vocabulary meaning of presentation

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presentation

Definition of presentation

• fairing [ British ]
• freebee
• largess

Examples of presentation in a Sentence

These examples are programmatically compiled from various online sources to illustrate current usage of the word 'presentation.' Any opinions expressed in the examples do not represent those of Merriam-Webster or its editors. Send us feedback about these examples.

Word History

15th century, in the meaning defined at sense 1a

Phrases Containing presentation

• breech presentation

Dictionary Entries Near presentation

present arms

presentation copy

Cite this Entry

“Presentation.” Merriam-Webster.com Dictionary , Merriam-Webster, https://www.merriam-webster.com/dictionary/presentation. Accessed 16 May. 2024.

Kids Definition

Kids definition of presentation, medical definition, medical definition of presentation, more from merriam-webster on presentation.

Nglish: Translation of presentation for Spanish Speakers

Britannica English: Translation of presentation for Arabic Speakers

Britannica.com: Encyclopedia article about presentation

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Definition of presentation noun from the Oxford Advanced Learner's Dictionary

presentation

• presentation on/about somebody/something The sales manager will give a presentation on the new products.
• Several speakers will be making short presentations .
• The conference will begin with a keynote presentation by a leading industry figure.
• a slide/video/multimedia presentation
• presentation on

Definitions on the go

Look up any word in the dictionary offline, anytime, anywhere with the Oxford Advanced Learner’s Dictionary app.

Vocabulary and Phrases for Making Presentations in English

Here’s a step-by-step guide for making presentations in English. You’ll find the phrases you need for each step of your presentation.

After you give your opening statement, give a brief overview of your presentation. Say what your presentation is about, how long you will take and how you are going to handle questions.

For example, a presentation to sales staff could start like this: “Welcome / “Hello everyone.”

(Opening statement) “As you all know, this company is losing its market share. But we are being asked to increase sales by 20 – 25%. How can we possibly increase sales in a shrinking market?”

(Overview) “Today I am going to talk to you about how we can do this. My presentation will be in three parts. Firstly I am going to look at the market and the background. Then I am going to talk to you about our new products and how they fit in. Finally, I’m going to examine some selling strategies that will help us increase our sales by 20%. The presentation will probably take around 20 minutes. There will be time for questions at the end of my talk.”

Useful language for overviews

“My presentation is in three parts.” “My presentation is divided into three main sections.” “Firstly, secondly, thirdly, finally…” “I’m going to… take a look at… talk about… examine… tell you something about the background… give you some facts and figures… fill you in on the history of… concentrate on… limit myself to the question of…

“Please feel free to interrupt me if you have questions.” “There will be time for questions at the end of the presentation.” “I’d be grateful if you could ask your questions after the presentation.”

The main body of the presentation

During your presentation, it’s a good idea to occasionally remind your audience why your presentation and ideas are important or relevant.

“As I said at the beginning…” “This, of course, will help you (to achieve the 20% increase).” “As you remember, we are concerned with…” “This ties in with my original statement…” “This relates directly to the question I put to you before…”

Keeping your audience with you

Remember that what you are saying is new to your audience. You are clear about the structure of your talk, but let your audience know when you are moving on to a new point. You can do this by saying something like “right”, or “OK”. You can also use some of the following expressions:

“I’d now like to move on to…” “I’d like to turn to…” “That’s all I have to say about…” “Now I’d like to look at…” “This leads me to my next point…”

If you are using index cards, putting the link on the cards will help you remember to keep the audience with you. In addition, by glancing at your index cards you will be pausing – this will also help your audience to realise that you are moving on to something new.

