信息型演讲informative speech教学文案
WHAT IS AN INFORMATIVE SPEECH 报告性演讲
WHAT IS AN INFORMATIVE SPEECHInformative speaking is all around us. Any speech is an informative speech if it present information to an audience. A report, a teacher‟s explanation, and a talk at asgroupsmeeting are all examples of informative speeches.When do we make informative speeches? We make them all the time. Whenever we give a stranger direction, explain a problem to a mechanic, or describe an illness to a doctor, we are speaking to inform.The goal in giving an informative speech is to state ideas simply, clearly, and interestingly. If you achieve this goal, the audience will understand and remember your speech. In this chapter, you will learn how to build an informative speech.PREPARING THE INTRODUCTION, BODY AND CONCLUSION Step 1: Prepare an Attention-Getting OpenerAt the beginning of your speech, it is very important to grab your audience‟s attention and make them interested in what you have to say. Four different ways to prepare an interesting, attention-getting introduction follow:(1)Ask your audience a series of rhetorical questions.Rhetorical questions are asked for dramatic effect with no answers expected. Your listeners will immediately be interested in knowing the answers. The following rhetorical questions were used to open a speech about the process of getting a tattoo:What can cost ten dollars or a thousand dollars?What can be every color of the rainbow?What can be with you as long as you live?What can you wear on your arm, your cheek, your leg, or even your back?(2)Tell a story.People love to listen to a story. They want to find out what it is about. This story was used to open a speech about the Gold Museum in Bogotá, Colombia:A guard took mesintosa square room with no lights. The room was so black I couldn‟t even see my own feet. All of a sudden a hidden electric wall closed behind me. There was no way out. I thought I was in a tomb. All at once bright lights came on. I was surrounded by gold on all four sides!(3)State a surprising fact.The statement below was used to introduce a speech about the billion-dollar business of services, or products to get almost anything you want without cash:You can get almost anything you want without cash! And you can begin today!(4) State a well-known quotation.This quotation from William Shakespeare‟s Hamlet was used to open a speech about the disadvantages of borrowing:Neither a borrower nor a lender be, for loan oft loses both itself and friend.Step 2: Prepare the BodyThen prepare the body of your speech. Arrange the points of your speech in a clear, logical manner. That way, your audience can follow you, understand your information, and remember what you have said. Insgroupsto do this, it is important to choose an organizational pattern that fits your topic.Read about the eight organizational patterns below. Then, choose the best one for your particular topic.(1)Past- Present-Future. Use this pattern to discuss how something once was, how it has changed, and how it will be in the future. For example, in discussing the Olympics, you might organize your information under the following three headings:Ⅰ.The history of the OlympicsⅡ.The Olympics todayⅢ.The future of the Olympics(2)Time. Use this pattern to describe how processes, personal experiences, events, or activities happen by the hour, part of the day, week, month, or year. It can also be used to explain the steps in a process. For example, in speaking about making a speech, you might organize your information under the following headings:Ⅰ.Choosing a topicⅡ.Gathering informationⅢ.Making an outlineⅣ.Presenting the speech(3)e this pattern to speak about a specific problem and ways to solve it. (Note: A problem isn‟t always a negative situation, such as crime or child abuse. It can also be a positive situation, such as choosing a career or about the problem of choosing.) For example, in speaking about the problem of choosing the college that s right for you, you might present the following solutions:Ⅰ.Read the different college catalogs.Ⅱ.Visit campuses of different colleges.Ⅲ.Talk to people who attend various colleges.Ⅳ.Talk to teachers at the colleges you are considering.(4)e this pattern to divide a topicsintosdifferent geographicalthe following sequence:Ⅰ.Marriage customs in JapanⅡ.Marriage customs in Saudi ArabiaⅢ.Marriage customs in the United States(5)e this pattern to describe a particular situation and its effect. For example, in speaking about the effects of cigarette smoking, you might discuss:Ⅰ.The effects of smoking on pregnant womenⅡ.The effect of secondhand smokeⅢ.The effects of smoking on people with allergies(6)Effect-Cause. Use this pattern do describe a particular situation and its causes. For example, in speaking about reasons for drug addiction, you might discuss: Ⅰ.The easy availability of drugsⅡ.The need to escape from the pressures of workⅢ.The lack of education about harmful effects of drugs(7) Related Subtopics. Use this pattern to divide one topicsintosdifferent parts, or subtopics. For example, in speaking about false advertising, you might discuss: Ⅰ.False advertising on televisionⅡ.False advertising in magazinesⅢ.False advertising on the radio(8)Advantage-Disadvantage. Use this pattern to talk about both positive and negative death penalty, you might discuss:Ⅰ.Advantages of capital punishmentⅡ.Disadvantages of capital punishmentStep 3: Prepare a SummaryEvery speech needs a summary of the information presented. The best way to summarize your information is to remind your audience of what you said by repeating the main points covered in the body of your speech.Example 1Well, I‟ve given you some ve ry important information today. You now know:A. How to prepare if a hurricane is comingB. What safety measures to make during the stormC. What to do after the hurricane is overExample 2As you can see, the Olympic Games are very important to people all over the world. I hope you learned some interesting information about:A. The history of the OlympicsB. The Olympics todayC. The future of the Olympic GamesStep 4: Prepare Memorable Concluding RemarksEvery speech needs an ending that leaves the audience thinking about and remembering what was said. Like attention-getting openers, memorable concluding remarks can take the form of rhetorical questions, stories, surprising facts, or quotations. Of these suggestions, quotations are popular among many famous public speakers.Example 1President John F. Kennedy ended many of his speeches with this quotation from the poet Robert Browning:“Some men see things as they are, and ask,…Why‟? I dare to dream of things that never were, and ask,…Why‟not?”Example 2Civil-rights leader Martin Luther King Jr. ended his famous“I Have a Dream”speech with words from an old spiritual song:“Free at last, free at last, thank God almighty, we are free at last.”Say your memorable concluding remarks slowly and clearly, maintaining eye contact with your audience. Be as dramatic and confident as possible!OUTLINING AN INFORMATIVE SPEECHThe outline that follows shows how one student outlined an informative speech. Notice how it includes the following components:Attention-getting openerPreviewBodySummaryPresentationMemorable concluding remarksAlso, notice how transitions have been used to connect the components.ATTENTION-GETTING OPENEREvery student in this room has something in common with famous astronauts, Olympic athletes, actors, politicians, and business executive. It‟s a common affliction thatcauses pain, s uffering, and distress. Can you guess what it is? I‟ll tell you. It‟s called stage fright.PREVIEWToday we will be learning four major facts about stage fright.Ⅰ.The physical symptoms of stage frightⅡ.The causes of stage frightⅢ.Famous people who have had stage frightⅣ.What can be done about stage frightTRANSITION: OK, let‟s get started on our investigation of stage fright by first looking at its six major symptoms.BODYⅠ. Physical symptoms of stage frightA. Rapid breathingB. Rapid heart rateC. Dry mouthD. Butterflies in stomachE.Increased perspirationF.Trembling handsTRANSITION: Now you understand the symptoms of stage fright. Let‟s continue our investigation by examining the causes of stage fright.Ⅱ.Causes of stage frightA. Many people worry that they‟ll forget what they want to say.B. Others are afraid that they‟ll look silly.C. Some people think that the audience won‟t like them.D. International students might worry that their English is n‟t very good.TRANSITION: Now you are aware of some of the causes of stage fright. Let‟s continue our inquirysintosstage fright by looking at a few famous people who have suffered from this affliction.Ⅲ. Famous people who have had stage frightA.Winston Churchill once said that he thought there was a block of ice in his stomach each time he made a speech.B. Julio Iglesias has revealed that he is nervous about his pronunciation when speaking English.C. Jane Fonda has admitted to having“tremendous fear.”D. Olivia Newton-John admits to shaking and crying before a performance.TRANSITION: As you can see, you are in good company with famous people who have has stage fright. Now, let‟s investigate what you can do to overcome this common problem.Ⅳ.What can be done about stage frightA. Short-term solutions1.Be thoroughly prepared and practice before a presentation.2.Take your time before you start to speak.a)Gently put your notes on the speaker‟s stand.b)Establish eye contact with your audience before beginning.c)Take several deep breaths before beginning.B. Long-term solutions1.Remember that stage fright is normal.2.Get as much experience as possible.3.Talk about stage fright with friends.TRANSITION: Now that you understand what you can do to reduce stage fright, our investigation is complete.SUMMARYYou should now understand four important facts about stage fright.Ⅰ. The physical symptoms of stage frightⅡ.The causes of stage frightⅢ.Famous people who have had stage frightⅣ.What can be done about stage frightMEMORABLE CONCLUDING REMARKSIn conclusion, stage fright is like a lion in a cage. It‟s only dangerous if it‟s allowed to roam free! Now that you know how to deal with stage frig ht, you‟ll be able to keep this beast under control. Remember, as long as you are in control of it, your stage fright, like the lion, will be unable to harm you!。
