised issues or update the members.
Activity 3.4
Conduct a role-play simulating a classroom meeting to discuss matters that affect your academic progress. Then, suggest ways to minimise them.
Participating in informal meetings
An informal meeting is a more flexible and relaxed atmosphere. It is any gathering that lacks the key elements of a formal meeting. It does not have a leader, it is not thoroughly planned or controlled and does not include an agenda or minutes. Informal meetings include casual talks between two people, conversations during breaks, brainstorming sessions, and weekly team meetings.
These are common in every school and neighbourhood but often they are unnoticed. Such interactions are crucial for every community and organisation because they generate ideas, foster development, and drive implementation. Informal meeting can take place among people of different ages and status and it can happen anywhere and anytime.
However, for students the most common informal meetings can be the following:
Peer Group gatherings. This meeting may be underestimated but the truth is, it plays a significant role in the lives of young people. It is the gathering that provides
youths with a sense of belonging, social support, and opportunities for learning and development. Through these gatherings, peers can influence one another’s behaviour, values, and decision-making. The influence can be both positive and negative.
Siblings gatherings. Siblings relationship is the longest one. When siblings meet, the quality of their relationship can impact their wellbeing by providing one another with emotional support, companionship, and opportunities vital for cognitive development and academic advancement.
Neighbourhood gatherings. Such gatherings can be in different forms such as house or street parties, community events or the usual daily street meet-up of young people in public spaces. This type of informal meeting is mainly meant for socializing and sharing interests. They can foster a sense of community and connectedness.
Exercise 3.4
Reflect on peer group, siblings or neighbourhood gatherings you take place in and take note of the following:
1. How do you meet?
2. Where do you meet?
3. Who organises the meetings?
4. Do you have specific gathering agenda?
5. How do you conduct discussions?
6. Are there formal opening and closing?
7. Do you take record of proceedings?
Activity 3.5
Participate in an informal gathering/meeting in the classroom and run a 10-minute conversation in English.
Exercise 3.5
1. How do peer group and neighbourhood gatherings impact the lives of youths in your area?
2. Consider all the informal gatherings you attend and explain what attracts you to such gatherings.
Making a speech
A speech is a formal piece of writing delivered verbally to an audience at a particular event. Speeches are delivered face to face, although, with the development of Information Communications and Technology (ICT), speeches may be delivered virtually. Regardless of the mode of delivery, speech-making involves the speaker, the message and the audience.
In addition, the speech’s setting (context, occasion) and purpose are equally important. Many speeches are written so that they can be read out on certain occasions. Probably, that is why people do not ‘speak’ speeches but read them out to audiences.
Since speeches are meant to be heard and understood by audiences, they should be prepared in simple language, with proper grammatical constructions and no ambiguity.
Today, some people specialise in preparing speeches. Other people prefer to speak directly to the audience to engage and interact with them better. They use written speech just as a reminder.
Exercise 3.6
1. Mention at least three famous speeches you know.
2. Who delivered the speeches?
3. Describe briefly what the speeches were about and where they were delivered.
Things to consider in preparing and giving a speech
There are three essential things to consider if one wants to prepare and deliver a good speech:
- the audience
- the message and
- the delivery modality
The audience are the target listeners. The speaker should consider the people’s interests, levels of education, socio-economic status, age, professional backgrounds (occupations), political affiliations, ethnicity, marital status and religious beliefs, among many others. One needs to adopt effective strategies to meet the audience’s expectations.
The message is what is said in a speech. Speakers should know what kind of message they are planning to deliver. They should ask themselves whether the message or topic
is relevant to the audience. Usually, the topic should be relevant to the occasion or event. Indeed, the speech designed for Heroes Day in Tanzania would not be appropriate for Independence Day. The mismatch between the message and the event leads to faulty communication, as the audience does not understand how you are making such a speech. It is also essential to ensure you have collected and organised all the materials you need for the speech to be effective.
