英语演讲选修课教案2selectingatopic
英语演讲选修课教案2 selecting a topic
山东理工大学教案注：教师讲稿附后Lesson two Selecting a topic and purposeI am lucky, honored and humbled to stand here, so many students watch how I would perform on this small but terrifying platform. Frankly speaking, I am quite nervous standing here, especially before you, a large group of audience, no one is perfect, it is not shameful at all to admit my nervousness, because everybody will be nervous to some extent when asked to speak before a big audience. Why did I say so, I have proof.One of the major concerns of students in any speech class is stage fright. We may as well face the issue squarely. Many people who converse easily in all kinds of everyday situations become frightened ar the idea of standing up before a group to make a speech. If you are worried about stage fright, you may feel better knowing that you are not alone. A survey conducted in 1973 asked more than 2,500 Americans to list their greatest fears. To the surprises of the reserchers, the largest number fo people----41%----listed speaking before a group among their greatest fears. Amazing as it may seem, many Americans appear to consider public speaking a fate worse than death.This is A survey conducted in AmericaResearchers asked their respondents to list their greatest fears, here is how they responded:Greatest Fears Percent NamingA party with strangers 74Giving a speech 70Asked personal questions in public 65 Meeting a date’s parents 59First day on a new job 59Victim of a practical joke 56 Talking with sb. in authority 53Job interview 46 Formal dinner party 44Blind date 42 From the chart, we can see that speechmaking ranks near the top in provoking anxiety.Therefore, we can say that speaking in public means a great challenge to everybody. Nervousness mainly comes from the fact that we do not know what to say, how to say and less training. There are a lot of things that make a successful speech, such as your topic, your delivery, your language. Among them, the organization of the speech is the first concern of the public speaker. Then comes the second problem, How to organize you speech well. It involves several factors, such as your topic, your purpose and your central idea, and so on. They are what we are going to discuss today. Today we mainly focus on the following matters:Choosing a topicDetermining your purposeThe central ideaLet’s begin with selecting a topic:Selecting a topicThe first step in speech making is choosing a topic. It is a key element of a successful speech.. For speeches outside the classroom this is seldom a problem. Usually the speech topic is determined by the occasion, the audience, and the speaker’s qualifications. When George W. Bush lectures on a college campus, he is invited to speak about foreign policy and current events. The same is true of ordinary citizens. The doctor is asked to inform how to deal with sport injuries, the florist discusses how to grow better houseplants, Mr. Fan Yuejin is asked to talk about school management. And Certainly I will never be expected to tell you something about mathematics.In a public speaking class the situation is different. Most of your speech assignment will not come with a designated topic. You generally have great leeway in selecting subjects for your speeches. This would appear to be an advantage, since it allows you to talk about matters of personal interest. Yet how to choose a proper topic remains a difficulty.What is a suitable speech topicFirst your topic should be Worthwhil e: worthwhile topics must address issues that have significant implications for the audience. The topic must be important enough to merit the time and attention of a group of intelligent and educated persons.Second, it should be Appropriate: the best way to ensure that your topic is appropriate is to select a topic about which you know a lot and would like to learn more. It is a lot easier to please an audience when the topic interests them. The topic should also be appropriate for the occasion. Time limitations will exclude certain topics because they are too complex.Finally, your topic should be Limited in scopeThe major problem for beginning speakers is that they attempt to cover a huge topic in too short a time; the inevitable result is that nothing specific is covered – everything is touched on but only superficially. You have to narrow and limit your topic, and divide the topic into several significant parts.Determining your purposeThe purpose of your speech is your goal; it is what you hope to achieve during your speech. Generally speaking we have two types of purpose: general purpose and specific one.General purposes(the broad goal of a speech)The general purpose is he broad goal of a speech, usually it falls into one of two overlapping categories---to inform or to persuade.When your general purpose is to inform, you act as a teacher or lecturer. Your goal is to convey information ---and do it clearly, accurately and interestingly, your aim is to enhance the knowledge and understanding of your listeners---to give them information they did not have before.When your general purpose is to persuade, you act as an advocate or a partisan. Your goal is to change or structure the attitudes or actions of your audience. The difference between informing and persuading is the difference between explaining and exhorting. Your aim is to win over yourlisteners to your point of view---to get them to believe something or do something as a result of your speech.Now I will ask you what I am here for? My general purpose is to inform or to persuade?Yes, you are absolutely right. I am here to inform, to inform the audience about how to organize the speech well, and how to be a better public speaker.If I am here to tell you that public speaking means a lot of fun, it can enhance your confidence, your linguistic competence, it can help you to find a better job. And I am the best teacher who teaches public speaking (also the only one). In a term, I will make you a great public speaker, public speaking will be a piece of cake if you come to my class.What is my purpose?Yes, my purpose is to persuade. To persuade you to take my course.In speech classes, the general purpose is usually specified as part of the speech assignment. For speeches outside the classroom, however, you have to make sure of your general purpose yourself. Usually this is easy to do. Are you going to explain, report, or demonstrate something? Then your general purpose is to inform. Are you going to sell, advocate, or defend something? Then your general purpose is to persuade. But no matter what the situation, you must be certain of exactly what you hope to achieve by speaking. Knowing your general purpose is the first step. The next step is determining your specific purpose.Specific purposes:( single infinitive phrase that states precisely what a speaker hopes to accomplish in his or her speech.)Once you have chosen a topic and a general purpose, you must narrow your choices to determine the specific purpose . The specific purpose should focus on one aspect of a topic. You should be able to state your specific purpose in a single infinitive phrase.(to inform my audienceabout…; to persuade my audience to…) that indicates precisely what you hope to accomplish with your speech. Perhaps an example will help clarify the process of choosing a specific purpose. For example:If your topic is: EmergenciesYour general purpose is : To informSo far. So good. But what aspect of your topic would you discuss? The different kinds of emergencies? The emergency situations she had faced? Specific techniques such as water rescue, applyng first aid, or preventing a person from going into shock? She had to choose something interesting that she could cover in a six-minute speech. Finally, she settled on explaining the major steps involved in responding to an emergency. She stated her specific purpose this way.You should narrow your topic, focus on one aspect, and express it in a single infinitive phrase. For instance, we can define thespecific purpose as: To inform my audience of the major steps in responding to an emergency This turned out to be an excellent choice, and her speech was among the best in the class. Notice how clear the specific purpose statement is. Notice also how it relates the topic directly to the audience. That is, it states not what the speaker wants to say, but what the speaker wants the audience to know as a result of the speech. This is very important, for it helps keep the audience at the center of you attention as you prepare the speech.Specific purpose: to explain the major steps in responding to an emergencyExplain to whom? To a group of medical students? To an introductory Red Cross class? Those would be two different speeches. The medical students already know the basic fact about responding to an emergency. For them, the speaker might provide a more advanced discussion.Tips for formulating the specific purpose statementFormulating a specific purpose is the most important early step in developing a successful speech. When writing your purpose statement, try to follow the general principles outlined below.The first tip is：1. Write the purpose statement as a full infinitive phrase, not as a fragmentIf your specific purpose is: Calendars. Is it effective or ineffective?Why，because it is a fragment, not an infinitive.If your specific is:To inform my audience about the four major kinds of calendars used inthe world today.It is much more effective.Another example:If your specific purpose is: Stem cell research . Is it effective or ineffective?Why，because it is a fragment, not an infinitiveIf your specific is: To persuade my audience that the federal government should increase funding for stem cell research.Of course, it is more effective.The ineffective statements above are adequate as announcements of the speech topic, but they are not thought out fully enough to indicate the specific purposeOk, Let’s move on to tip 22. Express your purpose as a statement, not as a questionineffective: Is China’s space program necessary?Is it effective or ineffective?Yes it is ineffective.Why，because it is a question, not an statementMore effective:To persuade my audience that China’s space program provides many important benefits to people here on earthIt becomes more effective.The questions might make an adequate title, but they are not effective as the specific purposestatement. They give no indication about what direction the speech willtake or what the speaker hopes to accomplish.The third tip is:3. Avoid figurative language in your purpose statementIneffective:To inform my audience that yoga is extremely cool.More Effective: To inform my audience how yoga can improve their health.Here are two specific purpose statements, please tell which one is effective, which one is ineffective?Ineffective:To persuade my audience that the campus policy on off-campus living reallystinks.More Effective:To persuade my audience that the campus policy on off-campus living should be revised.Although the ineffective statements indicate something of the speaker’s viewpoint, they do not state concisely what he or she hopes to achieve. Metaphors, analogies, and the like are effective devices for reinforcing ideas within a speech,but they are too ambiguous for specific purpose statements.Yes ,very good.. Obviously I made myself understood.4. Limit your purpose statement to one distinct idea, or one main pointHere I give you three statements, and you decide which one is not effective. Ineffective: To inform my audience about the developments of AIDS and the recent testing procedures for HIV infectionMore Effective: To persuade my audience about the developments of AIDSMore Effective: To inform my audience about the recent testing procedures for HIV infection. Why the first sentence is ineffective? Because it has two main points: the developments of AIDS and the recent testing procedures for HIV infectionWhat you need to avoid is not simply the word “and”, but a specific purpose statement that contains two unrelated ideas, either of which could easily be developed into aspeech in its own right.5. Make sure your specific purpose is not too vague or generalIneffective: To inform my audience about the Civil WarMore Effective: To inform my audience about the role of African American soldiers in the Civil WarThe ineffective purpose statement above falls into one of the most common traps---it is too broad and ill-defined. It gives no clues about what aspect of the Civil War the speaker will cover. The more effective purpose statement is sharp and concise. It reveals clearly what the speaker plans to discuss.Here is another example, this time from a persuasive speech:Ineffective: To persuade my audience that something must be done about medical care. More effective: To persuade my audience that the government should adopt a system of national health insurance for all people in China.Tell me which one is more effective?The second one, because, it is more concise. The ineffective purpose statement is vague and indistinct. It gives no indication of the speaker’s stance toward the topic. The “something”that “should be done” could include anything. The more effective purpose statement is crisp and clear. It does not leave us guessing what the speaker hopes to accomplish.When you determine your specific purpose, you should ask yourself the following questions to see whether your purpose is appropriate.Questions to ask about your specific purposeSometimes you will arrive at your specific purpose almost immediately after choosing your topic. At other times you may do quite a bit of research before deciding on a specific purpose. Much will depend on how familiar you are with the topic, as well as on any special demands imposed by the assignment, the audience,or the occasion. But whenever you settle on your specific purpose, ask yourself the following questions about it.1. Does my purpose meet the assignment?2. Can I accomplish my purpose in the time allotted?3. Is the purpose relevant to my audience?4. Is the purpose too trivial for my audience?5. Is the purpose too technical for my audience?All right, next we are going to discuss how to phrase your central idea.Phrasing the central idea (thesis statement, subject sentence, major thought)The specific purpose of a speech is what you hope to accomplish. The central idea is a concise statement of what you expect to say.Sometimes it is called thesis statement, subject sentence, major thought. Whatever the term, the central idea is usually expressed as a simple, declarative sentence that refines and sharpens the specific purpose statement.What is the central idea?It is a one-sentence statement that sums up the major ideas of a speech. It is what you want the audience to absorb from your speech..Imagine you run into a friend on your way to speech class. She says, “ I have to dash to my history lecture, but I hear you’re giving a speech today. Can you tell me the gist of it in one sentence?”“ Sure,” you reply. “ America’s prison system suffers from three mafor problems---- overcrowding of inmates, lack of effective rehabilitation programs, and high expense to taxpayers.”Your answer is the central idea of your speech. It is more precise than your topic (America’s prison system) or your specific purpose statement ( To inform my audience of the three major problems facing America’s prison sustem”) By stating exactly what the three major problems are, the central idea sums up your speech in a single sentence.Notice that in persuasive speeches, the central idea puts forth a point of view, an opinion. The central idea is an arguable, debatable proposition. It is a non-neutral statement. You have to take your stance, whether you are for or against the preposition. Standing in the middle is not acceptableIn informative speeches, the central idea appears relatively neutral and objective.Let’s take a few examples we saw earlier in this chapter and develop them from the topic, general purpose, and specific purpose to the central idea.We start with the speech about responding to an emergency situation.Topic: EmergenciesGeneral purpose: To informSpecific purpose: To inform my audience of the major steps in responding to an emergency. Central idea: The major steps in responding to an emergency are surveying the scene, contacting an emergency medical service, and starting CPR if needed.