1.2 Techniques for public speaking

PACE, PAUSING and EMPHASIS

A too fast / too slow speech is uncomfortable.

EYE-CONTACT

Involve your audience. Speak to, not at them.

ENTHUSIASM CONVICTION SINCERITY

Believe in what you are saying. Instant impact results from ‘light’ in your voice (speaking as if you are excited).

STYLE

A warlike style, while impressive, is not tasteful. Do not be apologetic. Develop a personal style. Your appearance (clothes, make-up, hair, . . .) shows good or bad taste.

USE OF NOTES

Small notes (cards) are used; with notes written on one side only. Refer to them but DO NOT READ!

PREPARATION

Prepare. Practise. Know the development of your ideas and the opening and closing remarks well.

REGISTER

Show an awareness of your audience and situation.

MANNERISMS

Avoid these irritating habits. Notice them.

USE OF LANGUAGE

This conveys your maturity, knowledge, values and back

ground. Using swearing, rude words, and profanity is never clever. Simplicity is the key word. Avoid trying to be superior.

Activity 6:

The educator can evaluate the speech but perhaps it is better if a member of the class does the assessment, then the speaker and the assessor gain experience.

So, before starting individual speeches, let us examine . . .

the technique of evaluating

• Learn to write down your evaluation or to keep a list ready

1. Use the list of oratory manners.

2. Use your eyes and your ears.

3. Do not pass judgement. Be constructive.

4. Start with good points, suggest improvements for poorer points and end with a good point.

“I enjoyed . . .” OR “I think . . . was very good because . . .”

5. Give constructive advice; be helpful and friendly:

6 Give an overall assessment which is positive, LIKE THIS e.g.

Assessment

Learning outcomes(LOs)

LO 1 Listening

The learner will be able to listen for enjoyment, and respond appropriately and critically in a wide range of situations.

Assessment standards(ASs)

We know this when the learner:

1.5 identifies the speaker’s reasons for choosing particular words, phrases and sentences to influence the listener and explains their impact.

LO 2 Speaking

The learner will be able to communicate confidently and effectively in spoken language in a wide range of situations.

We know this when the learner:

2.6 identifies and discusses the features which contribute to the success of own

LO 4 Writing

The learner will be able to write different kinds of factual and imaginative texts for a wide range of purposes.

We know this when the learner:

4.4 uses the writing process collaboratively and independently to generate texts:

4.4.1 selects and explores topics through brainstorming, using mind maps and lists;

Memorandum

ACTIVITY 1:

• In the next list, the PERCEPTIONS are ALL FALSE !

It is important that pupils realize / take in / become aware that ALL speakers have fears. Explain about TOP athletes at the Olympic Games who also make mistakes.

EVERYBODY makes mistakes BUT they learn from them and carry on!

Deal with each one and explain how WRONG the PERCEPTIONS are. So they need not fear.

ACTIVITY 2:

• Illustration of HOW SOUND IS MADE .

The importance of this illustration is to show that as all the learners have all their faculties and physical qualities necessary for speech, there is NO reason why they cannot speak properly. If a learner has a cleft palate then (s)he has a reason for making a different sound.

It is also important that learners realize that this is partly Biology!

ACTIVITY 3:

• FUN WITH SOUNDS can be VERY NOISY.

However, the important lesson is for them to open up to good enunciation and audibility and for them to realize that EVERY learner can be a public-speaker. It has more to do with SOUND than CONFIDENCE. Most pupils just need to learn to OPEN their mouths properly.

ACTIVITY 4: Class discussion about the gift of speech

Perhaps let the conversation come around to some of the following issues: We are the only animals that use words to communicate; words have impact; words can wound or inspire; . . .

ACTIVITY 5: Ways of teaching oratory manners:

Let each pupil take a separate item. Let each do an activity wrongly and ask the class to identify what is wrong. When they do, ask them for the correct method. Then consolidate at the end. Explain that these “rules” should always be considered in spoken language.

ACTIVITY 6: The technique of evaluating

Go over the positive aspects of this technique and encourage its use in oral exercises.