信息型演讲informative speech教学文案
信息型演讲i n f o r m a t i v es p e e c hInformative Speech信息型演讲: 偏重于一种信息，一种知识的分享。
------------------------------------六个部分：" 问候语（Greetings）" 提出话题（Presentation of the Topic）" 论述话题（Discussion of the Topic）" 结束话题（Conclusion of the Topic）" 呼吁行动（Appeal to Action）" 结尾语（Closing Remarks）====================================例文：Alcohol-----a Metaphor in the Chinese Culture 酒----中华文化的暗喻Ladies and gentlemen:Good morning!Our traditional culture has enjoyed a high level of civilization , all visitors to our country are impressed by its 3000 years of cultural treasures.Alcohol, ”Jiu” in Chinese, has occupied a very important status in Chinese traditional culture since ancient times. Our ancestors used it as a libation to their forefathers to express their yearning , or enjoyed it while writing poetry. Until now, as the old Chinese saying goes, ”Frequent drinking makes friends surrounding. ” Alcohol always goes together with delicious dishes on the occasions when relatives and friends have a beer during a feast. Alcohol he is intimately connected with the life of most Chinese people.There are various accounts in ancient Chinese books regarding the origin of alcohol. Among those stories, most of which are probably not credible in a historical senses, but the most well-know one is “Du Kang Makes Alcohol”. Folk legend regards Du Kang, living in the Xia Dynasty as the God of wine.And today some Chinese still use his name to mean alcohol. Actually, there is archaeological evidence of alcohol production 7000 years ago in the agricultural communities along the Yellow river. On the basis of this, some archaeologists deduce that the earliest crops were cultivated for the brewing of alcohol rather than the purpose of food. However, the historical record clearly suggested that , in the Shang Dynasty of the 16th through 11th centuries B.C., the use of grain to make alcohol had become widespread; wineries were discovered in a recent archaeological expedition. The development of Chinese brewing technology accelerated after the 3rd century A.D. New techniques were introduced from neighbors in the Han, Tang and Yuan Dynasties.Till the Wei, Jin and Tang Dynasties, drinking was popular and was highly praised by many famous poets. To me, it’s interesting that there are various relationships between drinking and Chinese culture. Being drunk and in the state of free creativity was important so that Chinese artists could release their artistic creativity. Wang Xizhi, famous Chinese calligrapher respectfully called ”Calligraphy Saint”, had tired dozens of times to surpass his most outstanding work, Langtingxu, which was finished when he was drunken, but he failed. The original one was the best.Not just calligraphy painting, but also poetry. Many medi outstanding poets such as the Seven Sages of the Bamboo Grove were hearty drinkers. They had left us surprisingly marvelous poem after drinking the mysterious liquid. For example, Tao Yuan-Ming, the prominent Jin-era poet, had a great zest for alcohol. He drunk along, brewed his own wine, and recounted the enjoyment of wine tasting. Ian Newman says it best, “Tao’s poems are imbued with wine, and there was poet from his wine.”Although alcohol has continually been regarded as a metaphor of happiness and congratulation, some Chinese still consider it as a disaster at the same time. They believe excessive drinking can cause health problem to the government will have to take measures to prevent the public from too much alcohol use. For example, the Han Dynasty imposed an alcohol tax and passed a variety of laws to laws to reduce consumption. The Chinese government today has chosen not to interfere with the traditional patters of alcohol use. There are no laws regulating the purchase, consumption, or selling of alcohol. Instead, alcohol use is to be controlled by culture, tradition, social pressure, and economy.Actually, Chinese people do believe that moderate drinking is good for one’s health. As a result, many Chinese take a sip of alcohol to keep themfresh and healthy. Some even soak tradition Chinese medicine into liquor in order to achieve a better effect. This has proven successful.The Chinese are used to drinking their wines at dinner, with food, rather than before dinner. If we are at banquet, we will turn to toast the host, raise our glass and say, “Gan Bei!” That means “Bottom up!”At the end of my speech, I’m glad to give a piece of advice: just remember that the principle at dinner is eating, not drinking. “Too much drink numbs the palate, which means that all those delicious Chinese dishes just go to waste”.Thank you very much, ladies and gentleman!。
英语信息性演讲稿范文(推荐9篇)
英语信息性演讲稿范文第1篇英文演讲自我介绍good morning, teachers. i am glad to have thechance to introduce myself.my chinese name is yang english name is evan. i am a boy. i am five years old. i am fromyingzhong training center.there are five people in myfamily. they are father, mother, grandpa, grandma and i. my fatheris a doctor, he works in union hospital. my mother is a teacher ofyoung children.i like englsh. i have learnedenglish for one year. i learn englsh from mycomputer, my english teacher and my parents. now i can speak alittle englsh. that’s you for listening.英语信息性演讲稿范文第2篇It is easy to describe success in terms of money, fame and reputation. But I believe that success is not external. I believe that success comes from within. My definition of success is to be true to yourself, and be true to others. That means, that you must cherish your personal ideal even in the face of adversity. I also believe that success is not discriminatory. Success is not restricted to such a class of people, in fact, it may be achieved by any person irrespective of his race, creed, gender and economic background. A good example of success is that of Beethoven. He is one of the world\'s most famous composers, yet he was deaf. He could not hear the majestic pieces of music that he created. Yet, in the face of this adversity, he was able to maintain his ideals\'\'that of composing music.To exemplify what success means to me, I pose a question to all of you. What brings us together here today? I believe that it is the beauty of the spoken word. The effect of pause and the sound of rhetoric are unique to the spoken word. I believe the beauty of the spoken word is even stronger for those who have difficulty in expressing themselves. These people are reclusive and had their emotions hidden within them. I once went to Australia and I saw two pictures, Once was drawn by a normal child, the other was drawn by a child with social inhibitions. The picture drawn by the normal child was simple and plain. The other waslife\'like, full of details and imagination. What this shows is that these are ideas, emotions and feelings that are locked internally in these children.My ideal is to be the key, spreading the beauty of the spoken words to these children. These children have been neglected, but I feel that I can and should help these children to find themselves and be able to express themselves.I realize that this is a difficult task, and there are many obstacles on the way. But I believe in my ideals and I will stick to them\'\'even in the face of adversity. We should never have a premature abortion of ideals\'let the child, let our ideals, stand the challenge. For a life without ideals is not living.Thank you!信息类个人英语演讲稿3篇（扩展6）——即兴英语演讲稿即兴英语演讲稿英语信息性演讲稿范文第3篇如何写好信息类材料经常有朋友问如何写好材料，不过材料的种类纷繁复杂，三言两语难以阐明，在此仅以机关材料的一种常见类型――信息类材料为例，与大家共同探讨。
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。
英语演讲知识学习进修课课程教案informativespeechI