(cardiopulmonary resuscitation)Look carefully at this example, it shows how the speaker starts with a broad subject(emergencies) that becomes narrower and narrower as the speaker moves from the general purpose to the specific purpose to the central idea. Notice also how much more the central idea suggests about the content of the speech. From it we can expect the speaker to develop the main points in the speech---eachcorresponding to one of the major steps in responding to an emergency.Another example:Topic: Alternative-fuel vehiclesGeneral purpose: To persuadeSpecific purpose: To persuade my audience that the government should speed up efforts to develop alternative-fuel vehicles.Central idea: Developing alternative-fuel vehicles will help reduce China’s dependence on foreign oil and will help reduce air pollution.From this central idea we can deduce that the speaker will develop two main points in the speech:(1) alternative-fuel vehicles have the potential to reduce China’s need forimported oil, and (2) alternative-fuel vehicles will reduce the air pollutioncaused by automobile exhaust.The central idea statement serves three useful purposes. First, it helps you generate your main ideas . Second, it suggests suitable organizational patterns and strategies. Third, it focuses the audience’s attention on your central idea.Here I will give you some guidelines for the central idea.Guidelines for the central idea1.be expressed in a full sentence2.should not be in the form of a question.3.should avoid figurative language4.should not be vague or overly generalHere, for example, are two poorly written central ideas. See if you can identify the problem with each and figure out how each might be phrased more effectively.Ineffective: Problems of fad dietsIneffective: Zibo is an awesome place for a vacation.(A fad diet is a weight loss plan or aid that promises dramatic results. These diets don't offer long-term success, and they are usually not very healthy. Some of them can actually be dangerous to your health.)The first one is too general, it does not reveal enough about the content of the speech to serve as the central idea. It should be rewritten as a full sentence that identifies the problems of fad diets to be discussed in the speech:More effective: Although fad diets produce quick weight loss, they can lead to serious problems by creating deficiencies in vitamins and minerals and by breaking down muscle tissue as well as fat.The second one is flawed by its use of figurative language. To say that Zibo is an ‘awesome’ place for a vocation does not convey the speaker’s central idea clearly and concisely. It does not indicate what characteristics of Zibo the speaker intends to discuss. Moreover, “awesome”could mean quite different meanings to different people. A better central idea would be:More effective: Zibo has many attractions for vocations, including a warm climate, excellent food, and many historical sites.SummaryThe first step in speech making i s choosing a topic. For classroom speeches, it is often best to choose a subject you know well or in which you have personal experience.After you choose a topic, you need to settle on the general purpose of your speech. Usually, the general purpose will be to inform or to persuade. When it is to inform, you act as a teacher, your goal is to communicate information clearly, accurately, and interestingly. When your general purpose is to persuade, you act as an advocate, your goal is to win listeners over to your point of view.Once you know your topic and general purpose, you must focus in on a specific purpose that you can express as a single infinitive phrase. The phrase should indicate precisely what your speech plans to achieve.The central idea refines and sharpens your specific purpose. It is a concise statement of what you will say in your speech, and it usually crystallizes in your thinking after you have done your research and have decided on the main points of your speech.. The central idea usually conveys the main points to be developed in the body of your speech.。
2019新人教高中英语选择性必修二 Unit 2 Using language公开课教案
2019新人教高中英语选择性必修二Unit 2 Bridging Cultures--Using language公开课教案Using language（一）Talk about Chinese language learning abroad Teaching aims:1.Enable students to listen to get the setting and more detailed information of the Confucius Institute.2.Guide students to figure out the reasons for the success of the Confucius Institute and discuss the importance of Chinese language learning.3.Help students to design an activity about the Confucius Institute to improve the influence of Chinese culture.Teaching key points:1.Infer the setting of the conversation.2.Summarize key words to fill in the poster.3.Design an activity about the Confucius Institute to improve the influence of Chinese culture.Teaching difficult points:1.Emphasize the importance of understanding the setting--help better understand the content.2.Enlighten students to apply useful expressions.Teaching procedures:StepⅠWarming upWatch a video and then answer the following questions.1.What kind of activities are there in the Confucius Institute?2.Why more and more people choose to learn Chinese language?Suggested answers:1.Learning Chinese calligraphy;three tour performances;offering students the opportunity to go to China.2.Chinese will be an invaluable resource in any career./Learning Chinese can help people find jobs in the UN World Human Right Organization./It helps themconnect with Chinese people on a more personal level.StepⅠ ListeningActivity 1Listen for the setting and gist.1.Where does this conversation take place?2.Who are the people speaking?3.What are they talking about?Suggested answers:1.In a radio studio.2.A host and a Chinese teacher Aisha Khan.3.Chinese learning in the Confucius Institute in Karachi,Pakistan.Activity 2Listen for key details,take notes and then fill in the poster.Suggested answers:speak Chinese;Chinese culture;a few students and teachers;Chinese activities;trade between China and Pakistan;Chinese companies;cultural barriers Activity 3Answer the questions according to what you remember of the conversation.1.What made Aisha feel like she was part of Ms Hu’s family?2.Why did Aisha want to become a teacher?3.Why do students learning Chinese see it as beneficial to their future?Suggested answers:1.During Chinese New Year,families usually sit together and makedumplings.Eating those delicious dumplings together in Ms Hu’s home,they felt like a family!2.She knew the important role language and cultural exchange would play in the future,so she wanted to become a teacher.3.Because it can break down language and cultural barriers and many students go to work at Chinese companies.StepⅠRole-play1.Work in groups of four:One acts as the interviewer and the other three act as the students from the Confucius Institute.The interviewer interviews the students about their experience of learning Chinese language and Chinese culture.You may refer to the following expressions.2.Practise the interview within your group.3.Present your interview before the whole class.4.The interviewer of each group gives a report of the interview before the whole class.Sample dialogue:A:Hi,Jane.Welcome to the show!B:Thanks for inviting me.A:Tell us,what was your biggest challenge in learning Chinese at the beginning?B:Well,I suppose it was difficult to grasp the tones at first.A:I bet!Did joining the Confucius Institute help overcome this problem?B:Absolutely!Getting involved with Chinese cultural activities there definitely helped a lot...Suggested answers:A:Hi,Jane.Welcome to the show!B:Thanks for inviting me.A:Tell us,what was your biggest challenge in learning Chinese at the beginning?B:Well,I suppose it was difficult to grasp the tones at first.A:I bet! Did joining the Confucius Institute help overcome this problem?B:Absolutely! Getting involved with Chinese cultural activities there definitely helped a lot.I got to practise my Chinese on a daily basis,and I could learn how native Chinese speakers spoke.A:What do you feel is your biggest achievement?B:Learning Chinese characters! I have learnt about 1,500 so far.When I first started,I didn’t think it was even going to be possible to learn so many,but now I find that I can read signs,menus,and even some easy newspaper articles.A:What are you most keen on?B:I’ve really become keen on learning more about Chinese culture,Chinese calligraphy in particular.As I have learnt Chinese characters,I have developed a great appreciation for their meaning.I want to explore Chinese characters by learning how to write them in a more beautiful way.A:Finally,what do you want to say to anyone interested in learning Chinese?B:I’d say,give it a shot! While some aspects may be difficult,it is rewarding and you will be happy that you have tried.A:Thanks for your time.B:You’re welcome.Using language（二）Express your opinions on studying abroadTeaching aims:1.Enable students to read the two letters as a whole to summarize each writer’s standpoint and reasons for studying abroad.2.Write an essay to express your own opinions about studying abroad to analyse the phenomenon more comprehensively and objectively.3.Make a debate to exchange your views on studying abroad.Teaching key points:1.Guide students to get the opinions of the writer’s and summarize the type and structure of the two letters.2.Inspire students to have an objective attitude towards studying abroad..Teaching difficult points:1.Enable students to figure out the structure and language features of the text.2.Write an argumentative letter to express the opinions about studying abroad using connectors.Teaching procedures:StepⅠLead-inT:1.Which school will you choose if you have a chance,Tsinghua University or Harvard University?2.In your opinion,why are there so many people wanting to study abroad?3.What kind of advantages or disadvantages of studying abroad?Suggested answers:1.The answers may vary.2.Perhaps because they think studying abroad can broaden their horizons and improve their general competence.3.The answers may vary.StepⅠ While-readingActivity1:Read for the main idea,supporting reasons and type1.Go through the title and the two letters quickly to summarize what the two letters mainly talk about.2.Underline the reasons for the writers’ opinions.3.What’s the type of the two letters?Suggested answers:1.The first letter talks about the disadvantages of studying abroad for young people are greater.The second letter talks about the advantages of studying abroad are much greater.2.Reasons for the first opinion:To begin with,many students who study abroad face great economic pressure.Another important factor to consider is the tremendous pressure that comes with studying abroad.A final point to consider is that while studying abroad does have potential benefits,young people who study in China also have a great future to look forward to!Reasons for the second opinion:The first advantage of studying abroad is personal growth.Another advantage is the increased chance for cultural exchange.Finally,studying abroad provides a great opportunity to contribute to the development of our motherland.Activity2:Read for the language and structure features of the letters1.Read the letters again and then underline the connectors.Then think about other connectors from “Connectors expressing opinion” and “Connectors expressing reasons or evidence”.Connectors expressing opinion Connectors expressing reasons or evidencePoint of view:Listing:Summary:Cause & effect:Restating:Giving examples:2.Read the letters again and then use the connectors in the box to rewrite the following sentences.(1)Students who want to study abroad must consider their parents’ budget.Theyshould think about whether they can afford the costs of studying overseas.(2)Studying abroad can put great pressure on young people.They may feel lonely and miss their families.(3)Studying abroad will give students a good education.It also helps them to gain a global perspective.(4)Global development strategies help to make connections between China and the rest of the world.Young people with language skills and strong cultural awareness are needed.3.Mark the parts of the argument in the letters,and then summarize the outline of an argumentative letter.A.Start with a question or a fact.B.State an opinion.C.Give reasons and evidence to support an opinion.D.State a conclusion.Suggested answers:1.Focus on the structureThe letter from Wang Li:although,to begin with,that means,in addition,while,as,to sum up,so.The letter from Zhang Yi:but,in my opinion, as, for example,because,thus,finally,such as,therefore,all in all,while.Connectors expressing opinion Connectors expressing reasons or evidencePoint of view:in my opinion as far as I knowas far as I am concernedpersonally(speaking)Listing:to begin with what is more besides moreoverin additionSummary:in short to sum up all in all Cause & effect:because as so thusin conclusion/summarygenerally speakingtherefore as a resultRestating:in other words that is to say that meansGiving examples:for example for instance such as2.(1)Students who want to study abroad must consider their parents’ budget.This is to say,they should think about whether they can afford the costs of studying overseas.(2)Studying abroad can put great pressure on young people.For instance,they may feel lonely and miss their families.(3)Studying abroad will give students a good education.Besides,it also helps them to gain a global perspective.(4)Global development strategies help to make connections between China and the rest of the world.As a result,young people with language skills and strong cultural awareness are needed.3.A:In the past few decades,there has been a dramatic increase in the number of people studying abroad./Is studying abroad a good idea or not?B:Although studying abroad can bring great benefits,I think the disadvantages for young people are greater./There are certainly disadvantages,but in my opinion,the advantages are much greater.C:Paragraphs 2~4 in each letterD:Paragraph 5 in each letterOutline:Part 1Start with a question or a fact.State an opinion.Part 2Give reasons and evidence to support an opinion.Part 3State a conclusion.StepⅠ WritingWrite an argumentative letter about studying abroad and form a correct attitude towards it.Exchange the draft with your e the checklist to help youreview your partner’s draft.And then revise your draft according to your partner’s comments.Suggested answers:Dear Editor,Many people have asked the question,“Why do teenagers study abroad?”After all,there are many great universities and schools in China that attract great professors from home and abroad.I think that while this is true,this gets things lightly wrong.The question is not that people think the quality of their local university is not adequate,but how studying abroad helps and benefits the individuals in their own study and career plans.By studying abroad,Chinese students get a better understanding of other cultures and countries,and learn to see themselves as global citizens.As a result,they can better understand China’s place in the world and how they can contribute to world peace and development.In addition,overseas students can learn cross-cultural communication skills,which will help them understand how they can participate on the world stage.There are so many places in the world with hurting,needy people.With such skills and knowledge,the students can better lend them a helping hand.Finally,when our students return home,they can share their experience with others.There is a wide open world which they can contribute to if they first learn about people from other countries,and their struggles and challenges.In conclusion,the best way to get is giving,and the easiest way to be loved is loving others.I hope everyone will agree that there is a wonderful world out there which can be made better by our presence,but we need to learn how we cancontribute and help,and how we can best do this through studying abroad.Best regards,Liu Ping StepⅠ Make a debate to exchange your view on studying abroad.Suggested answer:The answers may vary.。
英语演讲选修课chapter 2 topic教材
Topic: Emergencies General purpose: To inform Specific purpose: To inform my audience of the major steps in responding to an emergency. Central idea: The major steps in responding to an emergency are surveying the scene, contacting an emergency medical service, and starting CPR if needed.