Phrases for introducing visuals

It’s important to introduce your visual to the audience. You can use the following phrases:

“This graph shows you…” “Take a look at this…” “If you look at this, you will see…” “I’d like you to look at this…” “This chart illustrates the figures…” “This graph gives you a break down of…”

Give your audience enough time to absorb the information on the visual. Pause to allow them to look at the information and then explain why the visual is important:

“As you can see…” “This clearly shows …” “From this, we can understand how / why…” “This area of the chart is interesting…”

Summarising

At the end of your presentation, you should summarise your talk and remind the audience of what you have told them:

“That brings me to the end of my presentation. I’ve talked about…” “Well, that’s about it for now. We’ve covered…” “So, that was our marketing strategy. In brief, we…” “To summarise, I…”

Relate the end of your presentation to your opening statement:

“So I hope that you’re a little clearer on how we can achieve sales growth of 20%.” “To return to the original question, we can achieve…” “So just to round the talk off, I want to go back to the beginning when I asked you…” “I hope that my presentation today will help you with what I said at the beginning…”

Handling questions

Thank the audience for their attention and invite questions.

“Thank you for listening – and now if there are any questions, I would be pleased to answer them.” “That brings me to the end of my presentation. Thank you for your attention. I’d be glad to answer any questions you might have.”

It’s useful to re-word the question, as you can check that you have understood the question and you can give yourself some time to think of an answer. By asking the question again you also make sure that other people in the audience understand the question.

“Thank you. So you would like further clarification on our strategy?” “That’s an interesting question. How are we going to get voluntary redundancy?” “Thank you for asking. What is our plan for next year?”

After you have answered your question, check that the person who asked you is happy with the answer.

“Does this answer your question?” “Do you follow what I am saying?” “I hope this explains the situation for you.” “I hope this was what you wanted to hear!”

If you don’t know the answer to a question, say you don’t know. It’s better to admit to not knowing something than to guess and maybe get it wrong. You can say something like:

“That’s an interesting question. I don’t actually know off the top of my head, but I’ll try to get back to you later with an answer.” “I’m afraid I’m unable to answer that at the moment. Perhaps I can get back to you later.” “Good question. I really don’t know! What do you think?” “That’s a very good question. However, we don’t have any figures on that, so I can’t give you an accurate answer.” “Unfortunately, I’m not the best person to answer that.”

What to say if things go wrong during your presentation

You think you’ve lost your audience? Rephrase what you have said:

“Let me just say that in another way.” “Perhaps I can rephrase that.” “Put another way, this means…” “What I mean to say is…”

Can’t remember the word?

If it’s a difficult word for you – one that you often forget, or one that you have difficulty pronouncing – you should write it on your index card. Pause briefly, look down at your index card and say the word.

Using your voice when making presentations

Don’t speak in a flat monotone – this will bore your audience. By varying your speed and tone, you will be able to keep your audience’s attention. Practise emphasising key words and pause in the right places – usually in between ideas in a sentence. For example “The first strategy involves getting to know our market (pause) and finding out what they want. (pause) Customer surveys (pause) as well as staff training (pause) will help us do this.”

Don’t forget – if you speak too fast you will lose your audience!

Making Presentations

Your answer:

Correct answer:

Your Answers

• presentation

: an activity in which someone shows, describes, or explains something to a group of people

: the way in which something is arranged, designed, etc. : the way in which something is presented

: the act of giving something to someone in a formal way or in a ceremony

Full Definition of PRESENTATION

First known use of presentation, related to presentation, other business terms, rhymes with presentation, definition of presentation for kids, medical definition of presentation, learn more about presentation.

• presentation copy
• presentation piece
• presentation time
• breech presentation
• face presentation

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Presenting vocabulary

This article looks at what needs to be taught when teaching vocabulary and ways to present and teach vocabulary.

• Introduction

What a student may need to know about an item

• Ways to present vocabulary

Alternative ways of teaching vocabulary

Other things to consider

Introduction With hundreds of thousands of words in the English language, teaching vocabulary can seem like a very daunting prospect. Remember though that the average native speaker uses around only five thousand words in everyday speech. Moreover, your students won't need to produce every word they learn, some they will just need to recognize. Selecting what to teach, based on frequency and usefulness to the needs of your particular students is therefore essential. Once you have chosen what to teach, the next important steps are to consider what students need to know about the items, and how you can teach them.

