第一篇：英语演讲选修课informative speech
Chapter 9
Informative speech I
Supporting your ideas Heather Kolpin decided to give her first classroom speech on the benefits of good nutrition.A dedicated fitness enthusiast, she had recently switched to a high-protein diet.Part of her speech ran like this: “ For years we‟ve been told that meat, eggs, and cheese are bad for us and that we should eat more carbohydrates like cereal, grains, pasta, and rice.But too many carbohydrates can unbalance the body and make you tired and overweight.Do you want more energy? Do you want to concentrate better and get higher grades? Do you want to enjoy real meals and still lose those unsightly pounds? If so, you should eat more protein.I‟ve been on a high-protein diet for six months, and I‟ve never felt better or done better in my classes!”
After the speech, Heather’s classmates were interested but skeptical.As one remarked，“I know high-protein diets are popular right now, but Heather is no expert on nutrition.Besides, there are lots of diets around, and they all claim to work wonders.Personally, I’d be more convinced if Heather gave some scientific evidence to back up her opinion.”
Good speeches are not composed of hot air and generalizations.They need strong supporting materials to bolster the speaker’s point of view.In Heather’s case, although there is plenty of evidence on the need to balance protein and carbohydrate consumption, many nutritionists have warned about the dangers of overloading on protein.So Heather’s listeners were right to be skeptical.Heather made a mistake of generalizing from her own experience with nothing concrete to support her ideas.The problem with generalizations is that they do not answer the three questions listeners always mentally ask of a speaker: “What do you mean?”, “Why should I believe you?” “So what?”
The skillful use of supporting materials often makes the difference between a poor speech and a good one.Using supporting materials is not a matter of tossing facts and figures into your speech.You must decide which ideas need to be supported given your audience, topic, and specific purposes.You must do research to find materials that will bring your ideas across clearly and creatively.And you must evaluate your supporting materials to make sure they really do back up your ideas.As you put your speeches together, you will need to make sure your supporting materials are accurate, relevant, and reliable.You will find yourself asking such questions as, “Are my examples representative?”，“Am I quoting reputable, qualified sources?”
There are three kinds of supporting materials we use most often, they are: examples , testimony and statistics I． Examples Examples： a specific case used to illustrate or to represent a group of people, ideas, conditions, experiences or the like.In the course of a speech you may use brief examples—specific instances referred to in passing—and sometimes you may want to give several brief examples in a row to create a stronger impression.Extended examples—often called illustrations, narratives, or anecdotes—are longer and more detailed.Examples are useful when you wish to make an abstract concept or idea concrete.For example, it is difficult for the audience to see exactly what you mean by such abstract concepts as persecution, denial of freedom, friendship, and love unless you provide specific examples of what you mean.Here is one example a student used in a speech about lead poison.„When Denise Waddle and her family moved to a nice, middle-class section of Jersey City, New Jersey, they had dreams of healthy living, block parties, even a big backyard so their kid could make mud pies.In less than one year in their new home, their two-year-old son had been poisoned, and their newborn showed high levels of poisoning in his bloodstream.Unknowingly, the Waddle‟s had been poisoned by their own backyard, for high levels of lead contaminated their water and their lives.”
