Course Title: Functional English

Credit Hours: 3
Duration: 16 Weeks
Contact Hours: 48
Level: Undergraduate
Program: BS Governance and Policy Studies, Area Study Center, Quaid-i-Azam University, Islamabad

Lecturer: Riaz Laghari

Functional English:  Week 13 - Presentation and Public Speaking

From Having Something to Say to Making an Audience Want to Listen

1. Week 13 Overview

Central Question

How do we transform knowledge into a clear, engaging and memorable presentation?

In previous weeks, students learned to:

• write clearly;
• organise ideas;
• communicate professionally;
• construct arguments;
• speak spontaneously;
• participate in discussions;
• defend and question ideas.

Week 13 brings these competencies together.

A presentation is not simply:

speaking while displaying slides.

It is a carefully designed act of communication between:

speaker → message → audience

The presenter must decide:

• What does my audience need to know?
• What is the central message?
• What should they remember?
• How should I organise the information?
• What should I say rather than display?
• How can I make the audience care?
• How can I respond if something goes wrong?

2. The Fundamental Principle

A presentation succeeds when the audience understands, remembers and can respond to the message, not when the presenter manages to say everything they know.

This distinction is crucial.

A weak presentation asks:

“How much information can I put into 10 minutes?”

A strong presentation asks:

“What is the most important thing my audience should understand after 10 minutes?”

3. Week 13 in the Course Progression

The progression is now:

Week 10 — Write to argue

↓

Week 11 — Speak with confidence

↓

Week 12 — Discuss and argue with others

↓

Week 13 — Present ideas to an audience

The student moves from:

individual communication → interactive communication → audience-centred communication

This is a major transition.

4. Learning Outcomes

By the end of this three-hour session, students will be able to:

• identify the purpose and audience of a presentation;
• formulate a clear central message;
• structure a presentation logically;
• develop an effective opening;
• construct clear presentation sections;
• use transitions between ideas;
• develop concise conclusions;
• distinguish spoken language from written language;
• design slides that support rather than replace speech;
• use signposting effectively;
• control voice, volume, pace and pauses;
• use appropriate sentence stress and intonation;
• use body language effectively;
• maintain appropriate eye contact;
• engage an audience through questions and examples;
• manage nervousness;
• avoid reading directly from slides;
• deliver a short structured presentation;
• provide constructive peer feedback;
• respond to questions professionally.

PART I — WHAT IS A PRESENTATION?

5. Presentation as Communication

A presentation contains three fundamental elements:

MESSAGE + AUDIENCE + DELIVERY

If the message is unclear:

good delivery cannot rescue it.

If the message is excellent but delivery is poor:

the audience may not understand or remember it.

If both message and delivery are good but the presenter ignores the audience:

communication becomes ineffective.

Therefore:

Presentation is audience-centred communication.

6. Presentation vs Conversation

In conversation:

speaker and listener continuously exchange roles.

In a presentation:

the presenter usually controls the structure and pace.

Therefore, the presenter has greater responsibility for:

• organisation;
• clarity;
• transitions;
• timing;
• audience attention.

7. Presentation vs Reading

A written report can be reread.

A presentation usually cannot.

Therefore:

spoken communication must be immediately understandable.

Written style:

“The implementation of the proposed policy intervention would consequently necessitate substantial institutional restructuring.”

Presentation style:

“This policy would require major changes in how the institution operates.”

The second is easier to process orally.

PART II — THE AUDIENCE FIRST

8. The Audience Question

Before preparing a presentation, students should answer:

Who are my listeners?
What do they already know?
What do they need to know?
Why should they care?
What might they misunderstand?
What action or conclusion do I want them to take away?

9. The Audience Principle

Do not prepare the presentation you want to give. Prepare the presentation your audience needs.

For example, a presentation on:

Artificial Intelligence in Public Administration

might differ substantially depending on the audience.

First-year students

Focus on:

• basic concepts;
• examples;
• implications.

Policy students

Focus on:

• governance;
• accountability;
• implementation;
• risks;
• regulation.

