Lesson 24: Formal Presentation
Develop the vocabulary and oral patterns for delivering formal presentations, reports, and interactive talks in Chinese professional and academic settings.
Overview
Delivering a formal presentation in Chinese requires a specific register, set of verbal routines, and structural conventions that differ from both everyday speech and written academic prose. At the B2 level, learners should be able to deliver a structured presentation of 5-10 minutes on a topic within their area of knowledge, handle audience questions with appropriate fluency, and manage interactive elements such as referring to visual aids, inviting questions, and summarizing key points. This lesson equips learners with the language tools for each stage of a formal Chinese presentation.
Learning Objectives
- Use standard formal oral patterns for opening, developing, and closing a presentation
- Deploy the vocabulary for referring to visual aids, transitioning between sections, and summarizing
- Handle audience questions with confidence using formal response patterns
- Understand the register differences between formal presentations and academic writing
- Prepare and deliver a 3-5 minute practice presentation using the target patterns
Key Vocabulary
| Character | Pinyin | Type | Meaning | Usage Note |
|---|---|---|---|---|
| 演讲 | yǎnjiǎng | V/N | to give a speech; speech | More formal/public than 发言 |
| 汇报 | huìbào | V/N | to report; report | Work report; 工作汇报 = work report |
| 展示 | zhǎnshì | V/N | to present, demonstrate; presentation | 展示成果 = present results |
| 互动 | hùdòng | V/N | to interact; interaction | Q&A and audience interaction |
| 总结 | zǒngjié | V/N | to summarize; summary | 做总结 = make a summary |
| 幻灯片 | huàndēng piàn | N | slides, PowerPoint | 请看幻灯片 = please look at the slide |
| 图表 | túbiǎo | N | chart, figure | 如图所示 = as shown in the figure |
| 开场白 | kāichǎng bái | N | opening remarks | Standard formal opening of a speech |
| 结束语 | jiéshù yǔ | N | closing remarks | Standard closing of a formal presentation |
| 提纲 | tígāng | N | outline | 演讲提纲 = presentation outline |
| 时间 | shíjiān | N | time | 时间关系 = due to time constraints (common hedge) |
| 简而言之 | jiǎn ér yán zhī | Phr | in brief, to put it simply | Formal register summary marker |
| 不知是否表达清楚 | Phr | Phr | I hope I have explained clearly | Polite checking expression |
| 恳请指正 | Phr | Phr | I respectfully invite corrections | Standard formal closing deference phrase |
Grammar Focus
Pattern 1: Opening and Structuring a Presentation
Structure: 各位...，我今天汇报的主题是... / 我的汇报分为以下几个部分：首先...其次...最后...
Explanation: Formal presentations in Chinese open with a respectful address to the audience, followed by a clear statement of the topic and an organizational preview. The organizational preview (告知结构) is essential — it allows the audience to follow the presentation's logic in real time. Unlike Western presentations that might open with a hook, Chinese formal presentations typically begin with the conventional address and structural overview before engaging with content. This establishes the speaker's command of the material and respect for the audience's time.
| Chinese | Pinyin | English |
|---|---|---|
| 各位老师、同学，大家好。今天我汇报的主题是"人工智能对就业市场的影响"，我的汇报将分为三个部分：首先介绍研究背景，其次分析主要发现，最后提出政策建议。 | Gèwèi lǎoshī, tóngxué, dàjiā hǎo. Jīntiān wǒ huìbào de zhǔtí shì "réngōng zhìnéng duì jiùyè shìchǎng de yǐngxiǎng", wǒ de huìbào jiāng fēnwéi sān gè bùfèn: shǒuxiān jièshào yánjiū bèijǐng, qícì fēnxī zhǔyào fāxiàn, zuìhòu tíchū zhèngcè jiànyì. | Esteemed teachers and students, good day. The topic of today's presentation is "The Impact of AI on the Labor Market." My presentation will be divided into three parts: first, introducing the research background; second, analyzing the main findings; and finally, proposing policy recommendations. |
Pattern 2: Referring to Visual Aids and Transitioning
Structure: 请看这张图/这组数据 / 如图所示... / 接下来，我们进入第二部分
Explanation: Visual aid reference and sectional transitions require specific formal expressions in Chinese presentations. Referring to a slide or chart uses 请看 (please look at), 如图所示 (as shown in the figure), or 这张幻灯片显示了 (this slide shows). Transitioning between sections uses fixed expressions: 接下来，我们进入... (next, we move into...), 说完了...，让我们来看看... (having discussed..., let us look at...). These expressions manage the audience's attention and signal the speaker's organizational control.