注：教案附后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 knowhigh-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 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 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 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 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 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 donot violate 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 orordinary citizens 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 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 ofTransportation, 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. T ables 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, 2,000people 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 readstudy 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 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 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 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 longerand 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.。
英语信息型演讲范文
英语信息型演讲的魅力与技巧In the realm of public speaking, the art of delivering an informative speech in English holds a unique allure. It not only requires the mastery of language but also the ability to engage, educate, and persuade an audience. An effective informative speech in English is a blend of clarity, conciseness, and creativity, all wrapped up in a compelling narrative that keeps listeners engaged fromstart to finish.The foundation of any informative speech is thorough research. This involves gathering relevant and reliable information from various sources, analyzing it critically, and synthesizing it into a coherent narrative. The speaker must ensure that the content is accurate, up-to-date, and presented in a way that is easy to understand. This requires a deep understanding of the subject matter and the ability to translate complex information into language that is accessible to a general audience.Once the research is complete, the next step is to structure the speech. An informative speech should have a clear beginning, middle, and end. The introduction shouldcapture the audience's attention and provide a brief overview of the topic. The body of the speech should build upon the introduction, presenting the main points in a logical order and supported by evidence. The conclusion should sum up the main ideas and leave the audience with a lasting impression.Throughout the speech, the use of effective language techniques is crucial. Clear and concise language helps to convey information efficiently. The speaker should avoid jargon and technical language that may confuse the audience. Instead, they should use plain English and examples that resonate with the listeners. Additionally, the speaker can employ rhetorical devices such as analogies, metaphors, and stories to make the content more engaging and memorable.Moreover, an informative speech benefits from the useof visual aids. Charts, graphs, and images can helpillustrate complex concepts and make the information easier to digest. These visual elements should be designed to complement the speech, not overshadow it. They should be clear, concise, and visually appealing.However, it is important to note that while the content and delivery of an informative speech are crucial, the speaker's credibility is also a key factor. The audience is more likely to engage with and believe the information presented if the speaker comes across as knowledgeable and trustworthy. Therefore, the speaker should ensure that they have a thorough understanding of the topic and are able to present it with confidence.In conclusion, delivering an effective informative speech in English requires meticulous planning, clear communication, and the ability to engage the audience. By combining thorough research, a well-structured narrative, effective language techniques, visual aids, and credibility, speakers can captivate their listeners and convey valuable information in a memorable and impactful way.**英语信息型演讲的魅力与技巧**在公开演讲的领域中，用英语进行信息型演讲具有独特的魅力。
Informative speech演示文稿
In my speech i will introduce Zhao Ben Shan’s different childhood, growing up, difficult successful way and future.
The Six Steps
Step 1: Choose a topic Step 2: Make a thesis Step 3: Make points that support your thesis Step 4: Develop, research and refine your points Step 5: Write your Outline Step 6: Prepare to deliver the speech
Leading In
Would you please name some of your favorite public speeches? Why do they make your favorites? Would you name some famous public speeches, please? Why are some speeches good, and others poor?
Aiming at another fields --- movies.
Conclusion
Zhao Ben Shang is a great man. I admire not only for his achievement,
How to prepare and present a speech
The speeches you will give in this class include an informative speech, and a persuasive speech. With any of these kinds of speeches, you can prepare by following the 6-step process:
信息型演讲informative
信息型演讲: 偏重于一种信息，一种知识的分享。
------------------------------------六个部分：" 问候语（Greetings）" 提出话题（Presentation of the Topic）" 论述话题（Discussion of the Topic）" 结束话题（Conclusion of the Topic）" 呼吁行动（Appeal to Action）" 结尾语（Closing Remarks）====================================例文：Alcohol-----a Metaphor in the Chinese Culture 酒----中华文化的暗喻Ladies and gentlemen:Good morning!Our traditional culture has enjoyed a high level of civilization , all visitors to our country are impressed by its 3000 years of cultural treasures.Alcohol, ”Jiu” in Chinese, has occupied a very important status in Chinese traditional culture since ancient times. Our ancestors used it as a libation to their forefathers to express their yearning , or enjoyed it while writing poetry. Until now, as the old Chinese saying goes, ”Frequent drinking makes friends surrounding. ” Alcohol always goes together with delicious dishes on the occasions when relatives and friends have a beer during a feast. Alcohol he is intimately connected with the life of most Chinese people.There are various accounts in ancient Chinese books regarding the origin of alcohol. Among those stories, most of which are probably not credible in a historical senses, but the most well-know one is “Du KangMake s Alcohol”. Folk legend regards Du Kang, living in the Xia Dynasty as the God of wine.And today some Chinese still use his name to mean alcohol. Actually, there is archaeological evidence of alcohol production 7000 years ago in the agricultural communities along the Yellow river. On the basis of this, some archaeologists deduce that the earliest crops were cultivated for the brewing of alcohol rather than the purpose of food. However, the historical record clearly suggested that , in the Shang Dynasty of the 16th through 11th centuries ., the use of grain to make alcohol had become widespread; wineries were discovered in a recent archaeological expedition. The development of Chinese brewing technology accelerated after the 3rd century . New techniques were introduced from neighbors in the Han, Tang and Yuan Dynasties.Till the Wei, Jin and Tang Dynasties, drinking was popular and was highly praised by many famous poets. To me, it’s interesting that there are various relationships between drinking and Chinese culture. Being drunk and in the state of free creativity was important so that Chinese artists could release their artistic creativity. Wang Xizhi, famous Chinese calligrapher respectfully called ”Calligraphy Saint”, had tired dozens of times to surpass his most outstanding work, Langtingxu, which was finished when he was drunken, but he failed. The original one was the best.Not just calligraphy painting, but also poetry. Many medi outstanding poets such as the Seven Sages of the Bamboo Grove were hearty drinkers. They had left us surprisingly marvelous poem after drinking the mysterious liquid. For example, Tao Yuan-Ming, the prominent Jin-era poet, had a great zest for alcohol. He drunk along, brewed his own wine, and recounted the enjoym ent of wine tasting. Ian Newman says it best, “Tao’s poems are imbued with wine, and there was poet from his wine.”Although alcohol has continually been regarded as a metaphor of happiness and congratulation, some Chinese still consider it as a disaster at the same time. They believe excessive drinking can cause health problem to the government will have to take measures to prevent the public from too much alcohol use. For example, the Han Dynasty imposed an alcohol tax and passed a variety of laws to laws to reduce consumption. The Chinese government today has chosen not to interfere with the traditional patters of alcohol use. There are no laws regulating the purchase, consumption, or selling of alcohol. Instead, alcohol use is to be controlled by culture, tradition, social pressure, and economy.Actually, Chinese people do believe that moderate drinking is good for one’s health. As a result, many Chinese take a sip of alcohol to keep them fresh and healthy. Some even soak tradition Chinese medicine into liquor in order to achieve a better effect. This has proven successful.The Chinese are used to drinking their wines at dinner, with food, rather than before dinner. If we are at banquet, we will turn to toast the host, raise our glass and say, “Gan Bei!” That means “Bottom up!”At the end of my speech, I’m glad to give a piece of advice: just remember that the principle at dinner is eating, not drinking. “Too much drink numbs the palate, which means that all those delicious Chinese dishes just go to was te”.Thank you very much, ladies and gentleman!。
Informative-Speech-说明性演讲
Wang Jufang
8
Example topical order
Specific Purpose: To inform the audience about the four major elements of a Japanese garden.
