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developing_public_speakingdddd_skills.ppt
- 1. Developing Public Speaking Skillsat school
- 2. “Nothing in lifeis more important than the ability to communicate effectively” Gerald Ford
- 3. Presentation • presentations arecommunication activities where one person is speaking and others - listening
- 4. Who do youcommunicate with every day? Do you communicate well with them? Why? / Why not? Who is the best communicator you know? Why?
- 5. Presentation skills • Copingwith nerves, • Checking body language, • Tuning eye contact, • Checking your facial expression and gesture • Voice production
- 7. Preparation is thekey to success “If I had eight hours to chop down a tree, I’d spend six sharpening my axe” – Abraham Lincoln
- 8. When preparing apresentation Context Make sure you understand the context. Here is a checklist of questions to ask: • Who is the audience? • What’s your main goal? • What might be their expectations? • What experience do you have as a presenter?
- 9. When preparing apresentation context • What is the theme of the presentation? • What does the presenter want the audience to get from the presentation? • What facilities are available? • What aids is the presenter planning to use?
- 10. Presentation structure • Anintroduction • A middle section (usually contains the main substance) • A conclusion • Arousal of interest • A description of the case that needs solving • A solution • Advantages of this particular solution • A statement about what the audience has to do next All parts should be related to each other.
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- 12. When preparing apresentation: Introduction • Open with an attention grabber, • State the benefits of listening, • Explain who you are, • State what you will cover • Give main direction to the presentation
- 13. Language. Introduction • Hello.Thank you all for coming./ Good afternoon, everyone. It’s good to see you all here. • Let’s get started / Let’s make a start. • I’m Anna Voronina, Pearson teacher trainer and academic consultant. • I’ve been asked to speak to you about…
- 14. Introduce the mainpoints of your presentation • First – Firstly / To begin with / To start with… • After that – Next / I’d also like to… • Finally – Lastly / The last point / Last of all
- 15. Make listeners feelinvolved: • As I think you know / As you may know / As I’m sure you know… • Inviting people to comment as you speak: • Please make comments as I talk • Please feel free to give me your feedback.
- 16. Dealing with questions: •If you have any questions, please feel free to stop me. • I’m happy to answer any questions as I talk. • Please feel free to ask questions as we go along.
- 17. If you don’twant to be interrupted: • I’ll leave fifteen minutes at the end for questions. • I’d be happy to answer any question at the end. • There’ll be time at the end for questions and comments. • Please save any questions for the end of the talk.
- 18. When preparing apresentation: Main body • Your key points with visual aids, • Include anecdotes to aid memory and add some humour, • Include examples, figures, and statistics, • Emphasize unusually, invite audience participation, • Don’t be afraid to repeat important points
- 19. When preparing apresentation: Conclusion • Signpost clearly that you are reaching the end, • End positively and with a bang • Work out you’re your timing carefully • Practice, practice, practice, practice, practice, practice, practice, practice….
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- 21. How to assesspresentations? • Content (Purpose? / Interest? / Appropriateness?) • Structure (Organisation? / Signposting? / Linking?) • Grammar (Accuracy? / Appropriateness?)
- 22. Useful expressions forfinishing your presentation: • …I’ve covered the points I needed to present today… • That sums up my description of… Using quotations: • In the words of a well-known writer… • As … once said… • To quote a famous…
- 23. When assessing presentation: •Content (Purpose? / Interest? / Appropriateness?) • Structure (Organisation? / Signposting? / Linking?) • Grammar (Accuracy? / Appropriateness?) • Vocabulary (Accuracy? / Appropriateness? / Pronunciation?) • Delivery (Pronunciation? / Projection? / Eye contact? / Body language? / Communication?)
- 24. You can havebrilliant ideas, but if you can't get them across, your ideas won't get you anywhere. ~ Lee Iacocca The art of communication is the language of leadership. ~ James Humes
- 25. …I’d like tothank you all for taking out of your busy day to listen to my presentation… • Thank you for listening. • Thank you for your attention. • It was good to see you all here. • Many thanks for coming.
- 26. Teaching Debate inthe English Language Classroom
- 27. Seminar plan • Reasonsfor using debates in the classroom • Debates terminology • How we teach • Important issues • Skills needed for debating • Dealing with information • Developing arguments • Convincing people • Procedure and points to keep in mind • Speech in focus • Debate schedule • Judging criteria
- 28. What we gain •Personal enjoyment • Memorable language • Thinking clearly • Empathy and tolerance of ideas different from our own • The best learning experiences.
