- •Delivering a lecture
- •I. Input materials
- •1.1. Rhetoric strategy.
- •1.2. Signposts.
- •1.3. Style forming factors.
- •1.5. Delimitation of Discourse
- •1.6. Samples for Study and Analysis. Sample a
- •Good morning!
- •Notions of Style
- •II. Skills Development
- •2.7. Auditory Test
- •Score level criteria
- •Score Mark
- •2.8. Reading Technique
- •III. Project work
- •Sample a Forms of Address in Great Britain
- •Sample b Apologizing and Making Excuses
- •Score level criteria
- •Module 2 making a political speech
- •I. Input materials.
- •Rhetoric strategy.
- •Style forming factors:
- •Tunes (melody contours)
- •Combined tunes
- •1.5. Samples for study and analysis
- •Part of a Political Speech
- •Part of a Political Speech
- •The Common Market Negotiations
- •II. Skills development
- •2.7. Auditory Test
- •Score level criteria
- •2.8. Reading Technique
- •III. Project work
- •Score level criteria
- •Making business presentations
- •I. Input materials
- •1.1. Rhetoric strategy.
- •1.2. Style forming factors
- •1.4. Rhythm
- •1.5. Samples for Study and Analysis
- •The Director of the Milk Marketing Board giving a presentation about key trends
- •Public Ownership
- •II. Skills Development
- •2.7. Auditory Test
- •Analyse these combined tunes:
- •Score level criteria
- •2.8. Reading Technique
- •III. Project work
- •Score level criteria
- •Advertising
- •I. Input materials
- •1.1. Rhetoric strategy.
- •Ways of Advertising
- •1.2. Style forming factors
- •1.3. Questions for preliminary exercise
- •Informative? – persuasive? – amusing? – well-made? – artistic?
- •1.4. Invariant phonostylistic peculiarities
- •1.5. Expressive means of English Intonation
- •Irregular pre-heads
- •Reading
- •1.6. Samples for Study and Analysis tv Commercials
- •Radio Commercials
- •Advertising Campaigns
- •II. Skills Development
- •2.8. Auditory Test
- •Score level criteria
- •2.9. Reading Technique
- •III. Project work
- •Hotel ‘Caliente’ Barcelona
- •Score level criteria
- •Peculiarities of the drama
- •I. Input materials.
- •1.1. Rhetoric strategy
- •1.2. Style forming factors
- •1.3. Invariant phonostylistic peculiarities
- •Delivering a lecture Sample a s f s
- •Sample b s
- •Making a Political Speech Sample a
- •Sample b
- •Making Business Presentation Sample a
- •Sample b
- •Advertising Sample a
- •Sample b
- •1.5. Voice Volume
- •Delivering a Lecture
- •Making a Political Speech
- •Making Business Presentation
- •Advertising
- •Extract One
- •1.6. Samples for Study and Analysis
- •Dramatic Monologue One
- •Dramatic Monologue Two
- •The Metropolitan Playhouse Productions
- •II. Skills Development
- •2.8. Auditory Test
- •Score level criteria
- •2.9. Reading Technique
- •III. Project work
- •Score level criteria
- •Interviewing
- •I. Input materials
- •1.1. Rhetoric strategy
- •1.2. Using questions for control
- •1.3. Style forming factors
- •1.4. Invariant phonostylistic peculiarities
- •1.5. Specifics of the Pre-nuclear Pitch Change (the Head)
- •1.6. Samples for Study and Analysis
- •Linguistic Gaps
- •II. Skills development
- •2.5. Auditory Test
- •Score level criteria
- •2.6. Reading Technique
- •III. Project Work
- •Interview with Carl Sagan
- •Interview with Nigel Dempster
- •Score level criteria
- •Everyday talks
- •I. Input materials
- •1.1. Rhetoric strategy
- •1.2. Style forming factors
- •1.3. Invariant phonostylistic peculiarities
- •1.4. Weakform Words
- •II. Samples for Study and Analysis
- •Extract from a Spy Story
- •II. Skills Development
- •2.7. Auditory Test
- •Score level criteria
- •2.8. Reading Technique
- •III. Project Work
- •Finding Somewhere to Live
- •The Ladies’ Dress Department
- •Score level criteria
- •Fairy tale rhetoric and language teaching
- •I. Input materials
- •1.1. Rhetoric strategy
- •1.2. Invariant phonostylistic peculiarities
- •1.3. Pragmaphonetic modeling
- •1.4. Samples for study and analysis
- •Snow White and Rose Red
- •The Happy Prince
- •II. Skills Development
- •2.6. Auditory Test
- •Score level criteria
- •2.7. Reading Technique
- •III. Project work
- •3.1. Reading Technique
- •The Star-child
- •The Young King
- •3.2. Drama Technique
- •Goldilocks and the Three Bears
- •Little Red Riding Hood and the Wolf
- •Supplement Effective Presentation Technique
- •How we breathe
- •Types of Breathing
- •Diaphragmatic Breathing for Speech
- •Exercises for Diaphragmatic Breathing and Control
- •Exercises for Breath Control
- •Overcoming speech fright
- •Delivering the Speech
- •Using Your Body to Communicate
- •Dimensions of Nonverbal Communication
- •Adapting Nonverbal Behavior to Your Presentations
- •References
- •Contents
Score level criteria
Excellent: relevant to assigned phonostylistic peculiarities.
