Fluent IELTS Center. Dr. Salim Masoud. IELTS Instructor. دکتر سلیم مسعود IELTS tips Fluent IELTS Center. Dr. Salim Masoud. IELTS Instructor. دکتر سلیم مسعود IELTS tips
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IELTSalim, [12.11.16 23:48]
How can you make a good presentation even more effective?
This page draws on published advice from expert presenters around the world, which will help to take your presentations from merely ‘good’ to ‘great’.
By bringing together advice from a wide range of people, the aim is to cover a whole range of areas.
Whether you are an experienced presenter, or just starting out, there should be ideas here to help you to improve.
1. Show your Passion and Connect with your Audience
It’s hard to be relaxed and be yourself when you’re nervous.
But time and again, the great presenters say that the most important thing is to connect with your audience, and the best way to do that is to let your passion for the subject shine through.
Be honest with the audience about what is important to you and why it matters.
Be enthusiastic and honest, and the audience will respond.
2. Focus on your Audience’s Needs
Your presentation needs to be built around what your audience is going to get out of the presentation.
As you prepare the presentation, you always need to bear in mind what the audience needs and wants to know, not what you can tell them.
While you’re giving the presentation, you also need to remain focused on your audience’s response, and react to that.
You need to make it easy for your audience to understand and respond.
3. Keep it Simple: Concentrate on your Core Message
When planning your presentation, you should always keep in mind the question:
What is the key message (or three key points) for my audience to take away?
You should be able to communicate that key message very briefly.
Some experts recommend a 30-second ‘elevator summary’, others that you can write it on the back of a business card, or say it in no more than 15 words.
Whichever rule you choose, the important thing is to keep your core message focused and brief.
And if what you are planning to say doesn’t contribute to that core message, don’t say it.
4. Smile and Make Eye Contact with your Audience
This sounds very easy, but a surprisingly large number of presenters fail to do it.
If you smile and make eye contact, you are building rapport, which helps the audience to connect with you and your subject. It also helps you to feel less nervous, because you are talking to individuals, not to a great mass of unknown people.
To help you with this, make sure that you don’t turn down all the lights so that only the slide screen is visible. Your audience needs to see you as well as your slides.
5. Start Strongly
The beginning of your presentation is crucial. You need to grab your audience’s attention and hold it.
They will give you a few minutes’ grace in which to entertain them, before they start to switch off if you’re dull. So don’t waste that on explaining who you are. Start by entertaining them.
Try a story (see tip 7 below), or an attention-grabbing (but useful) image on a slide.
6. Remember the 10-20-30 Rule for Slideshows
This is a tip from Guy Kawasaki of Apple. He suggests that slideshows should:
Contain no more than 10 slides;
Last no more than 20 minutes; and
Use a font size of no less than 30 point.
This last is particularly important as it stops you trying to put too much information on any one slide. This whole approach avoids the dreaded ‘Death by PowerPoint’.
As a general rule, slides should be the sideshow to you, the presenter. A good set of slides should be no use without the presenter, and they should definitely contain less, rather than more, information, expressed simply.
If you need to provide more information, create a bespoke handout and give it out after your presentation.
7. Tell Stories
Human beings are programmed to respond to stories.
Stories help us to pay attention, and also to remember things. If you can use stories in your presentation, your audience is more likely to engage and to remember your points afterwards. It is a good idea to start with a story, but there is a wider point too: you need your presentation to act like a story.
IELTSalim, [12.11.16 23:48]
Think about what story you are trying to tell your audience, and create your presentation to tell it.
8. Use your Voice Effectively
The spoken word is actually a pretty inefficient means of communication, because it uses only one of your audience’s five senses. That’s why presenters tend to use visual aids, too. But you can help to make the spoken word better by using your voice effectively.
Varying the speed at which you talk, and emphasising changes in pitch and tone all help to make your voice more interesting and hold your audience’s attention.
9. Use your Body Too
It has been estimated that more than three quarters of communication is non-verbal.
