Deliver English persuasive presentations

This powerpoint could be used to teach leaners how to deliver a persuasive presentation in English.

1. REVISION
❖structure of the informative presentation.
❖informative presentation (HW)

2. PAIRWORK
1. Have you ever persuaded people to do
anything?
2. What did you persuade them to do?
3. If yes, how did you persuade them to do?

3. PERSUASIVE
PRESENTATIONS
* Definition
Persuasive presentations are speeches which an individual
has to convince the audience to agree with his/ her point of
view or change their minds.
-Watch the video and say how many parts are there in a
persuasive presentation.
https://www.youtube.com/watch?v=jnfoFN7TBhw

6. I/ THE OPENING PART
-Introducing your name
-Introducing your topic (asking rhetorical questions/
telling a story/ using quotations…)
-The outline of the presentation.
-The organization of the presentation.
(Topics for persuasive presentations usually bring debates/
different people may have different ideas about the
topics).

7. II/ THE BODY PART
1/BUILDING ARGUMENTS
2/ TALKING THROUGH OPTIONS
3/ CREATING INTEREST –EMPHASISING&
HIGHLIGHTING KEY POINTS

8. 1/ BUILDING ARGUMENTS
Highlight the relationship between the different points using
connecting words:
•to show a different argument: however, on the other hand, although, in
spite of this.
•to show a consequence: therefore, so, consequently, because of this, as a
result.
•to show an additional argument: moreover, in addition to this, not only
... but also...

9. 1/ BUILDING ARGUMENTS
Benefits of connecting words:
•you to build convincing arguments.
•your audience to follow your arguments, and
anticipate the direction you are moving in.

10. 1/ BUILDING ARGUMENTS
Pointing out the relationship between cause and
effect.
-showing the factual relationship between cause and
effect.
-setting out facts so that they strongly imply a
consequence, but without stating it directly.
-setting out facts so that they strongly argue for doing
something, e.g. directly arguing the case for change.
-summarizing and making recommendations for
action.

11. Exercise 1: The points below are from a presentation about a
staffing problem. Connect the points, following the instructions.
1. Show a factual relationship between cause and effect.
Point 1: There has been a 20% increase in business.
Point 2: The work load has increased considerably.
2. Show a factual relationship between cause and effect
Point 1: There has been a substantial increase in the business.
Point 2: Staff are working a considerable amount of overtime.
3. Build up the arguments to show an implied but unstated consequence -customer service has deteriorated.
Point 1: The sales team have to spend so much of their day on extra administration.
Point 2: They have less time for customer service.
4. Argue the case for change -the recruitment of extra staff.
Point 1: If we recruit extra staff, our costs will increase.
Point 2: If we do nothing, we will certainly lose staff.
Point 3: We cannot afford to lose good staff whom we have spent years training.
5. Show an alternative argument.
Point 1: We have many people with the right business background.
Point 2: Not everybody adapts well to cultural change.

12. -Example
1. Over the last six months there's been a 20 per cent
increase in our business. And, as a result, the work load has
increased considerably.

13. 2. There's been a substantial increase in
business. And, because of that, staff are
working a lot of overtime.

14. 3.Becausethesalesteamhavetospend
somuchoftheirdayonextra
administrativetasks,theyhavelesstime
forcustomerservice.

15. 4. If we recruit extra staff our costs will increase. On the
other hand, if we do nothing we'll certainly lose good staff.
And clearly, we can't afford to lose these people whom we've
spent years training.
5. Although we have many people with the right business
background, not everybody adapts well to cultural change.

16. 2/ TALKING THROUGH OPTIONS
If there are alternatives to your proposal, explain them
(you have looked at different ways of dealing with the
situation).
•useful expressions for explaining options.
•We 've considered / looked at three options.
•One way to solve this problem is .... Another is to ...
•There are two alternatives ...
•The first option is to ... But what about the second
option? So, now let's look at the third option, which is to
...

17. 2/ TALKING THROUGH OPTIONS
Outline both weaknesses and benefits for each of the
options
•What are the benefits?
•There are, however, disadvantages...
•Now, what about the advantages?
•But there are some problems too.
•Now, 1 'd like to look at the benefits.
•On the other hand...
(a series of benefits or weaknesses-> make it clear which
are your strongest points, and which are just secondary).

