Giving presentations in Business English

presenting

This guide will not attempt to repeat the content of guides to speaking skills in general (for which there are links at the end) but will focus on the purposes for giving spoken presentations in a business setting and the associated language that needs to be mastered.
A further omission from this guide is the kind of speaking skills that Business English learners will need when interacting with their peers, colleagues, customers and contacts informally, as those do not differ substantially from generalised speaking skills covered elsewhere on ELT Concourse.

Purposes

Essentially, there are four purposes for a presentation in a business context:

To report: setting out what happened, what was done and what was discovered
To explain or train: to help others acquire skills and information
To propose: to suggest ways forward
To sell: to set out advantages and persuade

and, although there are obvious commonalities, they require different language, different skills and different text structures. This is because the way each is structured and the language one needs to use to make a case are different in each instance. This is true whether a presentation is made in writing or in spoken English. Because presentations are not off-the-cuff informal events, the audience will expect a certain type of staging of the information and, if the presentation does not follow conventional staging, may become disoriented and irritated.
In other words, we need to look at the genre and the generic structure which is conventional in an English-speaking setting.

We'll take them one at a time. In what follows, the focus is on the following five language categories:

Participants
These can be human or non-human and the reference here is to the kind of entity which forms the theme of the language in the presentation. For example, if we begin with:
We have noted the need for ...
then the theme is what the presenter and team have noted but if the beginning is:
The process is as follows
then the theme is the process, not the people.
It is important that people are aware of which participants in the presentation they need to emphasise by placing them in the theme position.
Verbal processes
There are three of these which we can divide like this:
1. doing verbs:
  1. material
    This machine can process ...
  2. behavioural
    Your customers demand ...
2. thinking, feeling and saying verbs:
  1. mental
    We believe that ...
  2. verbal
    People have reported that ...
3. being verbs:
  1. existential
    There is an issue with production times
  2. relational
    The process is inefficient and time consuming
Modality
The three areas which concern us here are
1. epistemic modality which is to do with what is possible or likely
  The process may take some time
2. deontic modality which is to do with what is obligatory or recommended
  The process should be made simpler
3. dynamic modality to do with willingness and ability
  We will be able to supply the product with days
Circumstances and adverbials
This refers mostly to adjuncts such as adverbs and prepositional phrases such as:
    crucially
    noticeably
    in practice
    on the shop floor
Connections
This refers to coordination, subordination and also to conjuncts which perform similar connective functions such as:
    so that
    because
    As a result, ...

Information reports

The structure of an information report is the simplest of all which is why we are starting here and why it is also a good idea to start the training of presentation giving with this form. An information report needs, above all, to be properly organised. Data which are presented out of order or in unconnected sections are more difficult to access and assimilate and that frustrates both the listener and the purpose of the exercise.
The structure looks like this:

structure

This is the structure that good presenters use at the planning stage. If a lot of information has to be communicated the presentation needs to have some backup in terms of handouts, diagrams and texts for people to take away. Reference should be made to this material as the presentation unfolds, not left till the end.

Stage	Participants	Verbal processes	Modality	Circumstances and adverbials	Connections
General statement	What is the report topic? Who requested the report? Why? Who constructed the report?	Existential and relative processes Passive voice Present and past simple tenses	Epistemic and dynamic	Matter Focusing adjuncts Angle and viewpoint	Subordinators: causal purpose comparison conditional
Examples	This report concerns ... The report was requested by ... The purposes of the report is ... There is an issue with ... It is clear that ... The issue which was identified is ... The report was written by ...		We wanted to find out if we could ... It was necessary to see whether it would be possible to ... We set out to discover whether ... probably possible etc.	about concerning primarily chiefly according to the data in the opinion of ... in our view	because as a result in order to so that whereas while if whether unless
Information	Data gatherers Figures Actors	behavioural material verbal	Little modal auxiliary verb use but some adverbial use	extent location (place) location (time) manner and means	Coordinators: addition adversative alternative
Examples	We asked ... We investigated The figures for this area are ... The process is ... Customers have said that ...		obviously certainly probably etc.	for three days in all areas on the factory floor in the working week after a delay of by telephoning via the website by asking	and additionally moreover but however although or alternatively otherwise
Summary	Reporters Data Results	mental existential	Deontic	manner and means	Summative conjuncts
Examples	We conclude We suggest The conclusion is ...		The company should consider ... It will be useful to ... There is a need for ...	by streamlining with greater focus on taking into account	So, ... Consequently, ... In conclusion, ... To sum up ...

