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“English For Public Speaking”

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Regardless of who you are or what you do, being
able to communicate in a public setting is a
necessary skill to have. People need to be able
to express themselves effectively in order to
succeed in school, in the workplace, and in life.

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Table of Content
1. Learning Outcomes..........
2. A brief guide to effective public speaking
3. Speaking section...........
a. Activity 1...........
4. Listening section........

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Learning Outcomes
After following the courses, the students are expected to be able to do the following:
1. Communicate clearly, effectively, and respectfully in a variety types of speeches
2. Understand and practice all the stages of the speech-making process (focusing a
topic, developing main points and evidence, using transitions, organizing,
drafting, revising, editing, and delivering).
3. Understand various ethical issues related to the speechmaking process.
4. Adapt speeches based on an analysis of audience and the speaking situation.
5. Execute effective oral arguments using logical, emotional, and credibility-based
appeals.
6. Provide and accept feedback from peer reviews to improve oral communication.
7. Critically analyze and evaluate both peer and professional speeches.
8. Learn and utilize principles of effective listening as both speaker and audience.
9. Gain increased confidence in ability to speak in public, as evidenced by decreased
anxiety and improved physical and vocal delivery.
10. Incorporate effective audiovisual materials in speeches when appropriate.

5.
A Brief Guide To Effective Public Speaking
Speaking well in public is a very valuable and difficult skill. There
is no substitute for practice but some of the tips and ideas below will help
you be confident at the Summit. Whenever you have to speak in public
remember: everyone who does it is nervous no matter how experienced
they are, the audience will always forgive you for making a mistake, and
be yourself; there is no “right” way of speaking or giving a speech!
1. Speaking Out
Whatever you are speaking about, it is essential that you structure your points
well, so that your audience can clearly follow the issues you address.
Make sure you don’t try to cram in too much, keep your comments to less
than three minutes.

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2. Delivery
Good delivery is absolutely vital. Unfortunately if your audience is
distracted by odd mannerisms or turned off by a dull delivery then they
will be less likely to hear your message.
3. Verbal
Think about the acoustics of the room – for example; lots of people or
furniture will absorb the sound of your voice and large halls which echo
mean you need to speak even slower than normal.
Rate: Are you speaking too quickly? A good thing to ask yourself is
“Am I speaking too slowly?” If you think the answer is “Yes” then you
are probably speaking at the right rate.

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Pauses: Do you use pauses to add impact to your speech or do you
simply race through it?
Variety: Do you vary your voice? Does the pitch of your voice rise
during questions? Does the volume of your voice decrease when you are
describing a quiet moment? You will do this all the time while speaking,
try saying the word “really” as a question, a statement and as a sarcastic
remark – same word but three different ways to use your voice.
Pronunciation/ Articulation: Don’t try to use words because they are
long and sound clever if you wouldn’t normally do so. Odd words
which don’t fit with the rest of your speech sound out of place rather
than making you sound smart.
Language: Is your language appropriate? Avoid slang terms that may
not be understood by your audience.

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4. Non-verbal
Gestures: Do you use gesture effectively? Do you over gesture?
Movement: Do you move around too much when you speak? Some
movement is natural when you speak but pacing or swaying become
distracting.
Eye contact: Do you maintain good eye contact? Using small notes helps to
make sure you don’t hold anything in front of your face and make sure you
look at your audience.
5. Finally
All speeches do a combination of three things: entertain, inform and
persuade. Getting the right balance between these three aims depends on the
purpose of your speech. Make sure you know what you are trying to achieve
before you start.

9.
Speaking Skills
Characteristics of effective oral communication
Listening Section
 Activity 1
The instructor presents an ineffective speech, such as poor quality speech, use
staller words, such as "like" or "ummm…“, make little eye contact / stare
down at feet, do not project / use quiet tone of voice.
Speaking Section
 Activity 1
Learners observe and think about why this speech is ineffective then
prompt students to discuss what they have observed:
 "Was that a good speech? Why not?“
 "What did I do wrong? Can you cite some examples?“
 "Why is that bad?“
 "If I answered questions like this in a job interview, would I get
hired?“

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The instructor demonstrates qualities of an effective speech such as:
 Body Language: Standing / sitting up straight, making eye contact,
appropriate facial expressions.
 Speaking in a clear, strong tone of voice.
 Avoiding using filler words.
 Displaying confidence / knowing what you're taking about.
 Be clear to ensure that the audience understands what you’re taking
about.
 Show public speaking video that illustrate what can happen if the
speaker is not clear. Prompt discussion about what happened in the
video.