- 29. Brainstorm Why would teaching debatein the English language classroom be beneficial?
- 30. Why teach debate? •Debating ability is a valuable skill; • Debate utilizes useful English; • Develops critical thinking skills, ability to evaluate what we read and hear; • Develops cooperative efforts and improves social skills; • Develops research skills and ability to select and assess information.
- 31. How we teach Opinions: •What is an opinion • How do you express your opinion • How do you express agreement or disagreement • Resolutions: fact, policy, value • Debate in the news
- 32. How we teach Expressingyour opinion: • Giving reasons • Strong reasons: logical, specific, convincing • Types of reasons: comparison, contrast, cause-and-effect • Brainstorming
- 33. How we teach Supportingyour opinion: • Opinion – Reason – Support • Types of support: explanation, example, statistic, expert • Intro to research
- 34. How we teach :Challengingsupports • Testing supports: no source, not enough explanation, out-of-date, questionable statistic, questionable source biased • Stating refutation of a source
- 35. Issues: • Debate structure •Knowledge of the topic • Language fluency
- 36. The Main Skills Thethree most important skills in debating are (in order of importance): • The ability to listen. • Analysing what you hear. • The ability to speak in front of people.
- 37. Quick reference ofdebate • Research your motion • Develop your arguments • Write your speech • Deliver your speech
- 38. Teaching tips: • Pre-teachingactivities: • Ask the students to choose a topic of interest • Encourage them to bring in their personal experience on the topic chosen • Collect information on that topic • Get them to work in small groups of 3 – 4. • Discuss with the students WHERE and HOW they have obtained the information
- 39. Teaching tips: • Pre-teachingactivities: • Ask them what difficulties they have encountered in the process of doing so? • Which ways do they find convenient and useful? • What are the limitations of getting information from the Internet? • Does library research enable the students to find more information that is not available on the Internet?
- 40. More tips forworking with information Organizing information: • Recording information (ice-cream effect) • Grouping information • Leaving irrelevant information out: Irrelevant details Boring details Any information you can’t verify
- 41. Develop your arguments •Argument by generalization • Argument by cause • Argument by analogy
- 42. How You ConvincePeople • Speeches: • Reasons: • Examples:
- 43. Be a goodlistener • Listen carefully to all the opposing arguments • Try to grasp your opponents’ arguments • Make convincing and persuasive responses to their attacks. • Differentiate between major and minor issues raised by your opponents.
- 44. Be a goodlistener • Concentrate on points relating to the main line of argument. • Remember, if you don’t listen carefully, you won’t be able to make sensible rebuttals that are essential to winning a debate.
- 45. Dealing with floorquestions: • From another team or from the audience; • Short and to the point; • Address one point only; • The questioner can also specify a certain debater to answer his question; • Not one and the same debater to deal with all the floor questions; • The floor question should be phrased as a question, not in form of a statement or a speech.
- 46. Write Your Speech Thenever-fail formula: • Tell the audience what you’re going to tell them • Tell them • Tell them what you’ve told them
- 47. The speech: • Shapingthe speech: 1. The beginning 2. The body 3. The conclusion • Increasing credability: 1. Definitions 2. Quotations 3. Statistics • Making it clear and simple: 1. No unnecessary words 2. No ambiguous language 3. No sexist, racist language 4. Polishing your speech • Making your speech powerful 1.Intensity 2.Style 3.Humour 4.Figures of speech
- 48. Speech delivery • Deliverytechniques • Voice • Pace • Rhythm • Emphasis • Body language • Style • Practice • Speak to yourself • Practice in front of a mirror • Ask your friends’ opinion • The Voice Checklist
- 49. Judging Criteria Organization Infopresented clearly with transitions Definition “Difficult” words defined Consistency, Relevance Arguments are consistent, relevant to proposition Body language Debaters sit up, use gestures and make eye contact Voice Debaters speak clearly, audibly Example, Facts, Statistic, Sources Support provided and/or serious thought done on proposition Effectiveness Opponent ideas are used well in refutation
- 50. Debate basics (easier) •- A debate is a discussion between sides with different views. Persons speak for or against something before making a decision.
- 51. Debate basics (harder) •Debates are a means of encouraging critical thinking, personal expression, and tolerance of others' opinions.