Government officials

Focus on:

• policy options;
• cost;
• feasibility;
• risk;
• implementation.

Same topic.

Different presentation.

PART III — THE CENTRAL MESSAGE

10. One Presentation = One Central Message

Students often choose a topic:

“Climate Change”

but that is not a presentation argument.

It is a subject.

Transform:

Topic: Climate change

into:

Central message: Pakistan's climate vulnerability requires not only emergency response but long-term institutional adaptation.

Now the presentation has direction.

11. Topic → Question → Message

Teach students this sequence:

TOPIC

↓

QUESTION

↓

ANSWER / CENTRAL MESSAGE

Example:

Topic

AI in education

Question

Should universities allow students to use generative AI?

Central message

Universities should permit responsible AI use while redesigning assessment and teaching students how to verify and evaluate AI-generated content.

This creates:

purpose + argument + direction

12. The One-Sentence Test

Ask students:

“What is your presentation about?”

If the answer requires five minutes to explain, the message is probably not sufficiently focused.

Students should be able to say:

“My presentation argues that…”

or:

“My presentation explains how…”

in one clear sentence.

PART IV — STRUCTURING THE PRESENTATION

13. The Basic Architecture

A strong short presentation usually follows:

OPEN → DEVELOP → CLOSE

More specifically:

Opening

↓

Context

↓

Main Point 1

↓

Main Point 2

↓

Main Point 3

↓

Conclusion

14. The Three-Part Structure

For undergraduate presentations, teach:

Part I — Introduction

Tell the audience:

What is the issue?

Why does it matter?

What will you discuss?

Part II — Body

Present:

2–3 major ideas

Each should have:

claim;

explanation;

evidence/example.

Part III — Conclusion

Tell the audience:

What should they remember?

Do not simply say:

“That's all. Thank you.”

The conclusion should provide:

intellectual closure.

PART V — THE OPENING

15. The First 30 Seconds

The beginning determines whether the audience starts listening actively.

Weak opening:

“Good morning everyone. Today I am going to give a presentation on…”

This is not wrong.

But it is predictable.

A stronger opening creates:

attention + relevance + curiosity

16. Six Ways to Open

1. Question

“What would happen if an algorithm made the decision to approve your government benefit?”

2. Statistic

“Every day, millions of public-service decisions are increasingly influenced by digital systems.”

3. Short story

“Imagine applying for a government service and receiving a rejection without knowing why.”

4. Problem

“A government may have an excellent policy on paper and still fail to implement it.”

5. Contrast

“We have more information than any previous generation, yet misinformation has never been easier to spread.”

6. Provocative statement

“The biggest problem with many presentations is that they contain too much information.”

17. The Opening Formula

A practical formula:

HOOK → CONTEXT → PURPOSE → ROADMAP

Example:

Hook: “What if the technology designed to save public servants time actually creates a new layer of bureaucracy?”

Context: “Governments are increasingly adopting AI-based systems for public administration.”

Purpose: “Today I will examine three opportunities and three risks associated with this development.”

Roadmap: “I will focus on efficiency, accountability and public trust.”

PART VI — SIGNPOSTING

18. What Is Signposting?

Signposting tells the audience:

where they are and where they are going.

Useful expressions:

“First, let's consider…”

“The second issue is…”

“This brings us to…”

“Now let's turn to…”

“There is another important consideration…”

“Before moving to the conclusion…”

19. Why Signposting Matters

The audience cannot see your mental outline.

You need to make the structure audible.

Think of signposting as:

verbal navigation.

A presentation without signposting can feel like:

entering a building with no signs.

PART VII — DEVELOPING THE BODY

20. One Main Idea Per Section

A common mistake is putting:

five unrelated ideas

into one slide and one paragraph of speech.

Instead:

One major idea → explanation → example/evidence → transition

21. The IDEA Model

Teach students:

I — Idea

What is the point?

D — Development

What does it mean?

E — Evidence/Example

What supports or illustrates it?

A — Application

Why does it matter?

Example:

Idea: Digital governance can improve access to public services.

