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How to: Feel Comfortable Giving a Presentation in Spanish

Dear Esther,

Giving a presentation in any language can be scary, but when you have to present to people you don’t know, in a language you might not dominate (or even if you are fluent ), it can be downright terrifying. However, as an experienced presenter in Spanish—read here and here about how I did my entire degree abroad—I am here to tell you that you can do it! And it doesn’t have to be as scary as you initially think. Here are my top tips for getting through your presentations in a foreign language:

Prepare your notes:

Even if you are able to make things up as you go along in English, you should be aware that it is more difficult to control a topic in a non-native language. Therefore, take the extra hour or two to make sure you know what you want to say and how you want to say it. I know a lot of people—from all different backgrounds alike—who don’t bother to take the time to truly prepare their presentations and you can tell when they present. In addition, it will make life easier if you properly organize the content before you start preparing the presentation because then you will have you bases covered.

Pro-tip: If you’ve already prepared an assignment or paper around the topic, use this as your guide (even if it is in English). This will help you feel comfortable that you say what you have to say.

Prepare your slides:.

Once you know what you want to say and how you want to say it, you can start to prepare the visual part of your presentation (whether it be a PowerPoint, Prezi, or other tool). Make sure that the visual cues you give yourself help your words flow. My personal preference is to use a little bit of text and let your words speak for themselves (you don’t want people reading the slides instead of listening to you). Consider using keywords or photos that you can connect to your content instead of reading directly off the slide. At the same time, make sure you know what works for you and prepare accordingly.

Think about it this way: Your slides should act as an outline for what you want to say, helping your listeners follow along or jot down key points. However,if you need notes, consider bringing them along separately.

While you may feel stupid talking to yourself (maybe in front of a mirror) or practicing with your housemate, the first time through a presentation always feels harder than the second or third. If you have time to practice a time or two before you get in front of your final crowd, you can make sure you feel your way around words that you don’t feel comfortable with (potentially switching them out for others) and confirm that your presentation makes sense.

Pro-tip: if possible, try to rehearse with a native Spanish speaker who can help you figure out if what you say is clear or not. And remember that constructive criticism in your practice moments is a good option in comparison to your professor not understanding you during the presentation.

Relax and smile:.

A big part of the quality of the presentation is how comfortable you are with yourself. Even if you don’t feel like you really know the content or you are worried about presenting in front of your class, your attitude will affect the perception the audience has of your knowledge. If you are able to get up in front of everyone and act in a calm, collected way (despite the fact that you are shaking inside), that will go a long way towards a good presentation.

Try it: I found the video below that talks about about how body posture impacts our perception of a situation and I have never gone back—before every presentation you can find me in superhero pose!

It’s not the end of the world:

I just want to remind you that, at the end of the day, if your presentation is terrible it is not the end of the world. Honestly, as someone who has been there, it is commendable that you are potentially getting up in front of a whole class of native speakers to give a presentation in a language that you are only more or less comfortable with. Personally, the most important thing is to notice how you feel during the presentation and figure out ways that you can ‘do it better’ next time. Like anything, practice makes it easier, but sometimes we have to fall before we can fly.

We would love to hear about your presentation experiences while abroad. Are you a nervous presenter or are you as cool as a cucumber? Let us know!

Sincerely, Spain

P.S. I would just like you all to know that while I am a good presenter, I am not always (read almost never) comfortable when presenting, I am just good at hiding it. It has allowed me to ace presentations—not only at school but also in front of other crowds—and job interviews. Therefore, I believe it is a skill worth developing.

My Top Resources for Writing in Spanish

An Introduction to the Job Situation in Spain

Culture Shock: The Insights of a Spaniard in America

La presentación oral: 13 Ways to Teach it for AP Spanish Success

When my students first began giving oral presentations in my AP Spanish Language and Culture course, they had trouble for three reasons:

1. They had little knowledge of cultural practices in Spanish-speaking countries.

2. They struggled to finish within the two-minute limit.

3. Their presentations were completely disorganized.

In this blog post, I will explain how I addressed each issue so that my students were able to master the oral presentation section of the AP Spanish exam. Keep reading and get my F-R-E-E culture project on Spanish-speaking countries and famous hispanohablantes. Below are my best tips on how to teach la presentación oral.

1. STUDENT RESEARCH

Neither the teacher nor the students can predict what cultural practice will be mentioned in the presentational speaking section of the AP exam. Hence, the anxiety. However, just as those who live in Seattle must always have a raincoat within reach, students of AP Spanish must come equipped with knowledge of many traditions practiced in Spain and Latin America. Hence, the culture presentation. The more customs they are familiar with, the more likely it is that they will be able to answer the question with confidence. In order to fill their cultural knowledge bank, I assign a project.

How to Teach La presentación Oral for AP Spanish: La presentación oral

At the beginning of the course, I hand out instructions for a culture project. Students must do a Google search to find cultural practices or traditions of a Spanish-speaking country. They can either choose from articles in the textbook or find their own. If they select a tradition not in the text, I must approve their choices.

I hand out and explain the instructions, so students know the requirements.

THE PRESENTATION MUST:

Have a visual component.
Be five minutes long.
Include comprehension questions for the class.
Include a quiz for the class.
Include an additional two-minute oral presentation comparing the cultural practice with one in their own country.

While the student talks, the observers take notes. Whenever students give presentations, I also include a graded, listening component for the observers so no one is sitting idly; students are always practicing their Spanish language skills, either speaking or listening. In this case, the students must evaluate la presentación oral according to the rubric, and answer comprehension questions in the student-created quiz.

After the presentations, the observers ask the presenter questions about his or her speech, then take the quiz.

Want more details? Click the following link to access the culture project I use: LA PRESENTACIÓN ORAL CULTURE PROJECT . These instructions are for Triángulo aprobado, but you can use them with Vista Higher Learning or any other textbook or test-practice booklet. Just replace the titles where appropriate.

2. TELL STUDENTS THE LEARNING GOAL

When I was a new teacher, I would anxiously sit down to grade a project and then feel my disappointed heart sink to my toes as I read each submission. How did the students miss the target by so great a distance? Because I had assumed they knew what I expected. Surely they knew they needed to include what to me were obvious elements. But they didn’t.

Students need to know exactly what is required of them. With that goal in mind, I tell them, at the beginning, what the learning objectives are. Then I give them the rubric with even more details. Below is the learning goal I give my students for the presentación oral comparing the grading system in the U.S. to that of a Spanish-speaking country:

Given a rubric of the oral presentation, vocabulary of comparisons, a PowerPoint on the Oral Presentation, and information on grading systems, students will do a two-minute oral presentation comparing the grading system of one Spanish-speaking country to the grading system in the United States.

HERE IS ANOTHER LEARNING GOAL:

Given information on Cartagena and Macchu Picchu, students will do an oral presentation comparing an American tourist attraction to Machu Picchu or Cartagena.

These topics were in the cultural texts of our AP Spanish test-prep booklet.

3. STUDENTS PRACTICE VOCABULARY FOR COMPARISONS AND FOR THE WRITTEN TEXT

Before students attempt to discuss the differences and similarities of various cultures, they need to have the vocabulary to do so; they need to know how to make comparisons in Spanish, and they need to know the vocabulary specific to the given topic.

I hand out a list of words and phrases students need in order to make comparisons and also vocabulary of challenging words from the text we will be reading.

The words don’t automatically become part of the students’ working vocabulary just because I handed them the list of words. They need to practice the vocabulary, to see the words in context, and to let them percolate in their brains (recognition phase). Then they draw a representation of the words, write the definition, and use them in context themselves (productive).

Below is part of the list of comparisons I give my Spanish students.

Vocabulario para la comparación

Por un lado On the one hand
Por otro lado On the other hand
En comparación con In comparison with
Si se compara…con If one compares…with
Es cada vez más It’s more and more
Es cada vez menos It’s less and less
Mientras que X… While X…
Se parece a… It is similar to
Se diferencia en It differs in that
Mejor / peor queue Better / worse than
Aunque… Although / even though
A la inversa Conversely
De manera different Differently
Sin embargo However

For example, I might say the following: Escojan dos palabras del vocabulario en la página 112. Hagan los cuadros y escriban una oración para cada palabra.

Students draw a square with four boxes. Sometimes, instead of writing sentences in the last box, I tell them to write synonyms in Spanish. Below is the demonstration I show them before instructing them to practice with the vocabulary.

La presentación oral Vocabulary for AP Spanish

4. LA PRESENTACIÓN ORAL: LAS INSTRUCCIONES

LEARNING TARGET: Students will plan and produce spoken presentational communications.

After students practice the vocabulary, we read the instructions and the exam description together, in Spanish, so they understand the requirements:

They will have four minutes to read the topic and prepare their presentation.
They will have two minutes to record their presentation.
They will need to use the formal register.
They will be comparing cultural characteristics / practices, traditions of the community in which they live with those of a Spanish-speaking country or Spanish-speaking communities with which they are familiar.
They can use any of the following examples: information they have read, heard, or seen, or personal experiences or observations.

5. STUDENTS MUST ORGANIZE THEIR ORAL PRESENTATION

It is essential that students learn to organize their presentations, or they will not succeed on the exam. Organizing helps them think better and it also helps them stay within the time constraints.

In order to organize their speech, they must:

Begin with a thesis statement that answers the question.
Include words of the question in their thesis statement.
Include developing paragraphs and a conclusion.
Use a graphic organizer to prepare: I show students how to use a Venn Diagram and also a T graphic. On one side, students put the differences, on the other side, the similarities.

6. RUBRIC FOR PRESENTATIONAL SPEAKING

I read the College Board rubric for AP Spanish Presentational Speaking with the students so they know how they will be evaluated.

7. SHOW THE POWERPOINT

Then, I show my PowerPoint, which repeats the instructions (once isn’t enough) and gives more details of what is required. Below are a few examples of what students learn when watching the PowerPoint.

STUDENTS MUST:

Demonstrate knowledge of the culture of a Spanish-speaking country.
Speak fluidly.
Provide details of the culture.
Make themselves understood, speak with varied vocabulary and idiomatic expressions.
Speak with good pronunciation.
Correct themselves as they are speaking when they make mistakes.
Commit few grammatical errors
Read the question thoroughly.
Use pausing or transition words to give them time to think such as, “así que, pues, entonces, además…”

The PowerPoint also shows several example introductions and thesis statements for a given cultural comparison including reasons number one and two. It also shows model text for developing paragraphs and a conclusion.

8. STUDENTS EVALUATE USING THE RUBRIC OR A CHECKLIST

After showing the PowerPoint, I give students a checklist of the required elements. After they read the model presentation, I check for understanding by asking students what the requirements are for a good presentation.

Then, students evaluate the model presentation according to the rubric or checklist using the college board grading system: They give an exam score of 1-5. (My checklist was created using the AP Spanish rubric for presentational speaking.)

An easy way to give students an idea of what a grade of 5 looks like is to have them listen to past exams and guess the score. Students hear presentations of scores ranging from 1 to 5. They then evaluate the presentation using a checklist. Once they guess, I show them what the real score was.

9. SELF-CORRECTING

I train students how to correct themselves during the presentation to improve fluidity and help them sound more like a native speaker. For example, I teach the vocabulary they will need when they misspeak, such as, “Es decir, mejor dicho, o sea, digo”.

10. READ THE CULTURAL NOTE

I read the cultural note in the textbook, test-practice booklet, or text I have provided. For example, I say: Lee la “Cápsula cultural: En las terrazas de Cuzco se puede cultivar más que hortalizas” en la página 111 en Triángulo aprobado.

Then I read the question. For example: Comparaciones: Compara la atracción turística de Machu Picchu con un sitio de tu país o comunidad.

11. SOLICIT DIFFERENCES AND SIMILARITIES USING THE GRAPHIC ORGANIZERS

I solicit “semejanzas y diferencias”. I write in students’ answers on a transparency (Boy am I old), smart board or whiteboard. Students take notes in their graphic organizer.

12. STUDENTS PRACTICE WITH A PARTNER

Working with a partner greatly decreases student anxiety and makes the task more fun. Also, students have the advantage of a peer tutor.

The first time students work on the oral presentation, I give them a full ten minutes to prepare. The more proficient they become in organizing their comparisons, the less time I give them. The last few months before the AP Spanish exam, students listen to the audio prompts which only allow four minutes to prepare.

13. STUDENTS PRESENT WITH PARTNERS AND EVALUATE EACH OTHER

Students now give their oral presentations using Google Voice, Audacity, or online using the publisher’s site. I time them for two minutes using a stopwatch.

One student at a time gives the presentation while the partner evaluates using the checklist. Students turn in the checklist.

I ask for two volunteers to present before the class for extra points. The entire class grades them according to the checklist.