II. The second element of a Japanese garden is sand, which symbolizes the sea or other vast areas.
III. The third element of a Japanese garden is water, which symbolizes cleansing and purity.
something that occurs in a certain place during a particular interval of time
Order of Description
chronological order 时间顺序
to recount the history of an event
2
Definition
An informative speech is the one in which the speaker provide the audience with new and/or useful information about a significant topic.
Wang Jufang
英语演讲选修课教(学)案informativespeech_I
Informative 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 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 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 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 teachersuse examples in the classroom. Examples put abstract ideas into concrete terms that listeners caneasily 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 ableto visualize what a suspension bridge looks like. But for listeners lacking this background, youmight want to add a simple example:Two well-known suspension bridges are the Golden Bridge in San Francisco and the Brooklyn Bridgein 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 suffersa 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 lendcredibility 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 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 usedproperly, 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 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 LaborCommittee 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 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 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 jobsand 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.。
英语演讲选修课教案11inform
山东理工大学教案注：教案附后Lesson 10 Informative Speech IIInformative speech: a speech designed to convey knowledge and understanding.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.The informative speeches occur in a wide range of everyday situations.Types of informative speeches5.Speeches about objects6.Speeches about processes7.Speeches about events8.Speeches about concepts1.Speeches about objectsObject: anything that is visible, tangible, and stable in form.Objects may have having parts or to be alive, they may include places, structures, animals, or even people.You will not have time to cover everything about an object, just focus on one aspectWhen you organize the speech you may choose one of the three organizational methods: chronological; spatial and topical.If your specific purpose is to explain the history or evolution of your subject, you can put your speech in chronological order (A method of speech organization in which the main points follow a time pattern). For instance:Specific purpose: To inform my audience about the major achievements of Frederick Douglass Central idea: Although born in slavery, Frederick Douglass became one of the greatest figures in American history.Main points: I. Douglass spent the first 20 years of his life as a slave in Maryland.II. After escaping to the North, Douglass became a leader in the abolitionist movement to end slaveryIII. During the Civil War, Douglass helped establish black regiments in the Union Army. IV. After the war, Douglass was a tireless champion of equal rights for his race.If your specific purpose is to describe the main features of your subject, you may organize your speech in spatial order (A method of speech organization in which the main points follow a directional pattern).Specific purpose: To inform my audience about the major land regions in SpainCentral idea: There are five major land regions in Spain.Main points: I. The Northern part…II. The western…III. The central…IV. The eastern…V. The Southern part…Some of the speeches about objects fall into topical order (A method of speech organization in which the main points divide the topic into logical and consistent subtopics). Here is an example: Specific purpose: To inform my audience about the major alternative-fuel cars now being developed.Central idea: The major alternative-fuel cars now being developed are powered by electricity, natural gas, methanol, or hydrogen.Main points: I. one kind of alternative-fuel car is powered by electricity.II. A second kind of alternative-fuel car is powered by natural gas.III. A third kind of alternative-fuel car is powered by methanol.IV. A fourth kind of alternative-fuel car is powered by hydrogen.Other methods of speech organization:Causal order: A method of speech organization in which the main points show a cause-effect relationship.Problem-solution order: A method of speech organization in which the first main point deals with the existence of a problem and the second main point presents a solution to the problem.2.Speeches about processProcess: A systematic series of actions that leads to a specific result or product.Speeches of process explain how something is made, how something is done, or how something works.When informing about a process, we will usually arrange our speech in chronological order, explaining the process step by step from beginning to end. For example:Specific purpose: To inform my audience about the major steps in the classic Japanese tea ceremony. Central idea: There are five major steps in the classic Japanese tea ceremony.Main points: I. First, the guests approach the teahouse, taking times on the way to purify their hands.II. Second, the guests enter the tea house, admire the hanging scroll and the vase witha flower arrangement, and seat themselves.III. Third, the tea master prepares a bowl of tea for each guest, following the prescribed ritual.IV. Fourth, each guest in turn takes exactly three and a half sips of tea.V. Fifth, the guests admire the tea implements, admire the interior of the teahouse, and depart.Sometimes, you will focus on the major principles or techniques involved in performing the process. Then you will organize your speech in topical order. Each main point will deal witha separate principle or technique. For example:Specific purpose: To inform my audience about the common methods used by stage magicians to perform their tricks.Central idea: Stage magicians use two common methods to perform their tricks---mechanical devices and sleight of hand.Main points: I. Many magic tricks rely on mechanical devices that may require little skill by the magician.II. Other magic tricks depend on the magician’s skill in fooling people by sleight-of-hand manipulation.3. Speeches about eventsEvent: Anything that happens or is regarded as happening.There are many ways to discuss event. If your specific purpose is to recount the history of an event, you will organize your speech in chronological order, relating the incidents one after another in the order they occurred. For example:Specific purpose: To inform my audience about the history of the disability rights movement.Central idea: The disability rights movement has made major strides during the past 40 years. Main points: I. The disability rights movement began in Berkeley, California, during the mid-1960s.. II. The movement has achieved its first major victory in 1973 with passage of the federal Rehabilitation Act.III. The movement reached another milestone in 1990 when Congress approved the Americans with Disabilities Act.IV. Today the movement is spreading to countries beyond the .If you want to explain the causes and effects, you may organize the speech in causal order. Let’s say your specific purpose is “To inform my audience why so many lives were lost whenthe ‘unsinkable ’ ocean liner Titanic sank. ” Working from cause to effect, youroutline might look like this:Specific purpose: To inform my audience why so many lives were lost when the ‘unsinkable ’ ocean liner Titanic sankCentral idea: Inability to remove the passengers and crew from the doomed Titanic caused the death of more than two-thirds of those on board.Main points: I. There were two major causes for the great loss of life when the ship went down.A.The Titanic carried insufficient lifeboats for the number of people on board.B.On the ship California, which was nearby, the radio operator had shut down the radio andgone to sleep.II. The effects of these two situations were disastrous.A.When all usable lifeboats had been filled, more than 1,500 people remained on board theTitanic.B.The California, unaware of the distress signal, steamed on which the Titanic went tothe bottom.There are other ways to deal with an event besides telling what happened and why it happened. You can approach an event from almost any angle or combination of angles---features, origins, implications, benefits, future developments, and so forth. In such cases, you will put your speech together in topical order.4. Speech about conceptsConcept: A belief, theory, idea, notion, principle, or the like.Speeches about concepts are usually organized in topical order. One common approach is to list the main features or aspects of your concept. For