Development: Citizens can access services without travelling to government offices.

Evidence/Example: Online portals can allow citizens to submit forms and track applications remotely.

Application: This can particularly benefit citizens who live far from administrative centres.

PART VIII — TRANSITIONS

22. Why Transitions Matter

Without transitions:

Point 1.

Point 2.

Point 3.

With transitions:

“We have seen how digitalisation can improve access. But access is only one part of the problem. We must also consider accountability.”

The second version creates:

logical movement.

23. Transition Bank

Adding

“In addition…”

“Another important point is…”

Contrast

“However…”

“On the other hand…”

Cause

“This is partly because…”

Consequence

“As a result…”

Development

“This brings us to…”

Example

“Consider…”

“For example…”

Conclusion

“Taken together…”

“The key point is…”

PART IX — CONCLUSION

24. The Conclusion Is Not a Summary Dump

A weak conclusion:

“Today I talked about three things…”

A strong conclusion answers:

So what?

25. The Conclusion Formula

RECAP → INTERPRETATION → FINAL MESSAGE

Recap

“We have considered three challenges…”

Interpretation

“Together, these challenges show that technological reform is not simply a technical issue.”

Final message

“If digital government is to improve public trust, efficiency must be matched by transparency and accountability.”

26. Memorable Final Lines

A conclusion can end with:

Recommendation

“The question is therefore not whether we should adopt the technology, but how responsibly we should govern it.”

Challenge

“The future of governance will depend not only on what technology can do, but on what institutions choose to do with it.”

Question

“The real question is: are our institutions ready for the systems we are building?”

PART X — SLIDES

27. Slides Are Not Your Speech

The most common presentation mistake:

putting the entire speech on the slide.

Then:

student reads slide.

Audience:

reads slide.

Result:

speaker and audience compete for the same information.

28. The Slide–Speech Principle

Slides should support your message, not duplicate it.

If your slide says:

Three Challenges

Cost

Access

Accountability

your speech explains:

what each means.

The audience should not need to read a paragraph while listening to you explain another paragraph.

29. The 3-Layer Presentation Model

Layer 1 — Slide

Essential visual information.

Layer 2 — Speech

Explanation, interpretation and examples.

Layer 3 — Interaction

Questions, responses and audience engagement.

A strong presentation coordinates all three.

PART XI — VISUAL DESIGN

30. One Slide, One Main Idea

Ask:

“What is the single thing the audience should notice on this slide?”

If the answer is:

“Everything.”

the slide needs redesigning.

31. Avoid Text Walls

Poor slide:

A complete paragraph containing the entire explanation.

Better:

PUBLIC TRUST

Transparency

Accountability

Explainability

Then explain the relationship verbally.

32. Visual Hierarchy

Students should understand that not all information has equal importance.

Use:

headline → key information → supporting information

The audience should know where to look first.

PART XII — VOICE

33. The Presenter Has an Instrument

Your voice communicates more than words.

Key variables:

• volume;
• pitch;
• pace;
• stress;
• rhythm;
• pauses;
• articulation.

34. Volume

Too quiet:

audience struggles.

Too loud:

audience feels overwhelmed.

The goal:

appropriate projection.

Students should practise speaking toward the back of the room rather than toward their notes.

35. Pace

Students often accelerate when nervous.

Teach:

Slow down at important points.

For example:

“There is one point I want you to remember…”

Pause.

“Technology cannot replace judgement.”

This increases:

emphasis + memorability.

36. Strategic Pauses

Pause:

• after an important statement;
• before a key point;
• between sections;
• after asking a question.

Silence can create:

attention.

PART XIII — EYE CONTACT

37. Why Eye Contact Matters

Eye contact communicates:

• confidence;
• engagement;
• presence;
• responsiveness.

But staring continuously at one person is uncomfortable.

38. The Audience Scan

Teach students to distribute attention across the room.

Instead of:

left → centre → right → floor

use:

connect with one person briefly → move naturally to another → continue

The objective is:

connection, not surveillance.

