Hello, dear presenters! Last week, we discussed how to make presentations effective. As promised, in this follow-up article, we’ll dive straight into practice. Before we begin, take a moment to refresh your memory by reviewing the phrases we covered earlier. Once you’re ready, the activities in this post are waiting for you.

Practice
Exercise 1. Read the presentation below. What is its main goal: to inform, teach, motivate or persuade? (More than one answer is possible).
Good afternoon everyone, and thank you for being here today.
I’d like to start this presentation on effective learning strategies with a simple but important truth: how you learn matters just as much as what you learn. Most of us were taught what to study—but not how to study. So we do what feels familiar: we highlight pages, reread chapters, and hope that repetition will lead to understanding. But research shows that many of these common habits are actually inefficient, and in some cases, even counterproductive. The good news is, you don’t need to work more—you just need to learn smarter.
Today, I want to walk you through a few evidence-based strategies that can help you understand more in less time, retain knowledge longer, and feel more confident when it matters—whether that’s in an exam, a job interview, or any real-world situation.
Let’s start with the first key strategy: spaced repetition. Instead of cramming all your studying into one session, space it out over time. This approach takes advantage of the “spacing effect,” a powerful phenomenon that improves long-term memory and recall. Think of it like building muscle—you don’t get stronger with one long workout, but with consistent effort over time. Learning works the same way.
The second strategy is retrieval practice. This means actively trying to recall information rather than just reviewing it passively. Using flashcards, answering practice questions, or simply trying to explain the material out loud are all excellent ways to reinforce what you know—and reveal what you don’t. It’s not about testing yourself to measure performance; it’s about engaging with the material in a way that strengthens understanding.
The third strategy is called interleaving. Instead of focusing on just one subject or type of problem at a time, mix different topics during your study sessions. It might feel harder at first, but it challenges your brain to make connections and apply knowledge more flexibly. Think of it as cross-training for your mind—it builds deeper, more adaptable learning.
To bring everything together: effective learning isn’t just about using better techniques—it’s also about adopting the right mindset. Every time you sit down to study with purpose, you’re investing in a stronger, more capable version of yourself. And progress doesn’t require giant leaps. As the saying goes: small improvements, repeated consistently, lead to extraordinary results.
So the next time you prepare to study, don’t just ask, “What should I study?” Ask yourself, “How can I make this stick?”
Thank you.
Answer key 🔑
The main goals of the presentation above are to teach (evidence-based learning techniques) and motivate the audience (to take control of their education and growth).
Exercise 2. What parts does the presentation above consist of? What phrases help indicate that and contribute to clarity and structure of the whole presentation?
Answer key 🔑
The presentation consists of the following parts: 1. introduction (I’d like to start with…, I want to walk you through…); 2. main body (let’s start with the first key strategy…, the second strategy is…, the third strategy is called…); 3. conclusion (to bring everything together; it’s not just about…it’s also about…, as the saying goes…)
Exercise 3. Which doesn’t the presenter do in her presentation? (There is more than one correct answer.)
a) getting attention/starting strong
b) stating the purpose
c) outlining the structure of the presentation
d) managing time/expectations
e) introducing main points
f) providing evidence/examples
g) referring to vidsals/data
h) transitioning smoothly between sections
i) recapping key messages
j) offering a final takeaway/call to action
k) ending clearly
l) inviting questions
m) encouraging participation
n) handling silence
o) sharing contact info
Answer key 🔑
She doesn’t do c, d, f, g, I, l, m, n and o. Note that the text above is most probably just part of the presentation. It would benefit from including the missing elements.
Exercise 4. Click the link here and sort out the phrases based which part of a presentation they would be used in (the activity includes both phrases from the presentation above and their synonyms from “How to Make a Presentation Effective”).
Exercise 5. Click the link here and type in the words to complete the sentences.
Did you find our tips on creating effective presentations helpful? We sure hope so! Feel free to share your thoughts in the comments below, and be sure to subscribe to this blog for more content like this.