• Ineffective: To inform my audience about the developments of AIDS and the recent testing procedures for HIV infection. • More effective: To persuade my audience about the developments of AIDS.
Selecting a topic
Speeches outside the classroom the occasion, the audience, the speaker’s qualifications Speeches in the public speaking class no designated topic
Summary
Selecting a topic Determining your general purpose Determining your specific purpose Phrasing your central idea
高中英语《英语演讲技巧》教案
高中英语《英语演讲技巧》教案尊敬的师生们：我将在今天向大家介绍一份高中英语《英语演讲技巧》的教案。
通过本教案，我们旨在帮助学生提升英语演讲的能力，使其能够自信地在公众场合进行英语演讲。
第一部分：前言在本部分，我们将简要介绍英语演讲的重要性，并列举适用于高中学生的英语演讲主题。
英语演讲不仅是提高语言能力的有效方式，更是培养学生沟通与表达能力的重要途径。
学生们可以通过演讲展示自己的才华，并从中获得自信与成长。
以下是适用于高中学生的英语演讲主题的一些例子：1. 科技与未来2. 健康与生活方式3. 教育与学习4. 环境与保护5. 社交媒体对人际关系的影响第二部分：教学目标在本部分，我们将阐明本节课的教学目标，并概述学生所需提升的核心技能。
通过本节课的学习，学生将能够：1. 理解英语演讲的重要性并增加兴趣2. 掌握演讲的基本结构和技巧3. 能够连贯地表达自己的思想并运用丰富的词汇和语法4. 提升演讲的语音语调和肢体语言的运用第三部分：教学准备在本部分，我们将列出本节课所需的教学材料和设备，并提供相关的教学环境准备建议。
所需教学材料和设备：1. PowerPoint演示文稿2. 笔记本电脑或投影仪3. 学生课堂练习题教学环境准备建议：1. 确保教室内的灯光和音响设备正常工作2. 设立学生互动的小组讨论区域第四部分：教学步骤在本部分，我们将详细描述本节课的各个教学步骤，并提供教学活动的具体指导。
教学步骤如下：1. 介绍演讲的概念和重要性，并引起学生的兴趣，可以运用图片、视频等多媒体形式。
2. 介绍英语演讲的基本结构，包括开场白、主要内容和总结。
并分别解释每个部分的用途和注意事项。
3. 分组讨论：学生们根据给定的演讲主题，组成小组进行讨论，帮助彼此梳理思路。
4. 演讲技巧讲解：介绍包括自信展示、合适的姿势、语音语调的运用等在内的演讲技巧，并提供示范和练习机会。
5. 学生展示：邀请学生根据自己的准备进行演讲，老师和同学们进行评价和反馈。
英语演讲选修课教案informativespeech I
英语演讲选修课教案Informative Speech I第一章：课程简介1.1 课程目标让学生掌握informative speech 的基本概念和技巧提高学生的英语口语表达能力和演讲能力1.2 课程内容informative speech 的定义和特点informative speech 的结构和要求如何选择合适的题目和收集资料1.3 课程安排共计16 课时，每课时45 分钟每课时包括演讲技巧讲解、实践演练和反馈环节第二章：Informative Speech 的定义和特点2.1 什么是Informative Speech解释Informative Speech 的定义和作用强调Informative Speech 的目的：传递信息和知识2.2 Informative Speech 的特点结构清晰，逻辑性强使用恰当的例子和证据支持观点语言简明扼要，易于理解2.3 为什么学习Informative Speech提高学生的口语表达能力和演讲能力培养学生的研究和批判性思维能力增强学生的自信心和公众演讲技巧第三章：Informative Speech 的结构和要求3.1 结构概述引言：吸引听众的注意力，提出主题阐述主题，提供相关信息和支持论据结尾：总结全文，强调重点，提出建议或号召3.2 引言部分开头句：吸引听众的注意力，与主题相关背景信息：介绍话题的背景和重要性主题句：明确提出要传递的信息或知识3.3 部分段落结构：每段只包含一个主要观点论据支持：使用事实、数据、例子等支持观点过渡句：连接各个段落，保持演讲的连贯性3.4 结尾部分总结全文：回顾主要观点和论据强调重点：突出重要信息和观点提出建议或号召：引导听众采取行动或思考问题第四章：如何选择合适的题目和收集资料4.1 选择题目的原则个人兴趣和热情：选择自己感兴趣的话题知识储备：选择自己熟悉或有所了解的话题听众需求：考虑听众的兴趣和需求4.2 收集资料的方法图书馆研究：查阅相关书籍、杂志和期刊网络搜索：利用互联网资源进行资料收集采访专家：请教专业人士的意见和见解4.3 资料整理和筛选整理收集到的资料，分类别和关键词评估资料的可信度和可靠性筛选出与演讲主题相关的重要资料第五章：演讲技巧讲解与实践5.1 演讲技巧讲解声音与语调：保持声音的清晰和语调的抑扬顿挫肢体语言：运用合适的肢体动作表达观点和情感时间控制：掌握演讲的时间，避免超时或拖延5.2 实践演练分组练习：学生分组进行演讲练习，互相观摩和反馈角色扮演：模拟演讲场景，进行角色扮演和演讲练习录音反馈：学生录制自己的演讲，回放听取并进行自我评价5.3 反馈环节学生互相评价：给予同学演讲的反馈和建议教师评价：教师对学生的演讲进行评价和指导改进和提升：根据反馈意见进行改进，提升演讲技巧第六章：演讲的开头和结尾技巧6.1 开头技巧钩子：用一个有趣的故事、引用或问题吸引听众的注意力相关性：解释演讲与听众的关联，激发听众的兴趣定义：简洁明了地定义演讲主题，为后续内容做铺垫6.2 结尾技巧总结：回顾演讲的主要观点，强化听众的记忆呼吁行动：鼓励听众采取具体行动或思考问题留下悬念：提出一个引发思考的问题，为后续讨论提供话题第七章：使用视觉辅助材料7.1 视觉辅助材料的作用增强演讲的吸引力：通过图片、图表等视觉元素吸引听众的注意力辅助说明：用视觉材料展示数据、流程或概念，使内容更清晰易懂提高记忆：视觉元素有助于听众更好地记忆和理解演讲内容7.2 选择合适的视觉辅助材料图片：选用与演讲主题相关的图片，简洁明了地表达观点图表：用图表展示数据和趋势，使信息更直观易懂幻灯片：制作简洁清晰的幻灯片，辅助说明演讲内容7.3 使用视觉辅助材料的注意事项视觉元素与演讲内容紧密结合，避免无关或过多的装饰确保视觉辅助材料清晰可见，避免文字过小或颜色过于刺眼适时展示视觉辅助材料，与演讲内容同步，避免中断演讲流程第八章：处理紧张和失误8.1 认识紧张和失误紧张：面对听众时的自然情绪反应，影响演讲的表现失误：演讲过程中出现的口误、忘词等情况8.2 应对紧张的策略深呼吸：通过深呼吸放松身体和心情积极心态：调整心态，相信自己的准备和能力模拟练习：提前进行模拟练习，增加对演讲场景的熟悉度8.3 应对失误的策略镇定处理：保持镇定，不要慌张，继续演讲巧妙转移：用幽默或灵活的语言转移听众注意力补救措施：如果忘词，可以简要回顾上文内容，或借助视觉辅助材料提示第九章：演讲的语音语调与表达9.1 语音语调的重要性语音：清晰准确地发音，增强语言的感染力语调：适当的抑扬顿挫，使演讲更具表现力9.2 练习发音和语调模仿训练：模仿优秀演讲者的发音和语调，提高自己的表达能力录音反馈：录下自己的演讲，回放听评，改进发音和语调注重语流：保持语言的连贯性，避免生硬或过度的停顿9.3 增强表达力使用修辞手法：运用比喻、排比等修辞手法，丰富语言表达适当运用感叹词和语气词：增强语言的情感色彩关注听众反应：根据听众的反应调整语气和表达方式第十章：演讲的评估与自我提升10.1 评估标准内容：是否完整、准确地传达了信息结构：演讲是否条理清晰、逻辑严密表达：语音语调、肢体语言是否恰当，富有感染力互动：与听众的眼神交流、提问等互动是否自然顺畅10.2 自我提升策略反思总结：每次演讲后，进行自我反思和总结，找出不足之处持续练习：定期进行演讲练习，不断提高自己的表达能力学习借鉴：观看优秀演讲者的演讲视频，学习他们的经验和技巧10.3 寻求反馈和建议向同学、老师或其他听众寻求反馈，了解自己的演讲表现根据反馈意见进行改进，提升自己的演讲能力重点和难点解析1. Informative Speech 的结构和要求：理解并掌握informative speech 的基本结构，包括引言、和结尾，以及每个部分的功能和写作要求。
译林版高中英语选必二Unit2 Intreagted skills (II)教案
《英语》（选择性必修·第二册）Unit 2 Sports cultureIntegrated skills (II)I. Learning objectivesBy the end of the lesson, students will be able to:1. share the understanding of sportsmanship through speaking and writing;2. plan and organize an essay about sportsmanship;3. help partners to do peer review actively.II. Key competence focusImprove the ability to express oneself in oral English and write an essay about sportsmanship.III. Predicted area of difficultyGrasp the structure of an essay and its rationality and logic.IV. Teaching proceduresStep 1 Reviewing1. T discusses the following questions with Ss to form the understanding of the Olympic Games. Q1: What’s the Olympic motto?Q2: What do the Olympics provide for the athletes?Q3: What do the Olympic Games bring to people across the world?Suggested answers:Q1: Faster, Higher, Stronger.Q2: An opportunity for them to play fairly, exchange, learn from each other, as well as realize the dream of champion.Q3: Joy, excitement, faith in the future and hope.3. Use a mind map to help to discuss different aspects of sportsmanship and think of supporting examples.Then T gives a tip to make the task clearer and offers an example to make it easier:T: When you try to explain an idea, the person you are speaking to may fail to understand you. In this case, try to repeat or paraphrase what you have said, or give examples.e.g. When I say …, I actually mean …Take … as an example.【设计意图：结合本单元之前所学内容，利用表格和思维导图，复习关于sportsmanship的相关内容，检测学生单元核心话题学习效果，通过讨论、口语表达为下面的写作铺路。
英语演讲选修课教(学)案informativespeechI
Lesson 9 Informative speech ISupporting your ideasHeather Kolpin decided to give her first classroom speech on the benefits of good nutrition.A dedicated fitness enthusiast, she had recently switched to a high-protein diet. Part of her speech ran like this:“ For years we’ve been told that meat, eggs, and cheese are bad for us and that we should eat more carbohydrates like cereal, grains, pasta, and rice. But too many carbohydrates can unbalance the body and make you tired and overweight. Do you want more energy? Do you want to concentrate better and get higher grades? Do you want to enjoy real meals and still lose those unsightly pounds? If so, you should eat more protein. I’ve been on a high-protein diet for six months, and I’ve never felt better or done better in my classes!”After the speech, Heather’s classmates were interested but skeptical. As one remarked，“I know high-protein diets are popular right now, but Heather is no expert on nutrition. Besides, there are lots of diets around, and they all claim to work wonders. Personally, I’d be more convinced if Heather gave some scientific evidence to back up her opinion.”Good speeches are not composed of hot air and generalizations. They need strong supporting materials to bolster the speaker’s point of view. In Heather’s case, although there is plenty of evidence on the need to balance protein and carbohydrate consumption, many nutritionists have warned about the dangers of overloading on protein. So Heather’s listeners were right to be skeptical. Heather made a mistake of generalizing from her own experience with nothing concrete to support her ideas. The problem with generalizations is that they do not answer the three questions listeners always mentally ask of a speaker: “What do you mean?”, “Why should I believe you?”“So what?”The skillful use of supporting materials often makes the difference between a poor speech and a good one. Using supporting materials is not a matter of tossing facts and figures into your speech. You must decide which ideas need to be supported given your audience, topic, and specific purposes. You must do research to find materials that will bring your ideas across clearly and creatively. And you must evaluate your supporting materials to make sure they really do back up your ideas. As you put your speeches together, you will need to make sure your supporting materials are accurate, relevant, and reliable. You will find yourself asking such questions as, “Are my examples representative?”，“Am I quoting reputable, qualified sources?”There are three kinds of supporting materials we use most often, they are: examples , testimony and statisticsI． ExamplesExamples： a specific case used to illustrate or to represent a group of people, ideas, conditions, experiences or the like.In the course of a speech you may use brief examples—specific instances referred to in passing—and sometimes you may want to give several brief examples in a row to create a stronger impression. Extended examples—often called illustrations, narratives, or anecdotes—are longer and more detailed.Examples are useful when you wish to make an abstract concept or idea concrete. For example, it is difficult for the audience to see exactly what you mean by such abstract concepts as persecution, denial of freedom, friendship, and love unless you provide specific examples of what you mean.Here is one example a student used in a speech about lead poison.‘When Denise Waddle and her family moved to a nice, middle-class section of Jersey City, New Jersey, they had dreams of healthy living, block parties, even a big backyard so their kid could make mud pies. In less than one year in their new home, their two-year-old son had been poisoned, and theirnewborn showed high levels of poisoning in his bloodstream. Unknowingly, the Waddle’s had been poisoned by their own backyard, for high levels of lead contaminated their water and their lives.”Examples may be real and factual on one hand or hypothetical and imagined on the other. The hypothetical and imagined ones are called hypothetical examples.Hypothetical example: an example that describes an imagery or fictitious situationHere is one student used a hypothetical example to illustrate the need for college students to protect themselves against crime:Y ou’re tired; you’re hungry. You’ve just spent a long day at College Library and you cannot wait to get back to your room. Glancing outside, you remember how quickly it becomes dark. You don’t think much of it, though, as you bundle up and head out into the gusty wind. Not until you spy the shadows on the sidewalk or hear the leaves rustling beside you do you wish you weren’t alone. You walk quickly, trying to stop your imagination from thinking of murderers and rapists. Only when you are safely inside your room do you relax and try to stop your heart from pounding out of your chest.Can you remember a time when you felt this way? I would be surprised if you never have. The FBI reported last year that there were three murders, approximately 430 aggravated assaults, 1400 burglaries, and 80 rapes here in Madison alone. And while these statistics are quite alarming, they don’t compare to the numbers of larger metropolitan areas.This hypothetical example is particularly effective. The speaker creates a realistic scenario, relates it directly to her listeners, and gets them involved in the speech. In addition, she uses figures from the FBI to show that the scenario could really happen to any of her classmates. Whenever you use a hypothetical example, it is a good idea to follow it with statistics or testimony to show that the example is not far-fetched.Tips for using examples1. Use examples to clarify your ideasExamples are an excellent way to clarify unfamiliar or complex ideas. This is why so many teachers use examples in the classroom. Examples put abstract ideas into concrete terms that listeners can easily understand.This principle works exceptionally well in speeches. Suppose you are talking about suspension bridges, you could give a technical descriptionThe suspension bridge has a roadway suspended by vertical cables attached to two or more main cables. The main cables are hung on two towers and have their ends anchored in concrete or bedrock. If your listeners were made up of people familiar with structural systems, they might be able to visualize what a suspension bridge looks like. But for listeners lacking this background, you might want to add a simple example:Two well-known suspension bridges are the Golden Bridge in San Francisco and the Brooklyn Bridge in New York.Because almost everyone has at least seen a picture of the Golden Bridge in San Francisco and the Brooklyn Bridge in New York, using them as examples clarifies your meaning quickly and effectively.2. Use examples to reinforce your ideasIn a speech entitled “Boxing: The most dangerous sport”, the speaker argued that professional boxing should be banned. To reinforce his point, he cited the example of Muhammad Ali, who suffers a severe case of Parkinson’s disease brought on by his years in the ring. The example is very effective. It put the medical facts about boxing and brain damage in vivid, human terms that everyonecould understand.When you use examples, make sure it is representative. The example of Muhammad Ali is quite representative.3. Use examples to personalize your ideasPeople are interested in people. AS social psychologist Eliot Aronson said, “Most people aremore deeply influenced by one clear, vivid, personal example than by an