14. BE EFFICIENT WITH TIME

Did I say 13 ways? Here is #14.

Time is always beating me with a whip as I prepare my students to pass the test. Therefore, I must find ways to use my time efficiently. A great way to save time is to work on two sections of the AP exam simultaneously. I instruct half the class to work on the oral presentation and the other half to work on the simulated conversation for the current AP Spanish theme, for example: Contemporary Life, or Global Challenges. Half the students are doing practice tests for presentational speaking while the other half works on interpersonal speaking. For example:

Half the class does Conversación simulada p. 117 on Audacity or the Learning Site.
The other half of the class does oral presentation on Google Voice or the Learning Site.
Then they switch.
The Spanish teacher times the oral presentation for two minutes. Remember to tell the test takers to say their name and let a few seconds pass first and to say who they are when using Google Voice.

If you would rather not do all the work yourself, you can use the Oral Presentation PowerPoint and Activities for AP Spanish Language and Culture to help students master la presentación oral portion of the AP Spanish exam. This valuable resource includes everything I have mentioned in this post.

These resources can be used with Triángulo aprobado Spanish Language books or Vista Higher Learning booklets or any AP Spanish Test-prep books. Google Slides digital versions are available, too.

The 28-slide Presentación Oral PowerPoint for AP Spanish includes the following:

Instructions on how to do a cultural oral presentation for AP Spanish
Required elements of an oral presentation
A sample cultural question taken from Triángulo aprobado
Two sample graphic organizers for the “presentación oral”
Instructions on how to write the “oración de tesis” and how to organize the “presentación oral”
A sample cultural oral presentation with the components labeled
Expressions for self-correction
Expressions for pausing and transition
24 words and expressions useful for making comparisons
Four possible introductions
Three possible “oraciones de tesis”
Two sample developing paragraphs
A sample conclusion
Instructions for writing the conclusion

The printables include the following:

a checklist for self-correction or partner correction
a lesson plan for the oral presentation following the EDI format: the learning objective, attention-getter, tension, explain/model/demonstrate, checking for understanding, guided practice, closure, independent practice/homework, and items needed to present the lesson
a graphic organizer
a handout of vocabulary for making comparisons
the password to open the PowerPoint YOU WILL NEED MICROSOFT OFFICE 2002 in order to access the password-protected PowerPoint.

This PowerPoint and Activities is included in the following bundle: A P SPANISH POWERPOINTS

How do AP Spanish students record their simulated conversations and oral presentations ?

So many of you have asked me what my students use to record their presentations. I will tell you what I used and also what other teachers use, so you have many options. BELOW ARE WAYS STUDENTS CAN RECORD:

Google Voice (What I used)
Vocaroo Online Voice Recorder (It’s free and I’ve heard great things about it.)
Flip (Used to be FlipGrid.)
Schoology, Canvas, or any LMS (Learning Management System) your school is using.
Audacity (I have used this as well.)
Vista Higher Learning SuperSite
Student Phones (Voice Memo or Recording App)
Google MP3 in Google Classroom

READY-MADE LESSON PLANS THAT DO EVERYTHING FOR YOU

If you don’t want to write the lesson plans yourself, use the ready-made lesson plans below. They do everything for you! And you can have confidence in them since all my students passed the AP Spanish Language and Culture Exam except one during the five years I taught AP Spanish.

AP Spanish Lesson Plans and Curriculum for Tríangulo apro bado

AP Spanish Lesson Plans and Curriculum for Vista Higher Learning

Would you like more free resources for AP Spanish? And more tips on how to teach it? Click on the links below.

F-R-E-E Lesson on the Argumentative Essay for Presentational Writing (Previously called the Persuasive Essay)

Simple Tips on How to Teach the AP Spanish Email Reply for Interpersonal Writing

How to Teach the Argumentative Essay

Why I Teac h AP Spanish the Way I Do

What do I Teach After the AP Spanish Language and Culture Exam?

I hope this post has given you some ideas to help your students master la presentación oral section of the AP Spanish exam. If you found this post helpful, send the link to a friend!

If you’d like to get more tips and f-r-e-e resources in your email, subscribe to my newsletter. Just click this link and scroll to the bottom to subscribe: Best PowerPoints for Spanish and French by Angie Torre. You’ll also get a F-R-E-E 122-slide PowerPoint on Spanish verbs and infinitives.

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Spanish Oral Presentation Guide for Beginners

by TruFluency | Featured Spanish Blog , Learn Spanish , Spanish Presentation

The moment to show off your Spanish skills is here, and we’ll teach you how to wow your audience, coworkers, boss, or clients. The way you introduce and close your presentation can have a positive or negative effect on your audience. So, it’s normal that you get nervous about speaking in front of a crowd and communicating your ideas effectively.

Practicing oral presentations in Spanish helps you focus on pronunciation and clarity while broadening your academic, job, and business opportunities . However, what may be even more valuable is that it gives you the chance to take risks, gain confidence, and exercise persuasion in a foreign language.

If you have a presentation soon, and want to blow everyone’s mind, here is your guide to giving oral presentations in Spanish for beginners.

5 Engaging Presentation Openings

The first part of our Spanish oral presentation guide is to help you find the most engaging ways to open your speech.

1. Start with a Reflexive or Engaging Question

For example:

¿Sabían ustedes que la entonación de nuestra voz no es sonido sino emoción? (Did you know that the intonation of our voice is not sound but emotion?)

Starting with a question allows you to keep your audience attentive throughout your message.

2. Tell an Anecdote

55% of our communication stems from non-verbal language ; everything our audience reads through our expressions, mannerisms, tone, etc., while 38% of our communication is vocal and 7% is words.

Hence, the importance of telling a story at the beginning of your presentation, so your audience connects with what you are going to deliver. We are all natural communicators.

At first, you may feel shy about opening yourself to the world, but believe it or not: your story counts, your story inspires, and even more than you think.

3. Utilize Objects

Generate interest with an object that’s relevant to your message. For instance, you can follow a similar script to this one:

Esta cartera que hoy acompaña mi atuendo tiene un significado muy especial. Esta cartera ha sido elaborada, tejida y pensada por gente que cree en sus sueños. ¡Qué gusto estar el día de hoy aquí hablando con emprendedores que creen en construir!

(This purse that matches my outfit today has a very special meaning to me. This purse has been sewn, knitted, and created by people that believe in their dreams. What a pleasure to be here today talking with entrepreneurs that believe in building things!)

Utilizing resources as elements of your speech will help your public to relate and feel part of your speech. Everything has a meaning and a representation. Remember that your public will forget what you said but will always remember how you made them feel. So, make them feel welcome!

4. Statistics

Using statistical data will help give your statement a significant rational weight. Remember that statistics aren’t read, they’re interpreted. This forces you to describe exhaustive research about a topic.

This isn’t about boring your audience with numbers, it’s about using statistics as a tool to make people reflect on your message. An example of an introduction in Spanish with statistics is:

¿Sabían ustedes que el 80% de los consumidores que adquieren sus productos en línea confían más en las recomendaciones de sus amigos o familiares que de las propias empresas?

(Did you know that 80% of consumers that buy your products online trust more in the recommendations of their friends and family than on the ones of companies?)

5. Who are you?

Greet your audience. This is fundamental to bond with them. Say your name, who you are, what your topic is and why it is important to pay attention to you. Let’s put it into practice with this example:

Hoy me encuentro feliz de estar con ustedes compartiendo lo que sé. Mi nombre es Liam Jones, soy periodista y locutor de radio, y hoy quiero que aprendas a utilizar tu voz para hacerte escuchar.

(Today I am very happy to be with you sharing what I know. My name is Liam Jones. I am a journalist and radio host, and I want you to learn to use your voice to make yourself heard.)

Respect your essence, know yourself and regularly practice the above types of introduction.

Verbal and Non-Verbal Presentation Tips

The next part of our Spanish oral presentation guide is divided into verbal and non-verbal language.

Non-Verbal Language Tips

Your gestures can emphasize, substitute or contradict what you express with words.

Use open gestures, like moving your hands, stretching your arms and legs, and opening your shoulders. Additionally, avoid having objects in your way between your body and the audience, such as folders, books, and tables. Your face should be visible all the time.

Choose gestures that ease people’s understanding of your speech. For example, pointing in a direction.

Avoid fidgeting out of nervousness. For instance, touching your hair or glasses.

Distribute your gaze amongst your audience, so everybody feels included. You can divide your audience into different quadrants. Let’s say, four, and choose a person of each quadrant to “talk to”.

Volume and Intonation

Mentally “take measurements” of the room, so the volume you choose to use is enough for both people in the front row and in the back to hear you. Also, avoid monotonous intonation. Highlight with your voice the keywords of your speech.

Rhythm and Pronunciation

Slow down when you need to separate ideas, this reflects confidence and helps you recover people’s attention. Pronunciation should be clear , so be careful with mumbling sounds.

Nobody has the right to tell you how to dress, but it’s recommendable that your attire matches both your personality and the context of your presentation.

Verbal Language Tips

Order and structure.

A presentation that has order and structure is easy to follow, understand, and remember.

Organize your speech in parts. For example: importance, data, chronology, interesting bullet points, zoom in, and zoom out.

Use discourse markers; words that organize and connect ideas. Some examples are:

To Start Interventions El objetivo de esta exposición es… / Hablaré en primer lugar de… / Para comenzar… (The objective of this presentation is… / Firstly, I’ll speak about… / For starters…)

To Introduce Comments or Examples Por ejemplo… / Como es el caso de… / Recordemos, en ese sentido, que… (For example… / As is the case with… / Let’s remember, in this sense, that…)

To Structure the Discourse En primer lugar… / En segundo lugar… / Por un lado,…por otro lado… / Finalmente… (In first place… /In second place… /On the one hand…on the other hand… /Finally…)

To Resume the Subject Volviendo a lo que hemos visto al principio… / Como decía… / Señalaba que… (Going back to what we’ve seen at the beginning… /Like I was saying… / I was pointing out that…)

To Establish Logical Relationships Consecuentemente… / Eso nos demuestra que… / Deducimos, entonces… (Consequently… / That shows us that… / We deduce, then…)

To Conclude Tratemos, finalmente, el último aspecto… / En resumen,… / Para terminar… / En conclusión… (Let’s address, finally, the last aspect… / In summary… / Lastly… / In conclusion…)

You should adapt it to your audience’s knowledge, formality level, and the purpose of your presentation.

Sentences should be short and simple. Avoid the overuse of muletillas (catch phrases).

Oral Presentation Conclusions in Spanish

When you’re giving a presentation in Spanish, do not miss the chance to leave a good impression. The final part of a speech is what we remember the most. So, use it to deliver a message or briefly summarize what you want to convey. You can create a compelling conclusion with a phrase, rhetorical question, quote, or call-to-action.

En conclusión, cualquiera puede padecer de un problema de salud mental. (In conclusion, anyone can have a mental health problem.)

Si las personas más brillantes pueden padecer problemas de salud mental, ¿por qué nosotros no? (If the most brilliant people can have mental health issues, why can’t we?)

La mente es como un paracaídas, si no se abre, no sirve para nada. Muchas gracias, público oyente, por haber abierto su mente a escucharme en esta exposición. (The mind is like a parachute, if it isn’t opened, it doesn’t work. Thank you very much, listening public, for having opened your minds to listen to me in this presentation.)

Ready to be confident in your next Spanish oral presentation?

The key to giving a memorable oral presentation in Spanish is to be original, creative, and do something that’s unusual but true to your essence. Thus, you’ll make the difference.

If after reading our Spanish oral presentation guide, you think you still need help to prepare yourself for your Spanish presentation, count on our top-notch team of Spanish fluency coaches . So, don’t let fear of success hold you back, and book with one of our coaches.

Save 20% off your first month of lessons with code TF20 today!

6 Must-Know Tips for Giving a Presentation in a Foreign Language Posted by meaghan on Oct 14, 2013 in Archived Posts

Speaking in a foreign language can be a challenge in and of itself—giving a presentation in a foreign language makes that challenge even more…. well, challenging. Whether you’re presenting to your classmates, your co-workers, or your community, you’ll want to practice a little harder than normal. These tips will help you perfect your presentation, leaving minds blown rather than tongues tied.

1. Practice, practice, practice—but don’t memorize.

Scripting yourself is a terrible idea for any presentation, regardless of language. It doesn’t make for a very compelling or natural presentation, and you might panic if you forget or veer away from your script, especially if it’s in another language!

Instead, narrow your focus. Acquire the specific vocabulary you need to discuss your topic, but rely on what you already know to fill in the gaps. Practice speaking about your topic out loud to yourself, so you’ll be prepared to improvise when all eyes are on you.

2. Prepare notes.

Didn’t I just tell you not to script your presentation? Yes I did, but here’s the loophole: prepare notes! Add speaker notes to your slides or jot down major points on a set of notecards. Do not read directly off these notecards! The less you look at them, the better.