• What it means It is vital to get across the meaning of the item clearly and to ensure that your students have understood correctly with checking questions.
• The form Students need to know if it is a verb / a noun / an adjective etc to be able to use it effectively.
• How it is pronounced This can be particularly problematic for learners of English because there is often no clear relation between how a word is written and how it is pronounced. It is very important to use the phonemic script in such cases so the sts have a clear written record of the pronunciation. Don't forget also to drill words that you think will cause pronunciation problems for your students and highlight the word stresses.
• How it is spelt This is always difficult in English for the reason mentioned above. Remember to clarify the pronunciation before showing the written form.
• If it follows any unpredictable grammatical patterns For example, man-men / information (uncountable) and if the word is followed by a particular preposition (e.g. depend on)
• The connotations that the item may have Bachelor is a neutral/positive word whereas spinster conjures a more negative image.
• The situations when the word is or is not used Is it formal/neutral/informal? For example, spectacles/glasses/specs. Is it used mainly in speech or in writing? To sum up is usually written whereas mind you is spoken. Is it outdated? Wireless instead of radio.
• How the word is related to others For example, synonyms, antonyms, lexical sets.
• Collocation or the way that words occur together You describe things 'in great detail' not 'in big detail' and to ask a question you 'raise your hand' you don't 'lift your hand'. It is important to highlight this to students to prevent mistakes in usage later.
• What the affixes (the prefixes and suffixes) may indicate about the meaning For example, substandard sub meaning under. This is particularly useful at a higher level.

Which of these areas you choose to highlight will depend on the item you are teaching and the level of your students. Now it's time to think about how we can get the meaning across.

Ways to present vocabulary There are lots of ways of getting across the meaning of a lexical item.

• Illustration This is very useful for more concrete words (dog, rain, tall) and for visual learners. It has its limits though, not all items can be drawn.
• Mime This lends itself particularly well to action verbs and it can be fun and memorable.
• Synonyms/Antonyms/Gradable items Using the words a student already knows can be effective for getting meaning across.
• Definition Make sure that it is clear (maybe check in a learner dictionary before the lesson if you are not confident). Remember to ask questions to check they have understood properly.
• Translation If you know the students' L1, then it is fast and efficient. Remember that not every word has a direct translation.
• Context Think of a clear context when the word is used and either describe it to the students or give them example sentences to clarify meaning further.

Again which you choose will depend on the item you are presenting. Some are more suitable for particular words. Often a combination of techniques can be both helpful and memorable

• Give your students a few items of vocabulary and tell them to find the meaning, pronunciation and write an example sentence with the word in. They can then teach each other in groups.
• Prepare worksheets and ask your students to match words to definitions.
• Ask students to classify a group of words into different categories. For example, a list of transport words into air/sea/land.
• Ask students to find new vocabulary from reading homework and teach the other students in the class.
• Review the vocabulary you teach through a game or activity and encourage your students to do the same at home
• Encourage autonomy in your learners. Tell them to read, watch films, listen to songs etc and note the useful words
• Have a section of your board for vocabulary items that come up as you are teaching. Use different colours for the word / the phonemics / the prepositions / the part of speech
• It is a good idea to teach/learn words with associated meanings together
• Encourage your students to purchase a good dictionary and use class time to highlight the benefits of one
• Teach your students the grammatical names for the parts of speech and the phonemic script
• Always keep a good dictionary by your side in case a student asks about a word you don't know
• If you don't and have never heard of the word, tell the student you will check and get back to them. Do get back to them
• Give extra examples sentences to the students if they are unsure and encourage them to write the word in an example sentence (maybe for homework)

Very informative

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informative

Very useful!

Teaching Vocabulary

It is very informative, presenting vocabulary.

Very informative and i benefited from it

Dear Richard Frost, my name is Shaxzodaxon, from Tashkent city of independent Uzbekistan. I am language student at the Kimyo international university of Tashkent. I found the above article very useful and interesting. These methods can help to improve students' knowledge.Before reading it I knew some of them. Your article presents and teaches vocabulary in an unusual format for many teachers. Moreover format to teach,help for majority learners. I will definitely use your method. Thanks for your reply.

Quite Useful

Very informative.

A very informative and practical article

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What It Takes to Give a Great Presentation

• Carmine Gallo

Five tips to set yourself apart.

