Communicating effectively in english

This book has been designed to help nonnative speakers of English gain proficiency in speaking and listening. It is intended for use in college classes, intensive English programs, and English training courses for professionals. The materials are designed for a semesterlong course but can be adapted for other time frames.

English World COMMUNICATING EFFECTIVELY IN ENGLISH SECOND EDITION COMMUNICATING EFFECTIVELY IN ENGLISH Oral Communication for Non-Native Speakers PATRICIA A PORTER and MARGARET GRANT San Francisco State University HEINLE & HEINLE PUBLISHERS A Division of Wadsworth, Inc Boston, Massachusetts 02116 English Editor: Angela Gantner Editorial Assistant: Tricia Schumacher Production Editor: Deborah Cogan Managing Designer: Carolyn Deacy Print Buyer: Barbara Britton Permissions Editor: Peggy Meehan Designer: Adriane Bosworth Copy Editor: Thomas Briggs Photographer: Pamela Gentile Cartoonist: Stephen Kongsle Compositor: G&S Typesetters, Inc Cover Illustration: Mark Stearney Printer: Malloy Lithographing, Inc This book is printed on acid-free paper that meets Environmental Protection Agency standards for recycled paper Copyright 1992 by Heinle & Heinle Publishers, a division of Wadsworth, Inc All rights reserved Printed in the United States of America No part of this book may be used or reproduced in any manner whatsoever without written permission, except in the case of brief quotations embodied in critical articles and reviews 13 14 04 Library of Congress Cataloging-in-Publication Data Porter, Patricia A., 1939– Communicating effectively in English: oral communication for non-native speakers / Patricia A Porter and Margaret Grant.-2nd ed p cm Includes index ISBN 0-534-17268-7 English language—Textbooks for foreign speakers Oral communication I Grant, Margaret, 1935– II Title PE1128.P5924 1992 428.3'4—dc20 91-34679 Contents Unit UNDERSTANDING YOUR AUDIENCE AND BEING UNDERSTOOD Introduction How Do You Feel about Communicating? Personal Report of Communication Anxiety For Discussion Learning about Your Audience Activity 1: Getting Acquainted with Your Classmates ASSIGNMENT: Gathering and Reporting Information about Your Classmates Preparing Your Report Organizing Your Report Preparing Visual Aids 11 Preparing Note Cards 12 Delivering Your Report 12 Nervousness 14 Posture 14 Movement 14 Facial Expression and Gestures 15 Eye Contact 16 v vi Vitality 17 Spontaneity 17 Sense of Humor 17 Voice Control 18 Comprehensibility 19 For Discussion 20 Activity 2: Relaxing to Control Nervousness 20 Activity 3: Using Gestures for Expressiveness 21 Activity 4: Speaking Spontaneously and Maintaining Eye Contact 23 Activity 5: Looking Up from Your Notes 23 Activity 6: Working on Vitality 24 Activity 7: Working on Volume, Rate, Posture, and Eye Contact 24 Listening to and Evaluating the Reports 25 Evaluation Form 27 Unit GETTING INFORMATION: INTERVIEWS AND CONFERENCES 29 Sample Interview 29 For Discussion 31 Communicating 32 Being an Active Speaker 32 Being an Active Listener 33 For Discussion 36 Activity 1: Listening and Retelling a Story 36 37 Activity 2: Listening and Taking Notes Interviewing and Participating in a Conference 37 Choosing between Formal and Informal Language 37 For Discussion 39 Activity 3: Reporting on Informal Expressions 39 Developing Interviewing Skills 40 Activity 4: Practicing Interactive Listening 43 vii ASSIGNMENT: Interviewing a Classmate and Reporting on Your Interview 44 Preparing Questions for Your Interview 44 Conducting Your Interview 45 ASSIGNMENT: Consulting an Instructor or Supervisor and Reporting on Your Conference 46 Preparing Questions for Your Conference 48 Participating in Your Conference 48 Reporting on Your Interview and Your Conference 49 Paraphrasing 49 Activity 5: Practicing Paraphrasing 50 Spoken versus Written English 50 For Discussion 53 Preparing the Oral Report on Your Interview 53 Activity 6: Speaking from a Note Card 55 Activity 7: Preparing and Speaking from a Note Card 55 Activity 8: Comparing Notes and Paragraphs 56 Activity 9: Preparing a Spoken and a Written Advertisement 57 Preparing the Written Report on Your Conference 57 Practicing Your Oral Report 57 Listening and Evaluating 58 Evaluation Form 59 Unit PROVIDING INFORMATION: INSTRUCTIONS AND DEMONSTRATIONS 61 Sample Speech 61 For Discussion 66 Demonstrating Processes or Providing Instructions 66 ASSIGNMENT: Giving an Instructive or Demonstration Speech 66 Finding a Topic 67 Analyzing Your Audience 67 Choosing Your Topic 68 viii Narrowing Down Your Topic 70 Activity 1: Deciding on Appropriate Topics Activity 2: Narrowing Down Topics 72 71 Organizing the Body of Your Speech 72 Deciding on Main Points 72 Planning Subpoints and Supporting Details 75 