That means that as well as your tone of voice, your body language is crucial to getting your message across. Make sure that you are giving the right messages: body language to avoid includes crossed arms, hands held behind your back or in your pockets, and pacing the stage.
Make your gestures open and confident, and move naturally around the stage, and among the audience too, if possible.
10. Relax, Breathe and Enjoy
If you find presenting difficult, it can be hard to be calm and relaxed about doing it.
One option is to start by concentrating on your breathing. Slow it down, and make sure that you’re breathing fully. Make sure that you continue to pause for breath occasionally during your presentation too.
If you can bring yourself to relax, you will almost certainly present better. If you can actually start to enjoy yourself, your audience will respond to that, and engage better. Your presentations will improve exponentially, and so will your confidence. It’s well worth a try.
How to break the bad news
The first step is normally to show that something bad has happened. The two key words and phrases help you explain something bad has happened for which you need to apologise are
Unfortunately,
I’m afraid that
undefinedAnother nice phrase for more informal letters is
I’ve got some bad news to break/tell you
A simple apology
If it is a small problem you may just need to say sorry. You should see though that you need to think about whether you want to use but/that/for
I’m sorry but – “I’m sorry but I won’t be able to come to the party”
I’m sorry that – “I’m sorry that I broke you mug“
I’m sorry for – “I’m sorry for not having replied sooner“
A stronger apology
These are phrases that work when there is a bigger mistake
I do apologise for – “I do apologise for failing to meet you at the station”
I must apologise for – “I really must apologise for
I sincerely apologise for – “I sincerely apologise for the trouble this has caused you”
Being more informal
If you are writing to a friend you may choose to use a more informal phrase:
I’m ever so sorry – “I’m ever so sorry that we won’t see each other next week
I’m really sorry – “I’m really sorry that I’ve lost that book you lent me”
Being more formal
Again, if you’re writing to someone you don’t know that well you want a more formal phrase. Typically, we use either the verb apologise or the noun apology.
I would like to apologise – “I would like to apologise for missing my appointment with you“
Please accept my apologies for – “Please accept my apologies for the disturbance caused”
Thinking about the consequences
Something else you may need to do is to apologise for any difficulty. These phrases should help:
I’m sorry if this puts you out – an idiom appropriate for informal letters
I do apologise for any inconvenience caused – a more formal variation
I hope this does not cause you any problems – a more neutral variation
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General writing task 1
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abate
become less in amount or intensity
abdicate
give up, such as power, as of monarchs and emperors
aberration
a state or condition markedly different from the norm
abstain
choose not to consume
adversity
a state of misfortune or affliction
aesthetic
characterized by an appreciation of beauty or good taste
amicable
characterized by friendship and good will
anachronistic
chronologically misplaced
arid
lacking sufficient water or rainfall
asylum
a shelter from danger or hardship
benevolent
showing or motivated by sympathy and understanding
bias
a partiality preventing objective consideration of an issue
boisterous
full of rough and exuberant animal spirits
brazen
unrestrained by convention or propriety
brusque
marked by rude or peremptory shortness
camaraderie
the quality of affording easy familiarity and sociability
canny
showing self-interest and shrewdness in dealing with others
capacious
large in the amount that can be contained
capitulate
surrender under agreed conditions
clairvoyant
someone who can perceive things not present to the senses
collaborate
work together on a common enterprise of project
compassion
a deep awareness of and sympathy for another's suffering
compromise
an accommodation in which both sides make concessions
condescending
characteristic of those who treat others with arrogance
conditional
imposing or depending on or containing an assumption
conformist
someone who follows established standards of conduct
conundrum
a difficult problem
convergence
the act of coming closer
deleterious
harmful to living things
demagogue
a leader who seeks support by appealing to popular passions
digression
a turning aside
diligent
quietly and steadily persevering in detail or exactness