Never underestimate the power of great communication. It can help you land the job of your dreams, attract investors to back your idea, or elevate your stature within your organization. But while there are plenty of good speakers in the world, you can set yourself apart out by being the person who can deliver something great over and over. Here are a few tips for business professionals who want to move from being good speakers to great ones: be concise (the fewer words, the better); never use bullet points (photos and images paired together are more memorable); don’t underestimate the power of your voice (raise and lower it for emphasis); give your audience something extra (unexpected moments will grab their attention); rehearse (the best speakers are the best because they practice — a lot).

I was sitting across the table from a Silicon Valley CEO who had pioneered a technology that touches many of our lives — the flash memory that stores data on smartphones, digital cameras, and computers. He was a frequent guest on CNBC and had been delivering business presentations for at least 20 years before we met. And yet, the CEO wanted to sharpen his public speaking skills.

• Carmine Gallo is a Harvard University instructor, keynote speaker, and author of 10 books translated into 40 languages. Gallo is the author of The Bezos Blueprint: Communication Secrets of the World’s Greatest Salesman  (St. Martin’s Press).

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Presentations Vocabulary

You may also find the language of presentations useful.

Blog > English Presentation Structure (Introduction, Closing) & useful Phrases

English Presentation Structure (Introduction, Closing) & useful Phrases

02.21.20   •  #powerpoint #presentation #english.

When giving a presentation in english, there are certain guidelines you should follow. Maybe you haven't got a lot of experience presenting - or you would simply like to refresh your already existing knowledge - we're here to teach you the basics about presenting and provide you with a free list of useful phrases and the basic structure you can in your presentation!

1. Structure

The general structure of a presentation is the following:

• Introduction

It is up to you to design these three parts. Using videos or everyday-examples can be a great way to introduce the audience to the topic. The important thing is that you capture the audience's attention from the beginning by making an interesting introduction. The main part is where you present your topic, ideally divided into sections. You can be creative with it - incorporate images, videos, stories or interactive polls . We generally recommend using different kinds of elements, as that makes the presentation more lively. Make sure your main part is well structured, so your audience can follow. In the conclusion, you should give a short summary of the points you made without adding any new information. You can also make an appeal to your audience in the end.

2. Useful Phrases

Here you'll find several phrases that you'll need in every presentation. Of course, you should adapt them and use them in a context that is suitable for your setting. The phrases are divided into subcategories so you can find what you're looking for more easily.

Starting your Presentation

In your introduction, you should:

Welcome your audience

Good morning/afternoon/evening everyone!

Ladies and gentlemen, I welcome you to my presentation about...

Introduce yourself

I am ... (from company ...) and today I would like to introduce you to the topic of ...

My name is ... and I am going to talk about ... today.

Icebreakers (for audience engagement)

Icebreaker polls are an amazing way to engage your audience instantly. They function as a fun and playful element at the beginning, giving you the perfect start you need to give a successful presentation. Click here to read our detailed post about icebreaker polls!

Mention the presentation topic and the reason for giving the presentation

I am grateful to be here today and tell you you about...

I would like to take this opportunity to talk about ...

I am here today to talk to you about ...

The reason why I am here today to talk about ... is ...

The purpose of this presentation is to ...

My goal today is to ...

Hopefully, by the end of the presentation, you will all know more about ...

Give a short overview of the content

To make it as understandable as possible, I divided my presentation into ... parts. In the first part, I will concentrate on ..., the second part will be about ..., ...

First of all, I will give you a short introduction, then we will move on to ...

... and finally, I will give you some insights to ...

Here are a few phrases that you could use during the whole presentation, but especially in the main part.

Engage your audience

In order to raise the audience's attention and improve their engagement, it is extremely important to make contact with them. A great way to do so is by adding interactive elements such as polls. If you would like to know more about this topic, read our article on How To Boost Audience Engagement . You can also use a software like SlideLizard , which allows you to conduct live polls, do Q&A sessions with your audience, share your resources and many more benefits that take your presentation to the next level.

Please raise your hand if you ...

Have you ever thought about ... ?

I would like to do a poll about ...

Please ask any questions as soon as they arrive.

