presentations in english oxford

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Free English Lessons

Presentations in english – video.

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In this lesson, you can learn how to make presentations in English.

Do you have to make presentations in english in your job imagine you have to give an important presentation in english tomorrow. how would you feel about it, this business english lesson will help you learn useful phrases and techniques to introduce yourself and your topic, keep your ideas organised, deal with problems, and respond to questions from audience members., quiz: presentations in english.

Now, test your knowledge of what you learned in the lesson by trying this quiz.

There are 20 questions, following the same order as the lesson.

You will get your score at the end, when you can click on ‘View Questions’ to see all the correct answers.

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1 . Question

For those who don’t ________ me, my name’s Elaine, and I work in the HR department.

Choose the missing word.

2 . Question

Write the words in the correct gaps. There is one word you don’t need to use.

Before we , let me myself : I’m Jenny and I’m the head of purchasing.

3 . Question

Put the words in order to create something you might say at the start of a presentation.

View Answers:

4 . Question

Put these sentences in order to create the introduction to a presentation.

• Then I’ll explain what we believe are our greatest challenges.
• I’ll begin by highlighting some of the issues that have faced the retail sector during the pandemic.
• Finally, I’ll suggest some solutions for how we might tackle them in the coming year.

5 . Question

I’ll begin by lining out the policies, and then I’ll go on to highlight what they mean for you and your working habits.

The highlighted words are not used correctly; there should be one word (an -ing verb) instead. Write the correct word below.

6 . Question

Write the missing word to complete a common phrase used to introduce an interesting fact.

Did you that the average office worker in London spends more than two hours commuting to and from work?

7 . Question

Complete the gaps in Dale Carnegie’s famous quote about making presentations, using the verbs ‘say’ and ‘tell’ in the correct form.

“ the audience what you’re going to ; it, and then them what you’ve .”

8 . Question

Next, I’d like to talk about the new marketing drive to attract teens.

The highlighted words are an example of what?

• signposting language
• getting the audience’s attention
• inviting questions
• introducing yourself

9 . Question

Let’s move ________ and discuss the latest customer feedback report.

Choose the correct word.

10 . Question

At this , I’d to to the company’s performance on punctuality.

11 . Question

Put the words in order to create an example of signposting language.

12 . Question

Let’s examine this in more ________.

Choose the two words that are possible.

13 . Question

14 . question.

Write a two-word phrasal verb that’s used as signposting language at the end of a presentation. (You use the same phrasal verb to mean put paper around an item before giving it as a present).

To , let’s remind ourselves of why this should matter to everyone here.

15 . Question

So, you’ve heard what I have to say. What conclusions can you take ________ from this?

16 . Question

Which question is not an example of a filler phrase, which you might say if you need some thinking time?

• Where was I?
• So, what was I saying?
• What’s the word in English again?
• What’s your take on this?

The odd one out – in other words, the answer you’re looking for – is a question that asks for someone’s opinion.

17 . Question

Complete this signposting language with a seven-letter word that means ‘make something clear’. You might say this if you realise you need to explain something in a different way.

To , I wanted to say that …

18 . Question

Write the words in the correct gaps to create a sentence you might say to delay answering a question. There is one word you don’t need to use.

I’ve time for questions at the end of this session, so we’ll your idea later.

19 . Question

• You’ve raised an important point there. What does everyone else think about this?

What technique is this an example of?

• delaying the answer to a question
• deflecting the answer to a question
• dismissing a question

20 . Question

Thanks for your putting in , but I don’t see how that’s connected to what I’m saying.

The highlighted words are not used correctly; there should be a one-word noun instead. Write the correct word below.

1. How to Introduce Yourself and Your Topic

If some people in the audience don’t know who you are, you should introduce yourself and your position.

In a more formal setting, you could say something like this:

• Good morning everyone. For those who don’t know me, my name’s Simon, and I work in the marketing department.
• Hello everybody. Before we begin, let me introduce myself briefly: I’m Reese and I’m the head of HR.