abundance of statistical data. ” Whenever you talk, you can include examples that will add human interest to your speech. SEE WHICH OF THE FOLLOWING WOULD YOU BE MORE LIKELY TO RESPOND TO?There are many hungry families in our community who could benefit from food donations.Or:Let me tell you about Arturo. Arturo is four years old. He has big brown eyes and a mop of blackhair and an empty belly. In all his four years on this earth, Arturo has never once enjoyed three square meals in a single day.You can also use personal examples: personal examples are an excellent way to clarify ideas andto build audience interest. To be most effective, they should be delivered sincerely and with strongeye contact.II． TestimonyTestimony ---quotations or paraphrases used to support a point..People tend to respect the opinions of people who have special knowledge or experience on the topic. By quoting or paraphrasing such people, you can give your ideas greater strength and impact.The two major kinds of testimony are expert testimony and peer testimony.Expert testimony:Testimony from people who are recognized experts in their fields. It is a good way to lend credibility to your speeches by citing the viewpoints of people who are experts. It shows thatyou are not just mouthing your own opinions, but your position is supported by people who are knowledgeable about the topic.Expert testimony is more important when a topic is controversial or when the audience is skeptical about a speakers’ point of view.As Einstein has put it; as Li Siguang said…Peer Testimony---Testimony from ordinary people with firsthand experience or insight on a topic.Testimony not from famous people, but from ordinary citizens who have firsthand experience onthe topic. This kind of testimony is especially valuable because it gives a more personal viewpointon issues than can be gained from expert testimony. It conveys the feelings, the knowledge, the insight of people who speak with the voice of genuine experience.For example, if you were speaking about the barriers faced by people with physical disabilities,you would surely include testimony from doctors and other medical authorities. But in this case,the expert testimony would be limited because it cannot communicate what it really means to havea physical disability. To communicate that, you need statements from people who have physical disabilities---such as the following:Itzhak Perman, the world-renowned violinist whose legs are paralyzed, once said: “When youare in a wheelchair, people don’t talk to you. Perhaps they think it is contagious, or perhapsthey think crippled legs mean a crippled mind. But whatever the reason, they treat you like a thing.”Paul Longmore, who lost the use of his legs as a child, notes that most people are uncomfortablein the presence of someone who is handicapped, “It’s only when they really go out of their wayto get to know us,” he says, “that they realize we are just as bright, witty, and companionable as they are.”There is no way expert testimony can express theses ideas with same authenticity and emotional impact.Tips for Using testimony1.quote or paraphrase accurately: make sure you do not misquote someone; make sure you do notviolate the meaning of statements you paraphrase; make sure you do not quote out of context(quoting a statement in such a way as to distort its meaning by removing the statement from the words and phrases surrounding it. ).e testimony from qualified sources. That is, use testimony from recognized experts or ordinarycitizens with special experience on the speech topic.e testimony from unbiased sources. Be sure to use testimony from credible, competent, objectiveauthorities.4.Identify the people you quote or paraphrase. The usual way to identify your source is to namethe person and sketch her or his qualifications before presenting the testimony. For instance: John Silber, Chancellor of Boston University and Chairman of the Massachusetts Board of Education, remarks: “It is quite clear that remarkable competence in a language can be achieved in three years--- if theses years are the ages three, four, and five. There is no question that for the average child to become bilingual, the earlier the better. ”After this statement, there is no doubt about Silber’s qualifications or why the audience should respect his judgment on the subject of education.III．StatisticsWe live in an age of statistics. Day in and day out we are bombarded with numbers. When used properly, statistics is an effective way to clarify and support ideas.Like brief examples, statistics are often cited in passing to clarify or strengthen a speaker’s point. The following examples show how three students used statistics in their speeches:To show the dangers posed by running red lights: “According to the U.S. Department of Transportation, 200,000 people are injured and more than 800 are killed every year in the U.S. due to motorists who run red lights.”To illustrate the growing popularity of organic foods: “Consumers Union reports that sales of organic crops now exceed $9 billion a year and are increasing at the rate of 20 percent annually.” To document the problem of identity theft: “As stated by Newsweek magazine, identity theft has become the leading source of consumer fraud in the U.S., with an estimated 500,000 to 700,000 victims each year.”When using statistics, ask yourself the following two question:Are the statistics representative?Are the statistics from a reliable source?Tips for using statisticsUse statistics to quantity your ideasThe main value of statistics is to give your ideas numerical precision. This can be especially important when you are trying to document the existence of a problem. Examples can bring the problem alive and dramatize it in personal terms. But your listeners may still wonder how many people theproblem actually affects. In such a situation, you should turn to statistics. Research has shown that the impact of examples is greatly enhanced when they are combined with statistics that show the examples to be typical.Suppose you are talking about the need for tougher driver’s license requirements for elderly drivers. Part of your speech deals with the growing number of auto accidents caused by drivers aged 70 and older. You give an example, you personalize it, you provide many details, as follows: Marie Wyman’s 87th birthday celebration at the Lobster Trap and Steakhouse in Winslow, Maine, ended with a bang. As Wyman backed out of her parking spot, she lost control of her Buick and plowed right through the restaurant’s crowded dining room. Tables and chairs scattered as terrified diners scrambled for cover. Twenty-seven people were injured, and police say it was a miracle that no one was killed.Then the speaker used figures to quantity the problem:According to the National Highway Traffic Safety Administration, almost 5,000 drivers age 70 or older were killed last year, a 33 percent increase over the past 10 years. In few than 20 years, there will be more than 30 million drivers over age 70 in the United States, and highway safety experts warn that the number of people killed in crashes involving elderly motorists is likely to exceed the drunk-driving death toll.Use statistics sparinglyNothing puts an audience to sleep faster than a speech scattered with numbers from beginning to end. Insert statistics only when they are needed, and then make sure that they are easy to grasp.Identify the source of your statisticsAs we have seen, figures are easy to manipulate. This is why careful listeners keep an ear out for the sources of a speaker’s statistics. Tell your listeners where your statistics is from, and it is reliable.Explain your statisticsStatistics don’t speak for themselves, they need to be interpreted and related to your listeners.A speech made by US Secretary of State Collins Powell on the international AIDS crisisMany speakers have noted the dreadful toll that AIDS is taking….But let me try to make it more relevant.This hall holds about 2,000 people. By the time the three hours of this session elapse, 2,000 people around the world---just about the same number who are here---will be newly infected with HIV/AIDS. That’s one for every person in this room. In some countries the infection rate is so high that one in three of us---the delegate to your right, the delegate to your left, or you, yourself---would be HIV positive.Explaining what statistics mean is particularly important when you deal with large numbers, since they are hard to visualize. Here is an example to explain the $6.5 trillion U.S. national debt.How much money is a trillion dollars? Think of it this way. If you had $1million and spent it at the rate of $1,000 a day, you would run out of money in less than three years. If you had $1 billion and spent it at the rate of $1,000 a day, you would not run out of money for almost 3,000 years. And if you had $ 1 trillion and spent it at the rate of $1,000 a day, you wouldn’t run out of money for nearly 3 million years！Round off complicated statisticsSometimes you do not have to give the exact number; they are too complicated to be really understood by listeners. Unless there is an important reason to give exact numbers, you should round off most statistics.For instance, Mount Kilimanjaro is 19,341, you should say , it is 19,300.The moon is 238,855 miles from earth, you should say: it is 239,000 miles from earth.Use visual aids to clarify statistical trendsVisual aids can save you a lot of time, as well as make your numbers easier to understand.Sample speech with commentaryThe following speech illustrates how to wok supporting materials into a presentation. as you read study how the speaker uses a variety of examples, statistics, and quotations to make her ideas clear, credible, and convincing.Suffer the childrenMatthew Garvey was just 13 years old when he was hired by Quality Car Wash in Laurel, Maryland, to towel-dry cars as they came off the line. Not long after he began working, Matthew lost his right leg when it got caught in an industrial machine used to suck the moisture out of the towels. After investigating, the U.S. Department of Labor fined the car wash for illegally hiring a minor and for operating a machine with a broken safety lid.The speaker begin with an extended example to gain attention and interest The example is specific and detailed .We are told Matthew Garvey’s name and age, where he lived, the kind of work he did ,and how he was injured. These are the kinds of details that bring examples to life and help get listeners involved in a speech.This in just one of the more tragic examples of what Jeffrey Newman of the National Child Labor Committee calls the “crisis”of child-labor law abuses in the United States. In researching this speech, I discovered that employers from New York to California are breaking the law by hiring children from age 7 to 17 who often put in long, hard hours in dangerous conditions Today I would like to show you the extent of the problem and how it jeopardizes the education and safety of millions of young people.The speaker moves into testimony suggesting that the opening story is representative of a major problem in the U.S. When you use an extended example, it is usually a good idea to precede or follow the example with statistics or testimony showing that the example is not unusual or exceptional.To understand the problem of child-labor law violations we need to begin by looking at the provisions of the law. As explained on the U.S. Department of Labor website, the Fair Labor Standards Act sets a minimum working age of 14.It limits 14-year-old and 15-year-old to three hours of work on school days, prohibits them from working after 7 at night, and allows them a total of 18 work hours per week during the school year. The law also restricts employment of children under 18 in dangerous jobs such as construction, meat-cutting, and mining.In her first main point the speaker explores the problem of child-labor law violations in the United States. She begins by summarizing the provisions of the law. Notice how she identifies the website where she acquired the information.Passed in 1938 and amended several times since, the Fair Labor Standards Act was designed toprevent the exploitation of child labor that took place during the 19th century. Yet today violations of the law are shockingly widespread. According to the Associated Press, 148,000 minors in the U.S. are employed illegally in nonagricultural jobs during an average week, working too many hours or in hazardous conditions. In addition, the National Child Labor Committee reports that more than 110,000 children work illegally on U.S. farms.Statistics in this and the next paragraph back up the speaker’s point that violations of child-labor laws are widespread in the U.S. Rather than giving the exact number of violations, she