The placebo effect of notecards is powerful—knowing you have an important statistic or difficult word in the language written down in front of you should make you less nervous that you’ll forget it. And just in case you do forget it, voila, there it is.

3. Practice speaking.

This is an obvious one, but seriously, if you’re preparing to speak in front of people for an extended period, you need to be comfortable speaking in the language in general.

You want to be comfortable speaking about your specific topic, but also in using the language fluidly and confidently. Talk out loud to yourself in your second language as much as you can—around the house, in the shower, while driving, etc. Say whatever it is you want! Rage about that guy who cut you off on the drive home, talk about what you want to do this weekend, make up a story about your neighbors who just walked by. Get comfortable pronouncing the language and speaking it fluidly. Then practice the specifics of your presentation.

4. Keep it simple.

When you present, you want to sound intelligent and compelling. There’s nothing wrong with that. But when you present in another language, focus first on being understood and making your point.

Trying to sound sophisticated only works if you actually sound… sophisticated! But if you mispronounce the big words you insisted upon using and mumble through those prolific examples you just had to include, you’re actually hurting your cause. Keep it simple and within the reach of your current language skills. Impress people with your message itself, not the way you phrase the message. Besides, giving a presentation in your second language is impressive enough as it is.

5. Don’t apologize.

Do not start off by apologizing for your language skills (or lack thereof). Instead of making that excuse for yourself, be aware of your shortcomings and address them without drawing attention to them.

If you have a thick accent when speaking in your second language, speak slower than you normally would so your audience can understand you. If you mispronounce a word, don’t get flustered or laugh it off—say it again once or twice so your listeners can catch on. Writing off your mistakes to the fact that “this is your second language” won’t challenge you to get better and do it right.

6. Be culturally appropriate.

This isn’t related to the language, but it’s just as important as the advice above. Unless it’s a class assignment, chances are you’re giving your presentation in another language because you’re abroad. If that’s the case, research the culture of your audience.

Be aware of hand gestures or facial expressions that are potentially offensive. Figure out if humor is well-received, or if you should show your personality in another way. Speak to colleagues or native speakers who are aware of the culture—and while you’re at it, practice giving your presentation to them!

Build vocabulary, practice pronunciation, and more with Transparent Language Online. Available anytime, anywhere, on any device.

About the Author: meaghan

Meaghan is the Marketing Communications Manager at Transparent Language. She speaks enough French and Spanish to survive, and remembers enough Hausa to say "Hello my name is Meaghan, I'm studying Hausa." (But sadly that's it).

OpeloPearl:

Much needed! Thank you. I do a lot of hosting and presenting in Chinese and no matter how many times I have done it, I always feel nervous and at the end of it feel like I could have done better.

Excellent article! As a foreign language tutor, I have had to teach public speaking presentation skills to my corporate students and I totally agree with you on the tips you have provided here. Thanks.

I adore these tips!

I remind myself of many of these as I present but also as my novice learners start presenting. I tell them more often than not to take the risk and try.

My host brother once told me that he hopes he ever loses his accent completely as it helps tell his story even when he is fluent in other languages.

Stage 1: Greetings and presentations in Spanish

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English translation of podcast audio

Spanish Route, episode ONE. Your guided route to Spanish.

Good morning, good afternoon or good evening. Welcome to Spanish Route. The program, the podcast, to learn Spanish in the easiest and most fun way. My name is Sergio and I am your personal Spanish trainer.

This is the first program and it’s going to be very easy, you’ll see.

We will learn to introduce ourselves and to greet us. We will ask some questions and answer them. That way you’ll know me a little better.

But first, I want to remind you that on my website: SpanishRoute.com You can read the transcription and English translation of this program. In case there is something you have not understood well. You can download the pdf with the presentation of the class and with a very easy written exercise to help you practice the concepts we have talked about today.

Also, from spanishRoute.com/contact , you can write me with questions that we will solve in the program.

And if you want to access Skype conversation sessions with me , at a very low price.

Remember SpanishRoute.com. And now Let’s start with the program.

In this first chapter we will start at the most basic level. We will learn to introduce ourselves and to greet us.

Remember that this program can be followed from the audio player of my website, or through your favorite podcast player.

And besides, in case you find it difficult to follow me, you can also watch the class through my YouTube channel with the presentation of the sentences in writing.

Do not worry about grammar, writing or punctuation, we will see it little by little in the next classes.

For the moment, the most important thing is to practice your hearing and mentally translate the phrases and expressions of Spanish into your language.

Hola (Hello!)

¡ Hola! (Hello!)

This is the word (the interjection) to greet, draw the attention of another person or introduce ourselves. ¡Hola! = Hello!

¿Cómo te llamas? (What is your name?)

¿Cómo te llamas? (What is your name?) This is the phrase we use in Spanish to ask the name of the person we are talking to. ¡Hola! ¿Cómo te llamas? (Hello! What is your name?)

Me llamo Sergio (My name is Sergio)

Me llamo Sergio (My name is Sergio). With these words I answer the previous question. It’s the way to tell someone what my name is.

You could also say «Yo me llamo Sergio». But in Spanish the subject pronoun of the phrase is usually omitted when in the conjugation of the verb one already understands who the subject is.

Bienvenido (Welcome)

¡Bienvenido! (Welcome!) . This is the word we use to receive someone in our house, in our place of work, or in any event or situation. Also when someone arrives from a trip, for example.

Do you know how to say” bienvenido ” in your language?

Bienvenido. This is the masculine form. That is, when the other person is male: A boy, a man or a man.

Bienvenida. This is the feminine form. When the other person is of the female gender. A girl, a woman or a lady. Welcome.

¡Encantado de conocerte! (Nice to meet you!)

This is the phrase to say that we are glad to meet someone. ¡Encantado de conocerte! (Nice to meet you!)

This is the masculine form, but it refers to the subject of the phrase. To the gender of the person who says the phrase.

If I am a boy I say: «¡Encantado de conocerte!»

If I am a girl I say: «¡Encantada de conocerte!».

¿De dónde eres? (Where are you from?)

¿De dónde eres? (Where are you from?) This is the phrase to ask about the place of origin of the person with whom we are speaking.

Soy de España (I am from Spain)

As you can see, I can omit the subject. Although I could also say: Yo soy de España.

Soy español (I am Spanish). It is the way to express my nationality or demonym. It’s the masculine form: Soy español , when I’m a boy.

Soy española (I am Spanish). This is the feminine form. When the subject is female. If I were a girl I would say: I’m Spanish.

¿Y tú? (And you? or What about you?) This is the way to ask the same question that you just asked us. Or to ask about the same thing that I just affirmed.

¡Hola!, me llamo Sergio, ¿Y tú? (Hello! my name is Sergio, what about you?)

Tengo hambre, ¿y tú? (I am hungry, and you?) (here it is understood that we ask the other person if he is also hungry).

Demonym (Gentilicios)

There is no rule to form the gentilicios or nationalities of different countries but there are frequent terminations.

Remember that the names and nationality are adjectives and in Spanish they can have a masculine or feminine form. I propose you these examples:

De España>>> español o española (from Spain>>> Spanish)

De Inglaterra >>> inglés o inglesa (from England>>> English)

De Francia >>> francés o francesa (from France>>> French)

De Estados Unidos >>> estadounidense ( From U.S>>> American). In this case, Estadounidense would serve for the male or female form of the subject.

Another country with a similar termination would be Canada. De Canadá>>> canadiense (from Canada, Canadian). Both male and female.

De Italia>>> Italiano o italiana (from Italy: Italian).

Affirmation and denial

Sí (Yes): We use the word «sí» to answer affirmatively.

No. We use the word «no» to answer negative form

¿Sabes donde está España? (Do you know where Spain is?)

Sí, España está en el sur de Europa. (Yes, Spain is in southern Europe).

¿Sabes donde está Galicia? (Do you know where Galicia is?)

No, no lo sé (No, I do not know). In this case, after the first «no», in the following sentence we must repeat the «no» to indicate the negation of the verb.

In the case of the affirmative answer: Sí, Galicia está en el norte de España (Yes , I know . Galicia is in the north of Spain) the «sí» should no longer be repeated.

Cardinal points

The cardinal points in Spanish are: norte, sur, este, oeste (north, south, east, west).

Suecia está en el norte de Europa (Sweden is in northern Europe)

El sol sale por el este (the sun rises from the east)

Italia está en el sur de Europa (Italy is in southern Europe)

Portugal está al oeste de España (Portugal is west of Spain)

With these example sentences, note that the cardinal points are almost always used with the masculine definite article «El (the)»

In the phrase: Portugal está al oeste de España (Portugal is to the west of Spain), the word «a» is the contraction of the preposition «a» (to) and the article «el» (the).

We will see the contractions in Spanish in upcoming programs, do not worry.

We can also observe the use of two different prepositions. In the sentence: Italia está en el sur de Europa ( Italy is in the south of Europe), before «el sur» (the south) we use the preposition «en» (in), because Italy belongs to Europe. While in: Portugal está al oeste de España ( Portugal is to the west of Spain), we use the preposition «a» (to) because Portugal does not belong to Spain. It is another country. If Portugal were a region of Spain, for example, we would say: Portugal está en el oeste de España ( Portugal is in the west of Spain).

Bien (well) / Malo (wrong)

The words bien (well / right ) and mal (evil / wrong ) can be nouns or adverbs. As a noun, « el bien » is the abstract entity formed by what is morally good. And « el mal » means the opposite. As substantives, these words carry articles.

La lucha entre el bien y el mal. ( The struggle between good and evil) .

As a noun well also means asset or property.

Yo invierto en bienes inmuebles (I invest in real estate). As an adverb: « Bien» (right) means what is right or «in the best possible way». and « mal» (wrong) what is wrong. In expressions to say hallo, it is used with the verb « estar» (be) :

¿Cómo estás? (¿Qué tal estás? (How are you?) / How do you do?) Estoy bien, ¡gracias! (I’m fine thanks).

It would not be correct to say «soy bien». «Bien» it is never used with the verb «ser» in spanish. «Bien» when accompanying the verb «estar» means to be healthy, easy or be comfortable. «Mal» means that something is wrong. When accompanying the verb « estar » can signify that he is sick, sad, uncomfortable or angry. In the next program we will talk again about these words and the differences with «bueno» (good) or «malo» (bad) adjectives. That sometimes can be confusing for Spanish students.

Por favor, (please), disculpa (excuse me), gracias (thank you)

Por favor (Please)

The expression «por favor» in two words: (por + favor) is used to request something or in educated questions

¿Por favor, puedes ayudarme? (Please, can you help me?)

Disculpa (excuseme)

It is a word that can be used to draw attention before asking a question, or in another context ask for forgiveness or excuses, although in this last case we usually say «lo siento» (i am sorry).

¡ Disculpa!, ¿puedes venir? ( Excuseme! You can come?

¡Gracias! (Thank you!) or ¡Muchas gracias! (thank you very much!)

It serves to express gratitude. We usually say it after receiving the answer to a question we have asked previously.

¡Gracias! Eres muy amagle. (Thanks, you’re very kind).

Or at the end of a speech, for example.

Gracias por vuestra atención. (Thank you for your attention).

Do you remember how you say «gracias» in your language?

More ways to say hello

¡Hola! (Hello!)

¡Buenos días! (Good morning!) We say it in the morning.

¡Buenas tardes! (Good afternoon!) We say it after noon or after eating.

¡Buenas noches! (Goodnight!) We say it after sunset, when it is already night.

¿Cómo estás? (How are you? / How do you do? Courtesy question to be interested in the other person.

¿Y tú (?And you?) We can use it to not repeat the question again: ¿ Cómo estás? (How are you?)

¿Cómo te encuentras? (How do you feel?) It is another way of being interested in the other person.

The question marks and admiration ( in spanish )

¡…! In written Spanish, unlike English, the exclamation marks are double and one is written at the beginning and another at the end of the sentence. It is the same sign but written backwards, with the point pointing upwards. They are used to signal admiration or exclamation and in interjections such as: ¡Hola!

¿…? Question marks are also written at the beginning and end of the sentence. The interrogation opens with the same sign but drawn upside down. With the point at the top.

¿Cómo te llamas?

Say Goodbye

Let’s see now the expressions for the farewells.

¡Adios! (Bye! or goodbye) It is the most generic and neutral farewell. Surely you know how to translate it into your language

¡Hasta mañana! (See you tomorrow!) It is said when we expect to see the other person the next day.

¡Hasta luego! When we expect to see the other person later, without specifying when we will see each other again.

¡Nos vemos! (See you!) This is a more informal expression.

¡Hasta pronto! (See you soon!) Similar to the previous ones, it expresses a certain desire to see us soon.