example:Specific purpose: To inform my audience about the basic principles of Afro centrism.Central idea: The basic principles of Afro centrism have a theoretical and a practical dimension. Main points: I. The theoretical dimension of Afro centrism looks at historical and social events from an African rather than a European perspective.II. The practical dimension of Afro centrism calls for reforming the school curriculum to fit the needs and cultural experiences of African-American children.A more complex approach is to define the concept you are dealing with, identify its major elements, and illustrate it with specific examples. Foe instance:Specific purpose: To inform my audience about the basic principles of Islam.Central idea: The beliefs of Islam can be traced to the prophet Muhammad, are written in the Koran, and have produced a number of sects.Main points: I. Islam was founded by the prophet Muhammad in the early 600s.II. The teaching of Islam are written in the Koran, the holy book of Islam.III. Today Islam is divided into a number of sects, the largest of which are the Sunnisand the Shiites.As you can see from the examples, speeches about concepts are often more complex than other kinds of informative speeches. Concepts are abstract and can be very hard to explain.When explaining concepts, pay close attention to avoiding teaching technical language,you should define terms clearly, and use examples and comparisons to illustrate the concepts and make them understandable to your listeners.Guidelines for informative speakingAll the previous chapters we have discussed relate to the principles of informative speaking. Choosing a topic, and specific purpose, analyzing the audience, using language, delivering the speech---all of these must be done effectively if you want your speech a success. Here we emphasize five points that will help you avoid the mistakes that plague many informative speakers.1. Don’t overestimate what the audience knows.It is easy to overestimate the audience’s stock of information. In most informative speeches, your listeners will be only vaguely knowledgeable about the details of your topic. Otherwise there would not be much need for an informative speech! Therefore, you must lead your listeners step by step, without any shortcuts. You cannot assume they will know what you mean. Rather, you must be sure to explain everything so thoroughly that they cannot help but understand. As you work on the speech, always consider whether it will be clear to someone who is hearing about the topic for the first time.2.Relate the subject directly to the audienceInformative speakers have one big hurdle to overcome. They must recognize that what is fascinating to them may not be fascinating to everybody. Once you have chosen a topic that could possibly be interesting to your listeners, you should take special steps to relate it to them.You should tie it in with their interests and concerns.Start in the introduction, instead of saying:I want to talk with you about stress.You could say,Do you get butterflies in your stomach when you have to give a speech? Can you feel your blood pressure rising when you have an argument with your roommate, spouse, or partner? Are you worried sick about finishing the paper you have been putting off all week? Is so, you have experienced the symptoms of stress.Get your audience involved right at the beginning. And whenever you can ,put your audience into the body of the speech. Find ways to talk about your topic in terms of your listeners. Bring your material home to them. Get it as close to them as possible.3.Don’t be too technicalWhat does it mean to say that an informative speech is too technical? It may mean the subject matter is too specialized for the audience. The important thing foe a speaker to know is what can be explained to an ordinary audience and what cannot.If you are talking to a group of specialists, you can use technical words and be understood.But you must do all you can to avoid technical words when informing a general audience.4.Avoid abstractionsOne way to avoid abstractions is through description (a statement that depicts a person, event, idea, or the like with clarity and vividness). Description can be used depict external events, but also can be used to communicate internal feelings.Here is how one student tried to convey to his audience the sensations he experienced when he first began sky diving:As we wait for the plane to climb to the jump altitude of 12,000 feet, my mind races witha frenzied jumble of thoughts: “Okay, this is the moment you have been waiting for. It is goingto be great. Am I really going to jump out of an plane from 12,000 feet? What if something goes wrong? Can I still back out? Come on now, don’t worry. It’ll be fine.”Even if we have not been sky diving, we have the same kind of emotions on the similar occasions.So what happened next?Now it is time to jump. My palms are sweating and my heart is pounding so hard I think it may burst. “Get ready,” yells the instructor. As I jump into the blue, I wonder, “What amI doing here?”Yes---and then what?The blast of air resistance blows me backward like a leaf at the mercy of an autumn wind.In about 10 seconds my body levels out and accelerates to a speed of 120 miles an hour. The air supports my body like an invisible flying carpet. There is no sound except for the wind rushing around my face. The earth appears soft and green, rivers look like strips of silver, and in every direction the scenery forms a panoramic landscape. Any fears or doubts I had are gone in the exhibition of free flight. Every nerve in my body is alive with sensation; yet I am overcome by a peaceful feeling and the sense that I am at one with the sky.As we listen to the speaker, we are almost up there with him, sharing his thoughts, feeling his heart pound, joining his exhilaration as he floats through the sky. The vivid description lends reality to the speech and draws us further in.Another way to escape abstraction is with comparisons (A statement of the similarities among two or more people, events, ideas, etc.) t hat put your subject in concrete familiar terms.What would happen if a comet or large asteroid struck the earth? You would say this:If a comet or large asteroid struck the earth, the impact would be devastating.It is vague and abstract; It does not communicate your meaning clearly and concretely. Now suppose you add this:To give you an idea how devastating the impact would be, it would be like all the nuclear bombs in the world going off at one spot.Now you have made the abstract specific.5.Personalize your ideasPersonalize: to present one’s ideas in human terms that relate in some fashion to the experience of the audience.Listeners want to be entertained as they are being enlightened. People are interested in people. They react to stories, not statistics. Whenever possible, you should try to personalize your ideas and dramatize them in human termsLets say you are talking about anorexia nervosa, the eating disorder that affects millions of young women in the United States. You should not toss figures and facts into your speech, they are too dry, you should weave in some examples of people who have suffered from anorexia to get the audience involved. One student began by telling about her best friend, Julie:I was Julie’s best friend. I watched her grow from a little girl who was doted on by her parents into a tomboy who carried frogs in her pockets. I watched her become a young woman, fussing with her hair and trying on every outfit in her closet before her first date. I always wanted to be just like her.But then something went terribly wrong. Julie’s shiny hair became dull and brittle. Her eyes lost their sparkle, and she didn’t smile that brilliant smile any more. I watched now, as she stepped onto the scale seven times a day, wore baggy clothes to cover her shriveled frame, and kept muttering about losing those last two stubborn pounds. Julie had become anorexic.By putting a human face on a familiar topic, the speaker took anorexia out of the realm of statisticsand medical jargon and brought it home in personal terms.Sample speech with commentaryThe following classroom speech provides an excellent example of how to apply the guidelines for informative speaking discussed in this chapter. As you study the speech, notice how the speaker takes what could be a highly technical topic and explores it in clear, nontechnical language. Pay attention as well to how crisply the speech is organized, how the speaker use well-known supporting materials to develop her ideas, and how she relates those ideas to her audience at various points throughout the speech.CryonicsJayne Richter1. The time is now. Imagine your mother or father has suffered a heart attack. Deprived of its vital blood supply, a part of their heart is dying. Or imagine your grandmother or grandfather lying nearly motionless in their nursing home bed. Advanced age, complicated by pneumonia, is about to end their