Explanations

Explanations have a similar structure to Information Reports but the language that is required to give them is quite different, as we shall see. The aim of a presentation which attempts to explain something is to enhance the skills and knowledge of the audience. This may be overt training or it may simply be part of an ongoing consideration of how the organisation accomplishes certain tasks.
The overall structure looks like this (usually):

structure

Again, the ordering of explanation texts is critical. It is much easier for people to follow if the stages come in a logical order without back shifting with expressions such as but before that, after we have etc.

Stage	Participants	Verbal processes	Modality	Circumstances and adverbials	Connections
Identification of the topic	What is the process? What will be the outcome?	Material Passive voice Present tenses	Dynamic	Matter Focusing adjuncts	Subordinators: purpose
Examples	This is how ... This is what happens when ... This is the process by which ... This will help you to ... This will make sure that ...		You will be able to ... It allows us to ... This should permit ...	concerning primarily chiefly centrally	so that in order to to
Explanation sequence	Employees Material	Passive voice: behavioural material mental	Little modal use The focus is on process.	location (place) location (time) manner and means	Conjunct sequencers Subordinators: purpose result
Examples	The materials are received The process begins The analysis is made The orders are processed The team ensures The staff record etc.			on the factory floor in the warehouse as soon as possible by filtering out through the production line	firstly, secondly etc. then next subsequently afterwards thereafter
Summary	Process stages	existential	Deontic	focusing and intensifying adjuncts	Summative conjuncts
Examples	The most important things to get right are ... The essential steps are		It is essential to ... We must ... It is necessary to ...	critically importantly essentially in essence	In brief, So, ... Consequently, ... At the end

Proposals

Proposals closely resemble discussion texts insofar as they seek to set out the current position and weigh alternative responses to it to gain some overall benefit. They are not one-sided expositions because the attempt is to make the proposal appear reasonable and show that any drawbacks have also been considered.
The overall structure looks like this:

structure

This has a rather different structure and there is a need to master a different set of language exponents of the functions because a proposal has to sound both rational and persuasive.

Stage	Participants	Verbal processes and tenses	Modality	Circumstances and adverbials	Connections
Identification of the issue	What are we trying to do? Why is this important?	Mental Behavioural	Deontic	Manner Contingency	Coordination: additive Subordination: resultative
Examples	Many consider the problem is ... We seek to address the issue of ... The importance lies in ...		We need to find a way to ... It is important to ... The importance of this is ... The situation ought to be improved	by ... unless if not lest for fear of	and additionally as a result consequently
Explanation of the issues	Processes Non-human themes	material	Dynamic	time manner and means	Subordinators: resultative contrastive conjuncts
Examples	The materials are inadequate The process fails The analysis is flawed Orders are lost		We cannot ... It is impossible to ... We are unable to ... There is no ability to ...	within the time scale by before the deadline with a delay without losing sight of	because so whereas On the other hand By contrast
Proposal	Proposers	mental verbal	Deontic	emphasising adjuncts	Subordinators: resultative
Examples	We believe that ... We are suggesting that we ... We feel strongly that ...		The future should ... We have a clear need to ... There is an opportunity to ...	clearly obviously certainly without doubt	so that in order to to to ensure which will ensure
Summary	Process stages	existential	Deontic	focusing and intensifying adjuncts	Summative conjuncts
Examples	The most important things to get right are ... The essential steps are ...		It is essential to ... We must ... It is necessary to ...	critically importantly essentially in essence	In brief, To sum up the main points Most importantly

Selling

Sales pitches are not discussions. The purpose of the pitch is not to consider two sides of an issue or to set out alternatives. The purpose is to persuade and support the persuasion with evidence. The presentation should, therefore, focus only on the perceived benefits with no consideration of drawbacks.
The structure, therefore, is:

structure

This is an exposition so will contain a good deal more in the way of verbal and mental processes along with quite a lot of modality.