Editor's Notes
- #26 Everyone has engaged in debating at some point, from childish squabbles to barroom discussions of philosophical import. Debate is about argument and persuasion. You try to prove that your arguments on your side of the proposition are more convincing. Debate is a battle of verbal skill. Yet, it is not simply a case in which participants hurl at each other whatever missiles come their way. Debate is a process of advocacy and inquiry which involves reasoning, logic, common sense. It gives debaters an opportunity for critical thinking, decision making and problem solving. Debating allows us to develop poise and confidence in expressing our attitudes and opinions about a subject. We are, in fact, developing skills in the use of language that will serve us well throughout our lives. Through debates, we learn how to think for ourselves, and how to think on our feet to respond immediately when challenged in a fair-minded discussion. In addition, we use evidence to prove our point of view. We deal with facts and evidence, not emotions.
- #28 Personal enjoyment Competitive debating is stimulating and thrilling. Debaters have great fun matching wits with their opponents Memorable language Due to the time limit, debaters need to use as few words as possible to express their ideas. As a result, debating can inspire us to use clear, concise and memorable language Thinking clearly Thorough preparation is one factor which leads to successful debating. Debaters need to examine a question critically from both affirmative and negative points of view. Debaters need to sift the relevant arguments from the irrelevant. This gives them superb training and experience in judging the reasonableness and relative importance of arguments and evidence Most important of all, debating makes us more empathetic and tolerant of ideas different from our own. We learn to respect the opinions of our opponents. Moreover, in competitive debates, there are only two end results—we either win or we lose. However, it is precisely the losses that provide us with the best learning experiences. In order to improve, debaters never view losses as humiliation or a bad decision made by a crazy judge, but rather, as a new lesson.
- #36 The three most important skills in debating are (in order of importance): The ability to listen. This is because debating is about listening to and responding to you opponents. Analysing what you hear. This is because you need to be able to understand and find mistakes and flaws in your opponents' speeches. The ability to speak in front of people. This is the most obvious skill - if you can't talk in front of people, you can't convince them. But it is also the third most important skill. There are lots of people who are very good at speaking in front of people but who aren't good at debating.
- #37 The motion is a statement that can be agreed with or disagreed with. It can be referred as a proposition or resolution. It can be fun, interesting or important.
- #38 Pre-teaching activities: Ask the students to choose a topic of interest and collect information on that topic. Get them to work in small groups of 3 – 4. In class, discuss with the students WHERE and HOW they have obtained the information – from the library, the Internet, newspapers, magazines, journals? Ask them what difficulties they have encountered in the process of doing so? Which ways do they find convenient and useful, e.g. is it more convenient to download information on the Internet? What are the limitations of getting information from the Internet? Does library research enable the students to find more information that is not available on the Internet?
- #39 Pre-teaching activities: Ask the students to choose a topic of interest and collect information on that topic. Get them to work in small groups of 3 – 4. In class, discuss with the students WHERE and HOW they have obtained the information – from the library, the Internet, newspapers, magazines, journals? Ask them what difficulties they have encountered in the process of doing so? Which ways do they find convenient and useful, e.g. is it more convenient to download information on the Internet? What are the limitations of getting information from the Internet? Does library research enable the students to find more information that is not available on the Internet?
- #40 1. Recording information Gathering information is like holding an ice-cream bar. You know you’ve got it while it’s there, but as soon as it melts it disappears. You must record the results from your research. Your notes are your deep freeze, and remember to make them legible and sensible. Don’t just copy phrases; try to use your own words after comprehending the text. 2. Grouping information You’ve gathered your information and you’ve got your notes. Now all that’s left is to write your speech, right? WRONG! You must organize the material in order to understand it. When debaters approach a harder or unfamiliar motion, they tend to ‘cut and paste’ large pieces of data without trying to understand how they fit together. Instead, group your supporting points under main points, and then research for more specific information such as quotations, statistics, definitions, comparisons and contrasts. 3. Leaving out irrelevant information Decide which information stays and which information goes. Leave out: Irrelevant details Boring details Any information you can’t verify However, remember to keep information containing points for the other side that will later be helpful when thinking of rebuttals.