Good: mostly relevant but articulation and volume.
Fair: inadequate rate and volume, lack of expressiveness, weak articulation skills.
Poor: not enough to evaluate
Score Mark
20-19 – 5
18-16 – 4
15-12 – 3
11-… - 2
Module 3
Making business presentations
I. Input materials
1.1. Rhetoric strategy.
Nowadays special attention is given to business communication. Today’s businesses thrive on the exchange of information. Information is the fuel that keeps business and industry moving and growing. Executives, managers, supervisors and other employees all need to receive information in order to make decisions, plan objectives and develop strategies. And all these people need to send information if they want their decisions to be carried out.
Speeches and presentations are the most mishandled form of communication. Too often they are boring, too long, disorganized and hard to follow. They needn’t be. They shouldn’t be. A good speech or presentation can enhance your image, while a bad or poorly delivered speech can damage that image and is an opportunity wasted.
A good speech is an excellent way to deliver a message, to make the points you want, and to leave the message you want to leave. It’s an opportunity to sell yourself, your ideas and issues, your products and services, your company or organization, and your industry.
No matter what the reason for the presentation, it should always be remembered that what you are consistently seeking is the promotion of better standards of presentation and the commitment to greater awareness of the needs of others.
The way you use your voice can help to put across a controlled, interesting, rational and comprehensive message.
The first aim of any speaker is to be heard, so adapt the loudness of your voice to the size of the audience, the size and acoustic qualities of the room and the emphasis you wish to use on certain words. You do not have to shout to be understood, but speaking up allows you to communicate more clearly.
Speaking in a monotone is very boring to the listener. You can use your tone for emphasis, effect and to signal a break or link. When you raise your voice slightly, you appear to be increasing the intensity of feeling that you put into those particular words. Speaking more softly will tend to increase audience concentration.
The purposes for making presentations are many, but can be grouped in the following way:
to demonstrate: a service, product, system;
to create: an image, strategy;
to entertain: colleagues, outside people;
to sell: a concept, product;
to represent: a group, idea, company;
to promote: an attitude, a way of working;
to suggest: a solution, a new concept.
1.2. Style forming factors
The purpose of communication – to represent, demonstrate, promote, meeting the needs of others
The speaker’s attitude – enthusiastic, sincere, straightforward
The form of communication – a monologue
The degree of formality – formal
The degree of spontaneity – prepared in advance
Changing the pitch of your voice often indicates to the audience that you have finished with one particular point and that you are about to go on to the next. Pitch change can also give a dramatic effect.
Speaking at one constant speed can be as off-putting as talking in a monotone. You will need to practice speeding up and slowing down as you speak. It is better if you can begin your presentation slowly because you will speed up as you get into your presentation. A pause can be used to good effect because it can create anticipation and encourage attention. The summaries should be done slowly, remembering that for most of the people the information is new and therefore they need time to absorb it.
1.3. Invariant phonostylistic peculiarities
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(pre-head) + High level one peak Head + mid Fall complete + (Fall-Rise divided) |
(pre-head) + Gradually Descending Stepping Head + Fall mid incomplete |
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(pre-head) + Fall-Rise divided (undivided) |
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(pre-head) + low level Head + Fall-Rise (Low Fall incomplete) |
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(high pre-head) + (Pitch Drop + Fall high level complete, low Rise) |
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(pre-head) + (High level one peak Head) + emphatic Fall high level complete (High Fall with the initial rise) |
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(pre-head) + emphatic Fall-Rise |
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characterized by regular recurrence of stressed and unstressed syllables |
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slow at the beginning of the delivery with gradual speeding up as one gets into presentation; the summaries are slow |
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mostly “unit” in the length within utterances; they are used to good effect and create anticipation and encourage attention |
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characterized by stability, a little bit increased through the delivery; it is adapted to the size of the audience and the emphasis you wish to use on certain words |