lives. Or imagine a close friend has just entered the hospital with a massive systemwide infection. AIDS has left their body ravaged by multiple diseases.Beginning with a series of brief hypothetical examples is a fine way to capture attention and interest. In this case, the scenarios work particularly well because they relate the topic directly to the audience.2. For most people, these circumstances would herald the end of life. Today’s medicine can no longer help them. But all of you may be able to meet again in the far future. Does this should like science fiction? Perhaps. But it may one day be possible. How? Through the process of cryonics. The speaker poses two questions that arouse curiosity and get the audience further involved in the speech. Then she reveals her topic.3. Cryonics is the process of freezing human beings after death in hope that medical science will be able to revive them in the future. Intrigued by the prospect of being cryonically frozen, I’ve spent some time researching the subject of cryonics. After reading dozens of newspaper and magazine articles, I would like to give you a brief overview of the history, methods, and future of cryonics. Let’s start with the development of cryonics.The speaker defines cryonics, establishes her credibility, and previews the main points to be discussed in the body of the speech. An explicit preview statement at the end of the introduction is especially important in speaking to inform.4. Although the idea of freezing people is relatively new, the notion of preserving them is old. In the 1770s, for example, Ben Franklin wrote he wanted to be “immersed in a cask (木桶) of Madeira wine, ’til that time when he could be recalled to life.”It was not to be, but Franklin’s dream lived on to be revived in our time as cryonics.Now the speaker moves into her first main point. The information in this paragraph provides historical perspective on the impulse for immortality that underlines the appeal of cryonics.5. Cryonics has been a staple （话题） of science fiction novels, the plot device in movies such as Austin Powers and Sleepers, and the subject of countless newspapers and magazine articles. Until 1964, however, cryonics remained firmly in the realm of fiction. It was at this time that physics professor Robert Ettinger argued in his book The Prospect of immortality that cryonics was indeed possible. Three years later, on January 12, 1967, 73-year-old James H Bedford became the first human being to be cryonically frozen.The speaker sketches the development of cryonics in ourr own time. The details in this paragraphadd variety, color, and interest. Imagine, for example, how much less effective the paragraph would have been if the speaker had merely said, ” The first case of a person being cryonically frozen occurred in the 1970s.”The specific names and dates add depth and texture to the speaker’s explanation.6. Ever since Bedford was frozen, cryonics has steadily increased in popularity. Currently there are four cryonic institutions in the United States-two in California and one each in Michigan and Arizona. So far 80 people have been cryonically frozen from around the world, and another estimated 800 people have signed up to be frozen when they die. Their aim is to remain frozen in a state of suspended animation （活气，生气）---perhaps for centuries---in the hope that medical science will be able to revive them in the future at a time when cures（治愈） exist for all of today’s diseases and when restoration to full function and health is possible.This paragraph completes the speaker’s first main point. Because cryonics is so often associated with science fiction, the speaker’s classmates were especially intrigued to learn that there are four cryonics institutions in the U S and that 80 people have already been cryonically frozen.7. So you’re probably wondering how will they do it? How does cryonics work?The speak uses questions as signposts to let the audience know she is moving into her second main point.8. Currently, when a person who has signed up to be cryonically suspended dies, a specific procedure, which was outlined in the book Cryonics:Reaching for Tomorrow,must be carried out. First, before death, an individual must decide whether to have his or her entire body frozen or just the head. If the whole body is to be frozen, it must be preserved upon death. Immediately after death---ideally within a matter of minutes---the patient is connected to a heart-lung machine and chemicals such as glucose （葡萄糖）and heparin （肝素，一种抗凝血药）are circulated（循环） with the oxygenated （充氧的） blood to help minimize the freezing damage. At the same time, the patient’s internal temperature is reduced as quickly as possible using cold packs.The explanation in this and the next paragraph provides an excellent model of how to explain technical information in everyday, nontechnical language. Because the speaker is not an expert on cryonics, she is careful to identify the source of her information.9. If only the head will be frozen, a slightly different procedure must be carried out. The head must be surgically detached from the rest of the body and preserved in a separate container from the rest of the body and preserved in a separate container. You may be wondering” Why would I preserve only my head?” The answer is, with some diseases the body is in a very poor condition. If this is the case and you choose to preserve your head only, you do so with the belief that medical science will be able to create a healthy new body for you in the future.Notice how the speaker relates the topic directly to her audience by speaking in terms of “you”and by posing the question that listeners are likely asking mentally.10. Once the head or body is ready for freezing, a liquid called a cryoprotectant, which works as an antifreeze（抗冻剂） of sorts to help prevent cell（细胞） damage, is circulated through the body or head. Over a 20-day period, the patient is prepared for long-term storage by cooling the body or head to a temperature of negative 320 degrees Fahrenheit. When this temperature is reached, the patient is stored in a steel cylinder（圆筒） of liquid nitrogen（氮）. According to an article in Omni magazine,” At this temperature, biological function ceases and the patient will remain unchanged for hundreds of years.”The speaker completes her discussion of how cryonics works. Notices how she clarifies the meaning of “cryopeotectant ”by comparing it to an automotive antifreeze. This is a small point, but it illustrates the speaker’s efforts throughout the speech to communicate technical terms and concepts in ways her audience can readily understand.11. Now that we have explored the development of cryonics and how the freezing process works, you may wonder about questions such as how much it costs and whether the people that are frozen can be rethawed(重新解冻).A transition cues the audience that the speaker is moving to her next main point.12. According to an article in Fortune magazine, the cost of cryonic suspension ranges from ＄60,000to＄125, can be creatively paid for by making the cryonics institution the beneficiary （受益人） of your life insurance policy. These costs may be rather steep, but as one cryonics member states, “Facing my own mortality turned out to be much harder than coming up with the cash to pay for life insurance premiums（酬金）.”Knowing that cost is a common question people have about cryonics, he speaker makes sure to include it in her speech. The quotation at the end of this paragraph adds a bit of wry humor.13. But cost is not the only issue. Even if you can afford the cost of being cryonically frozen, scientists have not yet worked out all the details involved in freezing and rethawing. As explained by New Scientist magazine, the problem is that the process itself inflicts（遭受） a certain amount of cellular damage by dehydrating(使脱水) cells and puncturing（刺穿） their delicate membranes （膜）. So far, there are only a few types of human tissue that can be successfully frozen and rethawed, including sperm, embryos（胚胎）, and bone marrow（骨髓）, which contain relatively few cells. It is not yet possible to freeze and rethaw complicated organs such as the heart or liver---not to mention a complete body or brainA signpost at the beginning of this paragraph gets the speaker into her next subpoint, which deals with the problems involved in rethawing people once they have been cryonically frozen. As in the rest of the speech ,the speaker identifies the source of her information and presents that information clearly and forthrightly.14. What scientists need is a procedure that will allow them to reduce the damage inflicted by the freezing process. And in fact scientists are currently working on this procedure. Research is being done in the hope of finding better cryoprotectants –--or antifreezes---which will reduce the cell damage caused by freezing .According to the book Cryonics: Reaching for Tomorrow; scientists are also developing microscopic machines that are capable of repairing