English

ENGLISH FOR PUBLIC SPEAKING

*A practical handbook for public speaking contexts *Authentic texts & pictures for N & O oral exams

Audrey Cheng

Acknowledgements We acknowledge and thank the following for their kind permission to reproduce the photographs listed below: Mr Marcus Ong for his photograph from the Yellow Ribbon Prison Run 2012.

Pastor Sinai Phoek, Director of New Hope for Orphans Organisation, Cambodia, for the photograph of their children.

ISBN: 978-981-07-9147-6 CopyrightŠ by Aeon Publications Pte Ltd. All rights reserved.

No part of this publication may be reproduced or distributed in any form or by any means, electronic, mechanical, photocopied, recorded or otherwise, or stored in a database or retrieval system, without the prior permission of the publisher, including, but not limited to, in any network or other electronic storage or transmission, or broadcast for distance learning.

Printed in February 2014

Dedication I would like to dedicate this book to my mentor, Dr Christine Goh, Professor of Linguistics and Language Education in the English Language and Literature Academic Group and Associate Dean for Higher Degree studies at the National Institute of Education, Nanyang Technological University. I am most grateful to Dr Goh for having inspired me with an abiding passion for language research and oracy development among English language learners in Singapore schools.

Preface Ever since the launch of the Speak Good English Campaign in 2000 by the Singapore Government, the importance of developing competent oral skills among students of the English language has never been more overemphasised. As such, there is a need for adequate teaching and learning resources in developing oral communication skills in schools.

As an experienced trainer in oral communications for both students and trainee teachers, I would like to provide a practical handbook on public speaking, suitable for students of all academic streams.

This book is designed to help students build confidence in their oral communication through relevant theoretical knowledge and practical tips on oral presentations, to be applied for different purposes in the class and other school contexts, as well as for preparation of the GCE N and O level oral examinations. It also endeavours to make learning fun and engaging whereby the sample spoken texts and practices are designed to portray the current socio-cultural milieu which students are most familiar with and interested in.

Audrey Cheng

Objectives of this book: To equip and prepare students for oral examinations based on the 2013 GCE ‘N’ & ‘O’ level English language syllabus.

To equip and prepare students for public speaking especially in the school context.

To build students’ confidence in oral communicationin the English language both to small groups and a large audience.

Format & Approach: Section A: General Tips Provide general tips on reading aloud for the GCE N and O level oral examinations.

General tips on public speaking: purpose, audience and context; using powerpoint slides, dealing with stage fright.

Section B: Practice Passages One sample practice spoken text and analysis of purpose, audience and context, tone and body language. Explanation of its organisational structure and grammatical features.

Includes follow-up questions for further written and spoken practices; further tips for teachers and students. Related links for authentic texts and practices.

The subject matter for this book is derived from the everyday life of students and the socio-cultural environment around them, especially in the school context.

Topics cover music & entertainment, sports, school life, service learning, community development, environmentalism, animals, family, relationships, health.

CONTENTS Section A: General Tips for Reading Aloud and Public Speaking PART

TOPIC

PAGE

Part 1

Reading Aloud Passages as Preparation for the GCE N and O level Oral Exams

Part 2

Speaking in Public: Purpose, Audience & Context

Part 3

General Tips on Making a Speech

8

Part 4

Pronunciation and Voice Projection

9

Part 5

Using Powerpoint Slides

10

Part 6

Overcoming Nervousness or Stage Fright

11

2

3-7

Section B UNIT

TOPIC

TYPE OF SPEECH SPEAKER ROLE & CONTEXT PAGE

Unit 1

Music & Entertainment

Internet TV reporting

TV presenter introduces a K pop group.

13-18

Unit 2

Real Life Heroes

Class Presentation

Student reports on an interview with a sportsman.

19-25

Unit 3

Community Involvement Programme

Class Presentation

Student recounting his CIP experience.

26-32

Unit 4

Sports

Radio Interview

Captain of the champion team explains their training programme.

33-39

Unit 5

Teens’ Social Development

Debate

Second speaker of opposition team debating on dating.