18. Task 1 Model version
We've looked at two possible solutions to the problems. The first
solution is to recruit temporary staff. What are the advantages?
First, we will reduce the amount of overtime for our permanent
staff. Another advantage is thatit will give us more flexibility if
there's a downturn in business. But there's a problem too. If we
employ a lot of temporary staff, our permanent people will need
to spend a lot of their time training them.

19. So,let'slookatthesecondsolutionwhichistorecruit
extrapermanentstaff.Withthisoptiontherearesome
disadvantages.Itwillbemoreexpensive.Andwe'llalso
losesomeofourflexibilitytoadapttochangingmarket
conditions.Ontheotherhand,recruitingpermanentstaff
willgiveusamajoropportunitytocreateareallyeffective
teamofspecialists.

20. 3/ CREATING INTEREST –
EMPHASISING
HIGHLIGHTING KEY POINTS
• Stressing an auxiliary verb.
-Stress auxiliary verb like is, was, were, will, has.
-Stress on words like no or not e.g. is not or will not.
+ It's costing a lot of money. = It is costing a lot of
money.
+ We aren't recommending any major changes. + We are
not recommending any major changes.
+ The school doesn't see any need for change. = The
school sees no need for change.

21. 3/ CREATING INTEREST –
EMPHASISING
HIGHLIGHTING KEY POINTS
• Adding the auxiliary do, does or did just in
front of the verb in an affirmative sentence.
+ We see a need for change. = We dosee a need for
change.
+ Personnel knew about it before. = Personnel did
know about it before.
+ I think it's very expensive. = I do think it's very
expensive.

22. 3/ CREATING INTEREST –
EMPHASISING
HIGHLIGHTING KEY POINTS
• Changing the normal word order of a sentence
+ We're suggesting cuts in production. = What we're
suggesting are cuts in production.
+ They propose a major reorganization. = What
they propose is a major reorganization.
+ More investment in education is needed not cuts in
investment. = What is needed is more investment in
education not cuts in investment.

23. 3/ CREATING INTEREST –
EMPHASISING
HIGHLIGHTING KEY POINTS
• Repeating key words and ideas: a useful way of
reinforcing a point.
+ We need to teach our students study and research
skills. = We need to teach our students study skills,
and we also need to teach our students research
skills

24. 3/ CREATING INTEREST –
EMPHASISING
HIGHLIGHTING KEY POINTS

25. TASKS 2 3 4(Finish at home)

26. HOMEWORK 1: Workingroups of 3-4 students.
Give a presentation following the plan in task 3
(Page 38) or task 2 (page 40).

27. Task 1 Model version
We've looked at two possible solutions to the problems. The first
solution is to recruit temporary staff. What are the advantages?
First, we will reduce the amount of overtime for our permanent
staff. Another advantage is thatit will give us more flexibility if
there's a downturn in business. But there's a problem too. If we
employ a lot of temporary staff, our permanent people will need
to spend a lot of their time training them.

28. So,let'slookatthesecondsolutionwhichistorecruit
extrapermanentstaff.Withthisoptiontherearesome
disadvantages.Itwillbemoreexpensive.Andwe'llalso
losesomeofourflexibilitytoadapttochangingmarket
conditions.Ontheotherhand,recruitingpermanentstaff
willgiveusamajoropportunitytocreateareallyeffective
teamofspecialists.

29. HOMEWORK 2: Work in groups of 3-4 students. Make an
OUTLINE of the opening and body part of a persuasive presentation
You can choose one of the topics below or choose another topic on your
own. (Look at some frameworks on pages 34-35 to help you)
Should schools have uniforms?
Are online classes as effective as in-person classes?
Should companies implement a four-day work week?
Is homework an effective teaching tool?
Are electric cars really better for the environment?
Sports can boost learning effectiveness (Ss 31-32)
Do the benefits of social media outweigh the downsides?
Should universal health care be freely given to everyone?
Should everyone go to college?

32. CHECKLIST
•Evaluate the organization of your presentation.
•Have you used signals to move from point to point?
•Have you used connecting words to make your arguments clear?
•Evaluate your delivery.
•Have you emphasized and highlighted your main ideas?
•Are there any changes you need to make?

33. THANK YOU!