| Chinese | Pinyin | English |
|---|---|---|
| 请看这张幻灯片。如图所示，过去五年间，自动化程度较高的制造业岗位减少了约15%。 | Qǐng kàn zhè zhāng huàndēng piàn. Rú tú suǒ shì, guòqù wǔ nián jiān, zìdònghuà chéngdù jiào gāo de zhìzào yè gǎngwèi jiǎnshǎo le yuē 15%. | Please look at this slide. As shown in the figure, over the past five years, positions in manufacturing with high levels of automation have decreased by approximately 15%. |
| 我们刚刚分析了问题的现状，接下来，我们进入第二部分，讨论其背后的结构性原因。 | Wǒmen gānggāng fēnxī le wèntí de xiànzhuàng, jiēxiàlái, wǒmen jìnrù dì èr bùfèn, tǎolùn qí bèihòu de jiégòuxìng yuányīn. | We have just analyzed the current state of the problem; next, we move into the second part to discuss the structural causes behind it. |
| 由于时间关系，这里我只介绍其中最关键的三点，详细内容请参考讲义。 | Yóuyú shíjiān guānxi, zhèlǐ wǒ zhǐ jièshào qízhōng zuì guānjiàn de sān diǎn, xiángxì nèiróng qǐng cānkǎo jiǎngyì. | Due to time constraints, here I will only introduce the three most critical points; please refer to the handout for detailed content. |
Pattern 3: Closing and Handling Questions
Structure: 以上就是我今天汇报的全部内容。...欢迎各位提出宝贵意见。/ 感谢您的问题，关于...
Explanation: The closing of a Chinese formal presentation follows a set structure: summarize key points, invite questions with a deferential expression, and thank the audience. The closing deference markers (恳请指正, "I respectfully invite corrections"; 不足之处请多包涵, "please forgive any shortcomings") signal humility about the presentation's completeness. When handling questions, the response opens with 感谢您的问题 (thank you for your question), then addresses the content, and concludes with a checking expression (不知是否回答了您的问题).
| Chinese | Pinyin | English |
|---|---|---|
| 以上就是我今天汇报的全部内容。简而言之，我们的研究表明，政策干预需要更具针对性和系统性。不足之处，恳请各位老师和同学批评指正。谢谢大家。 | Yǐshàng jiùshì wǒ jīntiān huìbào de quánbù nèiróng. Jiǎn ér yán zhī, wǒmen de yánjiū biǎomíng, zhèngcè gānyù xūyào gèng jù zhēnduìxìng hé xìtǒngxìng. Bùzú zhī chù, kěnqǐng gèwèi lǎoshī hé tóngxué pīpíng zhǐzhèng. Xièxiè dàjiā. | That concludes all of today's presentation. In brief, our research shows that policy intervention needs to be more targeted and systematic. For any shortcomings, I respectfully invite teachers and students to offer their criticism and corrections. Thank you all. |
| 感谢您的提问。关于数据可靠性的问题，我们在研究设计阶段采用了多来源交叉验证的方法。不知这样的回答是否回应了您的疑问？ | Gǎnxiè nín de tíwèn. Guānyú shùjù kěkào xìng de wèntí, wǒmen zài yánjiū shèjì jiēduàn cǎiyòng le duō láiyuán jiāochā yànzhèng de fāngfǎ. Bùzhī zhèyàng de huídá shìfǒu huíyìng le nín de yíwèn? | Thank you for your question. Regarding the issue of data reliability, we employed a multi-source cross-validation method during the research design phase. I wonder whether this response has addressed your question? |
Authentic Text
Genre: Presentation script excerpt (演讲稿节选)
各位评委、各位同学，大家好。今天我汇报的题目是《数字化转型背景下中小企业的适应策略》，本次汇报分为四个部分：研究背景、理论框架、案例分析以及政策建议。
首先，研究背景。请看这张幻灯片。如图所示，近五年来，国内中小企业的数字化转型速度明显加快，但整体来看，成功转型的企业比例仍不足三成。这一现象引发了我们的研究兴趣。
其次，理论框架。我们借鉴了资源基础理论和制度理论，构建了一个分析中小企业数字化转型障碍的综合分析框架。
接下来，简要介绍两个代表性案例——A公司和B公司。如图所示，两家企业在技术投入水平相近的情况下，转型成效存在显著差异，关键变量在于管理层的数字化意识和组织灵活性。
最后，政策建议。简而言之，有效的政策支持应当同时着力于技术赋能和管理能力提升，才能切实降低中小企业数字化转型的门槛。
以上就是我今天汇报的全部内容。汇报中难免存在不足之处，恳请各位评委不吝赐教。谢谢！
Pinyin: Gèwèi píngwěi, gèwèi tóngxué, dàjiā hǎo. Jīntiān wǒ huìbào de tímù shì "Shùzìhuà zhuǎnxíng bèijǐng xià zhōng xiǎo qǐyè de shìyìng cèlüè", běn cì huìbào fēnwéi sì gè bùfèn: yánjiū bèijǐng, lǐlùn kuàngjià, ànlì fēnxī yǐjí zhèngcè jiànyì.