40-46

Unit 6

Family & Elderly

Voicemail

Son informs father about grandmother’s accident

47-53

Unit 7

Environmentalism School Assembly Talk

Green Club student leader persuades students to take part in a campaign.

54-60

CONTENTS UNIT

TOPIC

TYPE OF SPEECH SPEAKER ROLE & CONTEXT PAGE

Unit 8

Public Speaking

Oratorical Contest

Contestant speaks about the dangers of smoking for Anti-smoking Campaign.

61-65

Unit 9

School Life

Speech at Secondary One Orientation Week

Student leader persuades new students to join his CCA.

66-72

Unit 10

Animals

School Assembly Talk

Student shares views on human threat to animals.

73-79

Unit 11

Leisure & Entertainment

Internet TV Reporting

Student does live TV reporting on a cosplay event.

80-86

Unit 12

Cultural Integration

Welcome speech for exchange students

Student introduces Singapore to foreign students.

87-93

Unit 13

School Life

Farewell speech at a dinner function

Head prefect gives a talk during dinner.

94-100

Unit 14

Social Media

Radio Talk

Student radio presenter shares about internet addiction.

101-107

Unit 15

Beauty & Fashion

Unit 16

Community Bonding

Speech at a community Youth club leader shares about new club dinner function General Tips for Reading Aloud and Public Speaking: Section A facilities and activities.

115-121

Unit 17

Family

Class Presentation

Student reports on a seminar and applying what he has learnt.

122-128

Unit 18

Humanitarianism

School Assembly Talk

Red Cross leader persuades the audience 129-135 to give contributions.

108-114

Section A General Tips for Reading Aloud and Public Speaking

1

1 Reading Aloud Passages as Preparation for the GCE N and O level Oral Exams Each passage for the GCE N and O level oral examinations is based on a spoken context, including the following: a class presentation, a briefing at a CCA meeting, an assembly talk, a TV reporting an internet TV report a voicemail a radio broadcast speech an interview speech The purposes of these speeches are: (i) (ii) (iii)

to inform, e.g. Giving the outline of a seminar you attended; the class treasurer’s report on the expenditure of the class. to persuade and convince, e.g. Recommending a country for CIP work. to give feedback and views, e.g. Reporting on a CIP trip you went on, the lessons learnt.

Here are some general pointers for reading these passages effectively: 1)

Read the instructions at the start of the passage to see the role you are playing, the context for the speech and the audience.

2)

Get into character. As you read the passage silently first, identify with the role you are taking as the speaker, including the mood, feeling and attitude. Think of which words you will emphasis or speak with more feeling, or more loudly, seriously or happily.

3)

During your practice, clarify the correct pronunciation of words you are unsure about.

Use a pronouncing dictionary from the internet, which contains many to choose from.

4)

Self-Analysis of your reading: Record your reading into your recorder. Play back the recording and assess your own reading. Ask yourself these questions: Is my pronunciation clear?

Is my delivery fluent and clear?

Am I reading the words in the role you are playing?

Does it project the appropriate feeling and attitude?

Am I speaking at the appropriate volume?

5)

2

Peer Analysis of your readings: Ask a peer to assess your reading, using the same rubrics for self-analysis.

2 Speaking in Public: Purpose, Audience & Context Whether it is giving a class presentation or a briefing to the members of your CCA group; giving an assembly talk or taking part as a debater, or making a video recording project, you may have already done so or are being asked to perform at least one of these speaking tasks in school.

Here are some questions and tips to consider when you want to give a speech in front of a group of people: i)

How should I present a good speech?

“There are three things to aim at in public speaking: first, to get into your subject, then to get your subject into yourself, and lastly, to get your subject into the heart of your audience.”

Alexander Gregg “Get into your subject” – know your subject well. Make sure you know and understand what you are talking about.

“Get your subject into yourself ” – personalise the subject, relate it to your own experience so that others can see his relevance and application of the subject.

“Get your subject into the heart of your audience” – when you succeed in touching the hearts of your audience, you have convinced them to agree with you.

ii)

How does the audience perceive me?