cells at the molecular（分子的） level. These machines might one day make it possible to repair the cell damage caused by freezing process and thus bring frozen patients back to full life. Until that time ,the people that are already frozen will have to remain in their current state of suspended animation in the hope that science will one day work out solutions to the problems involved with freezing and rethawing.The speaker explains the efforts of scientists to find a way to reduce the damage caused by the freezing process so as to be able to bring frozen patients back to life. This brings her discussion of cryonics fully up to date and completes the body of the speech.15. In closing, we have seen that cryonics is much more than a plot in a science fiction novel. It has developed from a wholly unrealistic fantasy to the point that 80 people have already been frozen and hundreds more have made the choice to be cryonically frozen when they die. If scientists can ever figure out how to rethaw people successfully, we can be sure that cryonics will become much more popular.The phrase “in closing”signals that the speaker is moving into her conclusion. She then provides an excellent summary of the main points developed in the body16. So think again of your father or mother suffering a heart attract, your grandmother or grandfather dying of pneumonia or your close friend stricken with AIDS. If they close to be buried or cremated in traditional fashion their physical minds and bodies would be destroyed. That isabsolutely certain. By contrast, being cryonically frozen offers some small chance that they may be revived in the future. Even if that chance is small it is more than no chance at all. The final paragraph relates the topic to the audience once again and unifies the entire speech by referring to the three hypothetical scenarios mentioned in the introduction. The closing sentence ends the speech on a strong note.。
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。
英语演讲选修课Chapter10informative[范文模版]
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英语演讲选修课Chapter10informative[范文模版]第一篇：英语演讲选修课Chapter 10 informative[范文模版] ν Chapter 10 informativeνInformative speech: a speech designed to convey knowledge and understanding ν T o enhance the knowledge and understanding of your listeners---to give them information they did not have beforeν Conveyclearly accurately interestinglyOrganizational methodsν Chronological order编年顺序ν Spatial order空间顺序ν T opical order主题顺序ν Causal orderν Problem-solution orderOther methods of speech organizationν Causal order: A show a cause-effect relationship.method of speech organization in which the main pointsν Problem-solution order: A method of speech organization in which the first main point deals with the existence of a problem and the second main point presents a solution to the problem.ν(Problem-cause-solution order)Speeches about processνProcess: A systematic series of actions that leads to a specific result or product.νSpeeches of process explain how something is made, how something is done, or how something works.3.Speeches about eventsνEvent: Anything that happens or is regarded as happening.ν chronological order----to recount the history of an event,ν causal order----to explain the causes and effects4.Speech about conceptsνConcept: A belief, theory, idea, notion, principle, or the like.ν Speeches about concepts are usually organized in topical order.One common approach is to list the main features or aspects of your concept.Guidelines for informative speaking λDon’t overestimate what the audience knows.* Lead your audience step by step and explain everything thoroughly.2.Relate the subject directly to the audience* What is fascinating to the speaker may not be fascinating to everybody.1* Get your listeners involved3.Don’t be too technical* Simple, clear language is needed.4.Avoid abstractionsOne way to avoid abstractions is through description(a statement that depicts a person, event, idea, or the like with clarity and vividness)Another way to escape abstraction is with comparisons(A statement of the similarities among two or more people, events, ideas, etc.)5.Personalize your ideas第二篇：英语演讲选修课10informativeLesson 10 Informative Teaching Aim and Requirement Aimed at ensuring the Ss to have a basic knowledge of public speaking.Teaching methods PPt, interact between teacher & student AssignmentsWhat are the essentials of an effective speech? How to overcome nervousness? Teaching proceduresνInformative speech: a speech designed to convey knowledge and understanding ν T o enhance the knowledge and understanding of your listeners---to give them information theydid not have before νConvey clearly accurately interestingly Organizational methodsν Chronological order编年顺序ν Spatial order空间顺序ν Topical order主题顺序ν Causal order ν Problem-solution orderOther methods of speech organizationν Causal order: A show a cause-effect relationship.method of speech organization in which the main pointsν Problem-solution order: A method of speech organization in which the first main point deals with the existence of a problem and the second main point presents a solution to the problem.ν(Problem-cause-solution order)Speeches about processνProcess: A systematic series of actions that leads to a specific result or product.νSpeeches of process explain how something is made, how something is done, or how something works.3.Speeches about eventsνEvent: Anything that happens or is regarded as happening.ν chronological order----to recount the history of an event, ν causal order----to explain the causes and effects4.Speech about conceptsνConcept: A belief, theory, idea, notion, principle, or the like.ν Speeches about concepts are usually organized in topical order.One common approach is to list the main features or aspects of your concept.Guidelines for informative speaking λDon’t overestimate what the audience knows.* Lead your audience step by step and explain everything thoroughly.2.Relate the subject directly to the audience* What is fascinating to the speaker may not be fascinating to everybody.* Get your listeners involved3.Don’t be too technical* Simple, clear language is needed.4.Avoid abstractions One way to avoid abstractions is through description(a statement that depicts a person, event, idea, or the like with clarity and vividness) Another way to escape abstraction is with comparisons(A statement of the similarities among two or more people, events, ideas, etc.)5.Personalize your ideas第三篇：英语演讲选修课11persuasiveLesson 11 Persuasive Teaching Aim and Requirement Aimed at ensuring the Ss to have a basic knowledge of public speaking.Teaching methods PPt, interact between teacher & student AssignmentsWhat are the essentials of an effective speech? How to overcome nervousness? Teaching proceduresI.Persuasive speeches on questions of factν Questions of fact---A question about the truth or falsity of an assertion.νWe do not know enough information to know what it isWill the economy be better or worse next year?Will another earthquake strike California before the year 2010? ν The facts are murky or inclusiveWhat will happen next in the Middle East?Is sexual orientation genetically determined?Speeches On questions of fact are usually organized topically II.Persuasive speeches on questions of valueνQuestions of value?---A question about the worth, rightness, morality, and so forth of an idea or action.ν What is thebest movie of all time? Is the cloning of human beings morally justifiable? What are the ethical responsibilities of journalists? νMatter of fact, value judgments νSpeeches on questions of value are mostly organized topicallyν Your first main point is to establish the standards for your value judgment.树立价值判断的标准ν Your second main point is to apply those standards to the subject.III.Persuasive speeches on questions of policy Questions of policy---A question about whether a specific course of action should or should not be taken.是否采取行动What to do during spring vocation? Which strategy to use in selling a product? How to maintain economic growth and protect the enviroment ? ν They are to decide whether something should or should not be anizing speeches on Questions of policyλProblem-solution order λProblem-cause-solution orderλComparative Advantage orderλD.Monroe’s motivated sequenceD.Monroe’s motivated sequence门罗促动顺序νA method of organizing persuasive speeches that seek immediate action.ν The five steps of the motivated sequence are:1.attention2.need3.satisfaction4.visualization（形象化）5.actionPart 2: Methods of persuasionListeners will be persuaded by a speaker from one or more of four reasons:I.credibility.II.evidence.III.reasoning.IV.emotionsI.Building credibilityν Factors of credibility:petence---how an audience regards a speaker’s intelligence, expertise, and knowledge of the subject.B.Character---how an audience regards a speaker’s sincerity, trustworthiness, and concern for the well-being of the audience.2.Establishing common ground with your audience ν Creating common ground---a technique in which a speaker connects himself or herself with the values, attitudes, or experiences of the audience.3.Deliver your speeches fluently, expressively, and with conviction ing evidenceTips for using evidence e specific e novel e evidence from credible sources 4.Make clear the point of your evidence.III.Reasoningν Reasoning---the process of drawing a conclusion on the basis of evidence.