¡Buenas noches! (Goodnight!) To say goodbye, we can also use: buenos días, buenas tardes o buenas noches, depending on the time of day we are. But the most usual thing is to say goodbye at night, when we go to sleep, for example.

And here’s the first program, the first stage of SpanishRoute your guided route to Spanish.

Remember that on the website SpanishRoute.com you can find the transcription and English translation of the class and you can consult your doubts or suggestions. And if you want to practice your pronunciation book a Skype session with me.

Thank you very much for listening to me, for subscribing, for the positive evaluations and «I like it» and see you in the next program. Next stage of your guided route to Spanish.

Spanish version: Transcription (in Spanish)

Spanish Route episodio UNO. Tu ruta guiada al español.

Buenos días, buenas tardes o buenas noches. Bienvenido a Spanish Route. El programa, el podcast para aprender español de la manera más fácil y divertida.

Me llamo Sergio y soy tu entrenador personal de español.

Este es el primer programa y va a ser muy fácil, ya lo verás. Aprenderemos a presentarnos y a saludarnos. Haremos algunas preguntas y las contestaremos. Así me conocerás un poco mejor.

Pero antes quiero recordarte que en mi página web, SpanishRoute.com , puedes leer la trascripción y traducción al inglés de este programa. Por si hay algo que no has entendido bien.

También, desde spanishRoute.com/contact , puedes escribirme con dudas y preguntas que resolveremos en el programa.

Y si lo deseas acceder a sesiones de conversación por Skype conmigo, a un precio muy reducido.

Recuerda SpanishRoute.com

Y ahora sí. Emecemos con el progama.

En esta primer capítulo empezaremos por el nivel más básico. Aprenderemos a presentarnos y a saludarnos.

Recuerda que este programa lo puedes seguir desde el reproductor de audio de mi página web, o a través de tu reproductor de podcast favorito. No te preocupes por la gramática, la escritura o los signos de puntuación, lo iremos viendo poco a poco en las próximas clases. De momento, lo más importante es practicar tu oído y traducir mentalmente a tu idioma las frases y expresiones del español.

Esta es la palabra (la interjección) para saludar, llamar la atención de otra persona o presentarnos. ¡Hola!

¿Cómo te llamas? Esta es la frase que usamos en español para preguntar el nombre de la persona con la que estamos hablando. ¡Hola! ¿Cómo te llamas?

Me llamo Sergio

Me llamo Sergio. Con estas frase yo contesto la pregunta anterior. Es la manera de decirle a alguien cuál es mi nombre.

También podría decir «yo me llamo Sergio». Pero en español se suele omitir el pronombre sujeto de la frase cuando en la conjugación del verbo ya se entiende quien es el sujeto.

Bienvenido

Bienvenido . Esta es la palabra que utilizamos para recibir a alguien en nuestra casa, en nuestro lugar de trabajo, o en cualquier evento o situación. También cuando alguien llega de un viaje, por ejemplo.

¿Sabes como se dice «bienvenido» en tu idioma?

Bienvenido. Esta es la forma masculina. Es decir, cuando la otra persona es del género masculino: Un chico, un hombre o un señor.

Bienvenida . Es la forma femenina. Cuando la otra persona es del género femenino. Una chica, una mujer o una señora. Bienvenida.

¡Encantado de conocerte!

Esta es la frase para decir que nos alegramos de conocer a alguien. ¡Encantado de conocerte!

Esta es la forma masculina, pero se refiere al sujeto de la frase. Al género de la persona que dice la frase.

Si yo soy un chico digo: “Encantado de conocerte”

Si yo soy una chica digo: “Encantada de conocerte”.

¿De dónde eres?

¿De dónde eres? Esta es la frase para preguntar por el lugar de origen de la persona con la que estamos hablando.

Soy de España. Como ves puedo omitir el sujeto. Aunque también podría decir: Yo soy de España .

Soy español. Es la forma de expresar mi nacionalidad o gentilicio. Es la forma masculina: soy español , cuando yo soy un chico.

Soy española. Esta es la forma femenina. Cuando el sujeto es femenino. Si yo fuese una chica diría: Soy española.

¿Y tu? Esta es la forma para realizar la misma pregunta que nos acaban de hacer. O para preguntar sobre lo mismo que acabo de afirmar.

Hola! me llamo Sergio, ¿y tu?

Tengo hambre, ¿y tu? (aquí se entiende que le preguntamos a la otra persona si también tiene hambre).

Gentilicios

No existe una regla para formar los gentilicios o nacionalidades de los diferentes países pero sí que existen terminaciones frecuentes.

Recuerda que los gentilicios y nacionalidad son adjetivos y en español pueden tener forma masculina o femenina. Te propongo estos ejemplos:

De España >>> español o española

De Inglaterra >>> inglés o inglesa

De Francia >>> francés o francesa

Estados Unidos >>> estadounidense

Een este caso el gentilicio estadounidense serviría tanto para la forma masculina como la femenina.

Otro país con una terminación similar sería la de Canadá. De Canadá, canadiense. Tanto masculino como femenino.

De Italia >>> italiano o italiana.

Afirmación y negación

Sí: Utilizamos la palabra «sí»para contestar de forma afirmativa.

No: Utilizamos la palabra «no» para contestar de manera negativa

¿Sabes dónde está España?

Sí, España está en el sur de Europa.

¿Sabes dónde está Galicia?

No, no lo sé. En este caso, después del primer «no», en la frase siguiente debemos repetir el «no» para indicar la negación del verbo.

En caso de la respuesta afirmativa: S í, lo sé . Galicia está en el norte de España . Ya no se debe repetir el «sí».

Puntos Cardinales

Los puntos cardinales en español son: Norte, sur, este, oeste.

Suecia está en el norte de Europa

El sol sale por el este

Italia está en el sur de Europa

Portugal está al oeste de España

Con estas frases de ejemplo, observa que los puntos cardinales casi siempre se usan con el artículo determinado masculino “el”

En la frase: Portugal está al oeste de España, la palabra «al» es la contracción de la preposición «a» y el articulo “el”.

Veremos las contracciones en español en próximos programas, no te preocupes.

Podemos observar también el uso de dos preposiciones diferentes. En la frase: Italia está en el sur de Europa, antes de “el sur” usamos la preposición «en», porque Italia pertenece a Europa. Mientras que en: Portugal está al oeste de España, usamos la preposición «a» porque Portugal no pertenece a España. Es otro país. Si Portugal fuese una región de España, por ejemplo, diríamos: Portugal está en el oeste de España .

Las palabras « bien» y « mal » pueden ser sustantivos o adverbios. Como sustantivo, «el bien» es la entidad abstracta formada por lo que es moralmente bueno. Y «el mal» significa lo contrario.

Como sustantivos, estas palabras llevan artículos. La lucha entre el bien y el mal. Como sustantivo, «bien» también significa activo o propiedad. Yo invierto en bienes inmuebles. Como adverbio, «b ien » significa lo que es correcto o «del mejor modo posible». y « mal » lo que es incorrecto. En las expresiones para saludarse, se usa con el verbo «estar»: ¿Cómo estás? /¿Qué tal estás? Estoy bien, ¡gracias! No sería correcto decir «soy bien». « Bien » nunca se usa con el verbo « ser » en español. « Bien » cuando acompaña el verbo « estar » significa estar sano, estar cómodo o estar a gusto. « M al » significa que algo es incorrecto o erróneo. Cuando acompaña el verbo « estar » puede significar que está enfermo, triste, incómodo o enfadado. En el próximo programa volveremos a hablar sobre estas palabras y las diferencias con los adjetivos «bueno» o «malo». Que en ocasiones puede ser algo confuso para los estudiantes de español.

Por favor, disculpa, gracias

La expresión “ por favor ” en dos palabras: ( por + favor ) se usa para solicitar algo o en preguntas educadas.

¡Por favor!, ¿puedes ayudarme?

Es una palabra que se puede usar para llamar la atención antes de hacer una pregunta, o en otro contexto pedir perdón o excusas, aunque en este último caso solemos decir “lo siento”. ¡Disculpa! ¿puedes venir?

¡Gracias! o ¡muchas gracias!

Sirve para expresar gratitud. Solemos decirlo después de recibir la respuesta a una pregunta que hemos hecho con anterioridad.

Gracias, eres muy amable.

O al terminar un discurso, por ejemplo.

Gracias por vuestra atención.

¿Recuerdas como se dice «gracias» en tu idioma?

Más formas para saludar

¡B uenos días! Lo decimos por las mañanas.

¡Buenas tardes! Lo decimos después del medio día o después de comer.

¡Buenas noches! Lo decimos después de la puesta de sol, cuando ya es de noche.

¿Cómo estás? Pregunta de cortesía para interesarnos por la otra persona.

¿Y tu? Lo que podemos usar para no volver a repetir la pregunta: ¿cómo estás?

¿Cómo te encontramos? Es otra forma de interesarnos por la otra persona.

Los signos de interrogación y admiración (en español)

¡…! En español escrito, a diferencia del inglés, los signos de exclamación son dobles y se escribe uno al principio y otro al final de la frase. Es el mismo signo pero escrito al revés, con el punto hacia arriba. Se usan para señalar admiración o exclamación y en interjecciones como: ¡Hola!

¿…? Los signos de interrogación también se escriben al principio y al final de la frase. La interrogación se abre con el mismo signo pero dibujado al revés. Con el punto en la parte superior.

¿Como te llamas?

Veamos ahora las expresiones para las despedidas.

¡Adios! Es la despedida más genérica y neutra. Seguro que sabes traducirlo a tu idioma.

¡Hasta mañana! Se dice cuando esperamos ver a la otra persona al día siguiente.

¡Hasta luego! Cuando esperamos ver a la otra persona más tarde, sin especificar cuándo nos volveremos a ver.

¡Nos vemos! Esta es una expresión más informal.

¡Hasta pronto! Parecida a las anteriores, expresa cierto deseo de vernos pronto.

¡Buenas noches! Para despedirnos, también podemos usar: buenos días, buenas tardes, o buenas noches , afectar el momento del día en el que nos encontramos. Pero lo más habitual es despedirnos por las noches, cuando nos vamos a dormir, por ejemplo.

Y hasta aquí el primer programa, la primera etapa de Spanish Route, tu ruta guiada al español.

Recuerda que en la web spanishRoute.com podrás encontrar la transcripción y traducción al inglés de la clase y podrás consultarme tus dudas y sugerencias.

Y si quieres practicar tu pronunciación reserva una sesión por Skype conmigo.

Muchas gracias por escucharme, por suscribirte, por las valoraciones positivas y “me gusta” y nos vemos en el próximo programa. Siguiente etapa de tu ruta guiada al español.

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Prepare a Spanish presentation with our Spanish lessons

Prepara una presentación en inglés con nuestras clases de inglés en línea

Prepare yourself with our Spanish courses to master the language and give a successful Spanish presentation.

Speaking a foreign language in front of a crowd can make you nervous, especially when the Spanish presentation is in front of native speakers. We recommend you to prepare yourself with Spanish courses until you complete your language training and reach a high level. In addition to having the language skills, it is important to show confidence, follow the structure of the information and speak clearly so that the audience understands the topic of your Spanish presentation.

Get all the tools of the Spanish language in one of the best Spanish schools in Cancun . Now, you can increase your language skills with Spanish online Cancun and the following tips for structuring a professional Spanish presentation.

How to prepare a Spanish presentation?

It is essential to structure a framework for your Spanish presentation where you will apply the knowledge and practice from your Spanish lessons . According to public speaking experts, it is recommended to prepare a conference in 3 steps:

Open with something personal to capture the attention of your audience and announce what the presentation will be about.
Name three important points and develop them with a story, examples, experience, etc.
Summarize the key points briefly and concisely, mentioning the personal or audience impact.

The structure of a Spanish presentation is delimited by three phases: introduction, development and conclusion. Preparation is the key so you will need to study a presentation, we recommend you to learn the first 30 seconds verbatim, remember that it is important to have an interesting introduction to capture the audience’s attention from the beginning.

During the development incorporate information with multimedia material and the content that is in another language translate it or add subtitles in Spanish.

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Key phrases for your Spanish presentation

During Spanish lessons you will learn how to communicate effectively in Spanish by developing the skills of reading, listening, writing and speaking in Spanish. Each is an integral part of mastering the language, but we will focus on the last one: speaking. Here are some useful phrases to use during your Spanish presentation:

Phrases to introduce your presentation

¡Buenos días/ tardes /noches a todos!
Bienvenidos a la presentación acerca de…
Soy ______ de la compañía ____ y el día de hoy les presentaré el tema…
Mi nombre es______ y hablaré sobre ______.
Las preguntas al público son una forma de llamar la atención de la audiencia, por lo que son una herramienta interesante y empática que sirve como una introducción ideal a presentaciones en español exitosas.

