- •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
Interview with Nigel Dempster
I = Interviewer
D = Nigel Dempster
I: You're by far Britain's best-known and most widely read gossip columnist. Is there a serious purpose in what you write in the Daily Mail or are you chiefly concerned simply to entertain your readers?
D: We're basically concerned with informing our readers. Obviously if we entertain them at the same time that's an added bonus. But information is why people buy newspapers, because they want to find what's going on in places where they cannot be and they rely on me and my staff and my colleagues in the Daily Mail to bring them what actually happens in places of power and privilege, places where they would like to be but obviously can never get inside.
I: Do most of the people whose names appear in the Mail Diary spend their time trying to avoid getting their names in the Diary or are there more people who are actually on the telephone to you trying to get you to print their names in the Mail Diary?
D: The very nature of a gossip column is that people do not enjoy featuring in it because when we write a story it is not to the subject's advantage usually, because they've done something wrong, something silly, something sexual, financial misdemeanours, something along that line or treated someone very badly like a member of their staff, and they don't enjoy being in the Daily Mail Diary.
I: Is gossip something people in Britain seem to enjoy more than people in other countries, as far as you can tell, is goss ... is there a special taste for gossip in Britain?
D: You've got to have the basic ingredient, which is a homogenous society, and of course we've all lived cheek by jowl with each other for nine hundred years, more or less, and therefore we all know who we are, whether it's the rich man in his castle or the poor man at his gate. Also we've got a very strictly structured class system, which starts with the Monarchy at the top and goes all the way down to the lower classes at the bottom. And everyone within that class system is totally aware of where they are on that class ladder, and of course they want to climb, and to climb they need to know who's above them and who's below them.
I: The Royal Family is very widely featured in the press in Britain. There seem to be stories about them in the British newspapers, especially stories about the younger and more glamorous members of the Royal Family, every day. How do you go about finding new information out about the Royals?
D: There are, of course, about thirty-five members of the Royal Family if you take the oldest, the great Queen Mother, down to the youngest. And all of them are doing something every day, and if they're not, they should be. And it's very easy to find out stories because the people around them tend to tell you what's happening, so therefore you’ve got a filter of information coming all the way through. The Royal Family have got many staff, many people around them, from detectives, from household staff, who do gossip wherever they have time off, and stories do tend to come out.
I: You often see much more outrageous and explicit stories about the Royal Family in foreign newspapers and magazines. Do you have any particularly extreme examples of inaccurate reporting of the Royal Family by foreign journalists?
D: All reporting of the Royal Family by foreign journalists is inaccurate, and in fact it's a total invention. France Dimanche, which is a Sunday newspaper in France, based in Paris, has a gossip column which is one hundred per cent invention. And the Queen, who reads French, of course, extremely well, and is fluent in French, has great fun reading it out to her family. There is an amusement value as long as you start with the initial presumption that nothing is ... is true.
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