- #41 Methods of argument 1. Argument by generalization I’m sure you have heard of statistics like 10% of the people in Hong Kong are Christians. Do the people who take the poll ask every single individual in Hong Kong about their religion? Obviously, the answer is ‘no’. By asking a certain number of people, the organization that took the poll reasoned that they could generalize about all the people in Hong Kong from that group. In this way, they are making a generalization. Generalizations can be very useful in debates and arguments. By providing a valid example or reliable statistics, you can draw a generalization of whether your proposition stands or not. 2. Argument by cause Causal reasoning has always been very important. Whenever anything goes wrong, we say who or what caused it. We are aware if the cause-and-effect relationships every day in our daily lives. In debates, there are two things to note about causes: In establishing arguments, think of what causes what to happen. What are the disadvantages? What are the advantages? What are the points that support your stance? In attacking arguments, think of what other causes might there be instead of the ones your opponents say. Or how these effects may not be significant or relevant. 3. Argument by analogy Argument by analogy compares two situations that have the same essential characteristics. The following are the two types commonly used: The first type is comparing your argument to real-life examples. For example, a speaker can argue that because by constructing wider roads, the traffic jams in Singapore were greatly relieved, in the same way, constructing wider roads will greatly improve Hong Kong’s traffic conditions. The second type is comparing your argument to a made-up example. For example, you can say that judging a public figure by just his/her public life is like judging a Mars Bar by only the outer chocolate coating, and neglecting the fact that the toffee inside may taste of cabbage or be laden with arsenic.
- #42 How You Convince People In a debate you use speeches to tell your audience about reasons and examples that support your side. Speeches: The way you convince people in a debate is by giving a speech. When it is your turn to speak, you are the only one allowed to speak. Everyone else has to listen to you. When it is someone else's turn to speak you can't say anything, you have to write down anything that you might want to say and wait your turn to say it (or get your partner to say it if they are going next). Reasons: When you give a speech, you present reasons (arguments) for why the audience should agree with you. Generally you want to think in terms of the word "because". You want to say things like "You should agree with me because..." and then give the reason. When you are responding to your opponents you want to attack their reasons. Examples: Examples are facts or ideas that you can use to illustrate and back up your reasons. They aren't reasons on their own but they help make reasons more convincing.
- #43 Debate is not a one-way process. It is a circular process as it involves both speaking and listening. To be a successful debater you must listen carefully to all the opposing arguments, especially those that question your credibility and threaten your position on the proposition. Try to grasp your opponents’ arguments, and make convincing and persuasive responses to their attacks. Listening carefully also enables you to differentiate between major and minor issues raised by your opponents. Some of your opponents’ points may be concerned with minor issues, and therefore not worth arguing. You should concentrate on points relating to the main line of argument. Remember, if you don’t listen carefully, you won’t be able to make sensible rebuttals that are essential to winning a debate.
- #44 You should concentrate on points relating to the main line of argument. Remember, if you don’t listen carefully, you won’t be able to make sensible rebuttals that are essential to winning a debate.
- #45 Floor questions should be short and to the point. Each floor question should address one point only, as the debater is given a very short time to deal with it. The questioner can also specify a certain debater to answer his question, but that debater should have touched on the particular point asked. One mistake that many floor speakers make is that they often want one debater to deal with all the floor questions (especially the one whose argument is relatively weak) but it is not fair to the whole team. The debater can be asked to clarify a point, or to give a concrete example to illustrate an abstract point he has made. Remember, the floor question should be phrased as a question, not in form of a statement. We often hear floor speakers making speeches of their own. In fact, the purpose of asking floor questions is not for the questioners to express their own views, but rather to seek clarification, to contradict or challenge the debaters.
- #46 Enough thinking. Enough researching. Enough organizing. Finally, the time to write, but you may as well find yourself having to do more thinking, more researching, more organizing. It is not easy to write a successful debate speech, but you will find it much easier if you keep the following three points in mind: Tell the audience what you’re going to tell them Tell them Tell them what you’ve told them
- #51 Two thousand years ago, citizens of Athens held regularly scheduled public assemblies. Peoples' votes determined the policies and actions of the state. Citizens decided whether Athens went to war and how it fought. They created the laws that impacted their daily life. But the votes were always preceded by debates where citizens and leaders argued about the right choices, what was morally and legally right, the best way to achieve a desired outcome, and what was possible and prudent. Debates are a means of encouraging critical thinking, personal expression, and tolerance of others' opinions. Today, debate still remains essential to democracy. Debates are conducted in governing assemblies, held in lecture halls and public arenas, presented in schools and universities, written in newspaper and magazine columns, heard on radio, or seen on the television. Like our predecessors in ancient Greece, people argue about what is best for their societies and shape the course of law, policy, and action.