If you work in a more informal company, you could say:

• Hi guys; if you don’t know me, I’m Sylvia and I work in digital marketing.
• Hello! I see some new faces, so I’ll introduce myself first: I’m Julia and I’m one of our customer service team.

Next, you need to introduce your topic.

If your presentation topic is simpler, you could just say one sentence, like this:

• Today, I’m going to be talking about our new HR policies and how they affect you.
• I’d like to talk to you today about quality control and why we’re all responsible for quality control, whichever department you work in.

If your topic is more complex, you might add more detail to break your idea into stages. For example:

• Today, I’m going to be talking about our new HR policies and how they affect you. I’ll begin by outlining the policies, and then I’ll go on to highlight what they mean for you and your working habits. Finally, I’ll briefly discuss why we feel these new policies are necessary and beneficial for us all.

Here’s another example:

• I’d like to talk to you today about quality control and why we’re all responsible for quality control, whichever department you work in. First of all, I’ll explain why ‘quality control’ has a broader meaning than you might expect. I’ll continue by giving examples of real quality control, and why this matters for all of us. To finish, I’ll be asking you to think of ways you can incorporate quality control into your working habits.

Here, you saw two examples. You can use these as templates to begin your presentation:

• I’ll begin by… and then I’ll… Finally, I’ll…
• First of all, I’ll… I’ll continue by… To finish, I’ll…

Okay, now you can practice! We’d like you to do two things.

First, practice introducing yourself informally, and explaining your topic in a simple way, with one sentence.

Then, practice introducing yourself formally, and explaining your topic in a more detailed way.

Pause the video and practice speaking. All the language you need is in this section.

Learn more about this topic with another free English video lesson from Oxford Online English: Greetings and Introductions .

Ready? Let’s move on!

2. How to Make a Strong Start

I’m sure that in your life, you’ve heard good speakers and bad speakers.

Good speakers grab your attention and don’t let go. You want to hear what they have to say. You feel interested and energised by listening to them.

Bad speakers are the opposite. Even if you try to make yourself listen, you find that your attention drifts away. Your eyelids feel heavy, and you have to struggle to stay awake.

So, here’s a question: what’s the difference between good speakers and bad speakers? And, how can you make sure you speak effectively when you make your presentation in English?

Here’s one way to think about it: bad speakers don’t think they have to earn your attention. Good speakers understand that no one has to listen to them, so they work hard to make you want to pay attention.

What does this mean for you, and your presentation?

Getting people’s attention starts from the beginning. You need to make it clear what people should expect from your presentation, and why they should care about what you have to say.

Sounds like a nice idea, but how do you do this?

Here are three techniques you can use.

One: establish a problem which many people in your audience have. Then, establish that you have a solution to their problem.

For example:

• Have you ever felt unfairly treated at work, or felt that the work you do isn’t appreciated? We’ve been working to design new HR policies that will make sure all staff get fair recognition for their contribution to the company.

In this way, you take a boring-sounding topic like HR policies, and you make it more relevant to your audience. How? By connecting it with their experiences and feelings.

The second technique? Mention an interesting fact, or a surprising statistic to get people’s attention.

• Did you know that the average office worker spends eight hours a day at work, but only does four hours of productive, useful work? I’m here to tell you about ‘quality control’, and how you can use this idea to make better use of your time.

Finally, you can engage people by telling a short story and connecting it to your topic. Stories are powerful, and they can add an emotional dimension to your topic if you do it well. For example:

• I once met a young salesman—I won’t mention his name. He spent several weeks building a relationship with a potential client. He worked overtime, and he was working so hard that he was under severe stress, which started to affect his personal life. In the end, he didn’t close the deal—the clients signed with another firm. Today, I’m going to talk about confidence as a sales tool, and how you can avoid the traps that this young man fell into.

Use one of these three techniques in your introduction to connect with your audience and show them why they should be interested in what you have to say.

Here’s a question for you: which technique would you prefer to use, and why?

Okay, now you’ve introduced your topic and you have everyone’s attention. What next?

3. Using Signposting Language

There’s a famous quote about making presentations:

• “Tell the audience what you’re going to say; say it, and then tell them what you’ve said.”