Stage	Participants	Verbal processes	Modality	Circumstances and adverbials	Connections
Statement of position	What we are offering.	Material Present and perfect tenses	Dynamic	Matter Focusing adjuncts	Subordinators: purpose
Examples	We have developed ... We produce ... We can now offer ...		This will help you to ... This enables ... With this you can ...	concerning primarily chiefly centrally	so that in order to to
Preview of benefits	Non-human and human themes	behavioural material mental future forms	Deontic and dynamic	role contingency extent cause	Conjunct sequencers Subordinators: purpose result
Examples	The materials will We believe that ... We know that ... You will expect that ... We can guarantee that this will ... etc.		We all need to be able to ... There is a clear need for ... There must be a better way You should be able to ...	as an example if say supposing frequently routinely	firstly, secondly etc. thereafter so that in order to
Arguments and evidence	The product The seller The customer	behavioural material mental future forms	Dynamic	time contingency manner and means	Sequencing and additive conjuncts resultative conjuncts and subordination
Examples	This machine processes ... We are convinced that ... You will see that ...		This allows ... You will be able to ... The savings can be ...	whenever if by with	Firstly etc. Additionally Moreover As a result so that to
Reinforcement and summary	The product	existential	Dynamic	focusing and intensifying adjuncts	Summative conjuncts
Examples	The most important advantages are ... The difference will be that ...		This allows you to ... With this you can ... Now, you can see ...	critically importantly essentially in essence	In brief, So, ... Consequently, ...

Commonalities

Although the differences in the kinds of language that need to be mastered are, as you can see, quite marked, there are also commonalities. These are:

All presentations begin with a statement of the topic to orient the listeners and to set the context. Without this, a presentation can fail before it begins.
Logical staging is essential to maintain coherence: switching stages around or mixing them up will result in incoherence.
Most presentations will end with a summary and/or some kind of coda to signal the end.
Most presentations will allow time for and invite questions from the audience.
Many presentations will be followed by a general discussion in which turn-taking skills will be at a premium. See the link below for a guide to more on that.

Questions and clarification

The final section of all four presentation types exemplified above concerns the need to have space at the end for questions and clarification.
Because this is common to all types of presentation, it makes sense to handle how to conduct this part of the presentation in a separate teaching section.
How you conduct the process depends to a large extent on who is asking the question. Superiors have the right simply to ask and to override any constraints that the speaker may try to put in place. Colleagues and subordinates may need to be invited to ask and are more amenable to constraint.

The role of the presenter in this part of the process is as the chair of a meeting. The presenter needs to be able to:

apply topic constraints: In a presentation, a speaker may not have the luxury of selecting questioners because some participants may be in more powerful positions or simply happy to ask uninvited.
In this case the speaker needs to rely on topic constraint alone but the constraint can often be signalled explicitly, by the parts underlined in the following examples:
    Does anyone have a question about these figures?
    Bearing this in mind, does anyone have a question?
    Does anyone need to ask anything about the results so far before we go on?
nominate: It is often the case that colleagues are in the audience and they may need to be involved in this stage of the presentation. The speaker is in a strong position to constrain who contributes and who asks questions. It is quite simple to do this:
John, do you have anything to add?
Can Mary explain that, please?
and so on.
decide on open endedness: A presenter need not try to constrain by topic at all but runs the risk of people going off topic and following tangents.
For example, all the following are open invitations to tangential questions:
Is there anything at all anyone wants to ask?
Any questions about anything?
re-focus: If open-ended invitation has, in fact, resulted in off-topic contributions and questions, the presenter needs a strategy or two to drag people back on task. This can usually be achieved easily if the contributor is a colleague or subordinate but may be unwise if the off-topic contribution comes from a superior. Ways of doing it include:
    That's an interesting point but not one that I can deal with here and now.
    Good question. Perhaps we should talk about that later.
    Can I leave that until after the meeting?