It is a well-known fact that the success of your speech depends on how the audience perceives you the speaker. Besides the words you speak, they will also judge your appearance and actions, and even any preconceived notions about your background before they can be won over to your side.

3

2 Speaking in Public: Purpose, Audience & Context A.

Purpose, Audience and Context (PAC)

PURPOSE iii)

Is the audience clear about my purpose from the start?

“If you don’t know what you want to achieve in your presentation your audience never will.”

Harvey Diamond

Tell your audience very clearly what the purpose for your speech is. It is usually at the start of your speech, but at times it can be after a brief introduction.

To inform?

‘The Biology Olympiad in Switzerland was a whirlwind of activity from Day One….’

To persuade?

‘Therefore, as you can see, the victims of this catastrophic tsunami need our help.’

To give feedback?

‘I would like to give my feedback on the lessons I have learnt during my educational trip in Beijing…’

4

2 Speaking in Public: Purpose, Audience & Context AUDIENCE iv)

Do I understand my audience?

Think of the following when considering your audience, so that they will be able to accept your message favourably.

Who are your audience? Your principal, vice-principal, teachers, students. How formal or informal, polite or casual should your language be, in order to be appropriate to your audience?

How much do they know about the topic? Do you need to explain certain terminology?

Do not bore the audience with too many details or give them too much what they already know beforehand.

What is their attitude towards the topic? Are they supportive or cynical about it? Is it negative, and you have to change their attitude?

How relevant is your message to them? How can you prove to them that they need it?

Give strong reasons, emphasise the importance of your message.

What are their expectations of you? Your attitude, tone, knowledge, purpose and even appearance are important.

CONTEXT v)

Am I aware of the context?

It is important to note the following when considering your context: Your role-relationship with your audience. As an NPCC commander during parade training; or as a classmate sharing your CIP trip in class.

The cultural background of your audience. Their level of familiarity or maturity.

Will they understand certain words you use? Might they be offended?

The level of formality of the occasion. It determines whether you use formal or informal language, technical vocabulary or teen slang. It even determines your type of dressing and body language.

The physical environment: in class, in an air-conditioned auditorium, the school hall on a hot day?

Use a sound system? Use of technology like laptop and projector?

Any emotional or controversial concerns related to your speech?

When a national disaster has just occurred and you are talking about a fun outing.

You may even have to consider changing the subject matter if it is expedient.

5

2 Speaking in Public: Purpose, Audience & Context

B.

Making Decisions about Your Speech It is thus important to consider the above factors of purpose, audience and context before we can decide on the content, organisation and style of language for our speech to be truly effective.

CONTENT : This refers to the subject matter we want to convey to our audience, including the details on who, what, where, why, when, how, and so on.

ORGANISATION: We need to consider carefully the text organisation. Chronological order for a recount?

State topic sentence followed by supporting details? Etc. STYLE OF LANGUAGE: How formal or informal? Casual or serious? Slang or professional?

# Let’s Practise at Decision-Making: Try analysing the purpose, audience and context of three scenarios to help you decide on the content, organisation and style of language of your message, by filling in the table below. The first one has been done for you.

Scenario 1: Class presentation on a holiday trip you took

CONTENT

ORGANISATION STYLE OF LANGUAGE

6

PURPOSE

Inform audience about your holiday trip, give feedback about it’s highs and lows

AUDIENCE

CONTEXT

Teachers and Classmates

Term One first week of school year, icebreaker activity by English Teacher

Engage the Audience: Mix of formal and informal English Casual style, with jokes.

Powerpoint slides of photographs of trip.

After recess in class; hot weather.

Chronological Sequence of events

2 Speaking in Public: Purpose, Audience & Context

Scenario 2: Assembly speech as a student leader reporting on a student exchange programme just completed

CONTENT

PURPOSE

AUDIENCE

CONTEXT

ORGANISATION

STYLE OF LANGUAGE

Scenario 3: A live video report about your school’s marathon race for your school’s website.

CONTENT

PURPOSE

AUDIENCE

CONTEXT

ORGANISATION

STYLE OF LANGUAGE

7

3 GENERAL TIPS ON MAKING A SPEECH

8

1.