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Phrases for the development of your conference in Spanish

During the development of the Spanish presentation it is important to pay attention to the correct pronunciation of the words, as well as the tone, rhythm and pauses. Remember that you can practice these aspects in Spanish courses to improve your Spanish speaking skills.

Establish contact with the audience

To increase audience interest and engagement, it is important to establish contact with your audience. Use interactive elements such as polls to get them involved and express themselves on the topic, here are some examples. We remind you that you can learn Spanish while living an incredible experience in Mexico or at the Spanish school Bogota . You choose the school, we make sure you learn Spanish in an attractive way.

Por favor levanten la mano si alguna vez ______…
Alguien ha pensado en______?
Por favor pregunten cualquier duda o tema.
Comparando _____con_____, podemos notar que…
Claramente, ______ tiene más sentido que______…
Mientras que la Opción A es______, Option B se refiere a…
Primeramente ______, en segundo lugar______…
En la siguiente diapositiva…
Asimismo, es importante mencionar que…
Ahora pasaremos al siguiente tema…
Preparé un video al respecto…
Esta imagen explica perfectamente el concepto…
Pongan atención en el video/imagen en donde …
El promedio es…
Los resultados demuestran que…
De acuerdo con este párrafo, la atención debe de estar en…
I want to stress the importance of…
This is of high significance because…
Moreover, it has to be said that…

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Finish your Spanish presentation successfully

In order to close your Spanish presentation correctly, here are some phrases to put your Spanish lessons into practice.

En conclusión, podemos decir que…
En resumen, los puntos principales son…
Teniendo en cuenta los aspectos mencionados, podemos concluir que …
Fue un honor estar con ustedes el día de hoy.
Gracias por su tiempo y atención.
Gracias por asistir al evento el día de hoy.

Remember to adapt body language to the presentation and practice in Spanish classes . Preparing a professional Spanish presentation or for personal purposes is probably one of the tests or objectives you will have when studying the language. Prepare yourself with Spanish lessons to develop your language skills and obtain an international Spanish certificate.

Enroll in one of the most important Spanish schools in Mexico and LATAM to live a language experience!

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STOP ENDING your CONVERSATIONS Awkwardly: How to end a conversation in Spanish

STOP ENDING your CONVERSATIONS Awkwardly in Spanish! How to properly end a conversation.

You don’t want your conversations to end as awkwardly as in this example:

ACTOR 1 ¡Genial! Entonces, ¿está todo listo para la presentación? (Great! So, everything is ready for the presentation?)

ACTOR 2 Sí, todo listo. (Yes, everything is ready.)

ACTOR 1 Bien. ¿Algo más? (Good. Anything else?)

ACTOR 2 No. (No.)

ACTOR 1 Vale. (Ok.)

ACTOR 2 Vale. (Ok.)

ACTOR 1 Hasta luego, entonces. (See you later, then.)

ACTOR 2 Si. Adiós. (Yes. Goodbye.)

I will show you 25 amazing ways and chunks to steer clear from that awkwardness and end conversations with a native speaker pleasantly.

I’m Spring Spanish teacher Maura and here is your first option to end a conversation in Spanish!

1. Bye (Bye)

So, this needs no introduction, right? At the same time, you might be thinking: wasn’t I trying to learn Spanish? What’s this English word doing here? Well, saying “bye” in Spanish is almost entirely accepted, basically everywhere in Latin America. So feel free to rely on your English with this one.

Este es el tipo de cosa que solo notarás una vez empieces a hablar con nativos, o que puedes practicar con nosotros convirtiéndote en miembro de nuestro Inner Circle . Como miembro, podrás chatear con tutores, otros alumnos y ser parte de las salas de chat que organizamos regularmente. (This is the kind of thing that you will only notice once you start talking to native speakers, or that you can practice with us by becoming a member of our Inner Circle. As a member, you will be able to chat with tutors, other students, and be part of the chat rooms we organize on a regular basis.)

Precisamente para que puedas notar cosas como que, sí puedes decir “ bye ” sin ningún problema para despedirte. (Precisely so you can notice things, like you can use “bye” without any problem to say goodbye.) Check the link in the description to try it out!

Yo lo hago todo el tiempo con mi familia. (I do it all the time with my family.) :

ACTOR 1 Ok. ¡Buenísimo! Bye, mami. (Ok. Great! Bye, mommy.)

She said “bye mi amor ” (my love)

Número dos (number 2)

2. Chao, chau, chaito o adiós (Bye or goodbye)

Chao (bye) is another one that came from another language. If you know which one, let me know in the comments!

Nosotros, los que hablamos español, la hemos usado tanto y por tanto tiempo que ahora es parte oficial de nuestro idioma, con su propia ortografía y todo. (We, Spanish speakers, have used it so much and for so long that it’s officially part of our language now, with its own spelling and everything.)

It has many unofficial variations as chau or chaito (bye) but they all mean the same as adiós (goodbye). The only difference might be that adiós (goodbye) has a better chance at being more formal and sounding a little bit more serious. Personally, I love using adiós (goodbye) when I want to be sarcastic or show disdain. And chao (bye) – and any of its variations – when I want to be sweeter. For example:

ACTOR 1 Vale, vale. Lo que tú digas. Adiós. (Ok, ok. Whatever you say. Goodbye.)

ACTOR 1 Qué bueno verte. ¡No te pierdas! Chaito. (So nice to see you! Don’t be a stranger! Bye.)

Chunk Alert!

No te pierdas (don’t be a stranger) is an ideal example of what a chunk in Spanish is all about. Useful, practical and non-translatable. Of course, you can find good equivalencies in your language. For example, even though the literal translation to no te pierdas (don’t be a stranger) is “don’t get lost”, that is not what it means, you do have “don’t be a stranger” in English and that’s exactly what we mean with no te pierdas .

Bottom line, no traduzcas chunks (don’t translate chunks). Eso sí, puedes aprenderlos con nosotros accediendo al enlace en la descripción para obtener nuestro (Of course, you can learn them with us by accessing the link in the description to get our) free Essential Spanish Chunking kit .

It’s right there and it’s for you. Go get it!

Número tres (number 3).

3. Buenas noches, descansa. (Good night, get some rest.)

These two are only used at night, for obvious reasons. Unlike what you’d say during the day like buenos días o buenas tardes (good morning or good afternoon) this one does work as a way to say goodbye. These are some of the situations in which you could use them:

Al teléfono antes de colgar. (Over the phone before hanging up.)
Cuando te vas a la cama, a la gente que vive contigo. (When going to bed, to the people that live with you.)
Cuando estás fuera, justo antes de irte. (When you’re out, right before leaving.)

The idea is that this is the final goodbye for the day and everyone is going home or to bed. Also, it doesn’t always have to be nighttime, and you can use them both together.

My friends and I said, ¡buenas noches, descansen! (good night, get some rest!) to each other the other day when saying goodbye after a party. Estábamos en la estación de metro y eran las seis de la mañana, pero todos nos íbamos a casa directo a la cama . (We were at the subway station, and it was 6 in the morning, but we were all going home straight to bed). ¡Eso es lo importante! (That’s the important part!).

Watch until the end to learn the best chunks to signal the conversation is coming to an end. You need to learn the “bridge” that leads you to saying chau (bye.)

Número cuatro (number 4).

4. Hasta… (Until…)

With hasta (until) there are several alternatives that can make for very practical options you can use with almost anyone in almost any context, whether formal or informal. These are the options we’ll go through:

Hasta pronto (Until soon)
Hasta luego (Until later)
Hasta mañana (Until tomorrow)

The only difference has got to do with time. If you say hasta pronto (until soon) it might mean you expect to see the other person, well, soon. No es tan rígido, así que no te preocupes en ser demasiado preciso o precisa sobre esto. (It’s not as rigid, so don’t worry about being too precise about this.) Just make sure it’s someone you could actually see again and not a stranger on the streets, for instance.

Hasta luego (until later) is broader, since you can use it whether you expect to see them again or not at all. Hasta mañana (until tomorrow) is the narrowest of the three, in terms of usage, since you do need to be seeing the other person the next day. So:

At a store or to a total stranger: hasta luego (see you later)
Someone at work or in the same class as you: hasta mañana (see you tomorrow).
A friend, a neighbor, or a place you intend to go back to: hasta pronto (see you soon).

Recuerda que hasta luego y hasta pronto no son tan rígidos. ¡Lo importante es que no uses hasta mañana con alguien a quien no vayas a ver mañana! (Remember that “see you later” and “see you soon” are not as rigid. The important thing is to not use see you tomorrow with someone you’re not seeing tomorrow!).

Número cinco (number 5).

5. Gracias y que tengas un buen día o que estés bien (Thank you and have a good day or be well)

This is the most formal so far. You could use this on an email, over the phone, or face to face. Typically, you would need a context in which it makes sense to say gracias (thank you).

Después de eso, puedes decir “ Que tengas un buen día” o “ Que estén bien.” ¡No ambos! (After that, you can say “Have a good day” or “Be well”. Not both!) Typical scenarios could be after an interview or to end a phone call you made to ask for information about something.

I tend to end emails like this, and then I sign with my name. Pero no creas que eso significa que es una despedida escrita necesariamente. Puedes decirlo verbalmente con total naturalidad . (But don’t think that means it’s a written goodbye necessarily. You can say it verbally with full naturality).

To make it even more formal, make sure to use the right conjugation of the verbs – tengas and estés (have and be). For more about that, you can check Paulísima’s Tú vs. Usted video.

Número seis (number 6).

6. Besos (Kisses)

On the contrary, this is definitely the most informal. Actually, what this requires is a relationship which is close and very friendly, since you could even use this with a romantic partner. Así que, cualquier cosa aparte de eso tendría que ser una amistad o un familiar. (So, anything apart from that would have to be a friend or a family member.) You can also end YouTube videos like this. Meaning, I could totally say this to you guys. Like this: ¡besos! (kisses!)

But we’re not done yet.

Número siete (number 7).

7. Nos vemos, hablamos, estamos en contacto. (See you, talk later, stay in touch.)

From here on, you could use most of these right before the ones we’ve seen so far to signal that the conversation has come to a necessary end. Though, the last option is by far the “crème de la crème” of signals.

With these though, the 3 alternatives:

Nos vemos ( See you)
Hablamos ( Talk later)
Estamos en contacto (Stay in touch)

are so good at saying adiós (bye) that you could even use them for that.

De otro modo, funcionan bien para enviar señales. (Otherwise, they work well at signaling.) Meaning, you could have a conversation ending to look like this: vale, hablamos. (Ok, talk later.) And just end there. Or, it could be more like: vale, estamos en contacto. ¡Bye! (Ok, stay in touch. Bye!).

Número ocho (number 8).

8. Te llamo o te escribo luego (I’ll call you or I’ll write you later)

Usually, this is mostly to be used over the phone or by text. It’s not that you can’t use it face to face, but it’s less common that it’ll make sense to do so. Probably, some of the other alternatives would work better anyways. Of course, you should mean it. O sea, no digas que vas a escribir o llamar luego si no planeas hacerlo . (Meaning, don’t say you’ll write or call later if you don’t plan to do so.) Some people do, of course, but it’s just bad manners.

Just as the ones above, you could end the conversation with this or add a little something extra afterwards. Like: No puedo hablar ahora. ¡Te llamo luego! (I can’t talk now. I’ll call you later!) Or, no puedo hablar ahora. Te escribo luego. ¡Besos! (I can’t talk now. I’ll call you later. Kisses!)

Número nueve (number 9)

9. Que bueno verte, cuídate. (So nice to see you, take care.)

The most typical situation for que bueno verte (nice to see you) would be the same as in English: you ran into someone in the street. Adding cuídate (take care) will help you to fully end the conversation, while still leaving room to use any of the first alternatives that actually mean chao (bye).

At the same time, it’ll make you sound super natural since these two chunks tend to go together in native speech. You can leave them together or space them out a step.

ACTOR 1 ¡Qué bueno verte! (So nice to see you!)

ACTOR 2 Igual a ti (You too!)

ACTOR 1 ¡Cuídate! (Take care!)

ACTOR 2 ¡Tu también! (You too!)

Número diez (number 10).

10. Me tengo que ir o te dejo porque… (I have to go or I have to leave because…)

Now, this is a good one if you’re ok with being more direct. You could use it virtually with anyone and in any circumstance as long as you add the correct excuse after porque (because). Also, add one of the first options after, like hasta luego (see you later), for example.

La excusa puede ser real o completamente inventada, se trata de la amabilidad que representa el que te la inventes en primer lugar. (The excuse can be real or completely made up, it’s all about the kindness of you making it up in the first place.)

