Pre- requisites
It is assumed that the students entering this course have ability to use functional language for daily conversation in good spoken English that they have learnt in previous semesters.
Timing This course will run once a week for 90 minutes over 16 meetings, including the Mid Test and Final Test.
Resources The texts and major resource used for this course is:
Lucas, Stephen. (2001). The Arts of Public Speaking (7
thEdition). McGraw-Hill
In order to support some discussions and preparation of the presentation, this course will use both additional video and audio materials.
If desired, the teacher may use other materials that meet the teaching criteria, by considering the course objectives so that the objectives can be achieved.
Activity types
- Lecturing - Individual tasks - Pair work - Group discussion - Class presentations - Video Discussions - Games
Goal This course focuses on students developing of public speaking, especially in delivering a presentation.
UMY Training Centre Language Training Centre
ENGLISH IV
PUBLIC SPEAKING
Public Speaking_16 meetings Page 2
Objectives
- Students are able to determine thesimilarities/differences between public speaking and conversation and also able to identify types of speaking - Students are able determine a topic for the speech text
and able to identify the elements in speech text introduction and make a good introduction of a speech text
- Students are able to identify the elements of the body of a speech, determine the sequence of points in a topic and use signposting in the body of speech and also able to make justification.
- Students are able to make a good conclusion for the speech text.
- Students are able to analyze the types of audience in a presentation, able to analyze ways to develop
confidence in delivering presentation, recognize, analyze the verbal and non-verbal communication in a presentation and demonstrate it in delivering
presentation
- Students are able to handle Q & A properly
- Students are able to analyze types of visual aid, identify a DOs and DON’Ts of using visual aids in a
presentation and able to prepare good visual aids to support the presentation
Requirements The success of this course relies upon all students actively participating and contributing in the following manner:
- coming to class meetings on time, - attending a minimum of 75% of classes, - listening to teachers’ input,
- being verbally and orally active - being willing to share ideas,
- completing assessment activities as directed, - working collaboratively with other students when
required.
Logistics :
Scoring components
1. Attendance : 10%
2. In-class Assessment 1 (Speech Exercise) : 10%
3. In-class Assessment 2 (Presentation Practice) : 15%
4. Home Assignment : 15%
5. Mid Test (Speech delivery) : 20%
6. Final Test (Presentation) : 30%
7. DIC (optional) : 5%
In-class Assessment 1: Speech Exercise (meeting 5 & 6)
Duration: 180 minutes (2 meetings) / (@ 4 – 5 minutes per student) Skill: Speaking
Students present their speech in front of the class in the range of 4 – 5 minutes without Question and Answer session. They will present the same topic as the one used for Mid Test. The SOP and rubric are provided.
NOTE: It is IMPORTANT to read the SOP carefully
In-class Assessment 2: Presentation Practice (meeting 12 & meeting 13) Duration : 180 minutes ( 2 meetings) / @7 - 10 minutes per student
Skill: Speaking
Students present their topic in front of the class in the range of 7 – 10 minutes with visual
aids. They present their Mid Test speech text with visual aids. The SOP and scoring
criteria are provided.
Home Assignment: Promoting Innovation Assignment date: meeting 6
Submission due date: meeting 12
In pairs, students make a video of promoting an innovation, e.g: product or service that can be useful for others and persuade them to buy or join. The information can be obtained from booklet, flyer, the internet or other sources. Yet, the text for promotion should be originally made by the students.
PLAGIARISM will have ZERO score.
The SOP and rubric are provided.
Mid Test (Speech delivery)
Duration: 180 minutes (2 meetings) (@ 4 – 5 minutes per student) Skill: Speaking
Students will deliver an argumentative speech for about 4 – 5 minutes.
The SOP and scoring criteria are provided.
Final Test (Presentation delivery)
Duration : 270 minutes (3 meetings) (@ 7 – 10 minutes per student) Skill: Speaking
- Students will present a presentation for about 7 – 10 minutes.
- The presentation must use a new speech text should be DIFFERENT as the one used for Mid Test.
- The topic for the new speech text is based on students’ preference and it SHOULD be related to their department.
- The SOP and scoring criteria are provided.
Public Speaking_16 meetings Page 4 MEETING RUN DOWN
Meeting Unit Learning Outcomes Language Functions Activities Material(s) Notes
1 Introduction to the course None Sharing the course outline, scoring
components, type of assessments, home assignment, and class contract.
Syllabus 30 minutes
UNIT 1 A&B:
Speaking in Public & Type of Speaking Students are able to determine the
similarities/differences between public speaking and conversation and also able to identify types of speaking
None - Lecturing
- Group Discussion:
Brainstorm about the similarities and differences between public speaking and conversation
Unit 1A
Unit 1B
60 minutes
Videos about types of speaking
2 UNIT 2A:
Speech Preparing
Students are able determine a topic for the speech text and able to identify the elements in speech text introduction and make a good introduction of a speech text
Agreeing and disagreeing:
- I couldn’t agree more!
- That’s exactly my opinion!
- That’s a good point.
- I agree with the statement.
- That’s absolutely true!
- I disagree with your idea.
- I’m afraid I don’t agree.
- I totally disagree with you.
Giving opinion:
- I think …
- I believe (that) … - In my opinion, …
- From my point of view … - To my mind, …
- I have no doubt that … - It’s quite clear that …
- Brainstorming
- Developing cluster/ ballooning/
mindmapping
- Highlighting the expressions in the introduction.