Have you heard this before? Do you know who said it?

This comes from Dale Carnegie , a very successful American salesman and writer. He lived a long time ago, but his advice is still relevant today.

So, here’s a question: what does the quote mean?

It means that your presentation shouldn’t just give information. You also need to show people how your information is organized.

To do this, you need signposting language.

Let me give you an example to explain.

Imagine you go to a website. The website is full of really useful, interesting information. But, the information is all on one page. There’s no organization, and you have to scroll up and down, up and down this huge page, trying to find what you need. Would you stay on that website?

Probably not. You’ll find a website which makes it easier for you to find the information you need.

What’s the point here?

The point is that having interesting or relevant information is not enough. How you structure and organize your information is equally important.

If you don’t structure your presentation clearly, people won’t pay attention, just like you won’t stay on a website if you can’t find the information you want.

So, how can you do this?

You use signposting language. This means using words and phrases to show the audience where your points begin and end, to show what’s coming next, and to remind them about things you talked about before.

• Okay, that covers the new policies. Next, I’d like to move on and discuss what these policies mean for you.
• Now that you’ve heard a bit about what not to do, let’s focus on positive advice to help you be more effective salespeople and close more of your leads.

When you say something like this, you aren’t giving people information about the topic of your presentation. Instead, you’re showing people where you are, and where you’re going next.

It’s a kind of signpost. You don’t need signposts to travel from one place to another, but they can make it easier.

What else can you use signposting language for?

You can use signposting language to move from one point to the next. For example:

• Next, I’d like to talk about…
• Let’s move on and discuss…
• At this point, I’d like to turn to…

You can use signposting language to add detail to an idea:

• Let me go into some more detail about…
• Let’s examine … in more depth.
• I’d like to elaborate on…

You can use signposting language to show that you’ve finished your main points, and you’ve reached your conclusion:

• To wrap up, let’s remind ourselves of why this should matter to everyone here.
• Let’s review the key points from this session.
• So, you’ve heard what I have to say. What conclusions can you take away from this?

If you have an important presentation in English, practice using signposting language.

Use signposting language to move between points, to show when you’re giving a summary or going into more detail, and to signal that you’ve reached your conclusion.

Okay, but things don’t always go so smoothly in real life. We know that! Let’s look at some advice and language for dealing with problems during your presentation.

4. Dealing With Problems

Imagine you’re making your presentation in English. What could go wrong? What problems could you have?

There are many common problems:

You might forget where you were, or forget an important word. You might realise that you said something wrong, or you didn’t explain something clearly. You might forget to mention something important. Or, someone might ask you an awkward question, which you have no idea how to answer.

Of course, there are other possibilities!

Let’s think about these problems. What can you do, and more importantly, what can you say in these situations?

First of all, it’s a good idea to make a cue card with key points, as well as any important vocabulary you need. If you lose your place, or you forget a word, it could help.

However, you can’t prepare for everything. So, it’s useful to learn some phrases to deal with problems smoothly.

If you lose your place, and can’t remember what to say next, you can use a filler phrase like:

If you still can’t remember, look at your cue card with your main points.

Of course, forgetting something isn’t ideal. But, if you do, it’s better to keep talking, rather than just standing there in silence.

What if you make a mistake, or you realise that you didn’t explain something well?

You could say:

• Let me rephrase that.
• Actually, what I meant to say is…
• To clarify, I wanted to say that…

In this way, you can correct yourself without admitting that you made a mistake!

What if you realise that you forgot to mention something important?

Use a phrase like this:

• Let me just add one more thing:…
• I’d like to add something to a point we discussed earlier.
• Let me return to an earlier point briefly.

Again, this allows you to correct your mistake in a confident way, so you look like you’re in control.

Finally, what do you do if someone asks you a difficult question, which you can’t answer?

You have a few options. First, you can delay giving an answer. For example:

• I’ve allocated time for questions at the end of this session, so we’ll address your idea later.
• I’m not in a position to answer that right now, but I’ll get back to you later this week.

This gives you time to think of an answer and do some research if you have to!