round them off, making them easier to grasp and recall.Some of the most serious violations occur in garment industry factor is known as sweatshops that hire immigrant children at rates well below minimum wage. The Associated Press estimates that as many as 2,600 minors are employed illegally in New York City sweatshops. Thomas Cubiak, head of the city’s garment district task force, says “most of the children in these factories are below 18, some as young as 8.” Like Faviola Flores, a 15-year-old Mexican girl in a Manhattan sweatshop, they toil long days in unsafe conditions for as little as $3.50 an hour. “I don’t like working here,” Flores says, ”but I have no choice.”The speaker uses a combination of statistics and testimony to support her point about child-labor abuses in the garment industry. The statement form Thomas Gubiak is an example of expert testimony; the closing quotation from Faviola Flores in an instance of peer testimony.Although the exploitation of child labor has been a problem in the garment trade since the 1800s, it can be found in almost every industry that employs minors. In January 2000, Wagner’s Meats of New Orleans was fined nearly $150,000 for illegally employing 27 minors in dangerous jobs and for exceeding federal hour limits. In February 2001, Thornton Roofing was fined $34,000 for child-labor violations in connection with the death of a teenage worker in Montgomery, Alabama. In March 2002, the Six Flags amusement parks paid $85,000 in penalties for violating federal child-labor laws.A series of brief examples supports the speaker’s claim about the pervasiveness of child-labor law violations. Because the examples deal with companies throughout the U.S. and in different lines of business, they provide strong evidence to reinforce the speaker’s point that violations of the law are widespread.Like other business caught breaking child-labor laws, Wanger’s and Six Flags tried to downplay the seriousness of their offenses. But the growing epidemic of child-labor law violations threatens both the education and the physical safety of young workers.The speaker begins her second main point—that violations of child-labor laws have serious consequences for the education and physical safety of young workers.The educational consequences are most damaging to illegal underage employees who work instead of attending school. As Hugh McDaid of New York City’s garment task force says, illegal underage workers “sacrifice their education and literally commit themselves to a life of working in a sweatshop. They have on future.” But even for children who do attend school, too many hours at work can harm their education. In their book When Teenager Work, psychology professors EllenGreenberger and Laurence Steinberg note that intensive levels of work among youth tend to produce higher truancy and lower grades. According to Greenberger and Steinberg, one study after another has found that working more than a very few hours a week has a negative impact on teenagers’academic performance.The quotation from Huge McDaid is a good instance of expert testimony. This quotation, like others in the speech , is short and forceful. There is no reason to use a direct quotation unless it makes the point more clearly and forcefully than you can in your own words.Here the speaker paraphrases rather than quoting verbatim. Notice that she gives the name of the book she is paraphrasing from and identifies its authors. Speakers have an ethical obligation to indicate the sources of paraphrases, as well as of quotations.Not only do child workers harm their education, but they often endanger their physical safety as well . Recall the story I told in my introduction about Matthew Garvey, the 13-year-old who lost his leg while working at a car wash. Even more tragic is the case of Michael Hurcone, a 17-year-old Pennsylvania high-school student. While employed at a supermarket, he was working with a bailer—a machine that crushes and bins cardboard boxes and is supposed to be off-limits to minors. Noticing that some material was stuck in the bailer, Michael tried to free up the jam when he got caught in the machine. It crushed his body for 30 minutes before he suffocated.The examples in this paragraph show specific cases in which teenagers were injured or killed by the violation of child-labor laws. The extended example about Michael Hurcone is especially effective. Filled with specific details that make it interesting and credible, it puts the speaker’s point in human terms with which the audience can identify.Nor are these isolated examples. USA Today reported on July 12, 2002, that 230,000 teenagers are injured at work each year. According to former U.S. Labor Secretary Alexis Herman, nearly 70 minors are killed on the job annually—most in accidents involving infractions of child-labor laws.In this paragraph he speaker presents testimony and statistic to prove that the examples in the previous paragraph are not atypical. As in other parts of the speech, she is quite specific in identifying the sources of her evidence.In the light of all this evidence, there can be no doubt that the violation of child-labor laws is widespread problem with serious consequences. The issue is well summarized by former U.S. Senator Howard Metzenbaum of Ohio, who stated after congressional hearings on the subject, “I shudder to think that children the same age as my own grandchildren are being robbed of an education, their limbs, and indeed, their lives through illegal child labor.”The speaker begins her conclusion by summarizing the two main points she had made in the body of the speech. She then ends with a dramatic quotation,. As we shall see in previous chapter,, this is an effective way to pull a speech together and to reinforce its central idea.SummaryGood speeches are not composed of hot air and unfounded assertions. They need strong supporting materials to bolster the speaker’s point of view. In fact, the skillful use of supporting materialsoften makes the difference between a good speech and a poor one. The three basic types of supporting materials are examples, statistics, and testimony.In the course of a speech you may use brief examples—specific instances referred to in passing—and sometimes you may want to give several brief examples in a row to create a stronger impression. Extended examples—often called illustrations, narratives, or anecdotes—are longer and more detailed. Hypothetical examples describe imaginary situations and can be quite effective for relating ideas to the audience. All three kinds of examples help clarify ideas, reinforce ideas, or personalize ideas. To be most effective, though, they should be vivid and richly textured. Testimony is especially helpful for student speakers because students are seldom recognized as experts on their topics. Citing the views of people who are experts is a good way to make your ideas more credible. When you include testimony in a speech, you can either quote or paraphrase his or her words. As with statistics, there are guidelines for using testimony. Bu sure to quote or paraphrase accurately and to cite qualified, unbiased sources. If the source is not generally known to your audience, be certain to establish his or her credentials.Statistics can be extremely helpful in conveying your message as long as you can use them sparingly and explain them so that they are meaningful to your audience. Above you should understand your statistics and use them fairly. Numbers can easily be manipulated and distorted. Make sure your figures are representative and reliable.。
英语演讲选修课教案informativespeech_I教学内容
英语演讲选修课教案i n f o r m a t i v e s p e e c h_IInformative speechTeaching contentsI．Examples* Tips for using examplesII． Testimony* Tips for Using testimonyIII． StatisticsTips for using statisticsIv. # Sample speech with commentaryTeaching goalsGet students to know how to use examples, testimony and statistics effectively to back up the speech. AssignmentWhat are the four tips for using examples in your speech?Explain the difference between expert testimony and peer testimony.Supporting your ideasHeather Kolpin decided to give her first classroom speech on the benefits of good nutrition. A dedicated fitness enthusiast, she had recently switched to a high-protein diet. Part of her speech ran like this:“ For years we’ve been told that meat, eggs, and cheese are bad for us and that we should eat more carbohydrates like cereal, grains, pasta, and rice. But too many carbohydrates can unbalance the body and make you tired and overweight. Do you want more energy? Do you want to concentrate better and get higher grades? Do you want to enjoy real meals and still lose those unsightly pounds? If so, you should eat more protein. I’ve been on a high-protein diet for six months, and I’ve never felt better or done better in my classes!”After the speech, Heather’s classmates were interested but skeptical. As one remarked，“I know high-protein diets are popular right now, but Heather is no expert on nutrition. Besides, there are lots of diets around, and they all claim to work wonders. Personally, I’d be more convinced if Heather gave some scientific evidence to back up her opinion.”Good speeches are not composed of hot air and generalizations. They need strong supporting materials to bolster the speaker’s point of view. In Heather’s case, although there is plenty of evidence on the need to balance protein and carbohydrate consumption, many nutritionists have warned about the dangers of overloading on protein. So Heather’s listeners were right to be skeptical. Heather made a mistake of generalizing from her own experience with nothing concrete to support her ideas.The problem with generalizations is that they do not answer the three questions listeners always mentally ask of a speaker: “What do you mean?”, “Why should I believe you?”“So what?”The skillful use of supporting materials often makes the difference between a poor speech and a good one. Using supporting materials is not a matter of tossing facts and figures into your speech. You must decide which ideas need to be supported given your audience, topic, and specific purposes. You must do research to find materials that willbring your ideas across clearly and creatively. And you must evaluate your supporting materials to make sure they really do back up your ideas.As you put your speeches together, you will need to make sure your supporting materials are accurate, relevant, and reliable. You will find yourself asking such questions as, “Are my examples representative?”，“Am I quoting reputable, qualified sources?”There are three kinds of supporting materials we use most often, they are: examples , testimony and statisticsI． ExamplesExamples： a specific case used to illustrate or to represent a group of people, ideas, conditions, experiences or the like.In the course of a speech you may use brief examples—specific instances referred to in passing—and sometimes you may want to give several brief examples in a row to create a stronger impression. Extended examples—often called illustrations, narratives, or anecdotes—are longer and more detailed.Examples are useful when you wish to make an abstract concept or idea concrete. For example, it is difficult for the audience to see exactly what you mean by such abstract concepts as persecution, denial of freedom, friendship, and love unless you provide specific examples of what you mean.Here is one example a student used in a speech about lead poison.