discredit
the state of being held in low esteem
disdain
lack of respect accompanied by a feeling of intense dislike
divergent
tending to move apart in different directions
empathy
understanding and entering into another's feelings
emulate
strive to equal or match, especially by imitating
enervating
causing weakness or debilitation
ephemeral
anything short-lived, as an insect that lives only for a day
evanescent
tending to vanish like v***r
exemplary
worthy of imitation
extenuating
partially excusing or justifying
florid
elaborately or excessively ornamented
forbearance
a delay in enforcing rights or claims or privileges
fortitude
strength of mind that enables one to endure adversity
fortuitous
occurring by happy chance
foster
providing nurture though not related by blood or legal ties
fraught
filled with or attended with
frugal
avoiding waste
hackneyed
repeated too often; overfamiliar through overuse
haughty
having or showing arrogant superiority to
hedonist
someone motivated by desires for sensual pleasures
hypothesis
a tentative insight into the natural world
impetuous
characterized by undue haste and lack of thought
impute
attribute or credit to
inconsequential
lacking worth or importance
inevitable
incapable of being avoided or prevented
intrepid
invulnerable to fear or intimidation
intuitive
spontaneously derived from or prompted by a natural tendency
jubilation
a feeling of extreme joy
lobbyist
someone who is employed to persuade how legislators vote
longevity
the property of being long-lived
mundane
found in the ordinary course of events
nonchalant
marked by blithe unconcern
opulent
rich and superior in quality
orator
a person who delivers a speech
ostentatious
intended to attract notice and impress others
parched
dried out by heat or excessive exposure to sunlight
perfidious
tending to betray
pragmatic
concerned with practical matters
precocious
characterized by exceptionally early development
pretentious
creating an appearance of importance or distinction
procrastinate
postpone doing what one should be doing
prosaic
lacking wit or imagination
prosperity
the condition of having good fortune
provocative
serving or tending to excite or stimulate
prudent
marked by sound judgment
querulous
habitually complaining
rancorous
showing deep-seated resentment
reclusive
withdrawn from society; seeking solitude
reconciliation
the reestablishing of cordial relations
renovation
the act of improving by renewing and restoring
restrained
under control
reverence
a feeling of profound respect for someone or something
sagacity
the ability to understand and discriminate between relations
scrutinize
examine carefully for accuracy
spontaneous
said or done without having been planned in advance
spurious
plausible but false
submissive
inclined or willing to give in to orders or wishes of others
substantiate
establish or strengthen as with new evidence or facts
subtle
difficult to detect or grasp by the mind or analyze
superficial
of, affecting, or being on or near the surface
superfluous
more than is needed, desired, or required
surreptitious
marked by quiet and caution and secrecy
tactful
having a sense of what is considerate in dealing with others
tenacious
stubbornly unyielding
transient
lasting a very short time
venerable
profoundly honored
vindicate
show to be right by providing justification or proof
wary
marked by keen caution and watchful prudence
Essential IELTS Writing Tips
Don’t write too little For task 1 you have to write 150 words, and for task 2 you have to write 250 words. Make sure you do not write less than this amount or your band score may be reduced.
Begin to get an idea of how many words you normally write on one line. This way you will know roughly how much you have written without having to keep counting all the words – you probably won’t have time to do this!
Don’t write too much The examiner is looking for quality, not quantity! You will not necessarily get more marks for writing more, so don’t write more for no reason.This will really depend on your writing ability. Someone of a higher level who needs to spend less time checking their grammar will have time to write more.
But if this is not you, then make sure you write at least the minimum number of words, then use the extra time to check your grammar.
Plan and check your answer Don’t just start writing when the time begins and stop when it finishes.
Use some time at the beginning checking you understand the question, brainstorming your ideas and planning your answer.
Then spend some time at the end checking your grammar.
Spend more time on Task 2 More of the marks are for task 2 and this task requires 100 more words, so spend 20 minutes on task 1 and 40 minutes on task 2.
It does not matter which task you write first.