Outlining 75 Activity 3: Choosing and Ordering Main Points 79 Activity 4: Choosing and Ordering Main Points and Subpoints 80 Activity 5: Evaluating the Body of Your Speech and Your Classmates' Speeches 80 Making Transitions 81 Activity 6: Practicing Transitions 83 Activity 7: Planning and Practicing Your Own Transitions Preparing Your Conclusion 83 Activity 8: Evaluating Conclusions 85 Activity 9: Evaluating Your Classmates' Conclusions 86 Preparing Your Introduction 87 Catching the Listeners' Interest 88 Creating a Good Rapport with the Audience 92 Activity 10: Noting Techniques for Creating Rapport 93 Narrowing the Focus of Your Topic 93 Stating the Topic Clearly and Establishing the Plan for Your Speech 94 Activity 11: Noting the Specific Topic and the Plan for the Speech 95 Activity 12: Evaluating Introductions 95 Activity 13: Listening to and Evaluating Introductions 97 Activity 14: Preparing Introductions 97 Activity 15: Evaluating Your Classmates' Introductions 98 Using Visual Aids 98 Physical Objects 98 Handouts 99 Chalkboards 99 83 240 Appendix -ity Your instructor will first pronounce the words in column A and then those in column B Listen carefully, and place a stress mark after the stressed syllable in each word COLUMN A (ADJECTIVES) COLUMN B (NOUNS) for mal for mal i ty ob jec tive ob jec tiv i ty am big u ous am bi gu i ty corn plex com plex i ty ac tive ac tiv i ty fa mil iar fa mil i ar i ty Notice that all of the words in column B end with -ity What is the stress pattern associated with the words that end in -ity? Practice saying the words in column B yourself Pay attention to your word stress Listen to your teacher pronounce the pairs of words Can you hear the vowel sounds change from the adjective form to the noun form of the words? Practice saying the pairs of words yourself Pay attention to your word stress and vowel sounds Mark the stressed syllables in the following words Practice saying these words Pay attention to your word stress le gal i ty in fin i ty sim plic i ty mobility se lec tiv i ty Mark the stressed syllables in the underlined words Then practice saying the following sentences: a A few people have the ability to speak with authority in front of a group of people b A speaker needs to consider the suitability of his topic c A speaker also needs to have a certain amount of sensitivity toward his audience Pronunciation -ic Your instructor will first pronounce the words in column A and then those in column B Listen carefully and place a stress mark after the stressed syllable in each word COLUMN A (NOUNS) COLUMN B (ADJECTIVES) pe ri od pe ri od ic strat e gy stra to gic trau ma trau mat ic idiom id i o mat ic to graph to graph ic sym ny sym phon ic Notice that all of the words in column B end with -ic What is the stress pattern associated with words that end in -ic? Listen to your teacher pronounce the pairs of words Can you hear the vowel sounds change from the noun form to the adjective form of the words? Practice saying the pairs of words yourself Pay attention to your word stress and vowel sounds Mark the stressed syllables in the underlined words Then practice saying the following sentences a Being nervous is characteristic of most speakers b Most audiences feel sympathetic toward speakers c Audiences enjoy speakers who are enthusiastic about their topics Notice that this same stress pattern generally holds true for the suffixes ical and ically (for example, the'ater, thea'trical, thea'trically) USING THE DICTIONARY—VOWEL SOUNDS You have seen that your dictionary can help you to pronounce words correctly If you were to look up the word embargo, you might see em•ba•go (im barigo) You know from the previous section about word stress that the dot symbol (•) divides the word into three syllables and that the stress marks (') tell you which syllables to stress But what does the symbol over the letter o (a) mean? 241 242 Appendix Because most people don't know what these symbols mean, especially the vowels, the dictionary provides a guide to the pronunciation symbols it uses At the bottom of the same page on which you find embargo is the following pronunciation guide to vowels: * at, ate, car; ten, eve; is, ice; gO, horn, look, tool; oil, out; up, fur; a for unstressed vowels, as a in ago, u in focus; Each symbol is contained in a short, common word that contains that sound You know, therefore, that you should pronounce a like the vowel sound in ate, that you should pronounce cTo like the vowel sound in tool, and that you should pronounce a like the first vowel sound in ago Different dictionaries may use different symbols, so be sure to become familiar with the symbols that your dictionary uses Every dictionary, however, provides you with some kind of guide If you