‘When Denise Waddle and her family moved to a nice, middle-class section of Jersey City, New Jersey, they had dreams of healthy living, block parties, even a big backyard so their kid could make mud pies. In less than one year in their new home, their two-year-old son had been poisoned, and their newborn showed high levels of poisoning in his bloodstream. Unknowingly, the Waddle’s had been poisoned by their own backyard, for high levels of lead contaminated their water and their lives.”Examples may be real and factual on one hand or hypothetical and imagined on the other. The hypothetical and imagined ones are called hypothetical examples.Hypothetical example: an example that describes an imagery or fictitious situationHere is one student used a hypothetical example to illustrate the need for college students to protect themselves against crime:Y ou’re tired; you’re hungry. You’ve just spent a long day at College Library and you cannot wait to get back to your room. Glancing outside, you remember how quickly it becomes dark. You don’t think much of it, though, as you bundle up and head out into the gusty wind. Not until you spy the shadows on the sidewalk or hear the leaves rustling beside you do you wish you weren’t alone. You walk quickly, trying to stop your imagination from thinking of murderers and rapists. Only when you are safely inside your room do you relax and try to stop your heart from pounding out of your chest.Can you remember a time when you felt this way? I would be surprised if you never have. The FBI reported last year that there were three murders, approximately 430 aggravated assaults, 1400 burglaries, and 80 rapes here in Madison alone. And while these statistics are quite alarming, they don’t compare to the numbers of larger metropolitan areas.This hypothetical example is particularly effective. The speaker creates a realistic scenario, relates it directly to her listeners, and gets them involved in the speech. In addition, she uses figures from the FBI to show that the scenario could really happen to any of her classmates. Whenever you use ahypothetical example, it is a good idea to follow it with statistics or testimony to show that the example is not far-fetched.Tips for using examples1. Use examples to clarify your ideasExamples are an excellent way to clarify unfamiliar or complex ideas. This is why so many teachers use examples in the classroom. Examples put abstract ideas into concrete terms that listeners can easily understand.This principle works exceptionally well in speeches. Suppose you are talking about suspension bridges, you could give a technical descriptionThe suspension bridge has a roadway suspended by vertical cables attached to two or more main cables. The main cables are hung on two towers and have their ends anchored in concrete or bedrock. If your listeners were made up of people familiar with structural systems, they might be able to visualize what a suspension bridge looks like. But for listeners lacking this background, you might want to add a simple example:Two well-known suspension bridges are the Golden Bridge in San Francisco and the Brooklyn Bridge in New York.Because almost everyone has at least seen a picture of the Golden Bridge in San Francisco and the Brooklyn Bridge in New York, using them as examples clarifies your meaning quickly and effectively.2. Use examples to reinforce your ideasIn a speech entitled “Boxing: The most dangerous sport”, the speaker argued that professional boxing should be banned. To reinforce his point, he cited the example of Muhammad Ali, who suffers a severe case of Parkinson’s disease brought on by his years in the ring. The example is very effective. It put the medical facts about boxing and brain damage in vivid, human terms that everyone could understand.When you use examples, make sure it is representative. The example of Muhammad Ali is quite representative.3. Use examples to personalize your ideasPeople are interested in people. AS social psychologist Eliot Aronson said, “Most people are more deeply influenced by one clear, vivid, personal example than by an abundance of statistical data. ”Whenever you talk, you can include examples that will add human interest to your speech. SEE WHICH OF THE FOLLOWING WOULD YOU BE MORE LIKELY TO RESPOND TO? There are many hungry families in our community who could benefit from food donations.Or:Let me tell you about Arturo. Arturo is four years old. He has big brown eyes and a mop of black hair and an empty belly. In all his four years on this earth, Arturo has never once enjoyed three square meals in a single day.You can also use personal examples: personal examples are an excellent way to clarify ideas and to build audience interest. To be most effective, they should be delivered sincerely and with strong eye contact.II． TestimonyTestimony ---quotations or paraphrases used to support a point..People tend to respect the opinions of people who have special knowledge or experience on the topic. By quoting or paraphrasing such people, you can give your ideas greater strength and impact. The two major kinds of testimony are expert testimony and peer testimony.Expert testimony:Testimony from people who are recognized experts in their fields. It is a good way to lend credibility to your speeches by citing the viewpoints of people who are experts. It shows that you are not just mouthing your own opinions, but your position is supported by people who are knowledgeable about the topic.Expert testimony is more important when a topic is controversial or when the audience is skeptical about a speakers’ point of view.As Einstein has put it; as Li Siguang said…Peer Testimony---Testimony from ordinary people with firsthand experience or insight on a topic.Testimony not from famous people, but from ordinary citizens who have firsthand experience on the topic. This kind of testimony is especially valuable because it gives a more personal viewpoint on issues than can be gained from expert testimony. It conveys the feelings, the knowledge, the insight of people who speak with the voice of genuine experience.For example, if you were speaking about the barriers faced by people with physical disabilities, you would surely include testimony from doctors and other medical authorities. But in this case, the expert testimony would be limited because it cannot communicate what it really means to have a physical disability. To communicate that, you need statements from people who have physical disabilities---such as the following:Itzhak Perman, the world-renowned violinist whose legs are paralyzed, once said: “When you are in a wheelchair, people don’t talk to you. Perhaps they think it is contagious, or perhaps they think crippled legs mean a crippled mind. But whatever the reason, they treat you like a thing.”Paul Longmore, who lost the use of his legs as a child, notes that most people are uncomfortable in the presence of someone who is handicapped, “It’s only when they really go out of their way to get to know us,” he says, “that they realize we are just as bright, witty, and companionable as they are.”There is no way expert testimony can express theses ideas with same authenticity and emotional impact.Tips for Using testimony1.quote or paraphrase accurately: make sure you do not misquote someone; make sure you do notviolate the meaning of statements you paraphrase; make sure you do not quote out ofcontext(quoting a statement in such a way as to distort its meaning by removing the statement from the words and phrases surrounding it. ).e testimony from qualified sources. That is, use testimony from recognized experts or ordinarycitizens with special experience on the speech topic.e testimony from unbiased sources. Be sure to use testimony from credible, competent,objective authorities.4.Identify the people you quote or paraphrase. The usual way to identify your source is to name theperson and sketch her or his qualifications before presenting the testimony. For instance: John Silber, Chancellor of Boston University and Chairman of the Massachusetts Board of Education, remarks: “It is quite clear that remarkable competence in a language can be achieved in three years--- if theses years are the ages three, four, and five. There is no question that for the average child to become bilingual, the earlier the better. ”After this statement, there is no doubt about Silber’s qualifications or why the audience should respect his judgment on the subject of education.III．StatisticsWe live in an age of statistics. Day in and day out we are bombarded with numbers. When used properly, statistics is an effective way to clarify and support ideas.Like brief examples, statistics are often cited in passing to clarify or strengthen a speaker’s point. The following examples show how three students used statistics in their speeches:To show the dangers posed by running red lights: “According to the U.S. Department of Transportation, 200,000 people are injured and more than 800 are killed every year in the U.S. due to motorists who run red lights.”To illustrate the growing popularity of organic foods: “Consumers Union reports that sales of organic crops now exceed $9 billion a year and are increasing at the rate of 20 percent annually.”To document the problem of identity theft: “As stated by Newsweek magazine, identity theft has become the leading source of consumer fraud in the U.S., with an estimated 500,000 to 700,000 victims each year.”When using statistics, ask yourself the following two question:Are the statistics representative?Are the statistics from a reliable source?Tips for using statisticsUse statistics to quantity your ideasThe main value of statistics is to give your ideas numerical precision. This can be especially important when you are trying to document the existence of a problem. Examples can bring the problem alive and dramatize it in personal terms. But your listeners may still wonder how many people the problem actually affects. In such a situation, you should turn to statistics. Research has shown that the impact of examples is greatly enhanced when they are combined with statistics that show the examples to be typical.Suppose you are talking about the need for tougher driver’s license requirements for elderly drivers. Part of your speech deals with the growing number of auto accidents caused by drivers aged 70 and older. You give an example, you personalize it, you provide many details, as follows:Marie Wyman’s 87th birthday celebration at the Lobster Trap and Steakhouse in Winslow, Maine, ended with a bang. As Wyman backed out of her parking spot, she lost control of her Buick and plowed right through the restaurant’s crowded dining room. Tables and chairs scattered as terrified diners scrambled for cover. Twenty-seven people were injured, and police say it was a miracle that no one was killed.Then the speaker used figures to quantity the problem:According to the National Highway Traffic Safety Administration, almost 5,000 drivers age 70 or older were killed last year, a 33 percent increase over the past 10 years. In few than 20 years, there will be more than 30 million drivers over age 70 in the United States, and highway safety experts warn that the number of people killed in crashes involving elderly motorists is likely to exceed the drunk-driving death toll.Use statistics sparinglyNothing puts an audience to sleep faster than a speech scattered with numbers from beginning to end. Insert statistics only when they are needed, and then make sure that they are easy to grasp.Identify the source of your statisticsAs we have seen, figures are easy to manipulate. This is why careful listeners keep an ear out for the sources of a speaker’s statistics. Tell your listeners where your statistics is from, and it is reliable.Explain your statisticsStatistics don’t speak for themselves, they need to be interpreted and related to your listeners.A speech made by US Secretary of State Collins Powell on the international AIDS crisisMany speakers have noted the dreadful toll that AIDS is taking….But let me try to make it more relevant.This hall holds about 2,000 people. By the time the three hours of this session elapse, 2,000 people around the world---just about the same number who are here---will be newly infected with HIV/AIDS. That’s one for every person in this room. In some countries the infection rate is so high that one in three of us---the delegate to your right, the delegate to your left, or you, yourself---would be HIV positive.Explaining what statistics mean is particularly important when you deal with large numbers, since they are hard to visualize. Here is an example to explain the $6.5 trillion U.S. national debt.How much money is a trillion dollars? Think of it this way. If you had $1million and spent it at the rate of $1,000 a day, you would run out of money in less than three years. If you had $1 billion and spent it at the rate of $1,000 a day, you would not run out of money for almost 3,000 years. And if you had $ 1 trillion and spent it at the rate of $1,000 a day, you wouldn’t run out of money for nearly 3 million years！