Shǒuxiān, yánjiū bèijǐng. Qǐng kàn zhè zhāng huàndēng piàn. Rú tú suǒ shì, jìn wǔ nián lái, guónèi zhōng xiǎo qǐyè de shùzìhuà zhuǎnxíng sùdù míngxiǎn jiākuài, dàn zhěngtǐ lái kàn, chénggōng zhuǎnxíng de qǐyè bǐlì réng bùzú sān chéng. Zhè yī xiànxiàng yǐnfā le wǒmen de yánjiū xìngqù.
Qícì, lǐlùn kuàngjià. Wǒmen jièjiàn le zīyuán jīchǔ lǐlùn hé zhìdù lǐlùn, gòujiàn le yī gè fēnxī zhōng xiǎo qǐyè shùzìhuà zhuǎnxíng zhàng'ài de zōnghé fēnxī kuàngjià.
Jiēxiàlái, jiǎnyào jièshào liǎng gè dàibiǎoxìng ànlì — A gōngsī hé B gōngsī. Rú tú suǒ shì, liǎng jiā qǐyè zài jìshù tóurù shuǐpíng xiāngjìn de qíngkuàng xià, zhuǎnxíng chénxiào cúnzài xiǎnzhù chāyì, guānjiàn biànliàng zàiyú guǎnlǐ céng de shùzìhuà yìshí hé zǔzhī línghuó xìng.
Zuìhòu, zhèngcè jiànyì. Jiǎn ér yán zhī, yǒuxiào de zhèngcè zhīchí yīngdāng tóngshí zhuōlì yú jìshù fùnéng hé guǎnlǐ nénglì tíshēng, cái néng qièshí jiàngdī zhōng xiǎo qǐyè shùzìhuà zhuǎnxíng de ménkǎn.
Yǐshàng jiùshì wǒ jīntiān huìbào de quánbù nèiróng. Huìbào zhōng nánmiǎn cúnzài bùzú zhī chù, kěnqǐng gèwèi píngwěi bù lìn cì jiào. Xièxiè!
Translation: Distinguished judges and fellow students, good day. The title of today's report is "Adaptation Strategies of Small and Medium Enterprises in the Context of Digital Transformation." This report is divided into four parts: research background, theoretical framework, case analysis, and policy recommendations.
First, research background. Please look at this slide. As shown in the figure, the pace of digital transformation among domestic SMEs has clearly accelerated over the past five years, but overall, the proportion of enterprises that have successfully transformed remains below 30%. This phenomenon sparked our research interest.
Second, the theoretical framework. We drew on resource-based theory and institutional theory to construct a comprehensive analytical framework for analyzing the obstacles to digital transformation in SMEs.
Next, a brief introduction to two representative cases — Company A and Company B. As shown in the figure, despite similar levels of technology investment, the two enterprises show significant differences in transformation outcomes; the key variable lies in management's digital awareness and organizational flexibility.
Finally, policy recommendations. In brief, effective policy support should simultaneously focus on both technological empowerment and management capability improvement, to genuinely lower the threshold for SME digital transformation.