Next, you can deflect the question, by asking a question back, or maybe by asking other audience members what they think. For example:

• That’s an interesting question. Before I answer, I’d like to know: what’s your take on this?

Finally, if the question is irrelevant, you can dismiss the question and move on. For example:

• Thanks for your input, but I don’t see how that’s connected to what I’m saying.
• I don’t mean to be blunt, but I don’t think that’s relevant to today’s discussion.

Notice how you can use phrases like thanks for your input, but… or I don’t mean to be blunt, but… to make your language more indirect and polite.

So, for dealing with difficult questions, just remember the three d’s: delay, deflect, dismiss!

Thanks for watching!

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Giving professional presentations in English

Welcome to the Academic Reading and Writing Made Easy Podcast 🙂

Join my FREE Facebook Group for additional support. Here you can ask questions about grammar rules addressed in the episode, and other questions about academic reading and writing.

Download this episode’s FREE guide

You have ever felt paralysed by speaking in public, especially when giving PowerPoint or poster presentations, you need this guide. You will see what holds you back and does not allow you to enjoy public speaking. In addition, you will learn what to do to avoid the 5 most-common mistakes students make when creating and delivering poster and PowerPoint presentations.

Presentation Skills Guide

What makes giving presentations difficult

3: 28 Reason #1 Lack of relevance

5:32 Reason #2 Lack of confidence

9:08 Reason #3 Lack of structure

5 most-common mistakes and what to do about them

11: 56 Mistake #1 The choice of the slides

13: 18 Mistake #2 The place of the presentation where it’s going to be held

15: 32 Mistake #3 The use of images, clip arts and fonts

18:10 Mistake #4 Being monotonous

20:11 Mistake #5 Too much information 

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Remember that each episode comes with a FREE guide to help you take action and make most out of your listening time.

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Using Classroom Presentation Tools to deliver engaging lessons

Since I started this beautiful journey as a teacher, I knew it was going to be a great challenge. We all know that we must spend a lot of time planning classes that keep our students engaged and motivated. During these twenty years teaching, I have witnessed all the changes and advances in English Language Teaching, from working with tape recorders, using only print books, and designing materials to fit the right level to all the fantastic classroom presentation tools we have today.

Classroom Presentation Tools have come to make our lives easier. We need to take advantage of all the benefits we get from them. They help us create an interactive learning experience, deliver engaging lessons and save time when planning. What are those features that make Oxford University Press’ Classroom Presentation Tools unique? Well, grab yourself a cup of coffee or tea and enjoy this tour.

Let’s start with the amazing Oxford English Hub , where you can now access Classroom Presentation Tools for our best-selling international courses. Along with accessing Classroom Presentation Tools, Oxford English Hub provides one place for easy access to ALL your digital course materials, for every step of the teaching journey. With interactive content and smart tools to save your time, and integrated professional development tailored specifically to your course, to support your teaching.

Let’s take a closer look at the features of Classroom Presentation Tools. Although all of them are important and useful, we are going to highlight five of them:

1. Embedded audio and video

All audio tracks and videos are just one click away and embedded in the right place in the Student Book or Workbook. The audio player provides great listening practice! You can adjust the speed of the track to support your students when they don’t understand or challenge them to listen to it faster. With the AB loop, you can select one specific part to play on repeat.

The video player supports your teaching by showing students the use of the language they are learning. One recommended strategy is to play it without sound first to make your students guess what is happening and help activate their schemata about the topic. Some videos have the script embedded in them to use them for role plays or discussion.

Focus is an effective tool to help students concentrate on one task at a time and make it easier to answer in class. By opening an exercise full-screen, it allows you to project one activity and not the whole page. Within this tool, you have access to all the other necessary tools such as Draw and Highlight, Check Answers, Show Answers, and the audio and video players.

3. Show answers tool

Most of the time, the answers to all exercises are in the Teacher’s Guide. However, having them embedded in the CPT saves you a lot of time! You can show all the answers at once by clicking on the big eye or request individual answers at the small eye. It will help students to check, correct and review their answers.