Examples may be real and factual on one hand or hypothetical and imagined on the other.The hypothetical and imagined ones are called hypothetical examples.Hypothetical example: an example that describes an imagery or fictitious situation
Here is one student used a hypothetical example to illustrate the need for college students to protect themselves against crime:
You’re tired;you’re hungry.You’ve just spent a long day at College Library and you cannot wait to get back to your room.Glancing outside, you remember how quickly it becomes dark.You don’t think much of it, though, as you bundle up and head out into the gusty wind.Not until you spy the shadows on the sidewalk or hear the leaves rustling beside you do you wish you weren’t alone.You walk quickly, trying to stop your imagination from thinking of murderers and rapists.Only when you are safely inside your room do you relax and try to stop your heart from pounding out of your chest.Can you remember a time when you felt this way? I would be surprised if you never have.The FBI reported last year that there were three murders, approximately 430 aggravated assaults, 1400 burglaries, and 80 rapes here in Madison alone.And while these statistics are quite alarming, they don’t compare to the numbers of larger metropolitan areas.This hypothetical example is particularly effective.The speaker creates a realistic scenario, relates it directly to her listeners, and gets them involved in the speech.In addition, she uses figures from the FBI to show that the scenario could really happen to any of her classmates.Whenever you use a hypothetical example, it is a good idea to follow it with statistics or testimony to show that the example is not far-fetched.Tips for using examples 1.Use examples to clarify your ideas
Examples are an excellent way to clarify unfamiliar or complex ideas.This is why so many teachers use examples in the classroom.Examples put abstract ideas into concrete terms that listeners can easily understand.This principle works exceptionally well in speeches.Suppose you are talking about suspension bridges, you could give a technical description
The suspension bridge has a roadway suspended by vertical cables attached to two or more main cables.The main cables are hung on two towers and have their ends anchored in concrete or bedrock.If your listeners were made up of people familiar with structural systems, they might be able to visualize what a suspension bridge looks like.But for listeners lacking this background, you might want to add a simple example:
Two well-known suspension bridges are the Golden Bridge in San Francisco and the Brooklyn Bridge in New York.Because almost everyone has at least seen a picture of the Golden Bridge in San Francisco and the Brooklyn Bridge in New York, using them as examples clarifies your meaning quickly and effectively.2.Use examples to reinforce your ideas In a speech entitled “Boxing: The most dangerous sport”, the speaker argued that professional boxing should be banned.To reinforce his point, he cited the example of Muhammad Ali, who suffers a severe case of Parkinson’s disease brought on by his years in the ring.The example is very effective.It put the medical facts about boxing and brain damage in vivid, human terms that everyone could understand.When you use examples, make sure it is representative.The example of Muhammad Ali is quite representative.3.Use examples to personalize your ideas
People are interested in people.AS social psychologist Eliot Aronson said, “Most people are more deeply influenced by one clear, vivid, personal example than by an abundance of statistical data.” Whenever you talk, you can include examples that will add human interest to your speech.SEE WHICH OF THE FOLLOWING WOULD YOU BE MORE LIKELY TO RESPOND TO? There are many hungry families in our community who could benefit from food donations.Or: Let me tell you about Arturo.Arturo is four years old.He has big brown eyes and a mop of black hair and an empty belly.In all his four years on this earth, Arturo has never once enjoyed three square meals in a single day.You can also use personal examples: personal examples are an excellent way to clarify ideas and to build audience interest.To be most effective, they should be delivered sincerely and with strong eye contact.II． Testimony Testimony---quotations or paraphrases used to support a point..People tend to respect the opinions of people who have special knowledge or experience on the topic.By quoting or paraphrasing such people, you can give your ideas greater strength and impact.The two major kinds of testimony are expert testimony and peer testimony.Expert testimony: Testimony from people who are recognized experts in their fields.It is a good way to lend credibility to your speeches by citing the viewpoints of people who are experts.It shows that you are not just mouthing your own opinions, but your position is supported by people who are knowledgeable about the topic.Expert testimony is more important when a topic is controversial or when the audience is skeptical about a speakers’ point of view.As Einstein has put it;as Li Siguang said… Peer Testimony---Testimony from ordinary people with firsthand experience or insight on a topic.Testimony not from famous people, but from ordinary citizens who have firsthand experience on the topic.This kind of testimony is especially valuable because it gives a more personal viewpoint on issues than can be gained from expert testimony.It conveys the feelings, the knowledge, the insight of people who speak with the voice of genuine experience.For example, if you were speaking about the barriers faced by people with physical disabilities, you would surely include testimony from doctors and other medical authorities.But in this case, the expert testimony would be limited because it cannot communicate what it really means to have a physical disability.To communicate that, you need statements from people who have physical disabilities---such as the following:
Itzhak Perman, the world-renowned violinist whose legs are paralyzed, once said: “When you are in a wheelchair, people don‟t talk to you.Perhaps they think it is contagious, or perhaps they think crippled legs mean a crippled mind.But whatever the reason, they treat you like a thing.”
Paul Longmore, who lost the use of his legs as a child, notes that most people are uncomfortable in the presence of someone who is handicapped, “It‟s only when they really go out of their way to get to know us,” he says, “that they realize we are just as bright, witty, and companionable as they are.”