What type of question am I being asked?

An important skill for a presenter is to recognise the kind of question that is being asked. People have a range of ways of asking and answers will only be appropriate if the speaker has recognised what the focus is. There are three main sorts

Checking one's own comprehension.
Questions such as:
    Am I right in thinking ...?
    Would I be wrong if I assumed ...?
    Should I assume that ...
etc.
are all ways to check that one has understood accurately.
The response needs either to be affirmative (and can be short) or refocusing when the questioner is mistaken. Usually, something like:
    Yes, that's exactly the point
or
   Not quite. The point I was making is (+ repetition)
Requesting repetition or reformulation.
Questions such as:
    Could you go over that point again?
    Could you explain again what ...?
    Could you say that again?
    Is that the same as saying ...?
etc.
ask for repetition and are requests, not questions so they need to be responded to differently.
This means that presenters need to be able to rephrase what they have said in simpler (or simply different) ways.
Challenging.
Questions such as:
    Is that always the case?
    Are we to believe that ...?
    How reliable are the data?
    What evidence do we have that ...?
etc.
are all ways of challenging the speaker to justify comments made.
This will mean that a speaker must be prepared to justify statements and that, of course, is something to focus on at the planning stage.
Many find that imagining a critic on your shoulder asking this sort of question while the presentation is in the planning stage helpful.

Pressures

There are a number of pressures on anyone speaking in public. In the classroom, we can reduce them somewhat.

Preparation level
Off-the-cuff presentations are not for most people. Learners operating in a foreign language are even less able to present impromptu and it isn't fair to ask them to do so.
It is important, therefore to build in preparation time to any teaching programme aimed at presentation techniques.
Being well prepared and knowing that you are, reduces the pressure considerably.
Topic familiarity
Trying simultaneously to research a new topic and prepare a presentation on it is an unnecessary pressure in the classroom so care should be taken, especially at the beginning, to allow the learner to decide on the topic and type of presentation they want to plan. That way, they can focus on the presentation not the data because the latter are well known to them.
Audience size
Pressure increases in direct ratio to audience size so one way to reduce the pressure is to get people to practise their presentations in small groups of three or four before they have to take the step up to presenting to the whole group. Repeating a presentation may seem somewhat dull to us but it is not seen that way by learners who appreciate the opportunity to repeat a presentation more than once.
Using visual aids
Visual aids can be extremely helpful or just an irritation depending on how well they are designed. There are two issues:
1. They act as an irritation when they are used instead of explanation and description; they are helpful when they are used to supplement explanation and description to present data which cannot (or should not) simply be read out. We have probably all attended a presentation in which the speaker projects a slogan and then reads it to us. That's a waste of everyone's time.
2. They have a further useful function when used well and that is to replace the speaker's notes. If, for example, slides are projected which refer to key data and ideas, they will serve to remind the speaker of what should be emphasised. If they are used indiscriminately, they simply overwhelm the audience with detail and people lose the thread. A rough rule of thumb is not to use more than one slide per five minutes of the presentation.
Language unfamiliarity
1. The first area of language which needs to be tackled before most people can even begin a presentation is that of verbalising graphical data.
  Practising the skill of looking at, say, a graph such as:
  
  and being able to say something like
  As can be seen, Series 3 remained around 2.0 for the first two Categories but increased by 50% in the third Category and had more than doubled by Category 4.
  is valuable practice for anyone aiming to be able to present data verbally. We need to do more than show the data, we need to be able to explain them.
2. Secondly, learners need to master a range of prefabricated language to increase their fluency. Examples are:
  1. To gather one's thoughts when questioned:
        Well, let me see
        Thank you for the question. It's an important one
        Hmm, that's an interesting question
        Well, now, what I can say is ...
  2. To present a personal opinion (a coda, usually):
        as far as I'm concerned
        to my mind
        in my view
        as far as I can see
        it seems to me that
  3. To orientate the audience:
       Now we can move on to the second issue
        To summarise ...
        The essential point is ...
        Finally, ...
        Another way of saying this is ...
        An example of what I mean is ...
  4. To invite questions:
    I am happy to try to answer any questions you may have
    Does anyone have a question they'd like to ask?
  5. To deal with interruption:
        I'll come to that at the end, if I may
        I'll take that point later.
        That's an interesting point but we don't have time for a full discussion now.