4. Notes tool

One way to use the Notes tool is to write or record reminders for your classes. However, you could also use the Text Note to write instructions for specific tasks. You can substitute writing on the physical board, a platform board, or dictating. Alternating them is a way of breaking with the traditional way of teaching.

5. Switch books tool

Saving time has become a key element when planning and teaching your classes. In your planning and teaching, you may use two CPTs: one for the Student’s Book, and one for the Workbook. The Switch books tool helps you change from one book to the other in one click in your CPT. Imagine that you assign an activity in the Student Book, and you’d like to complement it with the related pages or exercises in the Workbook. Simply click the link to switch to the relevant page of your second book. You can go back to your first book using the Switch book icon in the toolbar.

These are just five of many features you have in your Classroom Presentation Tools, available on Oxford English Hub. I’m sure you’ll love them as much I do!

“Bring your coursebooks to life in the classroom. Simply present your learning resources on screen for highly engaging lessons either face to face or online.”

Andrea Espinach Roel is a full-time Oxford Educational Consultant for Central America. She holds a master’s degree in Educational Administration. Before entering the publishing industry, she taught English as a second language for twenty years in Costa Rica to all age groups (kids, teenagers, young adults, and adults). She’s been an Academic Coordinator in different institutions and has experience in designing English Programs for all ages in areas such as English, Science, Business, Technology, and Electromechanics.

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Great tools for real-time learning.

i will try the recommended presentation tools

I love the content of OUP text books but a frustration I have with the ebook is not being able to keep students’ written answers fixed onscreen in the exercise space; if you use the platform’s text writing tool, the answers scroll down the page as you go through exercises. I take screen shots to keep a copy, but sometimes you want the answers to be visible on the same page for the students so they can use them e.g. in a speaking activity at the foot of the page. Any possibility this will change in the future?

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Speaking and writing: Giving a presentation

Speaking and writing: giving a presentation Intermediate to higher level (B1-C1) 

Have you ever listened to a presentation and thought: ‘Why are they just reading what’s on the slide?’? Not only can this quickly send the listener to sleep but it’s also a waste of a great opportunity. Here are some tips for giving a presentation: Of course there are different kinds of presentation and some will need to include more information than others. However, in my opinion, the speaker should be adding to the slides and engaging with their audience. Giving a presentation in English or any other language is an opportunity to communicate in enjoyable and memorable ways but being a slave to the slides makes this difficult.

Here are some suggestions:

– keep the number of slides as small as you can. Too many slides is a sure way to make people switch off. – only put a few points on each slide – don’t read the whole of each slide during the presentation but give your audience time to do that themselves – use your speaking time to put your slides in context, show emphasis and expand on your points – by not being a slave to your slides, you will have more time to make eye contact with your audience and inject a little spontaneity. This is particularly welcome by the audience when the speaker is not using their mother tongue.

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The latest language learning tips, resources, and content from oxford university press., 12 top speaking tips for the oxford test of english.

• by Oxford University Press ELT
• Posted on January 22, 2020 March 27, 2020

We want to help you to leave your nerves behind and feel as prepared as possible when you take the Speaking module of the Oxford Test of English . That’s why we’ve put together this list of tips and even created a study guide to help you get ready for the exam.

Follow this advice and you’ll be well on your way to getting a great score in your Speaking test.

Make a plan and make sure you know what to expect

1. Find a ‘study buddy’ – that’s another English learner who you can practise with. Not only will you be accountable to someone, but a friend will help you stay focused on your common goal. Studying is also a lot more fun when you do it with someone else!

2. You are far more likely to study if you make time for it. Make a weekly schedule of when you will practise. Set times to study with your partner and study alone during the week – and make sure you stay consistent!

3. It’s important to know what the exam is like before you take it. One way to feel less nervous is to take the demo Speaking module. This will help you familiarise yourself with it and see how it feels to do a speaking test on a computer.

Click here to try the demo. 

Use English whenever you can

4. Always try to speak in English to your English teacher and to the other students in your English class. If you forget something, write down what you wanted to say and try to say it in English next time.

5. Try to find other people outside school who you can practise speaking English with. These could be family members, friends, or even tourists! Arrange to speak in person, by telephone or over the Internet.