There is no way expert testimony can express theses ideas with same authenticity and emotional impact.Tips for Using testimony 1.quote or paraphrase accurately: make sure you do not misquote someone;make sure you do not violate the meaning of statements you paraphrase;make sure you do not quote out of context(quoting a statement in such a way as to distort its meaning by removing the statement from the words and phrases surrounding it.).2.Use testimony from qualified sources.That is, use testimony from recognized experts or ordinary citizens with special experience on the speech topic.3.Use testimony from unbiased sources.Be sure to use testimony from credible, competent, objective authorities.4.Identify the people you quote or paraphrase.The usual way to identify your source is to name the person and sketch her or his qualifications before presenting the testimony.For instance: John Silber, Chancellor of Boston University and Chairman of the Massachusetts Board of Education, remarks: “It is quite clear that remarkable competence in a language can be achieved in three years---if theses years are the ages three, four, and five.There is no question that for the average child to become bilingual, the earlier the better.”
After this statement, there is no doubt about Silber’s qualifications or why the audience should respect his judgment on the subject of education.III． Statistics We live in an age of statistics.Day in and day out we are bombarded with numbers.When used properly, statistics is an effective way to clarify and support ideas.Like brief examples, statistics are often cited in passing to clarify or strengthen a speaker’s point.The following examples show how three students used statistics in their speeches:
To show the dangers posed by running red lights: “According to the U.S.Department of Transportation, 200,000 people are injured and more than 800 are killed every year in the U.S.due to motorists who run red lights.”
To illustrate the growing popularity of organic foods: “Consumers Union reports that sales of organic crops now exceed $9 billion a year and are increasing at the rate of 20 percent annually.”
To document the problem of identity theft: “As stated by Newsweek magazine, identity theft has become the leading source of consumer fraud in the U.S., with an estimated 500,000 to 700,000 victims each year.”
When using statistics, ask yourself the following two question:
Are the statistics representative?
Are the statistics from a reliable source? Tips for using statistics Use statistics to quantity your ideas
The main value of statistics is to give your ideas numerical precision.This can be especially important when you are trying to document the existence of a problem.Examples can bring the problem alive and dramatize it in personal terms.But your listeners may still wonder how many people the problem actually affects.In such a situation, you should turn to statistics.Research has shown that the impact of examples is greatly enhanced when they are combined with statistics that show the examples to be typical.Suppose you are talking about the need for tougher driver’s license requirements for elderly drivers.Part of your speech deals with the growing number of auto accidents caused by drivers aged 70 and older.You give an example, you personalize it, you provide many details, as follows:
Marie Wyman‟s 87th birthday celebration at the Lobster Trap and Steakhouse in Winslow, Maine, ended with a bang.As Wyman backed out of her parking spot, she lost control of her Buick and plowed right through the restaurant‟s crowded dining room.Tables and chairs scattered as terrified diners scrambled for cover.Twenty-seven people were injured, and police say it was a miracle that no one was killed.Then the speaker used figures to quantity the problem:
According to the National Highway Traffic Safety Administration, almost 5,000 drivers age 70 or older were killed last year, a 33 percent increase over the past 10 years.In few than 20 years, there will be more than 30 million drivers over age 70 in the United States, and highway safety experts warn that the number of people killed in crashes involving elderly motorists is likely to exceed the drunk-driving death toll.Use statistics sparingly
Nothing puts an audience to sleep faster than a speech scattered with numbers from beginning to end.Insert statistics only when they are needed, and then make sure that they are easy to grasp.Identify the source of your statistics
As we have seen, figures are easy to manipulate.This is why careful listeners keep an ear out for the sources of a speaker’s statistics.Tell your listeners where your statistics is from, and it is reliable.Explain your statistics