Greet the audience, beginning with the most important person.

“Good morning, Mr Wong, dear teachers and fellow students…”

2.

Introduce your name and position.

“My name is Yonis Choo, and I am the …”

3.

Structure your speech in an appropriate way.

Intro: State what you are about to say.

Body: Say it.

Ending: Summarise what you have said or Call to action.

4.

Focus on a few main points, starting with the most important point.

Develop each point in a variety of ways, such as examples and illustrations, facts and figure, or cause and consequence, advantages and disadvantages.

5.

Use signposting. Make the structure of your speech clear by using signposting.

“I am going to talk about… First of all, secondly, last but not least… In conclusion, I hope …”

6.

Use a conversational style using personal pronouns (I, we, you).

This will help build better rapport with the audience.

7.

Make Eye Contact. It helps you to appear more friendly and honest.

Pan your vision across the audience from left to right, and stare at a few faces.

Familiar faces will usually give you encouraging looks as support.

This helps to build your confidence while speaking.

8.

Show enthusiasm and interest in what you are talking about.

Use your facial expressions, hand gestures and body movement appropriately and naturally.

9.

Rehearse, rehearse, rehearse. Keep rehearsing, and analyse a different aspect for each practise.

Rehearse in front of a mirror, tape your speech and listen to your voice, even find someone to listen to you to improve on your speech. If possible, video-tape yourself so look out for any bad habits of movement. Some speakers like to keep shifting their body weight on either leg continuously, or gesticulate too much with their hands.

10.

Using notes: If you are using notes, write them on palm-sized cue cards, so as not to distract the audience. Or, if reading from a script, slant it at up to forty-five degrees.

Make sure that you do not cover your face with the paper.

4 PRONUNCIATION AND VOICE PROJECTION (i)

Speak clearly for your audience to understand you.

Do not mumble. Pronounce each consonant or vowel clearly.

Practise reading and speaking often in front of a mirror or record your voice to listen for mistakes and then correct them.

Get someone to hear you as you rehearse your speech and give you constructive feedback.

(ii)

Learn and practise the correct pronunciation of words.

Listen to good speakers of English like your English teachers as well as radio and television presenters.

Google the correct pronunciation of the word on the internet by typing its spelling followed by the word “pronounce” or “pronunciation” (‘word + pronounce’, or ‘word + pronunciation’).

There are even smartphone apps from which you can download and check for the pronunciation of words.

(iii)

Practise reading or speaking fluently.

Hear from good readers and speakers to know what fluent speaking sounds like. Listen to the rise and fall of their words, where they pause, the meaning, tone and attitude they convey.

Read in phrases rather than reading each word separately, which does not sound natural at all.

Pause at appropriate places, such as at commas, colons, semi-colons and at the end of sentences.

(iv)

Speak loud enough for your audience to hear you.

If you speak too softly, practise deep breathing and exercise your diaphragm. Then assert more energy as you speak, and ‘push’ your voice outwards.

Practise shouting out loud first, then slowly lowering the force and volume, till you are speaking loudly and calmly at a comfortable level.

9

5 USING POWERPOINT SLIDES Powerpoint slides are very useful in keeping audience focussed on the purpose and main points of your speech. Pictures and graphics also help to engage and arouse the interest of the audience. Here are some pointers when you are giving a speech together with powerpoint slides:

(i)

Designing your powerpoint slides: Font size should be between 28 and 32. Headings should be 36 to 44 point size.

Write one main point on one slide.

Write in point form and key words, not long sentences.

Use colours for good contrasts, up to three colours without looking too gaudy.

Add pictures, graphics and videos to engage the audience better.

(ii)

During your presentation: Stand at the side of the screen. Do not block the audience from looking at the screen.

Use a laser pointer to point at the text.

Introduce your slides before showing them. E.g. “Now, I am going to show you how …”

Do not keep looking and reading from the screen.

Give your audience enough time to read words on the slide.

Vary your pace. Some slides can be shown very quickly, while others need more time to absorb.

Do not depend too much on your powerpoint slides to be the main focus of your speech.

It only complements your presentation.