6. Try watching films in English or with English subtitles. Make sure that you note down new words or phrases you’d like to try yourself.

7. Listening to podcasts and audiobooks in English can help your speaking. Try pausing the recordings and repeating sentences or parts of sentences at the same time as the presenter.

Practise, practise, practise!

8. Record yourself speaking in English on your phone or computer. Listen to the recording and think about how you could improve what you say. For example, you might need to use a wider range of vocabulary and grammar, you might need to correct some mistakes, or speak more clearly. You can even take some of your recordings to a teacher and ask for their feedback.

9. Work with your study buddy to come up with a list of questions someone could ask you about yourself and write them down. Now ask each other the questions and practise answering them.

10. Learn and practise words and phrases you can use when you leave a voicemail message.

For example:

• This is a message for …
• This is [NAME], speaking.
• I’m calling regarding…
• Please get back to me on 00 44 XX XXX  XXX

11. Learn and practise words and phrases you can use when you discuss something.

• I don’t really agree with this. It seems to me that …
• That’s an interesting point of view…
• What do you think about…?
• Think of it this way…

12. Use a clock to time yourself answering the questions in the Speaking Tips guide. Keep doing this until you are comfortable talking for the same amount of time that you will be given in the real test

Download our Oxford Test of English Speaking Tips!

Our Speaking Tips guide is designed to help you get the best possible score in the Speaking module of the Oxford Test of English.

It has four sections – one for each part of the test: Interview, Voicemails, Talk, and Follow-up questions.

In each section, you’ll find expert advice on how to answer the questions in the test, along with exercises to help you put the tips into practice. You also get to practise with some realistic sample questions and audio.

Use these audio clips as you work your way through the guide, to help put what you’ve learnt into practice.

Is exam anxiety a worry for you? Don’t worry, we all get nervous! To help, we’ve put together our favourite tips to tackle those pre-exam nerves.

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Every year we help millions of people around the world to learn English. As a department of the University of Oxford, we further the University’s objective of excellence in education by publishing proven and tested language learning books, eBooks, learning materials, and educational technologies. View all posts by Oxford University Press ELT

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Thank you so much for these practices. It’s true! I get nervous to start speaking at a certain time, but I think after practicing again and again, Icould improve to build my answers well organized and quickly, I love Learning English with Oxford. Greetings from Mexico!

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Definition of presentation noun from the Oxford Advanced Learner's Dictionary

presentation

• presentation on/about somebody/something The sales manager will give a presentation on the new products.
• Several speakers will be making short presentations .
• The conference will begin with a keynote presentation by a leading industry figure.
• a slide/video/multimedia presentation
• presentation on

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• The trial was adjourned following the presentation of new evidence to the court.
• The presentation of prizes began after the speeches.
• The Mayor will make the presentation (= hand over the gift) herself.
• on presentation of something Members will be admitted on presentation of a membership card.
• a presentation copy (= a free book given by the author or publisher )
• a presentation ceremony/evening
• presentation to
• Improving the product's presentation (= the way it is wrapped, advertised, etc.) should increase sales.
• I admire the clear, logical presentation of her arguments.
• The main emphasis of the training will be on presentation skills .
• I've put my presentation on a memory stick.
• the school's annual presentation evening
• [countable] a performance of a play, etc. in a theatre
• [countable, uncountable] ( medical ) the position in which a baby is lying in the mother’s body just before birth

English for Presentations (PDF+Audio)

English for Presentations provides learners with the language and techniques to help them present effectively in English.

Master the Art of Presentations with “English for Presentations”

In today’s interconnected world, the ability to deliver compelling presentations in English is a vital skill for success. Whether you’re a student, professional, or aspiring leader, “English for Presentations” by Marion Grussendorf, part of the renowned Express Series by Oxford University Press, is an indispensable resource to help you refine your presentation skills and captivate your audience.

Craft Your Message: From Preparation to Delivery

This comprehensive book offers a structured approach to presenting in English, covering every aspect from preparation to delivery. It starts by guiding you through the essential steps of choosing a topic, conducting thorough research, and organizing your content in a logical and engaging manner. Grussendorf emphasizes the importance of a clear structure, ensuring that your message is conveyed effectively and remembered.