On one hand, … on the other hand…

Comparing … with …, we can see that…

Clearly, … makes more sense than …

Whereas Option A is …, Option B is …

Making new points

Firstly,… Secondly,…

What also has to be mentioned is…

Next, I would like to bring up the topic of…

That being said, now we are going to take a look at…

Let's move on to the next topic.

On the next slide,…

The last thing I would like to mention is…

We made a whole blog post about how to pose questions in your presentation: The Right Way to do a Question Slide .

Talking about images or videos

In this image you can clearly see that ...

We are now going to take a look at a picture/video of ...

I'm going to show you a video by ... about ... now.

I've prepared a video about ...

Talking about statistics and charts

I am now addressing this graph that refers to the results of study XY.

In the graph on this slide, you can see that ...

The average is at ...

This graph clearly shows that the majority ...

According to this graph, the focus should be on ...

What that study tells us for practice is that we should ...

Emphasizing

I would like to emphasize the importance of ...

Moreover, it has to be said that ...

I want to stress the importance of ...

We always have to remember that ...

This is of high significance because ...

That part is especially important because ...

When something goes wrong

I am sorry, but it seems like the projector isn't working.

Could someone please help me with ...?

Is anybody here who knows how to ...?

Could someone give me a hand with ...

I would like to apologize for ...

I apologize for the technical problems, we are going to continue in a minute.

I am sorry for the inconvenience.

End of Presentation

In the conclusion, you should...

Sum up the main points

In conclusion I can say that…

To sum up the main points,…

With all mentioned aspects taken into consideration, I can say that…

Make an appeal

So please, in the future, try to be conscious about...

Please take a moment to think about...

I would like to encourage you to...

Thank your audience and say goodbye

It was a pleasure being here today.

Thank you for listening and goodbye.

Thank you for being such a great, engaged audience. Goodbye.

Thank you so much for listening, see you next time.

What is the structure of a presentation?

Your presentations should always have an Introduction, a Main part and a Conclusion.

What is a good way to begin a presentation?

You can start by introducing yourself, giving an overview of your topic, telling a little story or showing the audience an introductory video or image.

What are good phrases to use in English presentations?

There are many phrases that will make your presentation a lot more professional. Our blog post gives you a detailed overview.

Related articles

About the author.

Pia Lehner-Mittermaier

Pia works in Marketing as a graphic designer and writer at SlideLizard. She uses her vivid imagination and creativity to produce good content.

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The big SlideLizard presentation glossary

Internal preview.

An Internal Preview is a statement, which is made in the body of the speech, so that the audience knows what the speaker is going to discuss next.

Informal Communication

informal communication can be used when talking to your friends or your family

Master view

In the master view in PowerPoint you can edit the Slide Master.

Multimedia Presentation

A multmedia presentation is a speech in which several types of visual and audio aids are combined in the same speech with the help of computer software. .

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Language Point

teacher training

• Apr 5, 2022

TEFL basics: Meaning, pronunciation, form. Three ways to ensure deeper language learning

When we plan to teach a piece of grammar or vocabulary, it is important that we plan for students to be able to understand it and use it correctly. In order to achieve this aim, it is important to consider three factors: meaning (or concept), pronunciation and form (or structure). If we deal with these three aspects in turn, our students are more likely to retain what we teach and be able to use it when they need to.

There are many ways of knowing a word, phrase or grammar structure. Most school curricula assume that students ‘know’ something if they can reproduce it in a written test after having learnt it. However, remembering the meaning of a word and using it to fill a gap in a sentence is not the same type of ‘knowing’ that is required in a conversation, or when listening to a podcast, or when trying to explain a complex idea using that language.

Meaning: More than just ‘knowing’ a word

Deeper understanding of a word, phrase or grammar item starts with its concept. Concepts are non-linguistic - they are the stored meanings in the brain, which are used to make sense of the world. Words themselves are a tool for organising those concepts, and communicating them to the outside world. So, it follows that before being presented with a new, unfamiliar word, we should make sure that the concept behind that word is clear. This means presenting non-linguistic cues to meaning, which ready the learners’ brains to receive the word itself.