Statistics don’t speak for themselves, they need to be interpreted and related to your listeners.A speech made by US Secretary of State Collins Powell on the international AIDS crisis Many speakers have noted the dreadful toll that AIDS is taking….But let me try to make it more relevant.This hall holds about 2,000 people.By the time the three hours of this session elapse, 2,000 people around the world---just about the same number who are here---will be newly infected with HIV/AIDS.That‟s one for every person in this room.In some countries the infection rate is so high that one in three of us---the delegate to your right, the delegate to your left, or you, yourself---would be HIV positive.Explaining what statistics mean is particularly important when you deal with large numbers, since they are hard to visualize.Here is an example to explain the $6.5 trillion U.S.national debt.How much money is a trillion dollars? Think of it this way.If you had $1million and spent it at the rate of $1,000 a day, you would run out of money in less than three years.If you had $1 billion and spent it at the rate of $1,000 a day, you would not run out of money for almost 3,000 years.And if you had $ 1 trillion and spent it at the rate of $1,000 a day, you wouldn‟t run out of money for nearly 3 million years！
Round off complicated statistics
Sometimes you do not have to give the exact number;they are too complicated to be really understood by listeners.Unless there is an important reason to give exact numbers, you should round off most statistics.For instance, Mount Kilimanjaro is 19,341, you should say , it is 19,300.The moon is 238,855 miles from earth, you should say: it is 239,000 miles from earth.Use visual aids to clarify statistical trends Visual aids can save you a lot of time, as well as make your numbers easier to understand.Sample speech with commentary The following speech illustrates how to wok supporting materials into a presentation.as you read study how the speaker uses a variety of examples, statistics, and quotations to make her ideas clear, credible, and convincing.Suffer the children Matthew Garvey was just 13 years old when he was hired by Quality Car Wash in Laurel, Maryland, to towel-dry cars as they came off the line.Not long after he began working, Matthew lost his right leg when it got caught in an industrial machine used to suck the moisture out of the towels.After investigating, the U.S.Department of Labor fined the car wash for illegally hiring a minor and for operating a machine with a broken safety lid.The speaker begin with an extended example to gain attention and interest The example is specific and detailed.We are told Matthew Garvey‟s name and age, where he lived, the kind of work he did ,and how he was injured.These are the kinds of details that bring examples to life and help get listeners involved in a speech.This in just one of the more tragic examples of what Jeffrey Newman of the National Child Labor Committee calls the “crisis” of child-labor law abuses in the United States.In researching this speech, I discovered that employers from New York to California are breaking the law by hiring children from age 7 to 17 who often put in long, hard hours in dangerous conditions Today I would like to show you the extent of the problem and how it jeopardizes the education and safety of millions of young people.The speaker moves into testimony suggesting that the opening story is representative of a major problem in the U.S.When you use an extended example, it is usually a good idea to precede or follow the example with statistics or testimony showing that the example is not unusual or exceptional.To understand the problem of child-labor law violations we need to begin by looking at the provisions of the law.As explained on the U.S.Department of Labor website, the Fair Labor Standards Act sets a minimum working age of 14.It limits 14-year-old and 15-year-old to three hours of work on school days, prohibits them from working after 7 at night, and allows them a total of 18 work hours per week during the school year.The law also restricts employment of children under 18 in dangerous jobs such as construction, meat-cutting, and mining.In her first main point the speaker explores the problem of child-labor law violations in the United States.She begins by summarizing the provisions of the law.Notice how she identifies the website where she acquired the information.Passed in 1938 and amended several times since, the Fair Labor Standards Act was designed to prevent the exploitation of child labor that took place during the 19th century.Yet today violations of the law are shockingly widespread.According to the Associated Press, 148,000 minors in the U.S.are employed illegally in nonagricultural jobs during an average week, working too many hours or in hazardous conditions.In addition, the National Child Labor Committee reports that more than 110,000 children work illegally on U.S.farms.Statistics in this and the next paragraph back up the speaker‟s point that violations of child-labor laws are widespread in the U.S.Rather than giving the exact number of violations, she round them off, making them easier to grasp and recall.Some of the most serious violations occur in garment industry factor is known as sweatshops that hire immigrant children at rates well below minimum wage.The Associated Press estimates that as many as 2,600 minors are employed illegally in New York City sweatshops.Thomas Cubiak, head of the city’s garment district task force, says “most of the children in these factories are below 18, some as young as 8.” Like Faviola Flores, a 15-year-old Mexican girl in a Manhattan sweatshop, they toil long days in unsafe conditions for as little as $3.50 an hour.“I don’t like working here,” Flores says, ”but I have no choice.”