ν Four types of reasoning:1.Reasoning from specific instances2.Reasoning from principle3.Causal reasoning4.Analogical reasoningGuidelines for reasoning from specific instancesA.Avoid generalizing too hastily, make sure your sample of specific instances is large enough to justify your conclusion.B.Be careful with your wording.If your evidence does not justify a conclusion, qualify your argument.C.Reinforce your argument with statistics and testimony 2.Reasoning from principle ν---Reasoning that moves from a general principle to aspecific conclusion.For instance: νAll people are mortal.νSocrates is a person.νTherefore, Socrates is mortal.3.Causal reasoning---Reasoning that seeks to establish the relationship between causes and effects.νThere is a patch of ice on the sidewalk.You slip, fall, and break your arm.You reason as follows: “Because that patch of ice was there, I fell and broke my arm.” orν“If the patch of ice hadn’t been there, I wouldn’t have fallen and broken my arm.” ν4.Analogical reasoning（类比推理）---Reasoning in which a speaker compares two similar cases and infers that what is true for the first case is also true for the second.νIf you are good at racquetball, you’ll be great at Ping-Pang.ν In Great Britain the general election campaign fro Prime Minister lasts less than three weeks.Surely we can do the same with the U.S presidential election.IV.Appealing to emotions ν Emotional appeals are intended to make listeners feel sad, angry, guilty, afraid, happy, proud, sympathetic, reverent, or the like.These are often appropriate reactions when the question is one of value or policy.νGuidelines for generating emotional appealν e emotional language 2.Develop vivid example 3.Speak with sincerity and conviction第四篇：英语演讲选修课7language_delivery范文Lesson 7 Language delivery Teaching Aim and Requirement Acquire a basic knowledge of topic，purpose and central idea of a public speech。
信息性演讲
信息性演讲Good morning, everyone. Today My topic is how to prepare for a job interview.There is no doubt that every applicant will hope to be successful in the job interview. We must demonstrate certain personal qualities; we must create a good image in the limited time; we must let the interviewer remember us. Therefore, in order to Defeat other applicants in a job Interview, we must prepare sufficiently.We should, firstly, make research about the company and the job ahead of time. Collecting information about the company, f or example, its management, the position the company offers and its corresponding requirements and qualification as many as we can! An interviewer's job is not only to recommend the most qualified applicants, but also to weed out the least qualified. The information will help us displaying that we are familiar with the company and we really want to work for them!Secondly, we’d better imitate the interview situation with the help of a friend by asking many of the typical questions a real interviewer might ask. This can release our pressure and help us to become positive and active during the job interview. And these people may be able to offer objective critiques about our performance. Additionally remembers preparing for questions because we may have the chance to put up with any question at the end of the interview. Question can give the interviewer a signal that we are truly interested in the job.Thirdly, take care to be dressed modestly and professionally. It's always a good idea to wear a suit. Make sure, that it is clean and pressed. And remember that right clothes worn at the righttime will gain the interviewer’s respect and confidence in our judgment. In addition, we’d better pay attention to the details –such as our hair, nails, shoes, should all look polished and professional.With the adequate preparation, you can successfully achieve the purpose. If you can follow all above of these basic steps, you are almost guaranteed to succeed in getting that job.。
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信息型演讲i n f o r m a t i v es p e e c hInformative Speech信息型演讲: 偏重于一种信息，一种知识的分享。
------------------------------------六个部分：" 问候语（Greetings）" 提出话题（Presentation of the Topic）" 论述话题（Discussion of the Topic）" 结束话题（Conclusion of the Topic）" 呼吁行动（Appeal to Action）" 结尾语（Closing Remarks）====================================例文：Alcohol-----a Metaphor in the Chinese Culture 酒----中华文化的暗喻Ladies and gentlemen:Good morning!Our traditional culture has enjoyed a high level of civilization , all visitors to our country are impressed by its 3000 years of cultural treasures.Alcohol, ”Jiu” in Chinese, has occupied a very important status in Chinese traditional culture since ancient times. Our ancestors used it as a libation to their forefathers to express their yearning , or enjoyed it while writing poetry. Until now, as the old Chinese saying goes, ”Frequent drinking makes friends surrounding. ” Alcohol always goes together with delicious dishes on the occasions when relatives and friends have a beer during a feast. Alcohol he is intimately connected with the life of most Chinese people.There are various accounts in ancient Chinese books regarding the origin of alcohol. Among those stories, most of which are probably not credible in a historical senses, but the most well-know one is “Du Kang Makes Alcohol”. Folk legend regards Du Kang, living in the Xia Dynasty as the God of wine.And today some Chinese still use his name to mean alcohol. Actually, there is archaeological evidence of alcohol production 7000 years ago in the agricultural communities along the Yellow river. On the basis of this, some archaeologists deduce that the earliest crops were cultivated for the brewing of alcohol rather than the purpose of food. However, the historical record clearly suggested that , in the Shang Dynasty of the 16th through 11th centuries B.C., the use of grain to make alcohol had become widespread; wineries were discovered in a recent archaeological expedition. The development of Chinese brewing technology accelerated after the 3rd century A.D. New techniques were introduced from neighbors in the Han, Tang and Yuan Dynasties.Till the Wei, Jin and Tang Dynasties, drinking was popular and was highly praised by many famous poets. To me, it’s interesting that there are various relationships between drinking and Chinese culture. Being drunk and in the state of free creativity was important so that Chinese artists could release their artistic creativity. Wang Xizhi, famous Chinese calligrapher respectfully called ”Calligraphy Saint”, had tired dozens of times to surpass his most outstanding work, Langtingxu, which was finished when he was drunken, but he failed. The original one was the best.Not just calligraphy painting, but also poetry. Many medi outstanding poets such as the Seven Sages of the Bamboo Grove were hearty drinkers. They had left us surprisingly marvelous poem after drinking the mysterious liquid. For example, Tao Yuan-Ming, the prominent Jin-era poet, had a great zest for alcohol. He drunk along, brewed his own wine, and recounted the enjoyment of wine tasting. Ian Newman says it best, “Tao’s poems are imbued with wine, and there was poet from his wine.”Although alcohol has continually been regarded as a metaphor of happiness and congratulation, some Chinese still consider it as a disaster at the same time. They believe excessive drinking can cause health problem to the government will have to take measures to prevent the public from too much alcohol use. For example, the Han Dynasty imposed an alcohol tax and passed a variety of laws to laws to reduce consumption. The Chinese government today has chosen not to interfere with the traditional patters of alcohol use. There are no laws regulating the purchase, consumption, or selling of alcohol. Instead, alcohol use is to be controlled by culture, tradition, social pressure, and economy.Actually, Chinese people do believe that moderate drinking is good for one’s health. As a result, many Chinese take a sip of alcohol to keep themfresh and healthy. Some even soak tradition Chinese medicine into liquor in order to achieve a better effect. This has proven successful.The Chinese are used to drinking their wines at dinner, with food, rather than before dinner. If we are at banquet, we will turn to toast the host, raise our glass and say, “Gan Bei!” That means “Bottom up!”At the end of my speech, I’m glad to give a piece of advice: just remember that the principle at dinner is eating, not drinking. “Too much drink numbs the palate, which means that all those delicious Chinese dishes just go to waste”.Thank you very much, ladies and gentleman!。