PART XIV — BODY LANGUAGE

39. Open vs Closed Posture

Open posture

• shoulders relaxed;
• arms naturally available;
• body facing audience;
• balanced stance.

Closed posture

• arms tightly crossed;
• body turned away;
• constant shifting;
• looking at floor.

40. Movement

Movement should have a purpose.

Weak movement:

constant pacing.

Effective movement:

moving to a new position when transitioning to a new section.

The principle:

Move because the message changes, not because anxiety demands movement.

41. Gestures

Natural gestures can:

• emphasise contrast;
• indicate sequence;
• show size;
• reinforce key ideas.

But excessive gestures can distract.

A useful rule:

Let gestures emerge from meaning rather than performance.

PART XV — MANAGING NERVOUSNESS

42. Nervousness Is Normal

Even experienced speakers can feel nervous.

The goal is not:

eliminate nervousness.

It is:

manage nervousness well enough to communicate.

43. Common Symptoms

Students may experience:

• rapid speech;
• dry mouth;
• shaking;
• blanking out;
• excessive movement;
• reading slides;
• avoiding eye contact.

These are normal physiological responses.

44. Pre-Presentation Routine

Teach a simple routine:

Before speaking

Know your first sentence.

Breathe slowly.

Stand still.

Look at the audience.

Begin deliberately.

The first 20–30 seconds are often the most difficult.

Once communication begins:

anxiety often decreases.

45. Do Not Memorise the Entire Presentation

Full memorisation can create a dangerous dependency.

If one sentence is forgotten:

the speaker may panic.

Instead, memorise:

• opening;
• central message;
• section headings;
• key evidence;
• conclusion.

This provides:

structure without rigidity.

PART XVI — AUDIENCE ENGAGEMENT

46. The Audience Is Not Furniture

Students sometimes present at audiences.

A strong presenter communicates with audiences.

47. Engagement Techniques

Ask a question

“How many of you have used an AI tool this week?”

Use a scenario

“Imagine you are a citizen applying for a government service…”

Use a brief story

“Last semester, one of my students…”

Use a contrast

“We have faster communication, but not necessarily better communication.”

Invite reflection

“What would you do if…?”

48. Rhetorical Questions

A rhetorical question does not necessarily require an answer.

“If technology can process information faster than humans, what remains uniquely human?”

The question creates:

mental participation.

PART XVII — HANDLING QUESTIONS

49. Questions Are Part of the Presentation

A question is not necessarily an attack.

It may indicate:

• curiosity;
• disagreement;
• confusion;
• interest.

Students should learn not to panic.

50. Four-Step Question Strategy

LISTEN → PAUSE → ANSWER → CLOSE

Listen

Do not interrupt.

Pause

Give yourself time.

Answer

Respond directly.

Close

Return to the main point.

51. When You Don't Know

Never invent information simply to appear confident.

Useful expressions:

“That's an interesting question. I don't have enough evidence to answer it confidently.”

“I don't know the exact figure, but the broader issue is…”

“I'd need to check that before giving you a precise answer.”

This is:

intellectual honesty.

52. When the Question Is Unclear

Ask:

“Could you clarify what you mean by…?”

or:

“If I understand your question correctly, you're asking whether…”

This prevents answering the wrong question.

PART XVIII — THE 5-MINUTE PRESENTATION

53. Recommended Structure

For today's practical activity:

0:00–0:30

Hook + topic.

0:30–1:00

Context + central message.

1:00–2:00

Main Point 1.

2:00–3:00

Main Point 2.

3:00–4:00

Main Point 3.

4:00–4:40

Synthesis.

4:40–5:00

Conclusion.

This gives students a manageable presentation architecture.

PART XIX — THE “MESSAGE MAP”

Before designing slides, students complete:

My topic

My central question

My central message

My three main points

1.

2.

3.

My strongest evidence/example

My conclusion

What I want the audience to remember

This is completed before slide design.

PART XX — SHORT STUDENT PRESENTATION LAB

Presentation Task

Topic:

“One Policy Change That Could Improve University Life”

Students have:

10 minutes preparation;

3 minutes presentation;

1 minute peer feedback.

