Sentence examples for a spoken presentation from inspiring English sources

Focus on this exercise if people ask you to speak up or repeat yourself frequently, or if you are training to give a spoken presentation.

All of this material was funnelled into just 12 minutes, during a spoken presentation that we delivered last week during the global finals at the New York Public Library.

This could be through verbal information (Field, Lawson and Banerjee, 2008) transmitted mainly via acoustic events, hence the superiority of the spoken presentation modality in inducing a negative interpretation bias.

According to a report by Michael H. Thaut at Colorado State University, a study of patients with MS showed that word lists were significantly better learned and recalled when presented and rehearsed via song as opposed to standard spoken presentation and rehearsal.

The VLT-I is a variant of the Rey Auditory Verbal List Learning Test (RAVLT) [ 38] consisting of three trials of a 10 word list-learning task with immediate recall after each spoken presentation of the list.

The current research was designed to investigate whether the redundancy effect applied to reading comprehension in English as a foreign language (EFL) by comparing two instructional formats, written presentation only and written presentation concurrent with verbatim spoken presentation.

Thus, spoken presentation may also be preferred for inducing positive training effects in children, but this may not be crucial.

However, this makes it more difficult to be certain about comparisons between the written and spoken presentation conditions on this particular measure.

There were no significant baseline differences in social anxiety, depression, current mood (visual analogue scales), negative interpretations, benign interpretations and emotional consequences between the written and spoken presentation factors in the negative and benign interpretation training groups.

Method: Ninety-four primary school children (aged 10 12 years) scoring above the mean on a social anxiety scale were randomly allocated to four groups, in which they were trained using written or spoken presentation of training materials in either the negative or benign direction.

In conclusion, we found that the written and spoken presentation of the training material differentially affected training-congruent change in interpretation bias and judgments of negative consequences in children and that this translated into associated change in performance during a difficult anagram task.