Public Speaking & Presentation - Week2 Whats The Point?
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The document summarizes the key points covered in an English public speaking class. It discusses using presentation checklists and language exercises to improve listening and presentation skills. Students gave informal group presentations that were evaluated against the checklist, and the class recapped lessons on creating effective presentations.
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Today's English public speaking class covered several topics:
1. Students participated in a listening exercise and informal group presentations to practice language skills.
2. The class watched a presentation example and reviewed a presentation checklist to learn what makes an effective presentation.
3. Working in groups, students created presentations about the presentation checklist to share with their classmates, and received feedback on how to improve future presentations.
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Today's class agenda includes a review of language focus points, team practice of presentation skills, mini group presentations, and planning for midterm speeches. Students will review introductions, the difference between internal and external presentations, and components of an introduction. They will complete exercises in their prep sheets and give mini presentations to practice. Time is also provided to choose midterm speech topics and create an outline.
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The document provides tips for effective presentations to various audiences. It emphasizes that the purpose is communication and that poorly prepared displays and delivery can undermine presentations. It recommends that presenters clearly identify the problem, previous approaches, their own approach, the added value, and next steps. Presenters should also clarify goals, benefits to the audience, and overall structure in the opening, use the body to emphasize key points, and summarize in the closing.
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The document provides tips for creating effective presentations. It discusses keeping talking concise to avoid confusing audiences, preparing with key words and headings, using clear and unique titles for each slide, including appropriate images and visualization, practicing speaking skills, and preparing for questions by restating the question, taking time to think, and ensuring clarity.
Guidelines to effective presentation
1. Effective presentations require thorough preparation including understanding the objective, audience, venue, time, and method.
2. An outline is a useful tool to organize a presentation, typically including an introduction, body, and conclusion. The body should group main points and supporting subpoints.
3. Presentations should engage the audience through techniques like quotations, questions, statistics, or anecdotes in the introduction and conclusion. The conclusion summarizes key ideas and leaves the audience with a final thought.
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The document provides tips for overcoming stage fright and guidelines for effective public speaking. It suggests realizing that stage fright is common and reduces with experience, being well prepared with key points on note cards, using visual aids to make the presentation more interesting, speaking more slowly at the beginning, and maintaining eye contact with the audience. It also lists common blunders like not having a specific purpose, using jargon unfamiliar to the audience, and poor body language. Finally, it outlines guidelines for effective public speaking such as clearly defining the purpose, suiting the speech to the audience, having an attention-getting introduction and effective conclusion, and practicing the speech.
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1) The introduction of a persuasive speech should get the audience's attention, reveal the topic, and establish the speaker's credibility.
2) Techniques to get attention include relating the topic to the audience, stating the importance of the topic, startling the audience, arousing curiosity, asking questions, and telling a story.
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2.8 Communications Workshop Evaluating a Speech 1 .docx
2.8 Communications Workshop: Evaluating a Speech
1
Speech Analysis Worksheet
Content
Purpose:
Speaker’s background knowledge:
Influences (traditional, cultural, historical):
Listener’s background knowledge:
See the “Types of Arguments” table on page 412 for more information.
Arguments Evidence/Support Possible flaws
1. A. A.
B. B.
2. A. A.
B. B.
3. A. A.
B. B.
4. A. A.
B. B.
5. A. A.
B. B.
2.8 Communications Workshop: Evaluating a Speech
2
Delivery
Repeated words:
1.
2.
3.
4.
5.
Emphasized words/phrases:
1.
2.
3.
4.
5.
2.8 Communications Workshop: Evaluating a Speech
3
Tone:
Word choice (positive or negative language):
Rate of speech (fast, moderate, slow):
Appropriateness for audience, subject, occasion:
Non-verbal gestures
Eye contact:
Facial expressions:
Gestures:
Pauses:
Increases or decreases in speaking volume:
Overall Impression
Speaker:
Speech:
[Type text] [Type text] [Type text]
2.8 Communications Workshop: Evaluating a Speech
Speech Analysis Worksheet
Content
Guidance on how to respond to each question is provided in green text.
Purpose: Why is the speech being given?
Speaker’s background knowledge: Education, experience, expertise in the topic of the speech.
Influences (traditional, cultural, historical): What experiences affect how this speaker views the subject of the speech (Example:
Listener’s background knowledge: What makes this speaker worth listening to on this topic?
See the “Types of Arguments” table on page 412 for more information.
Arguments
Evidence/Support
Possible flaws
1. Does the speaker use analogy?
A.
A.
B.
B.
2. Does the speaker use authority?
A.
A.
B.
B.
3. Does the speaker use Emotion?
A.
A.
B.
B.
4. Does the speaker use Causation?
A.
A.
B.
B.
5
A.
A.
B.
B.
Delivery
Repeated words: What important words or phrases did the speaker repeat several times in the speech?
1.
2.
3.
4.
5.
Emphasized words/ phrases: What words or phrases were emphasized either by increased volume, or gesturing when saying them?
1.
2.
3.
4.
5.
Tone: What is the speaker’s attitude toward the topic on which s/he is speaking? Positive? Angry? Reflective?
Word choice (positive or negative language):
Does the speaker use mostly positive words or negative words?
Rate of speech (fast, moderate, slow):
Appropriateness for audience, subject, occasion:
Did it make sense that the speaker was giving the speech to this particular audience on this occasion?
Non-verbal gestures
Eye contact: Did the speaker make eye contact regularly with the audience (or mostly look at a text and read it off)
Facial expressions:
How did the speaker appear as s/he spoke? Smiling? Frowning? Etc.
Gestures:
What types of hand movements does the speaker make?
Pauses: When does the speaker pause? What is the effect of these pauses?
Increases or de ...
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Editor's Notes
- 2 volunteers read the tapescript while others fill out extracts - focus on pronunciation and projection
- -Divide the class into 3 groups -Have each group present a tense
- http://video.google.com/videoplay?docid=-8888557785460748544&ei=QrqYS6MfpaCpA7vUoY4C&q=poor+presentation&hl=en&view=3#