This document discusses voice inflection and its importance in presentations. It defines voice inflection as changing one's voice to emphasize key words. Three types of vocal emphasis are introduced: stressing words, stretching words, and pausing before words. Listening exercises are provided to practice identifying inflected words. The document encourages dividing into groups and taking turns practicing sentences with different inflection techniques. It provides tips for an effective vocal delivery and guidelines for preparing a demonstration speech on making a favorite dish.

1. Voice Inflection
ALE146 國際行銷簡報技巧
Michelle Li
2017

2. What is voice inflection?
 Changing the voice in order to emphasize
key words
 Native speakers use many ways to
emphasize key words.

3. Three kinds of vocal emphasis
 Inflecting the voice effectively is very
challenging for non-native speakers, so….
We only introduce and practice three kinds of
vocal emphasis
 Stressing a word
 Stretching a word
 Pausing before a key word
 Listen to these three examples.

4. Why is voice inflection important?
 Using inflection is like using gestures.
 Without gestures, your physical message is flat.
Without inflection, your verbal message is flat.
 Inflection emphasizes key words to add interest and
help the listener understand your speech.

5. Listening task 1
 Listen to the two radio advertisements.
Which announcer uses voice inflection?

6. Listening task 2
 Listen to the advertisement with inflection
again and pick out some of the key words
that the speaker emphasizes? What kind of
words does the speaker inflect?

7. Listening task 3
 Listen to 6 people, and check the type of
inflection each person uses.
 Listen to the 6 sentences again and underline
the words the speaker emphasizes. Can you
make any guess about what kinds of words to
inflect?

8.  Group work

9. How to use voice inflection
 Divide yourselves into groups of 5.
 Number 1 students perform sentence 1-2.
Number 2 students perform sentence 3-4.
Number 3 students perform sentence 5-6.
Number 4 students perform sentence 7-8.
Number 5 students perform sentence 9-10.
 You could have 30 seconds to prepare, the
present your sentences to the group.

10. Practice
 For this practice, you have to integrate what
you’ve learned (the physical skills) in your
performance. So you have to …
 Stand straight
 Look at everyone
 Keep your upper body stable
 Don’t look at the ceiling
 Use gestures
 Don’t forget to speak loudly and inflect key words

11. Round 1
 Student A p.32
 Student B p.34

12. Round 2
 Student A p.33
 Student B p.35

13. Demonstration speech
 Read the passages on p.36, and answer the
following questions.
 What is the speech type?
 What is the speech skill?
 What is the speech preparation for this
performance?

14. Look at the steps illustrated in the storyboard next
tot eh speech preparation text.
 What do you think is being made?
 How many steps are there?
 What is being done in each step?
First,
Second,
Third,
Fourth,
Fifth,
Finally,

15. First viewing
 Close your book.
 What is she demonstrating?
 How many steps are there?

16. Second viewing
 Complete the evaluation form on p.37. Write
the steps and the warnings.

17. Prepare a demonstration speech on how
to make a favorite dish.
 Make a poster and do the presentation next
week.