They must include:

opening hook;

problem;

proposed change;

two reasons;

example/evidence;

conclusion.

54. Alternative Topics

Students may choose:

• Should university attendance be compulsory?
• How can universities improve graduate employability?
• Should students be taught AI literacy?
• How can public institutions improve citizen communication?
• Should universities provide compulsory communication-skills training?
• What is the biggest challenge facing young people today?
• How can Pakistan improve public-service delivery?
• Should social media platforms be more tightly regulated?
• What should universities do about misinformation?

PART XXI — PEER FEEDBACK

55. The “Two Stars and One Step” Method

Each peer identifies:

⭐ Strength 1

“Your opening was effective because…”

⭐ Strength 2

“Your strongest point was…”

→ Next Step

“One thing that could make the presentation stronger is…”

This avoids vague feedback such as:

“It was good.”

56. Presentation Feedback Rubric

Criterion	1	2	3	4	5
Clear central message
Logical structure
Strong opening
Development of ideas
Evidence/examples
Voice and audibility
Pace and pauses
Pronunciation
Eye contact
Body language
Audience engagement
Conclusion
Overall effectiveness

---

PART XXII — PRESENTATION DIAGNOSTIC

After presenting, students answer:

Content

Was my central message clear?

Organisation

Could the audience follow my structure?

Delivery

Did my voice communicate confidence?

Presence

Did I look at the audience?

Engagement

Did the audience have a reason to listen?

Language

Did I use clear and appropriate English?

Reflection

What is one thing I will improve next time?

PART XXIII — COMMON PRESENTATION FAILURES

Failure 1 — Reading the Slides

Problem:

The audience can read faster than the speaker can speak.

Solution:

Use keywords and visuals; explain the meaning orally.

---

Failure 2 — Too Much Information

Problem:

The presenter tries to demonstrate everything they know.

Solution:

Select → organise → prioritise.

Failure 3 — No Clear Argument

Problem:

“My topic is…”

but no central message.

Solution:

“My presentation argues/explains that…”

Failure 4 — Weak Opening

Problem:

“Today I am going to talk about…”

Solution:

Start with a question, problem, story, contrast or surprising idea.

Failure 5 — Monotone Voice

Problem:

Everything sounds equally important.

Solution:

Vary stress, pace, pitch and pauses.

Failure 6 — Looking Only at Slides

Problem:

audience becomes invisible.

Solution:

Speak to people, not screens.

Failure 7 — Excessive Movement

Problem:

movement becomes a distraction.

Solution:

Stand still when making important points; move purposefully.

Failure 8 — Memorisation

Problem:

one forgotten sentence causes panic.

Solution:

Memorise the structure, not the entire speech.

Failure 9 — Weak Conclusion

Problem:

“That's all. Thank you.”

Solution:

End with the significance of the argument.

PART XXIV — THE PRESENTER'S GOLDEN RULES

1. Know your message before designing your slides.
2. Know your audience before choosing your language.
3. Say less, but make it matter.
4. Never make the audience read what you should explain.
5. Use structure to reduce cognitive load.
6. Use your voice deliberately.
7. Look at people, not the screen.
8. Pause when a point deserves attention.
9. Do not apologise constantly for being nervous.
10. If you lose your place, stop, breathe and return to your main point.
11. Questions are opportunities to clarify your thinking.
12. A presentation is successful when the audience leaves with a clearer understanding than it had before you began.

PART XXV — THREE-HOUR TEACHING PLAN

Time	Component	Focus
0–10 min	Retrieval	Week 12: argumentation
10–20 min	Diagnostic	60-second mini-presentation
20–35 min	Mini-lecture	What makes an effective presentation?
35–50 min	Lecture	Audience, purpose and central message
50–65 min	Workshop	Topic → question → message
65–80 min	Lecture	Presentation structure
80–90 min	Break	—
90–105 min	Lecture	Opening, signposting and conclusion
105–120 min	Lecture	Voice, pace and pauses
120–135 min	Lecture	Eye contact and body language
135–145 min	Lecture	Audience engagement and Q&A
145–155 min	Preparation	Student message map
155–175 min	Presentations	3-minute student presentations
175–180 min	Feedback	Peer feedback + exit ticket

PART XXVI — EXIT TICKET

1. What is the difference between a topic and a central message?

A topic identifies the subject; a central message communicates the specific idea, claim or conclusion the audience should take away.

