Introducing yourself

• My name is Mark Watson and I am responsible for … .

• My name is Mark Watson from (name of company), where I am responsible for … .

• Let me introduce myself; my name is Mark Watson and I am responsible for …

Introducing your presentation

• The purpose of today’s presentation is to … .

• The purpose of my presentation today is to … .

• In today’s presentation I’d like to …show you … . / explain to you ho… .

• In today’s presentation I’m hoping to …give you an update on… / give you an overview of … .

• In today’s presentation I’m planning to …look at … . / explain … .

You can also outline your presentation to give the audience a clear overview of what they can expect:

• In today’s presentation I’m hoping to cover three points:

• firstly, … , after that we will look at … , and finally I’ll … .

• In today’s presentation I’d like to cover three points:

• firstly, … , secondly … , and finally … .

Explaining that there will be time for questions at the end

• If you have any questions you’d like to ask, please leave them until the end, when I’ll be happy to answer them.

• If there are any questions you’d like to ask, please leave them until the end, when I’ll do my best to answer them.

Starting the presentation

• To begin with … .

• To start with … .

• Let’s start by looking at … .

• Let’s start by looking at … .

• I’d like to start by looking at … .

• Let’s start with / start by looking at … .

Closing a section of the presentation

• So, that concludes…..

• So, that’s an overview of … .

• I think that just about covers … .

Beginning a new section of the presentation

• Now, let’s move on to … .

• Now, let’s take a look at … .

• Now I’d like to move on to … .

• Next I’d like to take a look at … .

• Moving on to the next part, I’d like to … .

• Moving on to the next section, let’s take a look at … .

Concluding and summarising the presentation

• Well, that brings us to the end of the final section. Now, I’d like to summarise by … .

• That brings us to the end of the final section. Now, if I can just summarise the main points again.

• That concludes my presentation. Now, if I can just summarise the main points.

• That’s an overview of … . Now, just to summarise, let’s quickly look at the main points again.

Finishing and thanking

• Thank you for your attention.

• That brings the presentation to an end.

• That brings us to the end of my presentation.

• Finally, I’d like to finish by thanking you (all) for your attention.

• Finally, I’d like to end by thanking you (all) for coming today.

• I’d like to thank you (all) for your attention and interest.

Inviting questions

• If anyone has any questions, I’ll be pleased to answer them.

• If anyone has any questions, I’ll do my best to answer them.

• If anyone has any questions, please feel free to ask them now.

• If anyone has any questions, please feel free to ask them and I’ll do my best to answer.

Referring to a previous point made

• As I mentioned earlier … .

• As we saw earlier … .

• You may recall that we said … .

• You may recall that I explained … .

Dealing with (difficult) questions

• I’ll come back to that question later if I may.

• I’ll / We’ll come back to that question later in my presentation.

• I’ll / We’ll look at that point in more detail later on.

• Perhaps we can look at that point at the end / a little later.

Other phrases and key presentation language

(word, phrase)		(meaning, function)
Briefly	…	‘very quickly’
take a look at	…	‘look at’
take a brief look at	…	‘quickly look at’
return to	…	‘go back’, ‘explain again’
I’ll outline	…	‘I will explain’
here we can see	…	to draw attention to a specific point on a slide
as you can see here	…	to draw attention to a specific point on a slide
(let’s) move on to	…	to start a new subject
(let’s) continue with	…	to start a new subject
(let’s) continue by looking at	…	to start a new subject
to illustrate this point	…	when giving an example
let’s, we can, we will	…	using ‘we’ and ‘us’ instead of ‘I’ connects you to your audience

Appendix 2. Some Phrases for Describing Figures, Diagrams, Formulas

1. graph/Diagram

2. the graph/diagram/figure represents …

3. it shows a value for …

4. it shows the relationship between …

5. the curve shows a steep slope, a peak, a trough

6. the curve rises steeply/flattens out/drops/extrapolates to zero

Plot

7. to plot points on/along an axis

8. to plot/make a plot … versus … for … x is plotted as a function of y

Coordinate System

9. abscissa ( x-axis) and ordinate (y-axis)

10. the coordinate system shows the frequency of … in relation to/per

Angle

11. parallel; perpendicular; horizontal to

12. right angle (90°)

13. acute angle (smaller than 90°)

14. obtuse angle (larger than 90°)

15. straight angle (180°)

Mathematics

16. to apply a law

17. to equal, to be equal to

18. to calculate/compute

19. to determine/assume/substitute a value

20. to derive an equation

21. in a fraction, there are numerator and divisor (denominator)

Appendix 3. Example of a high quality science CV for graduates

Thomas Green

CAREER OBJECTIVE:

To enter a graduate training programme in science or engineering, preferably in the defense sector where my creative initiative, ideas and a genuine enthusiasm would allow me to progress.

I am a recent graduate who combined studies with working and other commitments. In achieving this, I have shown myself to be self-motivated, committed and determined in achieving my goals, come what may. I have also demonstrated negotiating and organising skills, a firm sense of responsibility and my capacity to work hard under pressure. I possess excellent verbal and written communication skills and am able to relate to a wide range of people, as proven by my varied work experiences: in retail, catering, hospitality work and teaching

EDUCATION:

2010-2013 THE UNIVERSITY OF KENT

BSc. (Hons.) Physics with Space Science and Systems

Lab work was part of each year’s modules and gave me the experience of work with others in my degree group, learning hands on in many cases, the properties of metal, magnetic fields, electric fields and the electromagnetic spectrum, most notably light. I learned how to carry out experiments with accuracy, analyse the results and draw conclusions.

I learnt new mathematical techniques in order to solve real-world physical problems, e.g. calculus in order to solve quantum mechanical, thermal and statistical problems.

Final year individual project

Hypervelocity meteor impacts and their effects on Earth. This utilised independent research skills, reading demanding texts, computer programming, problem solving and math skills. Setting objectives and deadlines was necessary due to time constraints. My project findings were defended during a presentation in a research conference style talk. Some of our findings were deemed appropriate for publication in an academic paper.

2003-2010 Folkestone High School

A-levels: Physics A, Chemistry C, Mathematics C

GCSEs: 8 including Maths and English at grades A to C

WORK EXPERIENCE:

July 2012 - Dining Hall Assistant in Darwin College, University of Kent Duties involved meeting and greeting of guests, plus dealing with any of their enquiries.

Summer 2011 Next Retail (Sales Assistant)

The job entailed working in the busy sale, taking deliveries, stock control and dealing with customers with high quality customer care.

Other jobs have also included: waiter and assisting in teaching infants at a Primary School.

All of my work experiences have involved working within a team-based culture. This involved planning, organisation, co-ordination and commitment e.g., in retail, this ensured daily sales targets were met, a fair distribution of tasks and effective communication amongst all staff members.

SKILLS:

Teamwork. I have successfully undertaken various team projects within both academic and non-academic environments.

Communication. I was a member of the editorial team for a school science newspaper. As a sales adviser at BHS, I had to demonstrate knowledge of the different types of items sold and their uses, to be able to respond effectively to customer queries. My degree course greatly enhanced my written and verbal communication skills due to the many presentations, essays and projects required.

Problem solving. I scored 94% in the final examination for the Problem Solving Module. This involved the solving of complex problems and required mathematical analysis and evaluation plus the application of knowledge.

Computer skills. Computing Skills I have a high degree of computer literacy with excellent skills using Microsoft Office, particularly Excel and Access. I have done a basic Fortran 90 programming course in my first year and also learned to use AIP4WIN, and MATLAB during my course.