- Practice making a good opening (saying something interesting) based on student’s preferrence (free topic)
- The Introduction should
include: greeting, say something interesting, reveal the topic, and outline of the structure of the text (group’s preferrence/free topic)
Unit 2A:
Speech Preparing
- Handout 1 - Recommended
software for mindmapping:
Mindjet MindManager
- Teachers make a draw on topics for Mid Test (topics provided)
- Handout 2&3 - Teacher gives the
students an Individual Homework on making Introduction (Topic for Mid Test)
- The homework will be submitted
& Reviewed in Meeting 4
3 UNIT 2B:
Speech Text
Students are able to identify the elements of the body of a
Making transitions:
- First, I’d like to talk about… - Determining sequence of points in a topic
Unit 2B:
Body of
Making speech, determine the sequence of points in a topic and use signposting in the body of speech and also able to make justification.
- Now I’d like to move on to … - Next, let me describe …
Giving examples:
- For example…
- For instance…
Listing Items:
- First…, second…, third…
The first,…. The second….. The third….
Giving Examples:
- For example, … - For instance,
…
Telling Statistics:
- According to a research done by WHO in 2015, there were 1,500 cases of illegal abortion in U.S.
Telling Testimony:
- Stephen Lucas said that speaking in front of public is not difficult, yet you need to be well-prepared.
AREL:
A: Assertion.
R: Reason.
E: Evidence.
L: Link Back
- Identifying the signposting in the body of a speech
- Rearranging a passage with signposting
- Doing exercise on making justification in group
-
Speech Text
The list of questions for Peer Checking (Introduction)
Signposting with Harry Potter
- Handout 4 - Teacher should
DO the Review first before explaining how to make a
justification
- Handout 5
- Teacher gives the students an Individual Homework on making Body of speech (Topic for Mid Test)
- The homework will be submitted
& Reviewed in Meeting 5
4 UNIT 2B:
Speech Making
Students are able to make a good conclusion for the speech text.
Restating or summarizing:
- In conclusion, … - In summary, … - In brief, ….
- Let me reiterate, …
Suggesting/recommending/predictin
Peer Checking
- Reviewing body of a speech–
feedback on students’
homework.
- Identifying the elements of closing in a speech
- Unit 2B:
Conclusion of Speech Text - The list of
questions for Peer Checking
- Handout 4
- Teacher should DO the Review first before explaining how to
Public Speaking_16 meetings Page 6 g:
- My recommendation is … - I’d like to recommend/suggest … Thanking the audiences:
- Thank you for your attention.
- Thank you.
Inviting questions:
- Is there any questions?
- Do you have any question to ask?
- Making conclusion from the Mid Test’s topic and peer checking
(Body &
Conclusion)
make a conclusion
- TEACHER EXPLAINS HOME
ASSIGNMENT TO STUDENTS
5 In-class Assessment 1: Speech Exercise ( day 1) NOTE: See the SOP & Rubric
6 In-class Assessment 1: Speech Exercise (day 2) 7 Mid Test: day 1
8 Mid Test: day 2 9 UNIT 3A:
Presenting the Speech (1)
Students are able to analyze the types of audience in a presentation, able to analyze ways to develop confidence in delivering presentation, recognize, analyze the verbal and non-verbal communication in a presentation and
demonstrate it in delivering presentation
Saying Fillers:
- Emmm, - Er….
- You know…
Group Discussion:
- The class is divided into groups
- Each group should discuss about the types of audience in a
presentation and ways to develop confidence in delivering presentation (how to deal with nervousness)
- Share the result of the discussion for the class
Individual activity:
A Three Words Challenge
Unit 3A:
The Audiences
Unit 3A:
The Nervousne ss
.
Handout 6:
Video Flinders University
Handout 7:
SOP of A Three Words Challenge
Teacher reminds the students to choose a topic for Final Test (the topic should be related to their department) The topic should be reported to the teacher in Meeting 10
10 UNIT 3B:
Presenting the Speech (2)
Students are able to handle Q
& A
Inviting questions:
- Do you have questions?
- Is there any question?
Giving Opinion in Q&A Session - I think... / I don’t think ...
I believe... / I don’t believe ...
In my opinion, For me, …
Personally, I think ...
- From my point of view … - To my mind, …
- I have no doubt that … - It’s quite clear that …
Asking for Someone’s Opinion in Q&A Session
- Do you agree?
- What do you think?
- What do you think about ... (this)?
- Do you think that’s right?
- What’s your view?
- Are you OK with that?
Handling questions:
- I don’t think I follow you, can you repeat your question once again?
- That’s a good question; let me try to answer it.
- I think that’s outside of my field today.
- Am I answering your question?
- I think we’ve run of time. Thank you.
Practicing on Handling Q & A Games:
Beauty Pageant
Unit 3B:
Unit 3B:
The Verbal &
Non Verbal Communi cation
A video about verbal and non-verbal communic ation:
Manners in public speaking The Q &
A Session
The teacher records the students topic for Final Test.
NOTE:
First come, first serve
Students’ topics should be different one and another.
Handout 8:
SOP of Beauty Pageant
Public Speaking_16 meetings Page 8 11 UNIT 4A:
Using Visual Aids UNIT 4B:
Preparing Visual Aids
Students are able to analyze types of visual aid, identify a DOs and DON’Ts of using visual aids in a presentation and able to prepare good visual aids to support the presentation
None - Group Discussion
- Lecturing
- Practicing to make visual aids (PPT) for presentation.
UNIT 4A
Unit 4B
PPT How to make a good slides for
presentatio n
- Teachers remind the students to bring laptops for practicing to make Visual Aids (Power Points)
- Teachers remind the students for the In-Class Assessment 2 12 In-class Assessment 2: Presentation Practice (Day 1)
NOTE: See the SOP
13 In-class Assessment 2: Presentation Practice (Day 2) 14 Final Test: day 1
15 Final Test: day 2 16 Final Test: day 3
