Unit
2
:
OBJECTIVES:
Using visual aids: general
principles
Talking about the content of
visual aids
Describing change
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PRESENTATIONS: Image, impact and making an impression
1. Using visual aids:
general principles
1. What points do the illustrations imply?
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PRESENTATIONS: Image, impact and making an impression
2. Look at the pictures below and label the
tools used to present visual information.
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PRESENTATIONS: Image, impact and making an impression
3. Comment on how visual information is
being presented in these pictures, then
produce 5 key recommendations for how to
use visual supports in a presentation.
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PRESENTATIONS: Image, impact and making an impression
4. Read the text below and find:
a.) eight advantages of using visual aids
b.) three warnings about using visual aids
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PRESENTATIONS: Image, impact and making an impression
2. Talking about the
content of visual aids
1. Label the following using words from
the box.
pie chart
picture
map
bar graph
line graph
table
flow chart
diagram
plan
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PRESENTATIONS: Image, impact and making an impression
dotted line curve
broken line
fluctuating line
undulating line
vertical axis
horizontal axis
solid axis
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PRESENTATIONS: Image, impact and making an impression
2. A project manager for FDF, a
manufacturing company, makes a
presentation on the reasons for
choosing a particular location for a new
plant. Listen to four extracts from his
talk.
A.) Match each extract (1-4) to the correct
picture below.
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PRESENTATIONS: Image, impact and making an impression
SPEAKER 1: My talk concentrates on the
Kildale Gap location and the planning we
havecarried out so far. It's divided into
three main parts - as you can see - this
short introduction, then first, a few words
on the site at Kildale Gap, then an
overview of the environmental costs. After
the environmental costs, we'll look at
other costs. After that, we'll break for a
discussion. If everyone is
happy with that ...
SPEAKER 2: Now ... the first picture to
show you on this, on the environmental
costs, clearly shows that construction
accounts for over 60%, while the
environmental costs amount to around
12%, shown by this segment here. That's a
lot less than the land purchase ...
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PRESENTATIONS: Image, impact and making an impression
SPEAKER 3: Moving on ... I thought you
would be interested in a comparison looking at the costs of the environmental
expenditure for Kildale Gap - with
some other possible sites - and as you
can see by the chart - it's very good. In
fact, it would cost well below the
average. Only one is a slight bit ...
small bit cheaper ...
SPEAKER 4 : This picture, the next one
here, shows initial investment, rising in
the first year, beginning to fall during year
two, then - you see - falling after about a
year and a half ... then the decline in
investment costs will continue ...
B. What is the key point the speaker makes
about each picture?
Speaker 1: __________________________
Speaker 2: __________________________
Speaker 3: __________________________
Speaker 4: __________________________
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PRESENTATIONS: Image, impact and making an impression
3. a) Suggest a typical structure for how a
speaker could describe a visual aid, such as
the graph below, taken from a presentation,
World energy going up the chimney, given
at an environment conference.
b) Now read the description. Compare the
description your own version. What is the
speakers main point?
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PRESENTATIONS: Image, impact and making an impression
SPEAKER: Now Id like to show you this
graph . It shows the rate of increase in
fossil fuel consumption since the mid
19th century.
On the left hand vertical axis, you see
fossil fuel consumption measure in giga
tonnes of carbon, while on the horizontal
axis shows time in years.
On the right hand axis, you can see the
three main types of fossil fuel: coal, oil
and gas.
What we can see here is, quite clearly, an
extremely sharp rise in fossil fuel
consumption and a trend towards more
oil and gas.
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PRESENTATIONS: Image, impact and making an impression
4. In pairs, suggest an explanation for the
information below, from the same
presentation.
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PRESENTATIONS: Image, impact and making an impression
SPEAKER: Now, the my next picture here a pie chart
shows the relative consumption of fossil fuels in 1990.
The main points to note are that the largest consumption
is for oil- as youd expect at 33%. The next largest is coal at
27%. Perhaps a little surprising, the smallest here is
nuclear fuels nuclear energy only at 5%. Quite little.
Now, finally, have a look at the table here. Now this table
shows CO2 emissions and compares different European
Community countries over three different years, the first
column is 1980, the middle is 1986 and the last one is
1989.
If we look at the totals, we see that emissions of CO2
actually fell from 2,747.1 million tonnes in 1980 to 2,492
million tonnes in 1986. That trend wasnt continued as the
figure rose again to 2,562.9 in 1989.
The other striking observation from this table is the heavy
contribution to CO2 emissions from Germany and Britain.
German emissions were at least falling but in 1989 stood
at 647.9 million tonnes.
The most impressive fall is in France, from 459.2 to 360.6,
much lower than either Germany or Britain.
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PRESENTATIONS: Image, impact and making an impression
Practice 1
Imagine using the graph below in a
presentation about air quality. Suggest how
you would describe it. Use the prompts at a
d.
a) Now, _________________________,
b) It shows ______________________,
c) The vertical ________________ while
_______________
d) Clearly, we can see that_____________,
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PRESENTATIONS: Image, impact and making an impression
3. Describing
change
1. The vocabulary in this section is used to
describe movement or trends. This task
checks your knowledge of several words
and phrases used to describe movement.
For example:
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PRESENTATIONS: Image, impact and making an impression
Match the following pictures with the
correct phrase.
climbed slightly
increased steadily
dropped markedly
declined a little
rose dramatically
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PRESENTATIONS: Image, impact and making an impression
2. Look at the diagrams and write other
words to describe what each one
shows. Try to find the noun form for
each verb, for example to increase /
an increase.
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