10

6 OVERCOMING NERVOUSNESS OR STAGE FRIGHT All of us will feel a little nervous when standing in front of a group of people, a feeling which is typically known as stage fright. Stage fright is very common for everyone, from actors, talk show hosts and singers, to professional TEDtalk speakers and even teachers. You can overcome this anxiety by training your body and mind to relax and trying a few tricks, as follows:

Rehearse

Prepare and rehearse your speech in front of the mirror or in front of someone, and find areas in your speech to improve on.

Exercise

Make time to exercise for at least half an hour, such as jogging, swimming or playing a sport.

It is very good for releasing tension.

Relax

Before your speech, chew or munch something like a gummy sweet or Mentos sweet.

It will release the tension in your gums. Stretch your arms, legs, back and shoulders to reduce the tension. Hold something in your hand, like the cue cards, powerpoint laser or a pen when speaking.

Support

Look at familiar faces in the audience, like your friends or people who will make you feel assured and relaxed.

11

Section B Units 1 to 18

12

UNIT 1: MUSIC AND ENTERTAINMENT

13

UNIT 1: MUSIC AND ENTERTAINMENT Reading Practice: Your school’s internet news website recently asked you to cover the concert for the Kpop boyband, Army Boyz, currently in Singapore on their World Tour. They were performing at La Grande World Theatre. You now give a brief live introduction at the concert. (Introduction, Information Report) Good evening everyone! My name is Sheena from Class 3S2. Guess where I am right now? I’m standing in front of the entrance of La Grande World Theatre, waiting for the arrival of the biggest international K-pop boyband, Army Boyz! Yes! I can’t wait for their limousine to arrive. The Army Boyz are now staying at the Western Stamford, and I’m surprised there’s no stampede at the Stamford, ‘cos it’s surrounded by thousands of fans!

Army Boyz burst into the international K-pop scene three years ago with their hit single, “Bang!” The “Bang!” video reached 300 million views on Youtube within one week, and was named as South Korea’s Song of the Year. Other follow-up singles include “Machine Gun” with 600 million hits sold on iTunes and “Breakout” with 800 million hits! More recently, their 2013 album “Lonely Girl” has been number one on the US billboard charts for three consecutive months up till this week! In fact, Forbes Magazine reported that Army Boyz were the most powerful entertainers throughout Asia for the year of 2012. Aren’t they great?

I’m going to meet this group of five very handsome guys in the flesh in five minutes’ time! Just look at the crowd, all the Army Boyz fans. So don’t go away, hang on there!

Audience:

Teenage viewers on the internet

Speech type/purpose:

live TV report giving information.

Context:

Waiting for and introducing a popular boyband.

Tone:

Enthusiastic and very friendly and personable with TV audience.

Realistic body language:

Looking excited and all smiles, with eyes wide open. Use hand gestures often, turn or move the body where appropriate.

14

UNIT 1: MUSIC AND ENTERTAINMENT READING ALOUD A PASSAGE: CHECKLIST FOR SELF-ANALYSIS

FACTORS QUESTIONS FOR FOR MYSELF: READING PRONUNCIATION

VERY GOOD

GOOD

AVERAGE

BELOW AVERAGE

REMARKS ON AREAS FOR COMMENDATION OR IMPROVEMENT

Is my pronunciation accurate?

DELIVERY Is my reading smooth and fluent?

REGISTER

Am I reading in the role I am playing?

TONE

Does it give the right feeling and attitude?

VOLUME

Am I speaking at an appropriate volume?

15

UNIT 1: MUSIC AND ENTERTAINMENT READING ALOUD A PASSAGE: CHECKLIST FOR PEER-ANALYSIS

FACTORS QUESTIONS FOR FOR MYSELF: READING PRONUNCIATION

Is reader’s pronunciation accurate?

DELIVERY Is the reading smooth and fluent?

REGISTER

Am reader reading in the role I am playing?

TONE

Does the reading give the right feeling and attitude?

VOLUME

Is reader speaking at an appropriate volume?