Round off complicated statisticsSometimes you do not have to give the exact number; they are too complicated to be really understood by listeners. Unless there is an important reason to give exact numbers, you should round off most statistics.For instance, Mount Kilimanjaro is 19,341, you should say , it is 19,300.The moon is 238,855 miles from earth, you should say: it is 239,000 miles from earth.Use visual aids to clarify statistical trendsVisual aids can save you a lot of time, as well as make your numbers easier to understand.Sample speech with commentaryThe following speech illustrates how to wok supporting materials into a presentation. as you read study how the speaker uses a variety of examples, statistics, and quotations to make her ideas clear, credible, and convincing.Suffer the childrenMatthew Garvey was just 13 years old when he was hired by Quality Car Wash in Laurel, Maryland, to towel-dry cars as they came off the line. Not long after he began working, Matthew lost his right leg when it got caught in an industrial machine used to suck the moisture out of the towels. After investigating, the U.S. Department of Labor fined the car wash for illegally hiring a minor and for operating a machine with a broken safety lid.The speaker begin with an extended example to gain attention and interest The example is specific and detailed .We are told Matthew Garvey’s name and age, where he lived, the kind of work hedid ,and how he was injured. These are the kinds of details that bring examples to life and help get listeners involved in a speech.This in just one of the more tragic examples of what Jeffrey Newman of the National Child Labor Committee calls the “crisis” of child-labor law abuses in the United States. In researching this speech, I discovered that employers from New York to California are breaking the law by hiring children from age 7 to 17 who often put in long, hard hours in dangerous conditions Today I would like to show you the extent of the problem and how it jeopardizes the education and safety of millions of young people.The speaker moves into testimony suggesting that the opening story is representative of a major problem in the U.S. When you use an extended example, it is usually a good idea to precede or follow the example with statistics or testimony showing that the example is not unusual or exceptional.To understand the problem of child-labor law violations we need to begin by looking at the provisions of the law. As explained on the U.S. Department of Labor website, the Fair Labor Standards Act sets a minimum working age of 14.It limits 14-year-old and 15-year-old to three hours of work on school days, prohibits them from working after 7 at night, and allows them a total of 18 work hours per week during the school year. The law also restricts employment of children under 18in dangerous jobs such as construction, meat-cutting, and mining.In her first main point the speaker explores the problem of child-labor law violations in the United States. She begins by summarizing the provisions of the law. Notice how she identifies the website where she acquired the information.Passed in 1938 and amended several times since, the Fair Labor Standards Act was designed to prevent the exploitation of child labor that took place during the 19th century. Yet today violations of the law are shockingly widespread. According to the Associated Press, 148,000 minors in the U.S. are employed illegally in nonagricultural jobs during an average week, working too many hours or in hazardous conditions. In addition, the National Child Labor Committee reports that more than110,000 children work illegally on U.S. farms.Statistics in this and the next paragraph back up the speaker’s point that violations of child-labor laws are widespread in the U.S. Rather than giving the exact number of violations, she round them off, making them easier to grasp and recall.Some of the most serious violations occur in garment industry factor is known as sweatshops that hire immigrant children at rates well below minimum wage. The Associated Press estimates that as many as 2,600 minors are employed illegally in New York City sweatshops. Thomas Cubiak, head of the city’s garment district task force, says “most of the children in these factories are below 18, some as young as 8.” Like Faviola Flores, a 15-year-old Mexican girl in a Manhattan sweatshop, they toil long days in unsafe conditions for as little as $3.50 an hour. “I don’t like working here,” Flores says, ”but I have no choice.”The speaker uses a combination of statistics and testimony to support her point about child-labor abuses in the garment industry. The statement form Thomas Gubiak is an example of expert testimony; the closing quotation from Faviola Flores in an instance of peer testimony.Although the exploitation of child labor has been a problem in the garment trade since the 1800s, it can be found in almost every industry that employs minors. In January 2000, Wagner’s Meats of New Orleans was fined nearly $150,000 for illegally employing 27 minors in dangerous jobs and for exceeding federal hour limits. In February 2001, Thornton Roofing was fined $34,000 for child-labor violations in connection with the death of a teenage worker in Montgomery, Alabama. In March 2002, the Six Flags amusement parks paid $85,000 in penalties for violating federal child-labor laws.A series of brief examples supports the speaker’s claim about the pervasiveness of child-labor law violations. Because the examples deal with companies throughout the U.S. and in different lines of business, they provide strong evidence to reinforce the speaker’s point that violations of the law are widespread.Like other business caught breaking child-labor laws, Wanger’s and Six Flags tried to downplay the seriousness of their offenses. But the growing epidemic of child-labor law violations threatens both the education and the physical safety of young workers.The speaker begins her second main point—that violations of child-labor laws have serious consequences for the education and physical safety of young workers.The educational consequences are most damaging to illegal underage employees who work instead of attending school. As Hugh McDaid of New York City’s garment task force says, illegal underage workers “sacrifice their education and literally commit themselves to a life of working in a sweatshop. They have on future.” But even for children who do attend school, too many hours at work can harm their education. In their book When Teenager Work, psychology professors Ellen Greenberger and Laurence Steinberg note that intensive levels of work among youth tend to produce higher truancy and lower grades. According to Greenberger and Steinberg, one study after another has found that working more than a very few hours a week has a negative impact on teenagers’ academic performance.The quotation from Huge McDaid is a good instance of expert testimony. This quotation, like others in the speech , is short and forceful. There is no reason to use a direct quotation unless it makes the point more clearly and forcefully than you can in your own words.Here the speaker paraphrases rather than quoting verbatim. Notice that she gives the name of the book she is paraphrasing from and identifies its authors. Speakers have an ethical obligation to indicate the sources of paraphrases, as well as of quotations.Not only do child workers harm their education, but they often endanger their physical safety as well . Recall the story I told in my introduction about Matthew Garvey, the 13-year-old who lost his leg while working at a car wash. Even more tragic is the case of Michael Hurcone, a 17-year-old Pennsylvania high-school student. While employed at a supermarket, he was working with a bailer—a machine that crushes and bins cardboard boxes and is supposed to be off-limits to minors. Noticing that some material was stuck in the bailer, Michael tried to free up the jam when he got caught in the machine. It crushed his body for 30 minutes before he suffocated.The examples in this paragraph show specific cases in which teenagers were injured or killed by the violation of child-labor laws. The extended example about Michael Hurcone is especially effective.Filled with specific details that make it interesting and credible, it puts the speaker’s point in human terms with which the audience can identify.Nor are these isolated examples. USA Today reported on July 12, 2002, that 230,000 teenagers are injured at work each year. According to former U.S. Labor Secretary Alexis Herman, nearly 70 minors are killed on the job annually—most in accidents involving infractions of child-labor laws.In this paragraph he speaker presents testimony and statistic to prove that the examples in the previous paragraph are not atypical. As in other parts of the speech, she is quite specific in identifying the sources of her evidence.In the light of all this evidence, there can be no doubt that the violation of child-labor laws is widespread problem with serious consequences. The issue is well summarized by former U.S. Senator Howard Metzenbaum of Ohio, who stated after congressional hearings on the subject, “I shudder to think that children the same age as my own grandchildren are being robbed of an education, their limbs, and indeed, their lives through illegal child labor.”The speaker begins her conclusion by summarizing the two main points she had made in the body of the speech. She then ends with a dramatic quotation,. As we shall see in previous chapter,, this is an effective way to pull a speech together and to reinforce its central idea.SummaryGood speeches are not composed of hot air and unfounded assertions. They need strong supporting materials to bolster the speaker’s point of view. In fact, the skillful use of supporting materials often makes the difference between a good speech and a poor one. The three basic types of supporting materials are examples, statistics, and testimony.In the course of a speech you may use brief examples—specific instances referred to in passing—and sometimes you may want to give several brief examples in a row to create a stronger impression. Extended examples—often called illustrations, narratives, or anecdotes—are longer and more detailed. Hypothetical examples describe imaginary situations and can be quite effective for relating ideas to the audience. All three kinds of examples help clarify ideas, reinforce ideas, or personalize ideas. To be most effective, though, they should be vivid and richly textured.Testimony is especially helpful for student speakers because students are seldom recognized as experts on their topics. Citing the views of people who are experts is a good way to make your ideas more credible. When you include testimony in a speech, you can either quote or paraphrase his or her words. As with statistics, there are guidelines for using testimony. Bu sure to quote or paraphrase accurately and to cite qualified, unbiased sources. If the source is not generally known to your audience, be certain to establish his or her credentials.Statistics can be extremely helpful in conveying your message as long as you can use them sparingly and explain them so that they are meaningful to your audience. Above you should understand your statistics and use them fairly. Numbers can easily be manipulated and distorted. Make sure your figures are representative and reliable.。
英语演讲 Unit 2 Selecting a Topic
Unit 2 Selecting a Topic
1. Know your audience
Analyze your audience: age education level income bracket profession potential interests
Unit 2 Selecting a Topic
Unit 2 Selecting a Topic
4. Choose a topic you know
This is the most important point. Don’t ever take the risk to speak on the unfamiliar topic because the audience can tell. Research beforehand to ensure the success of the speech.
Public Speaking
Unit 2 Selecting a Topic
Contents
How to select a topic 1. Know your audience 2. Know your time limit 3. Choose an interactive topic 4. Choose a topic you know 5. Choose a comfortable topic 6. Try out a few topics
Unit 2 Selecting a Topic
6. Try out a few topics
Put pen to paper: Take a few ideas and write opening paragraphs, getting the feel for how the speech would progress. Don’t include evt 2 Selecting a Topic
英语人教版高中选择性必修二教案Unit 2 Using Language第1课时 教案
Unit 2 Bridging CulturesUsing Language Period 1教材分析本节课为Using Language板块的第一部分，该部分的活动主题是“谈论国外的汉语学习情况”(Talk about Chinese language learning abroad),听说活动聚焦孔子学院的汉语学习情况，听力文本中的巴基斯坦孔子学院就体现了汉语和中国文化的传播对当地的影响。
本单元的语音训练的内容是语流中的弱读现象，通过一段对话展示了中国学生在弱读方面存在的常见问题、口语中使用弱读的原则以及训练弱读的有效方法。
教学目标在本课学习结束时，学生能够：1. 充分利用听力内容中的有效信息判断对话发生的场景。
2. 把握访谈对话的特点及常用语。
3. 了解并谈论世界上其他国家和地区学习汉语的情况以及孔子学院在传播中国文化中所起的作用。
教学重难点【教学重点】1. 能够充分利用听力内容中的有效信息判断对话发生的场景。
2. 把握访谈对话的特点及常用语，并能与同伴顺利开展相关话题的访谈对话。
【教学难点】运用所学知识和词汇谈论外国友人学习汉语的情况以及孔子学院在世界上的影响。
教学过程Step 1 Warming-upHow do we Chinese study English?设计意图：讨论问题，引导学生思考自己学习英语的经历引出外国人学习中文的话题，为听力活动作铺垫。
Step 2 Pre-Listening1.Discuss the two questions with your partner.(1) What do you know about Chinese language learning abroad?(2) How do people from other countries get to know Chinese culture?设计意图：引导学生就世界上其他国家和地区学习汉语的情况展开讨论，激活学生的背景知识。
英语演讲ChapterSelecting a topic and a purpose PPT
大家好
8
Clustering
Chapter4 Selecting a topic
and a purpose
大家好
1
As you read through the book,
you will find examples of hundreds of speeches that were delivered in classrooms, in the political arena, in community and business situations.
your own knowledge and experience. Then you can speak
fluently for a long time without a pause.
• On the other hand, you may decide to make your speech a
• In public speaking class, the situation is different. Most of your speech assignments will not come with a designated topic. You need to select the topic yourself. There are two broad categories of potential topics: 1) subjects you knows a lot about. 2) subjects you want to know more about. Let’s start with the first.
