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| 1 | |
All of the following are legitimate purposes for oral presentations EXCEPT: |
| | A) | To persuade. |
| | B) | To present visual information. |
| | C) | To inform. |
| | D) | To build goodwill. |
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| 2 | |
Persuasive presentations |
| | A) | Entertain the audience. |
| | B) | Present specific details of law, policy or procedure that the audience should be following. |
| | C) | Motivate the audience to act or believe. |
| | D) | Inform or teach the audience. |
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| 3 | |
An oral presentation needs to be ______ than a written message to the same audience. |
| | A) | more descriptive |
| | B) | more extensively illustrated |
| | C) | more entertaining |
| | D) | simpler |
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| 4 | |
Oral and written messages have many similarities. In both, you should do all of the following EXCEPT: |
| | A) | Overcome any objections the audience may have. |
| | B) | Use visuals to clarify or emphasize material. |
| | C) | Present detailed or complex data. |
| | D) | Adapt the message to a specific audience. |
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| 5 | |
In oral presentations, it is important to make your ideas relevant to your audience by linking what you say to their |
| | A) | Family values and moral obligations. |
| | B) | Hobbies and leisure time pursuits. |
| | C) | Experiences and interests. |
| | D) | Educational backgrounds. |
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| 6 | |
Misuse of PowerPoint includes all of the following errors EXCEPT: |
| | A) | Diverting the audience's attention to the visuals, away from the speaker. |
| | B) | Turning an exciting initiative into a series of bulleted points. |
| | C) | Reading slides to the audience. |
| | D) | Using visuals as an outline for your presentation. |
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| 7 | |
Which of the following is NOT one of the four modes of openers that you should consider using in your oral presentation? |
| | A) | An anecdote. |
| | B) | A quotation. |
| | C) | A question. |
| | D) | A greeting and your name. |
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| 8 | |
One way to focus your supporting information on what the audience needs to know is to |
| | A) | Choose only supporting information that can be presented in visuals. |
| | B) | Start by writing the conclusion. |
| | C) | Include only supporting information that can be delivered by means of a story that will interest the audience. |
| | D) | Investigate what your listeners already know, then include only information that will be new to them. |
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| 9 | |
In a persuasive presentation, put your strongest point |
| | A) | Between any weaker points that you need to make, in order to strengthen your entire list of points. |
| | B) | Right after your weakest point. |
| | C) | At the end. |
| | D) | First. |
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| 10 | |
The following are all common presentation errors that you should avoid, EXCEPT: |
| | A) | Using hand gestures. |
| | B) | Putting too much text on slides. |
| | C) | Reading from slides. |
| | D) | Failing to give a clear overview early in your presentation. |
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| 11 | |
What advice would you give an inexperienced presenter about speaker's notes? |
| | A) | Never use speaker's notes because you should memorize your presentation. |
| | B) | Never use speaker's notes because you should be looking at your audience during the entire presentation. |
| | C) | Use long phrases or complete sentences so your notes will be complete enough to help you if your memory goes blank. |
| | D) | Use small versions of your visuals for your speaker's notes. |
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| 12 | |
If an audience bully keeps interrupting and challenging you, use any of the following techniques EXCEPT: |
| | A) | Engage and make an ally of the know-it-all. |
| | B) | Ask the bully to leave. |
| | C) | Try to freeze the bully out by limiting eye contact and your responses. |
| | D) | Make the bully a co-presenter by asking for his or her views. |
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| 13 | |
If someone asks a question about something that you already explained during your presentation, |
| | A) | Simply answer the question as if it concerned new information. |
| | B) | Point out to the questioner that the answer was already covered in your presentation. |
| | C) | Ask the audience if anyone remembers the answer that was already given in your presentation, and ask the audience member who responds to answer the questioner. |
| | D) | Explain to the questioner that you don't want to bore the audience by repeating the information, then move on to the next question. |
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| 14 | |
When one person is speaking during a group presentation, the other members of the group should be |
| | A) | Mentally rehearsing their own segments of the presentation. |
| | B) | Reviewing the slides they plan to show during their segments. |
| | C) | Reviewing their lists of anticipated questions to make sure they haven't missed anything. |
| | D) | Showing interest in the speaker, to model the behaviour expected from the audience. |
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| 15 | |
When you're evaluating a speaker's delivery, you should consider all of the following EXCEPT: |
| | A) | Did the speaker handle questions effectively? |
| | B) | Did the speaker explain confusing visuals effectively, pointing to relevant parts of the visual during the explanation? |
| | C) | Did the speaker maintain eye contact with the audience? |
| | D) | Did the speaker use voice and gestures effectively? |
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