A non-linguistic cue can be a picture, sound or video clip which show the concept of the word you will present, but without the learner seeing or hearing the word itself. For more abstract words and phrases, or to teach a grammar structure, you may not be able to show the concept visually, so a quick story or situation can do the same job. Tell the class about a friend of yours who did something, or who has a certain characteristic. Don’t say the word you are teaching or use the grammar you are presenting, but ask the students to fill in the meaningful gap with the word or sentence structure if they know it.

As we can see, presenting concepts can be tricky, and it can take some thought about how to give the students the idea of the word you are teaching without directly saying or showing the word itself. See our other article for more on why meaning should be separated from form when presenting new language.

Pronunciation first - presenting new language orally

The English spelling system is a very confusing thing. There are very few standardised sound-letter relationships, especially with vowels (and all words have vowels). With this in mind, it is best to deal with pronunciation before looking at the written form of a word. Any word or grammatical structure is pronounced in the same way, no matter how many irregular or silent spellings it contains. This means that the spoken form of a word is more accessible than the written form, despite not involving any kind of visual support.

Focusing on pronunciation before written form has many benefits: firstly, hearing an authentic, connected version of a phrase fixes its real form in the learners’ minds first, so they will recognise it when you come to say it again (which you will, many times, if that is the target language that you are teaching). Familiarising learners with spoken forms also helps them to produce it, firstly through controlled drills, then perhaps in response to practice tasks , and finally (hopefully), independently in their own speaking. The sooner they have access to an authentic pronunciation of what they are learning, the better.

We often think of drilling as a way of introducing and fixing the sound of individual words, but pronunciation is equally important for grammar teaching . Most grammatical structures consist of several words spoken together, so as above, the sooner learners can process these structures as chunks of language, the more easily they will retain the whole structure, rather than as individual words.

Drilling verb phrases for tense work also gives an opportunity to work with the features of connected speech, to help learners produce a more natural sound in the grammar that they are studying. After all, we don’t only use grammar to read and write - we need it to process speech through listening and produce meaningful spoken language, both of which skills are often underdeveloped in second language learners coming out of high school English classes.

Substitution drilling is a good technique for generating different patterns of speech out of grammar items. Drilling chunks of language and substituting one part of the structure you are teaching each time you drill it can show learners which parts of the grammar are adaptable for different meanings - by time, number, person or verb (the features of a sentence which commonly change to show different ideas. For example, a substitution drill for the present perfect simple tense might go as follows:

She’s been to Italy

He’s been to Italy

He’s been to France

He’s visited France

They’ve visited France

They’ve come back from France

They’ve come back from the airport

By substituting different pronouns, verbs, objects, etc., we can build student confidence with simple forms and extend sentences using slightly more complex structures, changing one word or phrase at a time.

The written form - the final piece in the puzzle

Finally, once all students have understood the concept of the item you are teaching, heard it spoken and had the chance to try out its pronunciation, learners are ready to work with the written form of the word or structure.

Don’t be too quick to display the written form of a word - remember, the written form can distract from its sound, and there is a lot of work that can be achieved with concept and pronunciation without learners seeing the word itself.

However, dealing with form in a visual way, through sentence examples, tasks and form equations, is a good final step to consolidate the understanding that you have enabled up to now.

For grammar teaching, a display of the form is more complex than simply writing a sentence on the whiteboard. Form equations show the patterns of grammar rather than a specific meaning in the form of a sentence. Form equations are designed to be applied to any example of the grammar being used. For example, a form equation for the present perfect simple, which could be applied to any of the examples from the substitution drill above, would look like:

Subject + have/has + Verb (past participle) + Object

Or, to save time and whiteboard space, it’s a good idea to get students working with the annotated forms of the grammar terms above, for example:

S + aux. (have/has) + V(pp) + O

Once students know their form equations, they can quickly check the grammar that they use against these, and confirm whether they are structuring their sentences accurately.