Write clearly You are not being graded on your handwriting; however, if the examiner cannot read some things you have written, it is not going to help you! So try to write clearly.
Organize clearly Don’t present the examiner with a wall of writing! Make sure you make use of paragraphing to divide up the different arguments or topics you are discussing.
Don’t copy the question Never copy the question! You may want to use the question (or rubric as it is called) in the introduction of both tasks in order to introduce the topic, but make sure you put it in your own words.
Use a variety of sentence structures The examiner will be looking to see what your grammatical range is so make sure you are not just using a limited range of sentence types.
To get a higher score you will need to show you can use simple, compound and complex sentences.
Read the question carefully This is one of the most important IELTS writing tips! When my students write essays, one of the most common mistakes is not answering the question.Study the rubric very carefully and make sure you are clear about what you have to write about.
If you are writing about the wrong topic or not responding to exactly what the question asks you, your band score will be lower.
Read all instructions carefully As with all of the modules of the IELTS test, make sure you read all the instructions carefully. These will tell you where you need to write each answer and what you need to do.
Culture and Conflict: How to Respond
Given culture's important role in conflicts, what should be done to keep it in mind and include it in response plans? Cultures may act like temperamental children: complicated, elusive, and difficult to predict. Unless we develop comfort with culture as an integral part of conflict, we may find ourselves tangled in its net of complexity, limited by our own cultural lenses. Cultural fluency is a key tool for disentangling and managing multilayered, cultural conflicts.
Cultural fluency means familiarity with cultures: their natures, how they work, and ways they intertwine with our relationships in times of conflict and harmony. Cultural fluency means awareness of several dimensions of culture, including
Communication,
Ways of naming, framing, and taming conflict,
Approaches to meaning making,
Identities and roles.
Each of these is described in more detail below.
Communication refers to different starting points about how to relate to and with others. There are many variations on these starting points, and they are outlined in detail in the topic Communication, Culture, and Conflict. Some of the major variations relate to the division between high- and low-context communications, a classification devised by Edward T. Hall.[3]
In high-context communication, most of a message is conveyed by the context surrounding it, rather than being named explicitly in words. The physical setting, the way things are said, and shared understandings are relied upon to give communication meaning. Interactions feature formalized and stylized rituals, telegraphing ideas without spelling them out. Nonverbal cues and signals are essential to comprehension of the message. The context is trusted to communicate in the absence of verbal expressions, or sometimes in addition to them. High-context communication may help save face because it is less direct than low-context communication, but it may increase the possibilities of miscommunication because much of the intended message is unstated.
Low-context communication emphasizes directness rather than relying on the context to communicate. From this starting point, verbal communication is specific and literal, and less is conveyed in implied, indirect signals. Low-context communicators tend to "say what they mean and mean what they say." Low-context communication may help prevent misunderstandings, but it can also escalate conflict because it is more confrontational than high-context communication.
As people communicate, they move along a continuum between high- and low-context. Depending on the kind of relationship, the context, and the purpose of communication, they may be more or less explicit and direct. In close relationships, communication shorthand is often used, which makes communication opaque to outsiders but perfectly clear to the parties. With strangers, the same people may choose low-context communication.
Low- and high-context communication refers not only to individual communication strategies, but may be used to understand cultural groups. Generally, Western cultures tend to gravitate toward low-context starting points, while Eastern and Southern cultures tend to high-context communication. Within these huge categories, there are important differences and many variations. Where high-context communication tends to be featured, it is useful to pay specific attention to nonverbal cues and the behavior of others who may know more of the unstated rules governing the communication. Where low-context communication is the norm, directness is likely to be expected in return.
There are many other ways that communication varies across cultures. High- and low-context communication and several other dimensions are explored in Communication, Culture, and Conflict.
