I spent the past few months pondering how to improve and experiment with the use of student presentations as part of my teaching in small and medium-sized classes.  Since I started teaching, I have been using presentations in most upper-level classes, not just seminars.  I have always believed that law schools should train students as public speakers, but, apart from extracurricular activities, such as moot court, not much of this training is really done. Yet, future lawyers will have to stand and present in many ways, not just to judges, but often to clients, other lawyers, fellow classmates, and CLE attendees.  And students usually like presentations very much (maybe they are happy to get a break from the professor!), so I always found it natural to build upon and use this interest as a useful tool in my role of legal educator. As I did in the past, I will again use presentations as part of my International Intellectual Property class this semester. Yet, maybe because students are more interested in this subject than in the past (globalization is, for good or for bad, a reality), I have a fairly larger number of students this year, compared to previous editions of this class.  Still, I know for a fact that my previous students truly liked the presentation part of the course, so I decided to keep it, even if this has required some substantial changes in my approach.  But this has so far been good, since I can use this as an oppotunity to make the presentation part of the class a truly lawyerly type of presentation, i.e., short, effective, exhaustive, and hopefully a lot of fun! In particular, I have decided to give each presenter fifteen minutes, and to require PowerPoint slides. I think students will greatly benefit from this format.  My goal is to train students to summarize in a short — but not too short — period of time their paper thesis and conclusion. The effort will primarily be the organizational work that the presentation will require.  As in real life, where lawyers often have a short time to make their case, students will then be required to organize their thoughts, polish them very well, and rehearse the presentation to make sure they will not go over time.  I am sure this experiment will work well. On one side, students will (I hope) enjoy talking in a formally organized fashion to their classmates. Fellow classmates will also (again, I hope) enjoy listening about a variety of different topics relating to International Intellectual Property. Personally, I will very much look forward to my student presentations, which are always also a great source of learning, not just for the class, but also for me!