As you can see, these three aspects of language: meaning, pronunciation, form, are quite rightly grouped in that order. This is the essence of the ‘MPF’ principle of language teaching. This is also known as ‘meaning before form’ or ‘COW’ (Concept-Oral-Written), all of which aim for the same process outlined here. When you plan to teach vocabulary or grammar next, make sire you plan for work in these three important areas, to give your learners the most effective experience of the language they are learning .

Tom Garside is Director of Language Point Teacher Education. Language Point delivers the internationally recognised RQF level 5 Trinity CertTESOL in a totally online mode of study , and the RQF level 6 Trinity College Certificate for Practising Teachers , a contextually-informed teacher development qualification with specific courses which focus on online language education or online methodology.

If you are interested to know more about these qualifications, or you want take your teaching to a new level with our teacher education courses, contact us or see our course dates and fees for details.

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English Vocabulary Workshop

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Teaching new words to your students can be a very entertaining activity! Create a vocabulary workshop with this presentation adorned with doodles, wavy shapes and different hues of yellow. Review the objectives, methodology, analysis and conclusions using pie charts, maps or tables.

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Meaning of in absolute terms in English

• In absolute terms , the risk of dying from this type of cancer is very low .
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• full-fledged
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• to the last idiom

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Definition of 'presentation'

• presentation

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How a dictionary definition helped decide Gary O’Neil’s FA disciplinary case

This is the story of one agitated manager, six match officials, one angry meeting and an alleged-but-disproved threat of violence.

It stars Wolves head coach Gary O’Neil and referee Tony Harrington and also features a cameo appearance from the Oxford English Dictionary.

And it ends with an £8,000 fine and a one-match touchline ban,  but a partial vindication for the Molineux boss.

This is The FA vs Gary O’Neil.

The background

In the 98th minute of Wolves’ 2-1 home defeat to West Ham United on April 6, captain Max Kilman headed home what appeared to be a dramatic late equaliser from a corner.

But the goal was chalked off after Harrington was sent to the pitchside monitor by video assistant referee (VAR) Tim Robinson and concluded that Wolves youngster Tawanda Chirewa should be penalised for offside.

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Chirewa was standing in an offside position close to West Ham goalkeeper Lukasz Fabianski , but O’Neil was furious with the decision, branding it “probably the worst I’ve ever seen”, although a referees’ panel later backed the officials’ decision.

O’Neil insisted Chirewa had not impeded Fabianski in any way and therefore should not be deemed active.

O’Neil was charged a few days later with improper conduct . The charge alleged that O’Neil’s “language and/or behaviour was improper and/or threatening”.

The FA has now published the “written reasons” — essentially a detailed summary of O’Neil’s appearance before an independent regulatory commission on April 30 and the written evidence that was submitted in advance.

It reveals that O’Neil attempted to speak to the officials in their dressing room straight after the final whistle but was told to return after 30 minutes. O’Neil did, flanked by sporting director Matt Hobbs, and what ensued was an angry disagreement between the Wolves boss and the officiating team.

O’Neil threatened that there would be an “altercation”, with at least one official claiming that amounted to a threat of violence, and O’Neil was asked to leave — which he did, but not before telling the officials he hoped they would all be sacked.

The response

The report reveals O’Neil admitted the charge — but with a caveat.

“I confirm from the outset that I admit the charge in respect of my language and/or behaviour in/or around the match officials’ changing room being ‘improper’,” wrote O’Neil in a written statement.

“But I do not believe that I acted in a ‘threatening’ manner at any stage…”

That led to the commission treating O’Neil’s response as a ‘partial denial’.

The case for the FA

The case against O’Neil relied on written evidence from Harrington, assistant referees Mark Scholes and Akil Howson, fourth official Darren England, referee coach Keren Barratt and Premier League match delegate Clive Whitehead, who were all present in the officials’ room after the game.

“Upon entering, an irate Gary O’Neil demanded to see the video footage from the 90+8 minute incident of the game; where I disallowed a Wolves goal after an on-field review,” wrote Harrington in his statement.

“I calmly informed Gary O’Neil that this was not possible and after asking ‘why?’, he was reminded that this was against protocol.

“Gary O’Neil proceeded to demand an answer as to why the goal was disallowed: ‘Tell me why in law’.