Ways of naming, framing, and taming conflict vary across cultural boundaries. As the example of the elderly Chinese interviewee illustrates, not everyone agrees on what constitutes a conflict. For those accustomed to subdued, calm discussion, an emotional exchange among family members may seem a threatening conflict. The family members themselves may look at their exchange as a normal and desirable airing of differing views. Intractable conflicts are also subject to different interpretations. Is an event a skirmish, a provocation, an escalation, or a mere trifle, hardly worth noticing? The answer depends on perspective, context, and how identity relates to the situation.
Just as there is no consensus across cultures or situations on what constitutes a conflict or how events in the interaction should be framed, so there are many different ways of thinking about how to tame it. Should those involved meet face to face, sharing their perspectives and stories with or without the help of an outside mediator? Or should a trusted friend talk with each of those involved and try to help smooth the waters? Should a third party be known to the parties or a stranger to those involved?
John Paul Lederach, in his book Preparing for Peace: Conflict Transformation Across Cultures, identifies two third-party roles that exist in U.S. and Somali settings, respectively -- the formal mediator and the traditional elder.[4] The formal mediator is generally not known to those involved, and he or she tries to act without favoritism or investment in any particular outcome. Traditional elders are revered for their local knowledge and relationships, and are relied upon for direction and advice, as well as for their skills in helping parties communicate with each other. The roles of insider partial (someone known to the parties who is familiar with the history of the situation and the webs of relationships) and outsider neutral (someone unknown to the parties who has no stake in the outcome or continuing relationship with the parties) appear in a range of cultural contexts. Generally, insider partials tend to be preferred in traditional, high-context settings, while outside neutrals are more common in low-context settings.
These are just some of the ways that taming conflict varies across cultures. Third parties may use different strategies with quite different goals, depending on their cultural sense of what is needed. In multicultural contexts, parties' expectations of how conflict should be addressed may vary, further escalating an existing conflict.
Approaches to meaning-making also vary across cultures. Hampden-Turner and Trompenaars suggest that people have a range of starting points for making sense of their lives, including:
universalist (favoring rules, laws, and generalizations) and particularist (favoring exceptions, relations, and contextual evaluation)
specificity (preferring explicit definitions, breaking down wholes into component parts, and measurable results) and diffuseness (focusing on patterns, the big picture, and process over outcome)
inner direction (sees virtue in individuals who strive to realize their conscious purpose) and outer direction (where virtue is outside each of us in natural rhythms, nature, beauty, and relationships)
synchronous time (cyclical and spiraling) and sequential time (linear and unidirectional).[5]
When we don't understand that others may have quite different starting points, conflict is more likely to occur and to escalate. Even though the starting points themselves are neutral, negative motives are easily attributed to someone who begins from a different end of the continuum.[6]
For example, when First Nations people sit down with government representatives to negotiate land claims in Canada or Australia, different ideas of time may make it difficult to establish rapport and make progress. First Nations people tend to see time as stretching forward and back, binding them in relationship with seven generations in both directions. Their actions and choices in the present are thus relevant to history and to their progeny. Government negotiators acculturated to Western European ideas of time may find the telling of historical tales and the consideration of projections generations into the future tedious and irrelevant unless they understand the variations in the way time is understood by First Nations people.
Of course, this example draws on generalizations that may or may not apply in a particular situation. There are many different Aboriginal peoples in Canada, Australia, New Zealand, the United States, and elsewhere. Each has a distinct culture, and these cultures have different relationships to time, different ideas about negotiation, and unique identities. Government negotiators may also have a range of ethno cultural identities, and may not fit the stereotype of the woman or man in a hurry, with a measured, pressured orientation toward time.
Examples can also be drawn from the other three dimensions identified by Hampden-Turner and Trompenaars. When an intractable conflict has been ongoing for years or even generations, should there be recourse to international standards and interveners, or local rules and practices? Those favoring a universalist starting point are more likely to prefer international intervention and the setting of international standards. Particularlists will be more comfortable with a tailor-made, home-grown approach than with the imposition of general rules that may or may not fit their needs and context.