Speak with Confidence: Techniques for Effective Speaking

One of the book’s standout features is its focus on developing practical speaking skills. It provides valuable tips on how to speak clearly and confidently, modulate your voice for emphasis, and maintain eye contact with your audience. Moreover, it offers strategies for handling nervousness, equipping you with the mental tools to present with poise under pressure.

Visualize Your Ideas: Using Visual Aids Effectively

Visual aids are a crucial component of any presentation, and “English for Presentations” offers detailed guidance on using slides, handouts, and other media to enhance your message. Grussendorf shares best practices for designing visually appealing and informative slides that support your spoken content without overshadowing it.

Adapt to Your Audience: Cultural Considerations for Presentations

The book also addresses the nuances of presenting in different cultural contexts, offering insights into how cultural differences can impact the way presentations are received. This awareness is essential for effectively communicating with diverse audiences and adapting your presentation style as needed.

Put Your Skills into Practice: Exercises and Examples

Throughout “English for Presentations,” readers will find a wealth of exercises, examples, and practical advice that can be immediately applied to real-world situations. Whether you’re preparing for a classroom presentation, a business pitch, or a conference talk, this book provides the tools and confidence you need to succeed.

Conclusion: Your Journey to Confident Presentations

In conclusion, “English for Presentations” by Marion Grussendorf is an essential resource for anyone looking to master the art of presenting in English. It offers a comprehensive and practical approach that will help you deliver impactful presentations and achieve your professional goals. So why wait? Start your journey to becoming a confident and effective presenter today!

Presentations, agreements, and MoU at Cubaindustria 2024

• June 20, 2024

After four days of intense business activity at the fair associated with Cubaindustria 2024 until June 21, the signing of agreements for managing science, technology, and innovation between universities and companies is being held.

Dedicated to complementarity with the health sector, trade, high technology, and professional services, First Deputy Minister of Foreign Trade and Investment Carlos Luis Gomez will present “Foreign Investment in Cuba. Incentives for Investors and Opportunities for the Industrial Sector.”

There will also be the 3rd Design Forum, the FIMAE catwalk, besides the presentations of Diabetic Media, Mediatex, the Arthis sanitary pads, the Cluster 37 electronic platform, Clirven products and services, and the Grave Foam product for outdoor furniture.

In addition, the launches of Suchel Fragrance Bolero, Romeo y Julieta Fragrance, confidential edition, and the Dermopacen product line.

Cubaindustria 2024 also has a diverse agenda of activities, including technical-scientific exchanges, strengthening technological partnerships, promoting exportable products, and consolidating national production.

This event at Havana’s Conference Center and the Pabexpo fairgrounds until June 21, aims to achieve the country’s integration, complementarity, and international insertion in the industrial sector.

jrr/iff/mem/tdd

• # Cuba # MoU # presentations # signing agreements

Cuban prime minister visits economic centers in Sancti Spiritus

Cuban parliament convenes 3rd ordinary session, pantomime event in cuba welcomes the art of gestures, number of people internally displaced by violence increases in haiti.

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Climate protesters arrested after painting Stonehenge monument orange

LONDON — Two climate protesters were arrested Wednesday for spraying orange paint on the ancient  Stonehenge  monument in southern England, police said.

Prime Minister Rishi Sunak quickly condemned the latest act by Just Stop Oil as a “disgraceful act of vandalism.”

Video of the incident showed two people running toward the 4,500-year-old stone circle and spraying plumes of orange pigment as a third person tried to stop them. A few stones were smeared in orange.

According to Just Stop Oil’s website, the pigment was made of an “orange cornflour” that would wash away in the rain.

The incident came just before  thousands were expected to gather  at the prehistoric site to celebrate the summer solstice — the longest day of the year.

English Heritage, which manages Stonehenge, a UNESCO World Heritage Site, said curators were investigating the damage, which it said was “extremely upsetting.”