are not sure how to pronounce the words that the dictionary uses in the pronunciation guide, be sure to ask a native speaker to pronounce them for you Activity 9: Using Pronunciation Guides Below are some words and their pronunciations Practice using the pronunciation guide to help you pronounce these words correctly vary (var'i) conceal (kar•a') stern (stern) feasible (feza•31) hero (herio) quest (kwest) object (ab•jeke) delight (di•lit') image (im'ij) insecure (in•si•kyoor') grate (grat) dread (dred) astonish (a•stan'ish) preface (pree is) excerpt (ek'surpt) * Webster's New World Dictionary, Third College Edition (New York: Simon & Schuster, 1988) Pronunciation Activity 10: Using Your Dictionary Following are some sentences from the excerpts on the homeless in Unit Look up the underlined words in your dictionary Make sure that you know how to pronounce them Try to pronounce the stress as well as the sounds correctly Practice saying the complete sentences Pay attention to pauses and emphasis a The growing phenomenon of homelessness is nothing short of a national disgrace b Meanwhile, advocates for the homeless—and their allies in Congress—are a aring up for a major campaign to force the Bush administration to more c A class war is brewing between angry indigents and disgruntled citizens forced to step out of their way d Part of the reason for the growing backlash is simply sheer numbers e Public disfavor may also be spurred by changes in the makeup of the homeless population 243 Index A Active listening, 33-35 activities on, 36, 37 in group discussion, 117-118 Active speaking, 32 Agreement, expressing, 116 American Civil Liberties Union Briefing Paper, 181-187 Analogy, 198 Anecdotes See Story Anxiety, communication, 4-6 See also Nervousness during presentation Appeals to audience, 200-203 Arguments in persuasion speech choosing, 195-196 choosing supporting evidence, 198-200 countering opposing arguments, 199-200 organizing, 197-198 outlining, 203-204 presenting clear, visual evidence, 200 Attitudes, personal active listening and, 34 toward communication, 4-6 Audience, 7-27 as aids in information speech, 101-102 analyzing, for topic selection, 67-68 appeals to, in persuasion speech, 200-203 catching interest of, in introduction, 88-92 creating rapport with, 92-93 establishing credibility with, 174-175, 199 eye contact with, 16-17, 23, 24 learning about, 7-8 monitoring reaction of, 102-103 Audiovisual aids audience members as, 101-102 for group presentation, 145-146 in information speech, 98-102 in oral report, 11-12 in persuasion speech, 210 in problem/solution speech, 171 Authority figures, citing, 199 B Body of group presentation, 128-139 main points, 129-131 supporting details, 131-139 Body of information speech, 72-83 activities on preparing, 79-81, 83 evaluating, 80-81 main points, 72-75, 79, 80 outlining, 75-79 subpoints and supporting details, 75, 80 transitions, 81-83 Body of oral report, 53-55 Body of persuasion speech, 195-207 appeals to audience, 200-203 choosing arguments, 195-196 choosing supportive evidence, 198-200 organizing arguments, 197-198 outlining, 203-205 transitions, 206-207 Body of problem/solution speech, 161-171 countering arguments, 164-166 indicating superiority of solution, 166-168 outlining, 168-170 stating/describing problems, 162 stating/describing solutions, 163-164 245 246 Index Body of problem/solution speech (continued) transitions, 170 visual aids and, 171 Brainstorming on main points, 72 on topics, 70 C Cassette player, 101 Cause-and-effect reasoning, 198-199 Chalkboard, 99 Closed questions, 40 Communication, 32-37 active listening, 33-35 active speaking, 32 activities, 36-37 common situations requiring, 3-4 definition, 32 discussion, 36 personal attitudes toward, 4-7 Communication anxiety, 4-6 Comparisons, presenting evidence with, 200 Comprehensibility in presentations, 19 restating for, 42 Comprehension, asking for repetition or clarification for, 42 Computerized index, information gathering using, 124, 125 Conclusion of group presentation, 139-140 of information speech, 83-86 of oral report, 10-11 of persuasion speech, 207-208 of problem/solution speech, 171-174 written vs spoken, 51 Conference assignment on participat- ing in and reporting on, 46-47 formal vs informal language in, 37-40 guidelines for participating in, 48-49 paraphrasing information acquired in, 49-50 preparing questions for, 48 preparing report on, 49-58 Conflict in group discussion, moderating, 120 — 121 Conversation directness in, 114-115 expressing agreement and disagreement in, 116-117 level of formality in, 37-38 Conviction, showing, 177-178 Countering arguments against proposed solution, 164-168 Course of action presented in problem/solution speeches, 156-157, 163, 166-168 