Just make sure that it holds. Over the phone it’s easier, but be more careful if you’re excusing yourself face to face, so that this doesn’t happen to you:

ACTOR 1 Me tengo que ir porque ya me vinieron a buscar. (I have to go because they came to pick me up.)

ACTOR 2 Seguro. ¡Cuídate! Que estés bien. (Sure. Take care! Be well.)

Ten minutes later:

ACTOR 1 Maura, ¿no te ibas? (Maura, weren’t you leaving?)

ACTOR 2 Ah, si, es que… (Oh, yeah, it’s just that…)

Número once (number 11).

11. Bueno, nada, en fin, es así. (Well, nevertheless, anyways, it is what it is.)

This is what I promised you before. These four little chunks are my go-to every time I need to signal that the conversation needs to end. Unlike the other ones, these do not end conversations whatsoever, and they definitely need you to say something afterwards.

Son pequeñitas, sutiles y super útiles. Puedes usar combinaciones de ellas o todas por separado si la persona no es capaz de captar la indirecta a la primera. (They are tiny, subtle, and super useful. You can use combinations of them or all of them separately if the person is not able to get the hint the first time.)

ACTOR 1 Si. En fin… (Yes. Anyways…)

Es así… (It is what it is…)

Bueno… nada… (Well… nevertheless…)

¡Vale, adiós! (Ok, goodbye!)

Now, quick review. We have mainly 8 which definitely end conversations:

Chao o Adiós (Bye and Goodbye)
Buenas noches, descansa. (Good night, get some rest.)
Hasta: pronto, luego, mañana. (Until: soon, later, tomorrow.)

Your most formal one:

Gracias y que tengas un buen día o que estés bien. (Thank you and have a good day, or be well.)

Your most informal one:

Besos (Kisses)

And then, the ones you can use right before the conversation ends:

Nos vemos, hablamos, estamos en contacto. (See you, talk later, stay in touch.)
Te llamo o te escribo luego. (I’ll call you, or I’ll write you later.)
Qué bueno verte, cuídate. (So nice to see you, take care.)
Me tengo que ir o te dejo porque… (I have to go or I have to leave because…)

The best ones to signal, which definitely need a goodbye afterwards: Bueno, nada, en fin, es así. (Well, nevertheless, anyways, it is what it is.)

I'm a Venezuelan actress, writer, filmmaker, editor, translator, immigrant and refugee working as a freelancer in Madrid on everything I love (including teaching and learning English, Spanish and French). I grew up on a small island in the Caribbean, which I love to death, but this is the fourth country I've lived in, and it's not going to be the last. I am a proud nineties human and a fighting Millennial. I'm obsessed with animals, people, physics, representation and anything with cinnamon on it.

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Ideas and Resources for Spanish Teachers

Teaching Spanish Students How To Present

I have a lot of feelings about presentations. Throughout my career, I have seen it all.

The memorized, robotic presentation where the student has no idea what they’re even saying.

The presentation that was meant to be memorized but stage fright took over. Train wreck.

The presentation that was so incorrect, no one knew what was being said.

The one-by-one presentations where we are all dying a painful death of boredom as we listen to #27 talk about their likes and dislikes.

You get the picture. Not pretty. Teaching Spanish students how to present is not an easy task.

So How Do We Teach Spanish Students How to Present?

Do we just forget it?

Instead, we instruct students about what a good presentation looks like and sounds like.

AP Spanish Presentations

Let’s start with our most advanced students. Theoretically, they are the most prepared to give a quality, interesting presentation. In my AP Spanish class, some presentations are done individually and some in groups. Many have a visual requirement as well.

Start by getting students comfortable speaking off the cuff. This means providing opportunities every day for students to answer questions and give opinions about things they have not prepared ahead of time. This builds their confidence in their ability to use their language creatively. (See my blog post about building confidence in AP Spanish students here!)

Go over the requirements of the presentation in detail. Don’t leave much to the imagination. Students will fill in their own blanks, and sometimes it’s not what we want!

Here are the guidelines I give to teach my AP Spanish students to present an excellent piece of work:

Here are Some Guidelines for Teaching AP Spanish Students to Present

Know your content well. This also means learning key vocabulary words that may be new.
Make a notecard with bulleted phrases to guide you. *It’s important NOT to write down everything you want to say word for word. Instead, having the outline will boost you and jog your memory.
Create a visual to go along with what you’re saying. These visuals are meant to help the audience understand what you’re saying, and to give them a picture to go along with your words. It adds interest to your presentation. But! It’s important NOT to have a lot of words on your slides. No one wants to be read to, and there is a strong temptation to turn your back to the audience and read the slides. At least for my grading rubrics, a student will not earn a good score by reading their slides.
Rehearse your presentation. Is there a time limit? Does your presentation fall within it? Did you hit any road blocks with vocabulary that you need to work out before the day of the presentation? Do you need help with pronunciation? All of these are issues that rehearsing can work out!

Click HERE for my freebie handout with these reminders to give your students!

Click HERE for an example of an oral presentation with visuals that I assign to my AP students.

Teaching Year 1-4 Spanish Students To Present

For Novice and Intermediate Low students, our expectations are a little bit different. Their vocabulary and grammar is a lot more limited, so they may need some extra support.

One recommendation I have is that students NOT present one-by-one in front of the class. First, this incites terror for many of our students! And we know that when a student’s fight, flight or freeze system is activated, no learning or performing is going on!

Second, it’s BORING for the rest of the class to listen to 20 + presentations that are more or less similar.

What to Do Instead?

Consider task cards. These are simply cards that give some questions or parameters for students surrounding a topic that you have been practicing in class. For example, you might give a Spanish 1 class task cards that list a person’s name, age, physical description, etc. (in English) and ask them to introduce themselves. There should be several versions of these cards. For students in Years 2 or 3, you might create scenarios based on your unit. Perhaps you have a unit on Travel or Getting Hurt? Create several different scenarios where students can tell you a story.
Call students up one at a time to do their presentations with you. Your other students can be doing any number of worthwhile activities, including practicing new vocabulary on Quizlet, taking a virtual field trip, reading an interesting cultural article, etc.
Provide some supports. One idea is providing a vocab list from your unit or related to the topic in English. I notice that one thing that holds many students back is that they simply can’t think of anything else to say! Having a vocab list in front of them gives them an easy way to jog their thought process so that they can add details to their stories!
Practice!! Create class activities that allow students the chance to use their language creatively in both speaking and writing. The time they are graded should not be the first time they are doing the sort of task you are grading them on!

Click Here if you would like some task cards/scenarios for your Year 2 or 3 Students! These are related to accidents & injuries, but the idea can be used for any sort of scenarios!

Teaching our Spanish students how to present is tricky! Please use the comment section below if you have any other tips that have improved your students’ presentations in Spanish!

Building Confidence with AP Spanish Students

How To Encourage Group Work in Spanish Class

How To Teach AP Spanish Students the Cultural Comparison

AP Lesson Plan, Posters, Lesson Plan Templates, Goal-Setting, Presentations How-To Handouts, and more!

Get the password to my FREE Resource Library!!

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12 Spanish Presentations to Introduce Vocabulary to Beginners in Your Classroom

Presentations are amazing teaching resources ! We can’t deny it.

No matter your students’ learning style and no matter how much we try to incorporate the use of all the senses in our lessons, having a visual aid that keeps the students’ attention can really improve your instruction.

And let’s be honest, no other class will benefit more from visual aids than a language class full of beginners —especially when introducing vocabulary.

So check out these 12 pre-made presentations that you use in your classes!

What to Remember When Using These Presentations

12 spanish presentations to use in your classroom , 1. el clima/tiempo (the weather), 2. los animales (animals), 3. la familia (the family), 4. los colores (the colors), 5. las partes del cuerpo (parts of the body), 6. la cabeza (the head), 7. descripciones físicas (physical descriptions), 8. qué hora es (telling the time — o’clock).

9. Qué hora es? (Telling the time — quarter past, quarter to, half past)

10. Qué hora es? (Telling the time — remaining times)

11. la rutina diaria (daily routine), 12. los cuartos de la casa (the rooms of the house), the power of slides for spanish classes.

Download: This blog post is available as a convenient and portable PDF that you can take anywhere. Click here to get a copy. (Download)

Why reinvent the wheel? Here are 12 presentations already put together that you’re free to adapt to your lessons. If you don’t like a particular slide, just delete it or change it!

Most of these presentations come from a site called ¡Oye! , except for El clima , which comes from a site called Tpduggan . Both sites were created by teachers as resources for other educators.

To access the PowerPoints, click on the Spanish headings. You’ll be directed to the website where you can search for the title of the presentation. You can then choose and download the appropriate file.

You have several useful presentations to choose from, so let me give you a couple of notes before we start:

¡Oye! is a site that has presentations and exercises for each learning skill, divided into topics and school years. Many of the exercises can be used with an interactive whiteboard, although they also have a printed version. In order to use this site and download the presentations between the hours of 9 a.m. and 4 p.m. during the week, you need to be registered and pay a monthly fee . The rest of the time, access to the site is free. Keep this in mind when you’re preparing your lesson.
Tpduggan is exclusively a site that collects PowerPoint presentations of all kinds: vocabulary, grammar, geography, exercises, etc. However, use them with caution because they use English a lot and have lots and lots of text . On the other hand, you can find lots of inspiration and ideas for creating your own presentations.
Most of these presentations use drawings instead of pictures . Even though this may seem more appealing to children, it doesn’t mean older students or adults will mind them. However, you can always edit the presentations and change the pictures to something you consider more suitable for your class. After all, no one knows your students’ interests and needs better than you.

Description: This presentation teaches the names of the seasons and weather expressions that go with them. It’s perfect for introducing the vocabulary for the first time or reviewing it. Since all the pictures are drawings, it may be more appealing to younger children. If you feel real pictures may be better for older students, you can always edit the presentation and change the pictures.

Suggestions: One thing I do recommend you change is the first slide, ¿Qué tiempo hace? (What’s the weather like?), because beginners may get confused and think this is how we ask about the seasons. I’d change it to Las estaciones del año (The seasons of the year) or ¿Qué estación del año es? (What is the season?).

Description: This one contains vocabulary for animals (with drawings) and is under the section and title of “Pets.” It goes beyond the word and the picture and introduces structures to ask questions.

For example:

¿Es un gato? (Is it a cat?)

¿Qué es? (What is it?)

¡ Es un perro! (No! It’s a dog!)

In addition to that, it has animal sounds in the drill at the end—a definite plus and more fun for your students.

Suggestions: You can always change the drawings to real pictures or add more animals and questions according to your lesson or students.

Description: The presentation introduces the family members through an example of a family tree. It introduces new vocabulary while at the same time introducing basic sentence structures for discussing relationships.

Alicia es la madre de María. (Alicia is María’s mother.)

Luis es el hijo de Alicia. (Luis is Alicia’s son.)

Suggestions: My only suggestion here would be to ask your students to copy the family tree in their notebooks before you get to the true/false drill that tests their knowledge. Otherwise, they’ll be too focused on remembering who was who to remember the relationship between them. Let’s make it simple for them!

Description: This presentation introduces the colors. In the first slides, your students will learn how to ask ¿Qué color es? (What color is it?) and learn the correct term for each color. You’ll just need to edit a small mistake here: the word marrón (brown) is missing the accent.

In the last slides, your students will have to tell you which color results from the combination of two given colors.

negro + blanco = gris (black + white = gray)

Suggestions: This last part makes the color introduction a little more interesting since they’ll also have to think about color theory. They’ll love the fact that they’ll get drums as an anticipation sound before giving the answer and applause after giving the correct one. Make sure your computer has the sound on and the volume up.

Description: This one introduces and reviews the main parts of the body through a drawing of a girl. In the first slide, the body will slowly form part by part with each click, and you’ll see the name of the body part along with its proper article. The slides that follow are drills to review what students have learned.

Suggestions: In the first drill, students name the parts of the body that the arrows are pointing to and the answers are revealed with each click. The words are written on the slide to help students remember the correct spelling.

The final drill looks like a puzzle with random parts appearing. If you want to test their memory and spice it up a little bit, you can speed up how fast they appear.

The words won’t appear in this drill, just each part of the body. Because of that, another thing you can do to see if they remember the spelling of each word is to ask them to write down the name of each part as it appears (with their notes closed, of course).

Before this last drill, you have one slide that says: “Name the parts of the body as they appear on the screen.” My suggestion is to erase this English sentence. There’s no need for translated words in a language class, it’ll just distract them from the Spanish words.

Description: With a similar structure to the previous presentation, the head is formed part by part with each click and the name appears with its article. Afterward, there are a couple of practice drills to review them.

The drills also follow the same structure as with the presentation of the body. In the first drill, the parts of the face are indicated with arrows and the answer appears. In the second drill, the parts randomly appear without names.

