3. My next slide shows…
3.1 Introducing visuals
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Let’s now look at the next slide which shows…
To illustrate this, let’s have a closer look at…
The chart on the following slide shows…
I have a picture here that shows…
The problem is illustrated on the next slide…
According to this graph, …
You can see in this table. ...
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Can everybody see this?
As you can see from the graph…
I'd like to draw your attention to…
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3.1.1 Introducing a visual
In context
- As you can see from this graph, our daily production is increasing.
- I'd like to start off by showing you the latest figures for quality controls.
- I'll just go back to the last slide.
- Let's have a look at this bar chart.
- The first graph, here, shows our number of accidents
- The next slide shows the decrease in productivity.
3.1.2 Drawing attention to visuals
In context
§ Can everybody see the poster?
§ Can you see at the back?
§ Have a quick look at the pie chart.
§ I'd like to draw your attention to this diagram.
§ Let's have a more detailed look at the photograph.
3.2 Saying numbers
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400,000 = four hundred thousand (no s plural)
450, 360 = four hundred and fifty thousand (and) three hundred and sixty
Numbers less than 1: .792 =: point seven nine two
Fractions: ½ = one half - 1/3 = one third - ¼ = one quarter -
1/5 = one fifth - 1/ 6 = one sixth etc - 3/5 = three fifths
Percentage: 1.5% = one point five percent
Ratios: 2:1 = two to one
Ordinal numbers: first (1st), second (2nd), third (3rd), fourth (4th),
fifth, twenty-second (22nd), the thirty-first etc.
Dates: 1871 = eighteen seventy-one -
2009 = two thousand and nine
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Numbers, especially long ones, are often difficult for the audience to understand. Try to say numbers slowly and clearly, and point at them while speaking.
2m
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2 milion
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1.6 bn
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one point six billion
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1/3
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one-third
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¾
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three-quarters
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235m²
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two hundred and thirty-five square meters
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98%
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ninety-eight per cent
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€150,000
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one hundred and fifty thousand euro(s)
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17 m²
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seventeen square meters
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35 m³
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thirty-five cubic meters
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Remember that:
1. we use a comma in English to show thousands and a point to show the decimal place.
2. we say ‘2 million’ or ’10 billion’ (NOT 2 millions / 10 billions)
3. we say ‘2 million dollars’, ‘170 pounds’ (NOT 2 million dollar / 170 pound, NOR 2 million of dollars)
4. we NEVER read the numbers after the point as one number (e.g. NEVER: point seven hundred and ninety two)
In the Tips Section you will find more practice on saying and listening to numbers
3.3 Emphasizing important points
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I’d like to stress / highlight / emphasize the following point(s).
I’d like to start by drawing your attention to….
Let me point out that…
I think you’ll be surprised to see that…
I’d like you to focus your attention on…
Let’s look more closely at…
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What’s really important here is…
What I’d like to point out here is…
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completely - totally - extremely - absolutely – obviously - ideally
incredibly – highly – surprisingly
far too - enough - quite
so - such
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3.3.1 Highlighting information
In context
§ As far as we are concerned, the staff will keep using the CAD system.
§ Basically, what this means is we have to lay off 30 workers.
§ I’d like to highlight that the power loss has become worse over several weeks.
§ I’d like to start by drawing your attention to the computer equipment required.
§ Let’s look more closely at the turnover that rose sharply last month.
§ What I mean is, we have to react quickly.
3.3.2 Emphasizing
In context
§ Frankly, our competitors are in trouble.
§ I should emphasize that more floor space will be required.
§ I'd like to point out that only one other company does this.
§ I'd like to stress the importance of the intercultural dimension.
3.3.3 Emphasizing by using questions
In context
§ How are we to react to this trend?
§ How will this affect us?
§ What are the benefits?
§ What is the alternative?
§ What should we be doing?
§ What will happen if we let this trend continue?
§ What, in fact, does this mean?
§ Why has this happened?
3.3.4 Emphasizing by using adverbs and adjectives
In context
§ Because of the extremely high cost of producing this article, we have to drop it.
§ It is totally unsuitable for metals.
§ It just isn't good enough.
§ It would be completely wrong to change our strategy at this point.
§ It’s such a strong fiber that it is used in bulletproof vests.
§ It's so difficult to avoid altering the material.
§ The markup price is far too high.
§ We found the first option totally unacceptable.
§ We're absolutely convinced that sales will pick up.
§ We're quite sure that we'll win the bid.
On so and such, see the grammar study guide
3.4 Expressing Connections
3.4.1 Expressing purpose
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… (in order) to ….
The purpose of … is to …
Our aim is to…
… so (that)…
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In context
§ Our aim was to reduce costs.
§ The purpose of this step is to expand foreign markets.
§ They took this decision so that the order could be delivered in time.
§ We did this in order to regain investor confidence.
3.4.2 Expressing cause
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What’s the reason for …?
This was caused by / due to…
Because of…
Thanks to…
This is (the reason) why…
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In context
§ Because of their intuitive operation, waterjets are easy to use.
§ Thanks to a simple control system, we were able to produce more quickly.
§ This is due to repetitive strikes in the industry.
§ This is the reason for applying pressure.
§ This is why it became such a popular cutting option.
3.4.3 Expressing consequence
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As a consequence / Consequently,…
As a result / So,…
It resulted in…
This has led to…
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In context
§ As a result, mechanical fixings were abandoned.
§ Consequently, the joint will need to be disconnected.
§ Our new strategy has led to an increase of 10%.
§ So, we've had to change our policy.
§ This resulted in high quality standard.
3.4.4 Expressing contrast and opposition
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… but …
… whereas, while …
In contrast, …
On (the) one hand, … On the other hand, …
Unlike …
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although, despite the fact that
however, nevertheless
despite, in spite of
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In context
§ On one hand, sales have increased. On the other hand, profit has fallen.
§ Production is efficient whereas the logistics department is slow.
§ Unlike our competitors, we insist on offering high quality.
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§ Although maintenance work had been done, the system failed.
§ In spite of its weight, it’s surprisingly easy to handle.
§ We are going through difficult times. However, training courses are being offered.
3.4.5 Expressing conditions
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If …, - Only if…
Even if …
Unless …
Otherwise
Provided (that)…
As long as…
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In context
§ As long as demand grows, we shouldn't need to reduce our staff.
§ Even if you plunge it into water, it won’t stop because it’s waterproof.
§ Everything should run smoothly unless management changes its mind again.
§ If everyone makes an effort, we should pull through.
§ Provided there are no further hitches, everything should work.
§ We need to increase production; otherwise we won't meet our orders.
3.4.6 Explaining options
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The option is…
Either … or …
Another way…
We could also
Alternatively
Why don’t we…?
Why not…?
Couldn’t we…?
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In context
§ Another way of dealing with the problem is to vary items according to seasonal changes.
§ Couldn’t we drill horizontally?
§ The alternative is discontinuing certain lines.
§ The first option would be to use some kind of glue.
§ We could also train more of the personnel.
§ We could either use a crane or drag.
§ We're faced with a difficult choice here.
§ Why not come up with a new way of applying pressure?
For more tools to express connections, see the grammar study guide
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