Specificity and diffuseness also lead to conflict and conflict escalation in many instances. People, who speak in specifics, looking for practical solutions to challenges that can be implemented and measured, may find those who focus on process, feelings, and the big picture obstructionist and frustrating. On the other hand, those whose starting points are diffuse are more apt to catch the flaw in the sum that is not easy to detect by looking at the component parts, and to see the context into which specific ideas must fit.
Inner-directed people tend to feel confident that they can affect change, believing that they are "the masters of their fate, the captains of their souls."[7] They focus more on product than process. Imagine their frustration when faced with outer-directed people, whose attention goes to nurturing relationships, living in harmony with nature, going with the flow, and paying attention to processes rather than products. As with each of the above sets of starting points, neither is right or wrong; they are simply different. A focus on process is helpful, but not if it completely fails to ignore outcomes. A focus on outcomes is useful, but it is also important to monitor the tone and direction of the process. Cultural fluency means being aware of different sets of starting points, and having a way to speak in both dialects, helping translate between them when they are making conflict worse.
These continua are not absolute, nor do they explain human relations broadly. They are clues to what might be happening when people are in conflict over long periods of time. We are meaning-making creatures, telling stories and creating understandings that preserve our sense of self and relate to our purpose. As we come to realize this, we can look into the process of meaning making for those in a conflict and find ways to help them make their meaning-making processes and conclusions more apparent to each other.
This can be done by storytelling and by the creation of shared stories, stories that are co-constructed to make room for multiple points of view within them. Often, people in conflict tell stories that sound as though both cannot be true. Narrative conflict-resolution approaches help them leave their concern with truth and being right on the sideline for a time, turning their attention instead to stories in which they can both see themselves.
Another way to explore meaning making is through metaphors. Metaphors are compact, tightly packaged word pictures that convey a great deal of information in shorthand form. For example, in exploring how a conflict began, one side may talk about its origins being buried in the mists of time before there were boundaries and roads and written laws. The other may see it as the offspring of a vexatious lawsuit begun in 1946. Neither is wrong -- the issue may well have deep roots, and the lawsuit was surely a part of the evolution of the conflict. As the two sides talk about their metaphors, the more diffuse starting point wrapped up in the mists of time meets the more specific one, attached to a particular legal action. As the two talk, they deepen their understanding of each other in context, and learn more about their respective roles and identities.
Identities and roles refer to conceptions of the self. Am I an individual unit, autonomous, a free agent, ultimately responsible for myself? Or am I first and foremost a member of a group, weighing choices and actions by how the group will perceive them and be affected by them? Those who see themselves as separate individuals likely come from societies anthropologists call individualist. Those for whom group allegiance is primary usually come from settings anthropologists call collectivist, or communitarian.
In collectivist settings, the following values tend to be privileged:
cooperation
filial piety (respect for and deference toward elders)
participation in shared progress
reputation of the group
interdependence
In individualist settings, the following values tend to be privileged:
competition
independence
individual achievement
personal growth and fulfillment
self-reliance
When individualist and communitarian starting points influence those on either side of a conflict, escalation may result. Individualists may see no problem with "no holds barred" confrontation, while communitarian counterparts shrink from bringing dishonor or face-loss to their group by behaving in unseemly ways. Individualists may expect to make agreements with communitarians, and may feel betrayed when the latter indicate that they have to take their understandings back to a larger public or group before they can come to closure. In the end, one should remember that, as with other patterns described, most people are not purely individualist or communitarian. Rather, people tend to have individualist or communitarian starting points, depending on one's upbringing, experience, and the context of the situation.
Conclusion
There is no one-size-fits-all approach to conflict resolution, since culture is always a factor. Cultural fluency is therefore a core competency for those who intervene in conflicts or simply want to function more effectively in their own lives and situations. Cultural fluency involves recognizing and acting respectfully from the knowledge that communication, ways of naming, framing, and taming conflict, approaches to meaning-making, and identities and roles vary across cultures.