Wiltshire Police said the pair were arrested on suspicion of damaging one of the world’s most famous prehistoric monuments.

Stonehenge was built on the flat lands of Salisbury Plain in stages starting 5,000 years ago, with the unique stone circle erected in the late Neolithic period about 2,500 B.C. Some of the stones, the so-called bluestones, are known to have come from southwest Wales, nearly 150 miles away, but the origins of others remain a mystery.

Just Stop Oil is one of many groups around Europe that have gained attention — and received a lot of blowback — for  disrupting sporting events , splashing paint and food on  famous works of art  and  interrupting traffic  to draw attention to global warming.

The group said it acted in response to the Labour Party’s recent election manifesto. Labour has said that if it wins the election on July 4, it wouldn’t issue further licenses for oil and gas exploration. Just Stop Oil backs the moratorium but said it wasn’t enough.

In a statement, the group said Labour, which is leading in polls and widely expected by pundits and politicians to lead the next government, needs to go further and sign a treaty to phase out fossil fuels by 2030.

“Continuing to burn coal, oil and gas will result in the death of millions,” the group said.

According to the Just Stop Oil website, the activists who sprayed the pigment were Niamh Lynch, 21, a student from Oxford, and Rajan Naidu, 73, from Birmingham.

Aurora Almendral is a London-based editor with NBC News Digital.

Sara Mhaidli is a reporter for NBC News' Social Newsgathering team based in London.

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GCT-19. SIOP CNS GCT II: PRESENTATION AND OUTCOME OF BIFOCAL NON-GERMINOMATOUS GERM CELL TUMOURS (NGGCTS)

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Gabriele Calaminus, Rolf Dieter Kortmann, Claire Alapetite, Brigitte Bison, Didier Frappaz, Thankamma Ajithkumar, Nicolas Gerber, Andreas Peyrl, Giovanni Morana, Matthew Murray, Stefan Schoenberger, Herve Brisse, Martin Zimmermann, James Nicholson, Cecile Faure Conter, GCT-19. SIOP CNS GCT II: PRESENTATION AND OUTCOME OF BIFOCAL NON-GERMINOMATOUS GERM CELL TUMOURS (NGGCTS), Neuro-Oncology , Volume 26, Issue Supplement_4, June 2024, Page 0, https://doi.org/10.1093/neuonc/noae064.274

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Between 2/2012 and 7/2018, 112 patients with non-germinoma were registered as intend-to-treat patients within the SIOP CNS GCT II trial: 88 patients were male and 24 female. Median age was 13 years (range: 0,1-25,1 years). 95 patients had localised and 17 metastastic disease. 21 patients with bifocal tumors were reported, defined as a synchronous suprasellar and pineal tumour at diagnosis. 6/21 had metastases.

All Patients presented with several main clinical symptoms: diabetes insipidus (DI) (18), vision impairment (16), raised intracranial pressure (10), headache (10), cognitive impairments (7), somnolence (5). Diagnosis was confirmed by tumor markers in all, two with additional resection and 4 with biopsy. All patients received upfront PEI (cisplatin/etoposide/ifosfamide) chemotherapy, with dose-intensification (HD-PEI) for those with diagnostic serum or CSF AFP >1000 ng/ml (high-risk), before RT. Patients without dissemination received local radiotherapy (RT) of 54 Gy to both sites. Patients with dissemination received CSI 30 Gy plus boost to primary sites of 24 Gy and RT to visible metastases.

Among 12 standard-risk patients with localised disease 3/12 achieved CR, 1/12 PR and 8/12 relapsed. Of the 8 relapses, 3 achieved a 2 nd CR. Three patients with localised disease were high risk. Among them only one patient achieved CR after treatment, but all 3 -pts relapsed and 2 died. Among 6 patients with dissemination and standard risk 5/6 achieved CR, 1/6 PR, no relapses occurred. Bifocal localised non-Germinoma are not sufficiently controlled by chemotherapy and focal tumor boost. Other treatment concepts including upfront chemo-intensification in standard risk patients and whole-ventricular RT need to be explored. For the SIOP CNS GCT group, supported in part by German Childhood Cancer Aid

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