That concludes all of today's presentation. The presentation inevitably has shortcomings; I respectfully invite the distinguished judges to offer their guidance and corrections. Thank you!
Dialogue or Monologue
Dialogue: Q&A session after a presentation
评委甲：感谢您的精彩汇报。我想请问，在您的案例研究中，您如何控制其他可能影响转型成效的变量？
汇报人：感谢您的问题。这是一个很重要的方法论问题。在案例选择阶段，我们特意选取了在行业、规模和市场环境方面高度相似的两家企业，以尽可能控制外部变量的干扰。当然，案例研究的局限性在于难以完全排除混淆变量，这也是我们在后续研究中计划采用定量方法加以验证的原因。不知是否回应了您的疑问？
评委甲：清楚了，谢谢。
评委乙：您在政策建议部分提到了"技术赋能"，能否进一步阐述这一概念的具体内涵？
汇报人：感谢您的提问。"技术赋能"在这里特指政府通过提供低成本的数字基础设施，如云服务补贴和技术培训，使中小企业能够以较低的成本接入数字化工具。简而言之，就是降低技术进入门槛，而不是替企业做技术决策。
评委乙：明白了，谢谢。
主持人：好的，由于时间关系，今天的提问环节到此结束。再次感谢汇报人的精彩发言。
Translation: Judge A: Thank you for your excellent presentation. I would like to ask: in your case study, how did you control for other variables that might affect transformation outcomes?
Presenter: Thank you for your question. This is an important methodological question. In the case selection phase, we specifically selected two enterprises that are highly similar in terms of industry, scale, and market environment, in order to control for external variable interference as much as possible. Of course, the limitation of case studies is that it is difficult to fully exclude confounding variables — this is also why we plan to use quantitative methods for verification in subsequent research. I wonder if this has addressed your question?
Judge A: Clear, thank you.
Judge B: In your policy recommendations section, you mentioned "technological empowerment" — could you further elaborate on the specific meaning of this concept?
Presenter: Thank you for your question. "Technological empowerment" here specifically refers to government provision of low-cost digital infrastructure — such as cloud service subsidies and technical training — enabling SMEs to access digital tools at lower cost. In brief, it means lowering the technology entry threshold, not making technology decisions for enterprises.
Judge B: Understood, thank you.
Moderator: Very well. Due to time constraints, the question session ends here. Once again, thank you to the presenter for an excellent presentation.
Practice
Exercise 1: Structure Analysis Analyze the authentic text presentation script. Identify: (a) the opening address formula, (b) the structural preview, (c) all section transition expressions, (d) the visual aid reference expression, and (e) the closing formula. For each element, state whether it is required or optional in formal Chinese presentations.
Exercise 2: Q&A Response Construction For each of the following audience questions, write a well-formed presenter response (3-4 sentences). Your response must: open with 感谢您的问题, address the substance of the question, and close with a checking expression:
- 您的研究样本量只有两个案例，研究结论的普遍性如何？
- 您提到管理层意识是关键变量，但如何量化"意识"？
Exercise 3: Short Writing Task Prepare a complete opening (开场白, 80-100 characters) for a 5-minute presentation on one of the following topics: (a) the importance of environmental education in schools, (b) how social media has changed political discourse, (c) the benefits and risks of remote work. Your opening must include: a formal address, the topic statement, and a three-part organizational preview.
Cultural or Academic Note
The formal presentation (演讲, 汇报) occupies an important place in Chinese academic and professional culture. In university settings, the final presentation (毕业答辩, graduation defense) is the culmination of a degree program and is evaluated by a formal panel. The defense format — structured presentation followed by intensive Q&A — follows conventions that learners must master well before their defense date. Professional 汇报 (work reports) to supervisors and management are also a regular fixture of Chinese organizational life, with their own conventions for structure, length, and degree of formality.
One distinctive feature of Chinese presentation culture is the emphasis on modesty about one's own work (谦虚). Presenters routinely acknowledge the limitations of their research, invite corrections, and express gratitude to their teachers and supervisors in the closing. This is not merely formulaic — it reflects a genuine cultural value of humility in intellectual contexts. A presenter who closes with 不足之处恳请指正 is signaling not incompetence but proper academic values. B2 learners who master these closing conventions will be perceived by Chinese academic audiences as appropriately socialized into the intellectual community.