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 Activity 2
The instructor show one or two videos from CD
• Prompt students to discuss why these are effective speeches.
• Other speaking tips:
• Know who your audience is:
• Use appropriate language – for example, you should speak differently to a
group of children than to a group of adults.
 Excercise I
1. Ask the group to think about how they would describe a digital camera to a
group of first graders vs. a group of teachers from their school – what features
would you highlight? Why would you describe them differently?
2. Ask the group to pretend that the instructor has just arrived in the United
States from Russia and describe for him/her a cheese steak.

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Tips for being good public speaker:
 Hook your audience – immediately engage your listeners:
 Start with a short anecdote, starting statistic, or quotation, for
example:"Ken Olson, president, chairman, and founder of Digital
Equipment Corporation once said, 'There is no reason anyone would want a
computer in their home.'“
 90 percent of people are uncomfortable introducing themselves to
strangers.“
• Explain why your speech is of relevance to your audience:
• A salesman may start out a presentation to a customer by saying, "Today I
will be telling you how my product will help your business succeed."
• Ask the audience a question:
• "How many of you have ever gone skydiving?"

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Types of speeches
Informative, persuasive, narrative
1. Listening Section
• Informative Speeches
Purpose: the presentation of unique or useful information to an audience – the speaker
acts as a "teacher" to the audience.
2. Speaking Section
 Activity 1.
The instructor explaining a process and ask for a volunteer to give an informative speech
 in the workplace for instance to explain to co-workers how to use a new computer system.
 In school, an informative speech may be used to explain how to do research.
Explaining an object (a thing, a place, a person, a product, etc.) – ask for a volunteer to give an
informative speech about a place he has visited.
b. Ask the group to offer examples of where informative speeches about objects would be useful in
the classroom or at work.
Explaining an event – for example, the Presidential Election, World War II, Independence Day, etc.

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B. Persuasive Speeches
o Purpose: the presentation of an argument on a debatable issue
o Uses: to persuade your audience to accept your view or to convince your
audience to take a particular course of action.
o Persuasive speeches can be structured in two ways:
 Point-by-point: the speaker presents, one by one, the opposition's arguments
and refutes them immediately (The opposition says __, but in reality, it's __.
The opposition also says __, but in truth, it's __.)
 Specific point: the speaker presents his thesis, followed by the overall view of
the opposition, leading into his overall argument and conclusion.)
 Activity 1
• Ask the group to give examples of what they believe to be "debatable
issues."
Examples:
 Try to convince your audience that the death penalty is appropriate
 Try to convince your audience to live healthier lives (eating healthy, exercising,
etc.) because obesity puts people at greater risk for health problems (high blood
pressure, stroke, heart disease, etc.)
• Ask the students to suggest possible arguments for these two examples.

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C. Narrative Speeches
Purpose: to tell a story
o Uses: speaking about yourself and your experiences, in the first person, or
about someone else, in the third person
Examples:
 Speaking about an influential person in your life
 Tell your family story
 Ask the students to discuss times when a narrative speech would be useful
in the business world (example: in a job interview)

16.
Give an elevator speech to the class
What is an elevator speech? A short description of what you
do, or the point you want to make, presented in the time it takes an
elevator to go from the top floor to the first floor or vice versa. The
term was probably coined from the idea that we sometimes meet the
important people in our lives in elevators. The odd situation we
encounter in most elevators is that nobody speaks to or looks at anyone
else, and yet we have a captive audience for that short period of time.
Very few people are ready to interact in case someone does speak. The
idea of an “elevator speech” is to have a prepared presentation that
grabs attention and says a lot in a few words. By telling your core
message, you will be marketing yourself, but in a way that rather than
putting people off will make them want to know more about you.

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An elevator speech can be used when someone you meet asks you what you do
or who you are and is a combination of the three types of speech discussed
earlier (informative, persuasive, and narrative).
Everyone has a story. Think about what makes you unique, and craft
a two to three minute elevator speech that you will present to your peers.
Speaking Section
 Activity 1
Each student should present his/her elevator speech to the class. After each
person speaks, prompt the class to discuss what they learned about the
individual from his/her speech. Ask them to provide one another

18.
Public Speaking Scoring
Criteria

19.
List of Vocabulary