Modality of delivery refers to the way the speaker will be speaking. One should select the best possible strategy or technique. The speaker’s stress and intonation need to be
audible enough. Delivering a speech is not like reading a novel or telling a bedtime story to children; the speaker’s stress and intonation must be appropriate. The speech should not be flat and monotonous but vary according to shifts in the focus of information or ideas. Speakers should, therefore, devise effective strategies to make their
stress and intonation appropriate.
Speakers can also enhance their speech delivery by employing language devices such as similes, metaphors, proverbs, sayings, repetition, irony, sarcasm and hyperbole. Speakers can also make their speeches attractive and effective by providing facts, statistics, humour (jokes), making allusions (historical, religious, political, etc.) and using appropriate words. Other paralinguistic features like gestures and facial expressions of different kinds add value to a speech.
Another crucial thing to consider is the setting or occasion where you will make the speech. Speaking in an open space is different from speaking indoors. Even in the latter, there are differences in venues. Speaking in a small, closed room requires different preparation from speaking in an auditorium. Considering all these things when preparing to make a speech is crucial.
Exercise 3.7
1. Why is it important to consider the audience, message, and delivery modality when preparing and delivering a speech?
2. How do you know the appropriate tone for your speech or presentation?
3. What style should you strive for when making a speech presentation? How can you craft that kind of style?
4. What are some of the stylistic devices which you can use while making a speech?
Techniques for delivering a good speech
If you intend to deliver a good speech, you should utilize all the necessary skills to achieve your goal. These involve voice management, proper use of gestures or facial expressions, and flexible postures. Whether your audience consists of street-children, parents, fellow students, or the general public, you need to reinforce your speech by showing strong feelings and interest in what you are saying.
Use your body language properly; speak with force and vigour to emphasise your points. Skilful use of your body language helps you to say what you could not say in words. To deliver a speech with a lasting impression, remember the following:
(a) Take a deep breath: The best time to take a deep breath is a few minutes before you get up to speak. Take a deep breath and fill your lungs with air, then exhale it through your mouth to relax and get prepared. assurance.
(b) Eye contact: This is very important during your speech. It gives you confidence and assurance. This is why you should not read your speech to your audience.
(c) Fluency: Let the speech flow smoothly; be fluent and use the correct stress and intonation throughout your speech. Do not be tense, stiff, and mechanical when
speaking. A fluent speech is one delivered naturally.
(d) Gestures, facial expressions, and body language: In delivering a speech, always study your audience and use facial expressions and body language to attract their attention and arouse their interest in your speech.
(e) Use of voice: For a significant impact and interest in your speech by the audience, you need to use the four dimensions of your voice: volume, pitch, rate, and articulation. Use them reasonably, depending on the type and size of your audience, venue and the distance from the audience. Using these dimensions will attract and interest your audience, and your speech will have a lasting impact.
(f) Posture and standing: Stand straight and look professional. Do not look tired or lazy; do not disappoint your audience with your physical appearance.
Generally, the foundations of effective speech-making should be laid out well before you step up to the podium. If you feel nervous about speaking in public, know that it is
normal to experience some communication apprehension or “stage fright” when you deliver a speech. Learn how to deal with stage fright (anxiety). Prepare carefully and practise your speech before you deliver it. Try relaxation techniques to deal with your anxiety. Finally, set your tone while considering your language and style.
Exercise 3.8
Prepare a speech that you will deliver to Form One students during the orientation week.
Activity 3.6
Conduct library search and interviews to learn about techniques for dealing with communication apprehension. Find out how others deal with anxiety.
Revision questions
1. What are the characteristics of a good debate?
2. What are the key elements of active listening in a dialogue?
3. Explain the essential skills needed for participating in a formal meeting.
4. Why is it important to be open-minded in a formal meeting?
5. Discuss how casual group discussions are formed and run and how they can influence someone both emotionally and socially.
6. Provide your views on how one can navigate and manage conflicts that may arise in informal meetings.
7. Discuss the challenges and benefits of participating in oral presentations across cultural boundaries.
8. What are the possible cultural differences that may impact participation in debates, dialogues, and meetings?
9. Explain how critical thinking can contribute to effective participation in oral presentations.
10. Why is it important to evaluate information critically and make well-informed decisions during oral presentations?
11. Share your experience about using English in oral presentation.