“He proceeded to state that David Moyes and (Lukasz) Fabianski (West Ham goalkeeper) had told him the goal should not have been allowed and that he had also been in touch with Howard Webb (head of referees’ body PGMOL) before entering our changing room.

“He further demanded that I give him an answer as to why the goal was offside before stating: ‘I’m already on two yellow cards, so it doesn’t matter to me. My season is over. But if you’re not honest with me now, then there will be an altercation in here’.”

The case for O’Neil

O’Neil admitted using the words but denied the FA’s suggestion that they amounted to a physical threat against the officials.

The Wolves head coach insisted that he used ‘altercation’ to threaten an argument if the officials did not provide the clarification he wanted.

In his statement to the commission, O’Neil wrote: “I fully accept that, in hindsight, my choice of words was inappropriate, but I would like to stress that my use of the word ‘altercation’ was obviously not so as to imply a physical threat or any kind of threat at all — other than that if I did not receive (what I regarded to be) a more detailed answer from the match referee, there might be an argument.

Gary O’Neil says the decision to rule out Wolves’ late equaliser against West Ham was “crazy”. Tawanda Chirewa was deemed to have impeded West Ham goalkeeper Lukasz Fabianski, even though he was getting nowhere near Maximilian Kilman ’s header. #BBCFinalScore #WWFC pic.twitter.com/Mg6tltVtwN — Match of the Day (@BBCMOTD) April 6, 2024

“That is what I meant by altercation — similar to, for example, one person saying to another that if the other person doesn’t do as the other wishes, then they would have a ‘falling out’.

“I have been involved in the game at a professional level since the age of 16 when I was given my debut with Portsmouth in 2000. I have never engaged in physical violence during my career (whether as a player or a coach) and certainly wasn’t looking to on this occasion.

“I maintained a respectful distance from the match referee throughout the conversation, never making any movements toward him (or anyone else in the room, for that matter) that could be classed as threatening, nor did I encroach upon his (or anyone else’s) personal space.

“I do not feel that my actions or behaviour could amount to any sort of physical threat towards the match referee or any of the other attendees in the match officials’ changing room. I also did not use any foul language.”

O’Neil also admitted his parting shot having been asked to leave the room.

“I admit I did make the remark ‘I hope you all get sacked’ in the heat of the moment,” he wrote in his statement.

“I was expressing my clear and extreme disappointment with what I considered to be the match referee having first made a decision that I (and others) felt was incorrect, followed by his attitude towards me and the failure to provide any real explanation for his decision.

“I only made this remark once, however, and I deny that I was asked to leave the changing room twice.

“I left at the first point of being asked.”

Why would Gary O'Neil want to walk away from Wolves?

The outcome

O’Neil was handed a one-match touchline ban, which he served during Wolves’ 5-1 loss to Manchester City last weekend, and was fined £8,000.

But the FA’s “written reasons” have now revealed an independent regulatory commission cleared O’Neil of threatening violence towards the officials, as the FA case had alleged.

The commission accepted O’Neil’s explanation, citing an online search of the Oxford English Dictionary definition of ‘altercation’ — “a heated argument or dispute; a quarrel”.

The written reasons read: “The commission were quite satisfied that objectively, there was no threat of physical violence.”

But the commission concluded “that Mr O’Neil’s demeanour was aggressive and that was threatening” and “Mr O’Neil’s behaviour and comments rightly stand to be condemned”.

The written reasons reveal the commission considered a heavier fine and a two-match touchline ban, but decided against tougher punishments as O’Neil had admitted the charge and apologised and had never before been charged with improper conduct as a player or a manager.

(Top photo: Gary O’Neil remonstrates with referee Tony Harrington after Wolves’ loss to West Ham in April; by Matthew Lewis/Getty Images) 

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Steve Madeley has been a journalist for almost 25 years, including nearly 20 years covering sport, mainly football. The majority of his career was spent with the Express & Star in the West Midlands. He has worked for most UK national newspapers and websites including The Times, The Mirror and BBC Sport Online and joined The Athletic in 2019. Follow Steve on Twitter @ SteveMadeley78