The speaker uses a combination of statistics and testimony to support her point about child-labor abuses in the garment industry.The statement form Thomas Gubiak is an example of expert testimony;the closing quotation from Faviola Flores in an instance of peer testimony.Although the exploitation of child labor has been a problem in the garment trade since the 1800s, it can be found in almost every industry that employs minors.In January 2000, Wagner’s Meats of New Orleans was fined nearly $150,000 for illegally employing 27 minors in dangerous jobs and for exceeding federal hour limits.In February 2001, Thornton Roofing was fined $34,000 for child-labor violations in connection with the death of a teenage worker in Montgomery, Alabama.In March 2002, the Six Flags amusement parks paid $85,000 in penalties for violating federal child-labor laws.A series of brief examples supports the speaker‟s claim about the pervasiveness of child-labor law violations.Because the examples deal with companies throughout the U.S.and in different lines of business, they provide strong evidence to reinforce the speaker‟s point that violations of the law are widespread.Like other business caught breaking child-labor laws, Wanger’s and Six Flags tried to downplay the seriousness of their offenses.But the growing epidemic of child-labor law violations threatens both the education and the physical safety of young workers.The speaker begins her second main point—that violations of child-labor laws have serious consequences for the education and physical safety of young workers.The educational consequences are most damaging to illegal underage employees who work instead of attending school.As Hugh McDaid of New York City’s garment task force says, illegal underage workers “sacrifice their education and literally commit themselves to a life of working in a sweatshop.They have on future.” But even for children who do attend school, too many hours at work can harm their education.In their book When Teenager Work, psychology professors Ellen Greenberger and Laurence Steinberg note that intensive levels of work among youth tend to produce higher truancy and lower grades.According to Greenberger and Steinberg, one study after another has found that working more than a very few hours a week has a negative impact on teenagers’ academic performance.The quotation from Huge McDaid is a good instance of expert testimony.This quotation, like others in the speech , is short and forceful.There is no reason to use a direct quotation unless it makes the point more clearly and forcefully than you can in your own words.Here the speaker paraphrases rather than quoting verbatim.Notice that she gives the name of the book she is paraphrasing from and identifies its authors.Speakers have an ethical obligation to indicate the sources of paraphrases, as well as of quotations.Not only do child workers harm their education, but they often endanger their physical safety as well.Recall the story I told in my introduction about Matthew Garvey, the 13-year-old who lost his leg while working at a car wash.Even more tragic is the case of Michael Hurcone, a 17-year-old Pennsylvania high-school student.While employed at a supermarket, he was working with a bailer—a machine that crushes and bins cardboard boxes and is supposed to be off-limits to minors.Noticing that some material was stuck in the bailer, Michael tried to free up the jam when he got caught in the machine.It crushed his body for 30 minutes before he suffocated.The examples in this paragraph show specific cases in which teenagers were injured or killed by the violation of child-labor laws.The extended example about Michael Hurcone is especially effective.Filled with specific details that make it interesting and credible, it puts the speaker‟s point in human terms with which the audience can identify.Nor are these isolated examples.USA Today reported on July 12, 2002, that 230,000 teenagers are injured at work each year.According to former U.S.Labor Secretary Alexis Herman, nearly 70 minors are killed on the job annually—most in accidents involving infractions of child-labor laws.In this paragraph he speaker presents testimony and statistic to prove that the examples in the previous paragraph are not atypical.As in other parts of the speech, she is quite specific in identifying the sources of her evidence.In the light of all this evidence, there can be no doubt that the violation of child-labor laws is widespread problem with serious consequences.The issue is well summarized by former U.S.Senator Howard Metzenbaum of Ohio, who stated after congressional hearings on the subject, “I shudder to think that children the same age as my own grandchildren are being robbed of an education, their limbs, and indeed, their lives through illegal child labor.”