2. What are the three major parts of a presentation?

Introduction → Body → Conclusion.

3. Why is signposting important?

It helps the audience follow the organisation and progression of the presentation.

4. Should slides contain the entire speech?

No. Slides should support the presentation; the speaker provides the explanation.

5. What should you do if you do not know the answer to a question?

Acknowledge the limitation honestly rather than inventing an answer.

PART XXVII — HOMEWORK

Functional Presentation Portfolio — Week 13

Students prepare a 5-minute presentation on:

“A Governance or Policy Problem and One Practical Solution”

Required structure

1. Hook

Capture attention.

2. Problem

Define the issue.

3. Significance

Explain why it matters.

4. Argument

Present the central claim.

5. Evidence

Provide relevant support.

6. Solution

Propose a realistic response.

7. Counterargument

Acknowledge one limitation or opposing view.

8. Conclusion

End with a memorable takeaway.

Presentation Requirements

Students must:

prepare a maximum of 6 slides;

avoid paragraph-heavy slides;

use at least one meaningful visual;

include a clear central message;

use verbal signposting;

maintain audience contact;

avoid reading the slides;

deliver within 5 minutes;

prepare for two questions from classmates.

PART XXVIII — WEEK 13 SKILLS CHECKLIST

Students should now be able to:

☐ identify their audience;

☐ define a presentation purpose;

☐ formulate a central message;

☐ distinguish a topic from an argument;

☐ create an effective opening;

☐ organise ideas logically;

☐ use three-part presentation structure;

☐ develop clear main points;

☐ use examples and evidence;

☐ use signposting;

☐ use effective transitions;

☐ construct a meaningful conclusion;

☐ design slides to support speech;

☐ avoid reading slides;

☐ control volume;

☐ control pace;

☐ use pauses;

☐ use stress and intonation;

☐ maintain appropriate eye contact;

☐ use purposeful body language;

☐ engage an audience;

☐ manage presentation anxiety;

☐ respond to questions;

☐ acknowledge uncertainty honestly;

☐ give constructive peer feedback;

☐ reflect on their own performance.

WEEK 13 — CORE TAKEAWAYS

1. A presentation is not a speech plus slides; it is a designed communication experience.
2. Begin with the audience, not the PowerPoint template.
3. A topic tells us what you are discussing; a central message tells us what you want us to understand.
4. Strong presentations have architecture: opening, development, transitions and conclusion.
5. The speaker should explain; the slide should support.
6. Voice is part of meaning. Pace, stress, intonation and pauses influence how audiences interpret a message.
7. Eye contact and body language are not decorative performance techniques; they contribute to interpersonal connection and credibility.
8. Audience engagement turns a presentation from a monologue into an act of communication.
9. A confident presenter does not need to know everything; a credible presenter knows how to handle uncertainty.
10. The purpose of a presentation is not to display knowledge but to transfer understanding.

WEEK 13 COURSEPACK PRINCIPLE

A great presentation does not make the audience admire how much the speaker knows; it makes the audience understand why the knowledge matters.

The course progression now becomes:

WEEK 10 — WRITE TO ARGUE

↓

WEEK 11 — SPEAK TO CONNECT

↓

WEEK 12 — DISCUSS TO THINK TOGETHER

↓

WEEK 13 — PRESENT TO INFLUENCE

& this creates a larger Functional English architecture:

LANGUAGE → CLARITY → COMMUNICATION → REASONING → DIALOGUE → PRESENTATION → INFLUENCE

Riaz Laghari, Visiting Lecturer in English,  Area Study Center, Quaid-i-Azam University, Islamabad