Suggestions: Review them in the same way I suggested for the body.

Description: This presentation focuses on the description of the eyes and the hair. Your students will be able to answer the following questions:

¿De qué color son tus ojos? (What color are your eyes?)

¿Cómo es tu pelo? (What does your hair look like?)

They’ll also be given the proper vocabulary to answer:

Corto, largo, rizado, liso, rubio, pelirrojo (short, long, curly, straight, blond, red)

The first few slides are descriptions of different characters (in drawings) and the last ones are drills that ask your students to describe or answer specific questions about what other characters look like.

The task on the last slide is to draw a character according to the description. Because this last exercise can be really fun for them, you may want to consider adding a few more descriptions. Your students can then draw and compare their pictures.

Suggestions: One thing to consider: before you use this presentation in class, make sure you already taught them noun and adjective agreement.

And one small piece of advice. In this presentation, they’re referring to straight hair as liso but you could use the opportunity to teach your students about the language variations according to the place in which it is used. Many countries use lacio instead of liso when referring to straight hair. Here is a very interesting discussion on the topic. Hope it helps!

Description: The structures of all these presentations that have to do with time are quite similar: first there are examples on how to tell time, then there’s a drill where examples are mixed up for your students to practice. At the end, there’s the opportunity to add hands to the clock.

This first presentation shows students how to tell time to the hour, plus noon and midnight. You may need to add en punto (o’clock; sharp) to each slide or just write it on the board to emphasize that it’s another way to say it.

9. Qué hora es? (Telling the time — quarter past, quarter to, half past)

Description: This one shows students how to say y cuarto (quarter past), menos cuarto (quarter to) and y media (half past).

The hands of the clock aren’t always very clear, so you can either try to edit them or clarify to your students where the hands are supposed to be exactly.

Description: Students will learn how to tell times that are not on the hour, quarter-hour or half-hour.

I spotted an error that you’ll have to correct: on the eighth slide, instead of being la una y veinticinco (1:25) it actually shows la una y veinte (1:20), so make sure to edit it.

Description: This one shows a basic daily routine, as its name states. You should present it after teaching your students how to tell time since the last part of this presentation combines the activities of the routine with the time at which they happen.

At the end, you have the same activities and a clock next to each one that tells the exact time those activities happen. This allows them to practice the new daily routine vocabulary, telling time and the conjugation of the verbs.

Suggestions: The first part is the introduction of some basic activities such as despertarse (waking up), levantarse (getting up), vestirse (getting dressed), etc. They’re all in first person, but if you’ve already taught students the verbs in the present tense, ask students to conjugate the verbs in the third person.

So, one example shows a boy having breakfast with the slide saying Desayuno (I’m having breakfast). You’ll ask your students, “ ¿Qué hace él? ” (What is he doing?) They’ll then conjugate the verb correctly by telling you, “ Desayuna. ” (He’s having breakfast.)

Also, when combining the pictures with the times on the 13th slide, the second example may be confusing since the clock looks like it says siete menos veinte (6:40) instead of ocho menos veinte (7:40), so you may want to edit this one.

Description: The first part introduces each room. This will be drilled on the 12th and 13th slides. But on the 11th slide, you have pictures of objects (without their label) that you’ll find in these rooms like a bed, chair, lamp, etc. The question on this slide is ¿En qué habitación se encuentra…? (In which room is …?)

Suggestions: The goal is to practice the name of the room where these objects are, but since they have no label and your students probably won’t know their names, I suggest you print out the pictures of those objects with their names and distribute them randomly to your students before the lesson (or before the presentation).

Once you reach this slide, you can ask the student that has each object to either say the name, show the card or write it on the board to teach their classmates. This way you’re adding an interactive element in the middle of your presentation.

I’d also suggest you change the title to Los cuartos de la casa or add the article to En casa (at home) so that it becomes En la casa .

Another suggestion would be to either eliminate the last slide of the presentation or at least erase the English translation. I’d just keep the slide’s title ¿Cómo es tu casa? (What is your house like?) to encourage them to describe their own house (how many rooms, which floor they are on, etc.), but in the presentation, it’s unnecessary to have so much text. Just list any necessary vocabulary on the board.

Even though it’s been on the market for almost 30 years, PowerPoint is still a favorite when it comes to presentations.

It allows you to show pictures, graphics, charts and diagrams, or embed videos , songs and sounds. The possibilities are endless!

How about taking your students on a virtual tour with a photo presentation? Or teaching comparatives and superlatives through a set of slides of something your students can compare? Create a comic book , maybe? Or show them a sequence of events and encourage them to predict what will happen next when you’re teaching the future tense?

Even though it takes some time to create them, they’ll work for you for a very long time. You can easily adapt them to your lesson or to your students’ needs. If you prefer to create your own presentations, you can find plenty of tips and tricks online to make them awesome.

But don’t worry if you just don’t have the time. The internet has a ton of websites where teachers share their presentations and are free for you to download and use in your classroom. And you can still modify them to add your personal touch.

Now, I’m going to be brutally honest with you. In the world of Spanish presentations, finding good presentations to introduce vocabulary to beginners is not easy.

Here are some of the main problems I’ve encountered with Spanish presentations:

The use of English to explain Spanish . These presentations may be appropriate for teachers but not for the students. We want them to get used to Spanish, and bombarding them with information in English won’t allow them to immerse themselves in the language we’re trying to teach.
Lots of text . In any kind of presentation, this decreases the attention of the students and, therefore, the effectiveness of the message; either they listen to you or they read the presentation. But in a language class where you’re presenting new vocabulary, having lots of extra words is even worse.
Not an absolute necessity. It’s important that you set your learning goals before you decide to use them and not the other way around. It’s important to be purposeful with PowerPoints and make sure it’s not the only way you introduce new vocabulary—the novelty will wear off and your students will get bored.

An ideal PowerPoint presentation for teaching vocabulary must be clear, concise, without paragraphs and with lots and lots of pictures—even more so when you are introducing words to beginners. And most importantly, they should only be in Spanish.

You want your students to associate the new word with an image (and maybe a sound), and you want them to remember it in Spanish.

Speaking of images and sounds, you may find great use in some of the fantastic learning material found on FluentU . With FluentU’s diverse and growing library of authentic content, students learn and live Spanish in an immersive fashion.

FluentU works for you as the educator as well! FluentU’s integrated teaching tools make it simple to monitor your students’ progress as they complete exercises and review the newly learned material. You’re sure to find content that can work wonderfully as a basis for PowerPoint presentations.

I hope you enjoy these resources and ideas for many (school) years to come.

And if at some point you decide to spend some time creating your own presentations, please share them online so you can help other teachers the same way they’re helping you now!

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By Ewandro Magalhães Featured article from The ATA Chronicle , originally published in August 2012

As much as we hate to admit it, interpreters make mistakes. Yet, holding interpreters solely responsible for successful communication and betting on their infallibility is a utopian dream. Ultimately, speakers should be equally accountable for the clarity and translatability of the ideas and words that make up their discourse. In fact, interpreting quality will improve greatly if some basic precautions are taken and all parties involved are aware of the necessity for an interpreter. The following is a document I used to share with speakers prior to their conferences to help them focus on some important yet commonly overlooked details. Feel free to pass it along to prospective speakers in those circumstances where you have been cleared to approach them directly. Do not contact speakers unless you have permission, especially if you are interpreting meetings through an international organization or an agency.

____________________________

Dear guest speaker:

Your presentation will be interpreted simultaneously for the benefit of participants who are not proficient in your language. The success of your presentation will depend greatly on the job done by the interpreters. While they have been trained to follow rather demanding and technically complex speeches, the quality of their rendering will be increased significantly if you care to follow some of the recommendations listed below. The idea is to enhance the impact of your communication while minimizing content loss. Please take a minute to review the list of simple things that you can do before, during, and after your lecture to make sure your presentation is interpreted to the best of the interpreters’ ability.

Before the Conference • E-mail the event organizers or one of the chief interpreters copies of all materials you intend to use (texts, PowerPoint files, etc.). It does not have to be the latest version.

• Ask your host to disclose your e-mail or contact information to the chief interpreter in charge of the conference.

• Try to reduce, or eliminate altogether, the use of acronyms and abbreviations in your presentation. Depending on the target language, they may not make sense or be nonexistent.

• When preparing your visual aids, make sure to use fonts, shapes, and colors that are legible and clear even for someone in the very back of the room. In most cases, this is where the interpreters will be.

• Make sure to take a hard copy of your presentation and biography with you to the event.

• Save the latest version of your presentation and reference material on a flash drive that you can share with the interpreters.

On the Day of the Conference • Make yourself available to the interpreters before the event so you can cover the most important points of your presentation and update them on any last-minute changes. This meeting need not take more than a few minutes.

• Point out any terms that must be kept in the original language.

• Try to summarize, in a few simple words, the overall objective of your lecture and the conclusions you hope to reach.

• Leave any printed material you will be reading during your presentation with the interpreters. This is particularly important in the case of quotations and literary texts (poetry and/or prose), but please see the next item.

• Keep the amount of quotations to the absolute minimum. Poetry should be avoided altogether, unless the text has been submitted in advance.

• Let your interpreters preview any videos you plan to use in your presentation.

• Talk to the interpreters about any jokes or humorous remarks you plan to make. Jokes do not lend themselves very easily to interpretation, especially if they involve puns and regional sayings.

During the Presentation • Speak clearly and audibly at all times. If possible, run a sound check to make sure the interpreters can hear you satisfactorily.

• Avoid overly long sentences.

• Be particularly careful when pronouncing Latin names or words in a language that is foreign to you. Have your interpreters proof in advance anything you may want to say in the audience’s language.

• Make sure to leave any slides or transparencies on-screen a few seconds longer than usual before moving on to the next. This should allow the interpreters time to finish reading any relevant information.

• Get used to a longer-than-usual delay in audience response. Interpreters are often a few words behind the speaker. Also note that those in the audience who do not need the services of an interpreter may react to your words earlier.

• Always speak into the microphone, even if you are addressing a specific person in the audience. Remember that this person may be relying on the interpreters and can only hear what you say through the interpreters.

• If somebody in the audience asks you a question or offers a comment in your own language, please make sure to allow enough time for the interpreters to interpret it for the rest of the audience. Do not bother to repeat questions or comments heard in your own language for the benefit of others in the audience. The interpreters will do this for you.

• Always turn off a lapel mic when you leave the room, especially if you plan to go to the restroom.

After the Conference • Talk to the interpreters and give them your impressions of the job they performed. Pinpoint any difficulties encountered and call their attention to any misinterpretation of which you are aware.

• Invite the interpreters to provide feedback regarding your presentation. See what could be done to help improve the interpretation in the future.

• Write a brief statement on the quality of the interpreting provided. Your criticisms will help the interpreters identify and correct any shortcomings. Your praise will encourage them to keep up the good work.

Please keep in mind that these recommendations are mere reminders. Follow as many as you can without compromising your natural presenting style. The interpreters, and the audience, thank you for your cooperation. ______________________________________________

TMI? Speakers may not always adhere to the above, in whole or in part. More experienced speakers may tend to look upon the above as an overkill or TMI (too much information). Some interpreters argue that the tips may sound a bit overzealous and risk making us look unnecessarily vulnerable. In my experience, however, these guidelines have been mostly welcomed by speakers. If anything, sharing them makes you stand out as a conscientious and professional interpreter with a true desire to serve. It may require you to push your ego aside for a moment, but it will make you a better interpreter, guaranteed.

——————- About the Author: Ewandro Magalhães is an experienced conference interpreter with over 20 years of experience. He has a master’s degree in conference interpreting from the Monterey Institute of International Studies Graduate School of Translation, Interpretation, and Language Education, where he is an adjunct professor. He is the chief interpreter at the International Telecommunication Union in Geneva, Switzerland, and a former contractor with the U.S. Department of State, the International Monetary Fund, The World Bank, the Organization of American States, and several other international organizations. He is the author of Sua Majestade, o Intérprete – o fascinante mundo da tradução simultânea. He is a member of the American Association of Language Specialists. You can find his blog, Field Notes, at www.ewandro.com .

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Presentation Training Institute

A division of bold new directions training, the do’s and don’ts of giving a presentation.

Preparing a presentation is not an easy task. It can be quite a challenge to compress a million ideas into a concise and powerful presentation. What adds to the challenge is finding a way to present the material so that it connects with the audience. Even the most knowledgeable people can lose their audience due to inadequate presentation skills. The good news is that presentation skills can be learned and refined. That’s why we have put together a list of do’s and don’ts that will help you deliver a more dynamic and effective presentation.