The speaker begins her conclusion by summarizing the two main points she had made in the body of the speech.She then ends with a dramatic quotation,.As we shall see in previous chapter， this is an effective way to pull a speech together and to reinforce its central idea.Summary Good speeches are not composed of hot air and unfounded assertions.They need strong supporting materials to bolster the speaker’s point of view.In fact, the skillful use of supporting materials often makes the difference between a good speech and a poor one.The three basic types of supporting materials are examples, statistics, and testimony.In the course of a speech you may use brief examples—specific instances referred to in passing—and sometimes you may want to give several brief examples in a row to create a stronger impression.Extended examples—often called illustrations, narratives, or anecdotes—are longer and more detailed.Hypothetical examples describe imaginary situations and can be quite effective for relating ideas to the audience.All three kinds of examples help clarify ideas, reinforce ideas, or personalize ideas.To be most effective, though, they should be vivid and richly textured.Testimony is especially helpful for student speakers because students are seldom recognized as experts on their topics.Citing the views of people who are experts is a good way to make your ideas more credible.When you include testimony in a speech, you can either quote or paraphrase his or her words.As with statistics, there are guidelines for using testimony.Bu sure to quote or paraphrase accurately and to cite qualified, unbiased sources.If the source is not generally known to your audience, be certain to establish his or her credentials.Statistics can be extremely helpful in conveying your message as long as you can use them sparingly and explain them so that they are meaningful to your audience.Above you should understand your statistics and use them fairly.Numbers can easily be manipulated and distorted.Make sure your figures are representative and reliable.
第二篇：英语演讲选修课4introduction
Lesson Four Introduction 1.Getting attention and interest(1)Relate the topic to the audience(2)State the importance of your topic(3)Startle the audience(4)Arouse the curiosity of the audience(5)Question the audience(6)Begin with a quotation(7)Tell a story 2.Reveal the topic 3.Establish credibility
Credibility: the audience’s perception of whether a speaker is qualified to speak on a given topic.Your credibility need not be based on firsthand knowledge and experience.It can come from reading, from classes, from interviews, from friends.4 Preview the body of the speech
Preview statement
A statement in the introduction of a speech that identifies the main points to be discussed in the body of the speech.Tips for preparing the introduction
1.Keep the introduction relatively brief.Under normal circumstances it should not constitute more than 10 to 20 percent of your speech.2.Be on the lookout for possible introductory materials as you do your research.File them with your notes, so they will be handy when you are ready for them.3.Be creative in devising your introduction.Experiment with two or three different openings and choose the one that seems most likely to get the audience interested in your speech.4.Don’t worry about the exact wording of your introduction until you have finished preparing the body of the speech.After you have determined your main points, it will be much easier to make final decisions about how to begin the speech.5.Work out your introduction in detail.Some teachers recommend that you write it out word for word;others prefer that you outline it.Whichever method you use, practice the introduction over and over until you can deliver it smoothly from a minimum of notes and with strong eye contact.This will get your speech off to a good start and give you a big boost of confidence.Some common faults of introductions
Don’t apologize.Don’t pretend
Don’t make hollow promises
Don’t rely on gimmicks
Don’t preface your introduction
第三篇：英语演讲选修课5conclusion
Lesson 5 Conclusion Teaching Aim and Requirement Acquire a basic knowledge of topic，purpose and central idea of a public speech。
Teaching methods PPt, interact between teacher & student Assignments
Write a short passage covering the general purpose , specific purpose and central idea.Checklist for purposes Teaching procedures
To let the audience know you are ending the speech
• • • • • “In conclusion”
“One last thought”
“In closing”
“My purpose has been”
“Let me end by saying”
Reinforce the central idea 1.Summarize your speech 2.End with a quotation 3.Make a dramatic statement 4.Refer to the introduction 5.Motivate
Tips for preparing the conclusion 1.As with the introduction, keep an aye out for possible concluding materials as you research and develop the speech.2.Conclude with a bang, not a whimper.Be creative in devising a conclusion that hits the hearts and minds of your audience.Work on several possible endings, and select the one that seems likely to have the greatest impact.3.Do not be long-winded.The conclusion will normally make up no more than about 5 to 10 percent of your speech.Nothing aggravates audiences more than a speaker who says, “In conclusion” and keeps on talking.1
第四篇：英语演讲选修课1ABC
Lesson one
Public Speaking A B C Teaching Aim and Requirement Aimed at ensuring the Ss to have a basic knowledge of public speaking.Teaching methods PPt, interact between teacher & student Assignments