英语演讲选修课教案informativespeech I
英语演讲选修课教案Informative Speech I第一章：课程介绍1.1 课程目标让学生掌握informative speech 的基本概念和技巧提高学生的英语口语表达能力和公共演讲能力培养学生的自信心和领导力1.2 课程内容介绍informative speech 的定义和特点介绍informative speech 的结构和组织方式介绍如何选择和研究informative speech 的主题介绍如何进行资料搜集和资料整理1.3 教学方法讲授与实践相结合小组讨论和同伴评价角色扮演和模拟演讲第二章：Informative Speech 的定义和特点2.1 informative speech 的定义解释informative speech 的概念和意义强调informative speech 的目的和作用2.2 informative speech 的特点介绍informative speech 的主要特点，如信息性、逻辑性和条理性等分析informative speech 与其他类型的演讲（如persuasive speech 和impromptu speech）的区别2.3 案例分析第三章：Informative Speech 的结构和组织方式3.1 结构概述介绍informative speech 的基本结构，包括引言、主体和结尾等部分强调每个部分的功能和重要性3.2 组织方式介绍informative speech 的常见组织方式，如时间顺序、空间顺序和分类等分析不同组织方式的优缺点和适用场景3.3 案例分析第四章：选择和研究informative speech 的主题4.1 主题选择的重要性强调选择合适主题的重要性，如兴趣、熟悉度和信息性等提供一些选题的技巧和建议4.2 研究主题的方法介绍如何进行主题研究和资料搜集，如利用图书馆、网络资源和采访等强调资料整理和筛选的重要性4.3 案例分析第五章：进行资料搜集和资料整理5.1 资料搜集的方法介绍如何利用图书馆、网络资源和采访等进行资料搜集强调资料的可靠性和准确性5.2 资料整理的技巧介绍如何整理和筛选搜集到的资料，如制作笔记、制定提纲等强调资料整理的重要性5.3 案例分析强调引言部分的重要性和影响力介绍如何组织主体内容，包括选择合适的细节和例证来支持主题强调主体部分的逻辑性和连贯性强调结尾部分的重要性第七章：演示技巧与视觉辅助7.1 演示技巧的运用介绍如何在演讲中运用肢体语言、面部表情和声音变化等演示技巧强调演示技巧对于增强演讲效果的重要性7.2 视觉辅助工具的使用介绍如何使用幻灯片、图表和其他视觉辅助工具来辅助演讲强调视觉辅助工具的吸引力和信息传递能力第八章：演讲练习与反馈8.1 个人演讲练习安排学生进行个人演讲练习，鼓励他们运用所学的技巧和知识提供反馈和指导，帮助学生改进演讲表现8.2 同伴评价和小组讨论组织学生进行同伴评价和小组讨论，让他们互相交流和分享经验强调同伴评价的重要性和相互学习的机会第九章：演讲展示与评价9.1 演讲展示的准备强调演讲展示的重要性和准备工作的必要性9.2 演讲展示的评价制定评价标准和评分准则，对学生的演讲展示进行评价强调评价的公正性和客观性，以及对学生的鼓励和指导10.1 课程内容的回顾强调课程的重要性和对个人发展的贡献10.2 提升演讲技巧的途径介绍一些提升演讲技巧的额外资源和活动，如参加演讲俱乐部、观看演讲视频等鼓励学生持续学习和实践，以不断提升自己的演讲能力10.3 课程反馈和展望征求学生对课程的反馈和建议，以改进教学效果展望未来，鼓励学生继续努力，将所学的演讲技巧应用到实际生活和职业发展中重点和难点解析重点关注如何组织主体内容，选择合适的细节和例证来支持主题，以及如何保持主体部分的逻辑性和连贯性。
英语演讲选修课教案informativespeech I
英语演讲选修课教案Informative Speech I一、课程简介本课程旨在通过系统的训练，帮助学生提高英语演讲能力，特别是信息性演讲。
通过本课程的学习，学生将能够清晰、有条理地表达自己的观点，提高英语听说能力和公共演讲技巧。
二、教学目标1. 学生能够理解信息性演讲的基本结构和要素。
2. 学生能够准备并有效地进行信息性演讲。
3. 学生能够提高自己的公共演讲技巧和自信心。
三、教学内容1. 信息性演讲的基本结构和要素。
2. 如何选择和组织演讲主题。
3. 如何进行演讲研究和资料搜集。
5. 如何进行演讲练习和修改。
四、教学方法1. 讲授法：讲解信息性演讲的基本结构和要素，教授演讲技巧和策略。
2. 实践法：学生进行演讲练习，教师进行指导和评价。
3. 小组讨论法：学生分组进行讨论，分享经验和互相反馈。
五、教学评估1. 课堂参与度：学生参与课堂讨论和练习的积极程度。
2. 演讲练习：学生的演讲内容和表达效果。
六、教学活动1. 演讲主题选择：学生根据个人兴趣和专业知识，选择一个主题进行演讲。
教师提供主题选择的建议和指导。
2. 资料搜集和整理：学生进行资料搜集，整理相关信息，构建演讲框架。
教师提供资料搜集的技巧和方法。
4. 演讲练习和修改：学生进行演讲练习，教师提供评价和修改建议。
学生根据教师的建议，进行演讲稿的修改和完善。
七、教学资源1. 教材：使用相关的英语演讲教材，提供理论和实践指导。
2. 网络资源：利用互联网资源，搜集和整理演讲相关的资料和案例。
3. 视听材料：观看和分析优秀的英语演讲视频，学习演讲技巧和表达方式。
八、教学进度安排1. 第一周：介绍信息性演讲的基本结构和要素，讲解演讲技巧和策略。
2. 第二周：选择和组织演讲主题，进行资料搜集和整理。
4. 第四周：进行小组讨论和分享，互相反馈和改进。
5. 第五周：进行课堂演讲，教师进行评价和总结。
九、教学注意事项1. 鼓励学生积极参与，充分展示自己的观点和能力。
课前英语演讲技巧教案模板
课前英语演讲技巧教案模板Title: Pre-class English Speech Skills Lesson Plan。
Introduction:Good morning/afternoon/evening, everyone. Today, I am going to share with you some valuable tips and techniques for delivering an effective English speech before class. Public speaking is a crucial skill that can greatly benefit your academic and professional life. By mastering the art of delivering a compelling speech, you can captivate your audience, convey your message effectively, and boost your confidence. So, let's dive into the essential elements of a successful pre-class English speech.1. Choosing a Topic:The first step in delivering a great speech isselecting an engaging and relevant topic. Your topic should be something that interests both you and your audience. Itcould be a current event, a thought-provoking question, a personal experience, or a persuasive argument. Make sure to research and gather enough information about your chosen topic to provide a well-rounded and informative speech.2. Structuring Your Speech:A well-organized speech is essential for keeping your audience engaged and attentive. Start by crafting a strong opening that grabs the audience's attention. This could be a startling fact, a compelling story, or a thought-provoking question. Next, provide a clear introduction to your topic, followed by the main points of your speech. Use transitions to smoothly move from one point to the next, and conclude with a powerful closing that reinforces your message.3. Engaging the Audience:Engaging your audience is crucial for a successful speech. You can achieve this by using rhetorical questions, anecdotes, humor, or visual aids. Incorporating personalexperiences or real-life examples can also make your speech more relatable and memorable. Additionally, maintain eye contact with your audience and use gestures to emphasizekey points. Remember, the goal is to create a connectionwith your listeners and keep them actively involved in your speech.4. Using Language Effectively:When delivering a pre-class English speech, it's important to use language that is clear, concise, and appropriate for your audience. Avoid using jargon or complex vocabulary that may confuse your listeners. Instead, opt for simple and straightforward language thateffectively conveys your message. Additionally, payattention to your tone of voice, pacing, and pronunciationto ensure that your speech is easily understood and engaging.5. Practicing and Rehearsing:Practice makes perfect, and this holds true fordelivering a pre-class English speech. Rehearse your speech multiple times to become familiar with the content and flow. Pay attention to your body language, facial expressions,and overall delivery. You can also record yourself and review the footage to identify areas for improvement. Rehearsing your speech will help build your confidence and ensure a polished delivery on the day of your presentation.6. Handling Nervousness:It's natural to feel nervous before delivering a speech, especially in a classroom setting. However, there are several strategies you can use to manage your nerves. Practice deep breathing and visualization techniques tocalm your mind and body. Additionally, focus on the message you want to convey rather than on your fear of public speaking. Remember, a little nervousness is normal and can even enhance your performance if channeled positively.7. Seeking Feedback:After delivering your pre-class English speech, seekfeedback from your peers or instructor. Constructive feedback can provide valuable insights into your strengths and areas for improvement. Pay attention to the delivery, content, and overall impact of your speech. Use this feedback to refine your public speaking skills and enhance your future presentations.Conclusion:In conclusion, delivering a pre-class English speech can be a rewarding experience that enhances your communication skills and confidence. By choosing an engaging topic, structuring your speech effectively, engaging your audience, using language appropriately, practicing and rehearsing, managing nervousness, and seeking feedback, you can deliver a compelling and impactful speech. Remember, public speaking is a skill that can be developed and refined with practice and dedication.I hope these tips and techniques will help you become a more confident and effective English speaker. Thank you for your attention.。
《高一英语下册Unit13教案二》：英语演讲技巧全方位指南2
《高一英语下册Unit13教案二》：英语演讲技巧全方位指南2英语演讲技巧全方位指南作为一名初学者，想要在英语演讲方面有所突破，恐怕需要一些技巧和指导。
本篇文章就为大家介绍《高一英语下册Unit13教案二》所提供的英语演讲技巧全方位指南，帮助初学者更加顺利地踏上英语演讲的道路。
一、演讲前的准备工作1.定下主题和目标受众演讲的主题和目标受众是我们最先需要决定的。
切忌演讲范围过于广泛，要尽可能将主题压缩到一个能够深入探讨的范围内。
同时，也要根据目标受众的特点、需求和兴趣爱好等，来选择合适的主题。
2.收集信息和资料在演讲前，我们需要收集尽可能多的有关主题的资料，以便制定详细的演讲大纲。
同时，也可以通过文献阅读、参观、访谈等方式，获取更丰富的信息素材。
3.制定演讲大纲将收集到的资料进行整理、筛选和归纳，制定出详细的演讲大纲。
大纲应该包括演讲的内容和形式，以及演讲的目的和主题等。
二、演讲中的技巧与方法1.选好话题，积极引导听众可以选择大家比较感兴趣或者关心的话题，比如社会热点、文化经验、生活感悟等。
在演讲过程中，可以通过设问、段落结构、讲故事等方式，引导听众积极参与交流，增强沟通效果。
2.合理运用语言和语调在演讲中，我们可以利用适当的语言和语调来确保演讲的成功。
比如，选用生动形象的词汇和句子，运用对比和排比等修辞手法来强化语言表现力。
同时，要注意语调的起伏、节奏的变化和语音的准确性，以提高演讲的音乐感和生动感。
3.维持良好的目光接触和肢体语言演讲中目光接触和肢体语言同样是非常重要的一环。
想要给观众带来深刻的印象，必须要维持良好的目光接触和肢体语言。
可以适时转移目光，表达出自信和威慑力。
在进行演讲过程中，也要注意手势，掌握舞台节奏和动作的协调性，以达到更加生动的效果。
4.控制演讲时间和形式，避免陷入技巧陷阱在进行演讲时，必须要注意时间和形式的控制。
演讲时间不能太短或过长，以避免听众的厌烦或疲劳。
同时，不能过于依赖技巧，否则将会陷入技巧陷阱之中，导致演讲效果的下降。
英语演讲选修课checklist for specific purposeand central ideas
Specific Purpose Checklist (2)1. Is the specific purpose written as a full infinitive phrase?2. Does the specific purpose include a reference to the audience?3. Is the specific purpose phrased as a statement rather than a question?4. Is the specific purpose free of figurative language?5. Is the specific purpose limited to one distinct idea?6. Does the specific purpose indicate precisely what I plan to accomplish in the speech?7. Does the specific purpose meet the requirements of the assignment?8. Can the specific purpose be accomplished in the time allotted for the speech?9. Is the specific purpose relevant to my audience?10. Does the specific purpose deal with a non-trivial subject?11. Is the specific purpose suitable for a non-technical audience?Central Idea Checklist (3)1.Is the central idea written as a complete sentence?2.Is the central idea phrased as a statement rather than a question?3.Is the central idea free of figurative language?4.Does the central idea clearly encapsulate the main points to be discussed in the body of the speech?5.Can the central idea be adequately discussed in the time allotted for the speech?6.Is the central idea relevant to the audience?7.Is the central idea appropriate for a non-technical audience?。