The DO’S of an Effective Presentation:

* Practice and Rehearse: We have all heard that practice makes perfect and a presentation is no exception. If you really want to deliver a great presentation it requires a great deal of practice and rehearsing. Practice in front of family, friends, or colleagues and invite them to provide helpful feedback. It can even be helpful to record yourself so you can see what areas could use improvement.

*Start with a Catchy Opening: You only have one chance to make a good first impression so you want to capture your audience’s attention right away with a catchy opening. Try using a meaningful quote, a startling statistic, or even a personal story to grab your audience. Audiences will decide in those first few minutes whether or not they will pay attention to the rest of your presentation so you need to hook them right from the start.

*Make Eye Contact: Eye contact is extremely important in order to connect with your audience. 70% of communication is in your body language so it’s important to maintain eye contact throughout your presentation.

*Slow Down and Speak with Emphasis: Speak slowly and clearly and enunciate your words so your audience can understand what you are saying. Pause briefly between points, giving your audience time to absorb what you are saying. You also want to use inflection to add meaning to your message. This is a great way to emphasize key points and emotions.

*Use Visuals: A picture is worth a thousand words so illustrate your points using pictures, charts, graphs, or videos. Not only does this increase your audience’s understanding, but it makes your presentation more interesting.

*Engage Your Audience: Make your audience feel part of the presentation by engaging with them as you speak. Ask questions, take a poll, play a game, or encourage your audience to interact with you in some other way. This helps keep their attention and increases the energy level in the room.

The DON’TS of Giving a Presentation

*Don’t Read from Your Slides: It’s perfectly acceptable to use a slideshow in your presentations, but you should never read directly from your slides. The text on your slides should be short and concise and serve as a guide for your speaking points.

*Don’t Read from a Script: You will sound like a robot and miss out on opportunities to connect with your audience. This will prevent you from making eye contact and it makes the presentation feel very impersonal.

*Don’t Talk Too Fast: It’s easy to begin speaking quickly when you are nervous but speaking too quickly makes it difficult for the audience to understand you, let alone absorb the information.

*Don’t Fidget with Your Hands: Avoid fidgeting with your hands while you are speaking. Not only is this extremely distracting, but it lets the audience know that you are nervous and it can take away from your credibility.

*Don’t Use Filler Words: Avoid saying words like “um” or “and” when you are speaking. Practice pausing and thinking in your head instead of using unnecessary filler words.

*Don’t Pace Around: Try not to pace around the stage when you are talking, as this can be distracting and annoying to your audience. Move around the stage, but do so with purpose.

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Don’t be afraid to stop talking during your presentation

Planned or spontaneous silence has many uses in a business presentation.

Most presenters are afraid to stop talking. They dread silence. They feel the need to fill every second of their presentation with sound. And that usually means the sound of them talking.

There may be any number of reasons for this fear. They may be afraid that silence signals a mistake of some kind. Or uncertainty. Or a lack of mastery over their content. As noted in a previous post, sometimes it is because they are afraid that if they stop talking, someone will ask a question .

But silence in a presentation should not be feared. It should be used. Musicians understand the uses of silence and the effect that silence can have on an audience. Playwrights too.

As All About Jazz (AAJ) notes, “Silence isn’t just the canvas upon which music is painted. It’s one of the colors on the composer’s palette.”

When the audience hears silence it can be attention getting. Silence may cause them to observe more closely and listen more attentively. If the audience member has been paying attention, a strategic pause can, as AAJ says, “…raise a listener’s expectation of what is about to come…”

If an audience member has been only half listening. A brief pause represents a change in the background noise. The sudden and unexpected sound of silence can literally cause them to raise their head. What just happened? Did I miss something? The silence invites them in.

The uses of silence

Here is a classic rock song “Badge” from Cream that knows when to “stop talking.”

Check out the breaks between the 0.34 to 0.37 and 1.04 to 1.07 second marks. The three seconds of each break sustain but add no new notes. These breaks build anticipation. The song is too soon over by the first break, but where will it go next? Will it resume, or as in the second break, change into something new? When the arpeggios come at the 1.07 mark, it is a triumphant resolution to the anticipation and a sweet reward for the listener. Silence can be used for dramatic effect (but should never be used more than once or twice in the same presentation).

Silence can also be used for practical purposes. It is always good to add a pause between the “beats” in your presentation. As your presentation transitions from one section to the next, there is a natural beat change; a change in rhythm or tempo. The Marketing section is different from the finance section. The competition section is different from the product feature section. A pause signals to the audience that this scene has ended and we are moving on to something new.

During the purposeful pause the presenter is usually doing something. You are giving something that you said time to sink in. You may be looking for a reaction from the audience. How is what you said sitting with the audience? You may be thinking and deciding where to go next based on how the audience has reacted.

Active thinking is an important part of the presentation. A presentation should not be canned. It is a live real-time event. If you pause to think, don’t just show the audience, “I am thinking.” Invite the audience into your thinking process and experience. Ask the audience to join you in thinking and give them a second to do so.

The silent pause offers a role to the audience. If you ask a rhetorical question, give the audience time to formulate their response. But the pause does not have to beg an answer to a question. In Billy Joel’s song “River of Dream,” the audience becomes a participant in the song by keeping the beat in their heads during the breaks. The audience is actually able to fill three seconds of the song on their own.

See the breaks at the 1.44 and 2.42 second mark. Again, each break is for 3 secs. If the break is any longer, the audience is in danger of losing the beat and the effect would be lost.

Using the right amount of silence

How much silence can you afford? Too much of a good thing is never good. If you employ too many pauses, they will quickly become annoying to the audience. You are in danger of asking your audience to do too much work. They have too many blanks to fill in. But a few (two to three) judicious or spontaneous pauses of the right duration can work wonders for your message.

How long a silence can the audience endure? You always have three seconds to work with. The audience will always grant you three seconds of silence. If you are performing a physical action during the period of silence the three seconds can be extended a little, i.e. when a playwright adds stage business. If you are crossing back to the podium to effect a slide change or read a quote you have introduced, the audience will stay with you. But generally, if the signal goes blank for more than three seconds the audience starts to think “code red,” we have lost the patient.

So don’t be afraid to stop talking and add a little silence to your presentation palette.

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IMAGES

How To Say (Don't talk) In Spanish
Small Talk in Spanish: Tips & Phrases to Navigate Spanish Conversations
6 Ways to Say "I Don't Speak Spanish" in Spanish
6 Ways to Say "I Don't Speak Spanish" in Spanish
6 Ways to Say "I Don't Speak Spanish" in Spanish
6 Ways to Say "I Don't Speak Spanish" in Spanish

VIDEO

I Don't Want To Talk About It

COMMENTS

Don't talk during the presentation, ple
Translate Don't talk during the presentation, please.. See Spanish-English translations with audio pronunciations, examples, and word-by-word explanations. Learn Spanish. Translation. ... SpanishDictionary.com is the world's most popular Spanish-English dictionary, translation, and learning website. Ver en español en inglés.com.
Google Translate
Google's service, offered free of charge, instantly translates words, phrases, and web pages between English and over 100 other languages.
How to: Feel Comfortable Giving a Presentation in Spanish
Relax and Smile: A big part of the quality of the presentation is how comfortable you are with yourself. Even if you don't feel like you really know the content or you are worried about presenting in front of your class, your attitude will affect the perception the audience has of your knowledge. If you are able to get up in front of everyone ...
Essential Vocabulary And Phrases For Preparing A Presentation
Permítanme dar más detalles sobre este punto. Let me elaborate on this point. Learn Mexican Spanish vocabulary you can use for preparing a presentation. In this FREE SpanishPod101.com lesson, you learn the words and get translations and audio lessons.
La presentación oral: 13 Ways to Teach it for AP Spanish Success
Students hear presentations of scores ranging from 1 to 5. They then evaluate the presentation using a checklist. Once they guess, I show them what the real score was. 9. SELF-CORRECTING. I train students how to correct themselves during the presentation to improve fluidity and help them sound more like a native speaker.
Spanish Oral Presentation Guide for Beginners
Starting with a question allows you to keep your audience attentive throughout your message. 2. Tell an Anecdote. 55% of our communication stems from non-verbal language; everything our audience reads through our expressions, mannerisms, tone, etc., while 38% of our communication is vocal and 7% is words.
6 Must-Know Tips for Giving a Presentation in a Foreign Language
These tips will help you perfect your presentation, leaving minds blown rather than tongues tied. 6 Must-Know Tips for Giving a Presentation in a Foreign Language from Transparent Language, Inc. 1. Practice, practice, practice—but don't memorize. Scripting yourself is a terrible idea for any presentation, regardless of language.
Stage 1: Greetings and presentations in Spanish
To say goodbye, we can also use: buenos días, buenas tardes o buenas noches, depending on the time of day we are. But the most usual thing is to say goodbye at night, when we go to sleep, for example. And here's the first program, the first stage of SpanishRoute your guided route to Spanish.
Prepare a Spanish presentation with our Spanish lessons
According to public speaking experts, it is recommended to prepare a conference in 3 steps: Open with something personal to capture the attention of your audience and announce what the presentation will be about. Name three important points and develop them with a story, examples, experience, etc. Summarize the key points briefly and concisely ...
How to Easily Teach and Assess Presentational Communication in World
The presentational mode is writing AND speaking. Don't limit yourself to just one. Assess both skills to have well-rounded Spanish students. Some students will thrive during writing assessments, and others during oral presentations. We need to aim for an equal amount of both types of presentational skills practice.
Survival guides in Spanish: presentations, greetings and farewells
In Spanish there are two forms of presentation: the formal, in which the 2nd person for courtesy is used, that is, "usted" or "ustedes" [you], which is used to address older people or people of a higher rank, such as a boss or a teacher; or the informal, in which the 2nd person is used, "tú" or "vosotros".
How to end a Conversation in Spanish
Que bueno verte, cuídate. (So nice to see you, take care.) 10. Me tengo que ir o te dejo porque…. (I have to go or I have to leave because…) 11. Bueno, nada, en fin, es así. (Well, nevertheless, anyways, it is what it is.) You don't want your conversations to end as awkwardly as in this example:
Teaching Spanish Students How To Present
Teaching Year 1-4 Spanish Students To Present. For Novice and Intermediate Low students, our expectations are a little bit different. Their vocabulary and grammar is a lot more limited, so they may need some extra support. One recommendation I have is that students NOT present one-by-one in front of the class.
Don't talk during the presentatio
Traduce don't talk during the presentation, please.. Ver traducciones en inglés y español con pronunciaciones de audio, ejemplos y traducciones palabra por palabra. ... Palabra por palabra. don't. no. talk. hablar. during. durante. the. el. la. presentation. la presentación. please. por favor. Palabra al azar ¡Tirar los dados y aprender una ...
Don't speak during the presentation
Translate Don't speak during the presentation. See Spanish-English translations with audio pronunciations, examples, and word-by-word explanations. Learn Spanish. Translation. ... SpanishDictionary.com is the world's most popular Spanish-English dictionary, translation, and learning website. Ver en español en inglés.com.
Don't talk in Spanish
See the entry for don't talk. don't talk - no hables. Negative imperative conjugation of talk. There are other translations for this conjugation. See all conjugations of talk.
12 Spanish Presentations to Introduce Vocabulary to Beginners ...
Spanish presentations can take a lot of time and effort to make. Take a break, because here are 12 Spanish vocabulary PowerPoints that are already made for you! ... In order to use this site and download the presentations between the hours of 9 a.m. and 4 p.m. during the week, you need to be registered and pay a monthly fee. The rest of the ...
Tips for an Interpreter-Friendly Presentation
Please take a minute to review the list of simple things that you can do before, during, and after your lecture to make sure your presentation is interpreted to the best of the interpreters' ability. ... • Let your interpreters preview any videos you plan to use in your presentation. • Talk to the interpreters about any jokes or humorous ...
Don't talk during my presentation.
Translate Don't talk during my presentation.. See Spanish-English translations with audio pronunciations, examples, and word-by-word explanations. Learn Spanish. Translation. ... SpanishDictionary.com is the world's most popular Spanish-English dictionary, translation, and learning website. Ver en español en inglés.com.
Please dont talk
Translate Please dont talk. See Spanish-English translations with audio pronunciations, examples, and word-by-word explanations.
The Do's and Don'ts of Giving a Presentation
The DON'TS of Giving a Presentation. *Don't Read from Your Slides: It's perfectly acceptable to use a slideshow in your presentations, but you should never read directly from your slides. The text on your slides should be short and concise and serve as a guide for your speaking points. *Don't Read from a Script: You will sound like a ...
Don't be afraid to stop talking during your presentation
Most presenters are afraid to stop talking. They dread silence. They feel the need to fill every second of their presentation with sound. And that usually means the sound of them talking. There ...
Dont talk during the movie
10. 10. Translate Dont talk during the movie. See Spanish-English translations with audio pronunciations, examples, and word-by-word explanations.