What are the essentials of an effective speech? How to overcome nervousness? Teaching procedures
Why study public speaking Increase personal and social abilities Public speaking provides training in a variety of personal and social competencies.For example, self-awareness, self-confidence and dealing with the fear of communicating. Enhance your academic and career skills As you learn public speaking, you also will learn a wide variety of academic and career skills.These skills are central, but not limited, to public speaking.A few additional abilities that you should refine during this course that will help you throughout your career are the abilities to: Explain complex concepts clearly Support an argument with all the available means of persuasion Understand human motivation and be able to use your insights in persuasive encounters Organize a variety of messages for clarity and persuasiveness Refine your general communication abilities Public speaking also will develop and refine your general communication abilities by helping you to improve competencies such as: Developing a more effective communication style Enhancing your self-concept and self-esteem Adjusting message to specific listeners Detecting and responding to feedback Developing logical and emotional appeals Building and communicating your credibility Increase your public speaking abilities What is public speaking? “A man speaking is four things,… First, he is a will, an intention, a meaning which he wishes others to have, a thought;second, he is a user of language, molding thought and feeling into words;third, he is a thing to be heard, carrying his purpose and words to others through voice;and last he is a thing to be seen, shown to the sight, a being of action to be noted and read through the eye.”--Woolbert “Speech is thought conceived, transmitted, and expressed by brain, voice, and body, producing stimuli for auditors and for the speaker himself and influencing subsequent thoughts, feelings and actions.” Wilson Public Speaking Vs Conversation Purpose: both communicate with a certain purpose Audience: a public speech is usually directed at more listeners.Feedback: public speaking is relatively uninterrupted discourse.Delivery: public speaking requires intensified volume of voice and bodily action.Materials and organization: public speeches are mostly prepared ones.Impromptu speeches are rare.The essentials of a speech Objective: Before you start to prepare a speech, you would ask yourself: “Why am I making this speech? Do you need to inform, to persuade, to train or to sell? ”Your objective should be clear in your mind.If it is not clear in your mind, it cannot possibly be clear to your audience.Audience: “Whom am I making this speech to?” Sometimes this will be obvious, but not always.You should try to inform yourself.How many people? Who are they? Business people? Professional people? Political people? Experts or non-experts? Will it be a small, intimate group of 4 colleagues or a large of 400 competitors? How much do they know already and what will they expect from you? Place: Where am I making this speech? In a small hotel meeting-room or a large conference hall? What facilities and equipment are available? What are the seating arrangements?
Time and length: When am I making this speech? How long will it be? Will it be 5 minutes or one hour? Just before lunch, when your audience will be hungry, or just after lunch, when your audience will be sleepy? Method: How should I make this speech? What approach should you use? Formal or informal? Lots of visual aids or only a few? Will you include some anecdotes and humor for variety? Content: What should I say? Now you must decide exactly what you want to say.First, you should brainstorm your ideas.You will no doubt discover many ideas that you want to include in your speech.But you must be selective.You should include only information that is relevant to your audience and your objective.You should exclude all other ideas.You also need to create a title for your speech.The title will help you to focus on the subject.You can always give additional information during the questions after the speech.Notes: When you give your speech, you should be—or appear to be as spontaneous as possible.You should not read your speech!You should be so familiar with your subject and with the information that you want to deliver.Reading a text is boring, and will make your audience go to sleep.So if you do not have a text to read, how can you remember to say everything you need to say? The answer is WITH NOTES!You can create your own system of notes, Some people make notes on small, A6 cards.Some write down just the title of each section of their talk.The notes will give you confidence, but because you will have prepared your speech fully, you may not even need them.Rehearsal: You will become more familiar with what you want to say;
You will identify weaknesses in your speech.You will be able to practice difficult pronunciations;
You will be able to check the time that your speech takes and make any necessary modifications.Rehearsal is a vital part of preparation.You should leave time to practice you speech two or three times.Even the great speaker sometimes will be in panic and slip into a bathroom for practice before making a speech.Ten steps for preparation Step 1---Select a topic for your speech