Visualising a presentation

A useful technique for (not only) Business English learners asked to give a presentation is to get them to visualise it before they deliver it. It has advantages:

It makes them less reliant on their notes, helping them to be more mobile and maintain eye contact with the audience
It increases their confidence because they will feel better prepared
It lets them see where they may need more content (or fewer PowerPoint slides)
It allows them to predict what people may ask and prepare some kind of answer

It works like this:

Step 1: learn the presentation

Learners should sit with their plan for the presentation and make sure they can, without looking at it, recite the essential stages of the talk. Depending on the genre (see above), this will require three or four stages to be recited.

Step 2: run through the stages

This is where the use of visual aids such as projected slides is most helpful. As was noted above, slides and other graphics can replace the speaker's notes altogether if they are confined to the key ideas in the talk.

Once the staging is clear and memorised, learners need to focus on

what they will say at the beginning of the presentation
what they will say when displaying any data graphically (see above under language familiarity)
what they will say at the beginning of each stage
how they will signal transitions between stages
how they will signal the end and invite questions and comments

Step 3: reduce the notes

Learners can now re-visit their notes and reduce them to key words on cards. If this procedure has been followed to the end, they may not need the cards, but most people like some reassurance.

Step 4: visualise the whole presentation

The learners should now find somewhere comfortable to sit or lie and, with their eyes closed, visualise the whole presentation from start to finish. In particular focusing on getting the order and staging right and going over in their minds the short language chunks they need to memorise to help them speak fluently

Step 5: questions

The final stage, before repeating Step 4 as often as necessary, is to try to imagine what questions people are likely to ask and how they will field them.

Delivering the presentation

There are a few logistical matters to attend to, not least:

Setting up the room appropriately so the presenter is comfortable with the arrangement.
Making sure the equipment is functioning as it should and knowing what to do if it doesn't.
Making sure everyone shows respect by turning up on time and being quiet and attentive. It'll be their turn soon.
Allowing for overrunning. Novice presenters, in any language, are often poor at knowing how long something will take. It's disturbing and can even be distressing to be hurried along or cut short.
Having a question or two in mind yourself to get the ball rolling at the end of the presentation.
Making sure the topic of the presentation is known to everyone in the group. This simulates what will happen when they attend lectures or lessons for real.
During and before any student-led presentation, we should not forego the opportunity for the other learners to practise their note-making skills and their questioning strategies.

Other speaking skills

That is obviously not the end of the range of speaking skills that learners will need when using English in a business environment.
However, most other speaking skills do not lie specifically in the realm of Business English. They include:

Cooperating in peer groups to get tasks done
- starting tasks
- planning
- setting aims
- agreeing
- suggesting
- negotiating
- objecting
- encouraging
- volunteering
Interacting with superiors
- getting permission
- getting help
- explaining
- reporting
- getting information
- complaining
- arranging
- apologising
Socialising with colleagues, customers, suppliers and other contacts
This is often an underestimated need which learners recognise as important but on which teachers less often focus.
Functioning in an English-speaking society
This is relevant to learners who may have to spend some time away from their own culture.

and all these skills will form just as much a part of a General English programme as they will form part of a Business English course.

Related guides
turn-taking	the general guide to the area
expressing cause and effect	a separate guide to the functional area
speaking	the more general guide to the skill
teaching speaking	for some classroom ideas
visualisation	as a teaching technique
the A - Z index	from where you can track down other guides to verbal processes, modality types and so on