16

VERY GOOD

GOOD

AVERAGE

BELOW AVERAGE

REMARKS ON AREAS FOR COMMENDATION OR IMPROVEMENT

UNIT 1: MUSIC AND ENTERTAINMENT Picture for Spoken Interaction

Oral Exam Prompts: Examiners should use all the prompts provided to engage candidates in a discussion. Examiners should also pursue any points which the candidates may mention

If you werre among the audience in the picture, what will give you the most enjoyment and satisfaction about the concert?

Why do you think some fans are so obsessed with their idol?

What do you think are the advantages and disadvantages of having fame?

Topics for debates or panel discussions:

.

“Appearance is more important than talent nowadays.”

“The price of fame is too heavy to pay.”

“It is unfair that entertainers are paid so much more than nurses.”

17

UNIT 1: MUSIC AND ENTERTAINMENT *Below is the text structure and language features typical of a live TV report introducing a entertainment group.

Language Features

Text Structure Good evening everyone!1 My name is Sheena from Class 3S2.

Guess where I am right now? I’m standing in front of the entrance of La Grande World Theatre, waiting for the arrival of the biggest international K-pop boyband, Army Boyz!

Yes! I can’t wait for their limousine to arrive. The Army Boyz are now staying at the Western Stamford, and I’m surprised there’s no stampede at the Stamford, ‘cos2 it’s surrounded by thousands of fans!

Use of exclamation marks to show excitement.1

Give important milestones about subject; include time, places and organisations

Army Boyz burst into the international K-pop scene three years ago with their hit single, “Bang!” The “Bang!” video reached 300 million views on Youtube within one week, and was named as South Korea’s Song of the Year. Other followup singles include “Machine Gun” with 600 million hits sold3 on iTunes and “Breakout” with 800 million hits! More recently, their 2013 album “Lonely Girl” has been number one on the US billboard charts for three consecutive months up till this week! In fact, Forbes Magazine reported3 that Army Boyz were3 the most powerful entertainers throughout Asia for the year of 2012. Aren’t they great?

Use of present tense (Para. 1) to report on current action

Build rapport with audience with a friendly exhortation

I’m going to meet this group of five very handsome guys in the flesh in five minutes’ time! Just look at the crowd, all the Army Boyz fans. So4 don’t go away, hang on there!

Use of “so” at start of sentence: acts as summing up device or transition.4

Greet audience & build rapport State purpose

Use of slang and contractions for a casual style.2

Use of past tense to report past achievements.3

Additional Speech Practice: Live reporting of a pop star’s concert Your school’s internet news website recently asked you to report on the concert for a famous international pop star currently in Singapore on a world tour. She was performing at a prominent theatre in Singapore.

You now give a brief introduction about the singer and the concert on live internet TV for your class. #Tips: Think of your favourite pop singer, a casino resort or prominent theatre in town where the concert is held. Do research on the singer’s background and achievements. Select and report on the most outstanding information.

Related links for entertainment and celebrities’ news: Press conference news and interviews of celebrities on razor.tv; xin.msn.com; www.channelnewsasia.com.

18

There are many public speaking tasks that secondary students nowadays need to engage in- whether it is giving a class presentation or a briefing to the members of their CCA group; or giving an assembly talk, a live video report for the school website, they may have already done so, or are being asked to perform them. What are some things to note when giving these speeches?

English for Public Speaking is a teaching and learning resource that serves as a practical handbook for teachers in equipping students with the necessary strategies for planning, drafting and performing the various speech types in their various contexts. Each topical unit comes with a template featuring the text organisation and language features of each speech type.

Secondly, it also prepares students for the GCE N and O level oral examinations, being in accordance with the requirements of the revised 2010 English Language (EL) Syllabus. It features rich texts and a variety of language resources to enable students to appreciate the language beyond the classroom..

It contains: 18 practice passages for practice for the Reading Passage section, modelled after authentic spoken texts. Each passage contains guidelines on its purpose, audience, context, and appropriate use of tone and body language.

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Pictures for practice for the Spoken Interaction section, complete with prompt questions.

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Further practices for writing similar speech types and engaging in debates and panel discussion to build up students’ schemata and self-confidence on the subject matter.

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