Use audience centered approach to select your topic Step 2---Determine your specific purpose, central idea and main points
Use the audience centered approach as you compose these.Step 3---Research your speech
Internet resources Step 4---Be audience centered----Audience analysis;Who is your audience and what are their needs? Step 5---Supporting your speech
Use support materials that are: pertinent, varied, sufficient, detailed, appropriate Step 6---Outlining your speech
Use the basic informative outline to organize materials Step 7---Select visual aids for your speech
Be familiar with the Guidelines and tips for using visual aids Step 8---Practicing your speech
Perfect practice makes perfect.Step 9---Using creative visualization to ensure a successful speech.Tips on using visualization to help prepare you for your presentation Step 10---Presenting your speech on speech day
Tips on giving effective presentations and tips on dealing with nervousness.Practice your speech, you can try these ways: 1.practice alone 2.use a mirror 3.stand in a corner 4.record your practice 5.use a friendly audience 3
第五篇：英语演讲选修课7language_delivery范文
Lesson 7 Language delivery Teaching Aim and Requirement Acquire a basic knowledge of topic，purpose and central idea of a public speech。
Teaching methods PPt, interact between teacher & student Assignments
Write a short passage covering the general purpose , specific purpose and central idea.Checklist for purposes Teaching procedures
Language is important Meaning of words Using language accurately Using language clearly Using language vividly Using language appropriately A note on inclusive language Using language clearly 1.Use familiar words 2.Choose concrete words 3.Eliminate clutter 2.Choose concrete words Concrete words: words that refer to tangible objects
Abstract words: words that refer to ideas or concepts
Keep this in mind: few words are completely abstract or concrete.Abstractness and concreteness are relative.Two main ways to use moving and vivid language: imagery and rhythm 1.Imagery:(意象）
The use of vivid language to create mental images of objects, actions or ideas.It is a word picture that gets you totally involved.Three ways to generate imagery: A.Concrete words B.Simile（明喻）
An explicit comparison introduced with the word “like” or “as” between things that are essentially different yet have something in common.Example: C.Metaphor（暗喻）
Unlike simile, metaphor does not contain the words “like” or “as”.2.Rhythm（节奏）
The pattern of sound in a speech created by the choice and arrangement of words.Four basic stylistic devices to improve the rhythm
A.Parallelism（排比）: the similar arrangement of a pair or series of related words, phrases, or sentences.Examples: ①Rich and poor, intelligent and ignorant, wise and foolish, virtuous and vicious, man and woman---it is ever the same, each soul must depend wholly on itself.(Elizabeth Cady Stanton)
②There is no Negro problem.There is no Southern problem.There is no Northern problem.There is only an American problem.(Lyndon Johnson)③I speak as a Republican.I speak as a woman.I speak as a United Sates Senator.I speak as an American.(Margaret Chase Smith)B.Repetition
Repeating the same word or set of words at the beginning or end of successive clauses or sentences ①When you see your street, see my street.When you see your house, see my house.When you see your children, see my children.(Whitney Young, Jr.)②We will not tire, we will not falter, we will not fail.(George W.Bush)C.Alliteration（头韵法）
Repetition of the initial consonant sound of close or adjoining words.Examples: ①Peace is essential for progress, but progress is no less essential for Peace.(Liaquat Ali Khan)②In a nation founded on the promise of human dignity, our colleges, our communities, our country should challenge hatred wherever we find it.(Hillary Rodham Clinton)D.Antithesis 对比法
The juxtaposition of contrasting ideas, usually in parallel structure.Examples: ①Ask not what your country can do for you;ask what you can do for your country.(John.F.Kennedy)②Your success as a family, our success as a society, depends not on what happens at the White House, but on what happens inside your house.(Barbara Bush)Using language appropriately 1.Appropriate to the occasion
2.Appropriate to the audience 3.Appropriate to the topic 4.Appropriate to the speaker A NOTE ON INCLUSIVE LANGUAGE
Inclusive language: language that does not stereotype, demean, or patronize people on the basis of gender, race, religion, disability, sexual orientation, or other factors.Four basic methods of delivering a speech
Reading from a manuscript: A speech that is written out word for word and read to the audience. Reciting from memory
Speaking impromptu: a speech delivered with little or no immediate preparation. Speaking extemporaneously: A carefully prepared and rehearsed speech that is presented from a brief set of notes.The speaker’s voice
The aspects of voice you should work to control are: Volume
音量 Pitch
音高 Rate
频率
Pauses 停顿
Vocal variety 嗓音变化 Pronunciation The speaker’s voice
volume : the loudness or softness of the speaker’s voice. Pitch: the highness or lowness of the speaker’s voice. Rate: the speed at which a person speaks.The speaker’s body
1.Personal appearance
2.Movement 3.Gestures 4.Eye contact
There are four basic methods of delivering a speech, They are Reading from a manuscript. Reciting from memory Speaking impromptu Speaking extemporaneously
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