Credibility, establishing speaker's, 174-175, 199 oms from, 227-230 of problem/solution speech, 177-179 Delivery elements, 12-20 See also Spoken English activities, 20-25 comprehensibility, 19 definition, 12-13 discussion of, 20 eye contact, 16-17, 23, 24-25 facial expressions and gestures, 15, 21-22 humor, 17-18 looking up from notes, 23 —24 movement, 14 nervousness, 14, 20-21 posture, 14, 24-25 spontaneity, 17, 23 vitality, 17, 24 voice control, 18-19, 24-25 Demonstration speech See Information speech Dictionary use for pronunciation, 19, 234-237 for vowel sounds, 241-243 for word stress, 234-237 Disagreement, expressing, 116-117 Discussion See Group discussion; Panel discussion Documenting sources, 193-195 D Delivery of group presentation, 146-147 of information speech, 102-104 of oral report, 12-25 of persuasion speech, 210, 211 E Emotional appeals, 202 Empathy, showing, 35, 41 Emphasis in spoken English, 225-226 Encouragement, giving verbal, 35, 41 English language See also Spoken English Cultural Literacy: What Every American Needs to Know (Hirsch), idi- Index English-only political movement, 181 — 187 formal vs informal, 37-40 spoken vs written, 50-53 Errors in delivery, 103 Evaluation of group presentations, 139-142, 146, 148-149 of information speeches, 80-81, 85-86, 95-98, 104, 105 of oral reports, 25-26, 27 of oral reports on interviews, 58, 59 of panel discussions, 218-219, 220 of persuasion speeches, 207-211, 213 of possible problems and solutions, 157-158, 163-164 of problem/solution speeches, 177-178, 179 Evaluation forms for group informative presentations, 148, 149 for instruction/demonstration speeches, 105 for oral reports, 27, 59 for panel discussions, 220 for persuasion speeches, 213 for problem/solution speeches, 179 Examples and explanatory information in group presentation, 131, 134-135 Expression See Facial expression; Verbal expression Expressiveness in speeches, 18-19 activity on using gestures for, 21-22 Eye contact as part of active listening, 34, 35, 117 activities on, 23, 24 with audience, 16-17 F Facial expression, 15 showing empathy and encouragement in, 41 Ferguson, Sarah, 128, 134 First impression, 87 Fluency, 18 Formal language vs informal language, 37-40 Formats for citing references, 194 G Generalizations, 198 Gestures, 15, 16 activity on, 21-22 Group discussion, 109— 110, 112-122 See also Panel discussion acting as moderator, 118-122 active listening in, 117118 activity on, 121-122 assuming specific roles in, 118 contributing to, 114— 115 demonstrating relatedness of ideas in, 115-117 entering into, 114 exploring presentation topics, 122-124 participating fully, 112— 113 sample, on homelessness, 107-109 Group presentation activities on, 130-131, 133-143, 145-147 assignment on, 110 closings, openings, and transitions between speakers, 139-143 gathering information on topic, 122-128 organizing, 128-139 participating in, 109-110 practicing and evaluating, 146-147, 148-149 preparing notes and visual aids, 145 responding to questions, 144-145 topic search and selection, 110-112 H Handout sample, 78 as visual aid in information speech, 99 Hirsch, E D., Jr., 227 Humor, use of, 17-18 I Ideas, techniques for showing relatedness of, 115-117 Idioms in spoken English, 227-230 Informal language vs formal language, 37-39 informal expressions, 39-40 Information citing sources of, 137 paraphrasing, 49-50, 132 summarizing, 84, 131-134 Information gathering for group presentation, 122-128 interviewing for See Interviews 247 248 Index Information gathering (continued) for persuasion speeches, 193-195 for problem/solution speeches, 158-161 surveys for, 4-6, Information speech, 61105 See also Group presentation assignment on, 66-67 conclusion, 83-86 evaluating, 104, 105 introduction, 87-98 organizing body of, 72-83 presenting, 102-104 providing instructions/ demonstrating processes in, 66 sample, on earthquake preparedness, 61-66 topic selection, 67-72 visual aids for, 98-102 Instruction speech See Information speech Interactional function of language, 223 —225 Interactive listening, activity on, 43-44 Interruptions, 43, 117118 Interviewees, guidelines for, 46 Interviews activities on, 43-44 assignment on conducting, 44-46 conducting, 45-46 developing skills on conducting, 40-44 evaluating oral report on, 58, 59 formal vs informal language in, 37-40 paraphrasing information acquired in, 49-50 preparing oral reports on, 49-58 questions, 44-45 sample, 29-31 Intonation, 18-19 Introduction to group presentation, 140-142 to information speech, 87-98 activities, 95-98 catching listeners' interest, 88-92 creating rapport with audience, 92-93 evaluating, 95-97, 98 narrowing topic focus, 93-94, 95 preparing, 97-98 stating topic and establishing speech plan, 94-95 to oral report, 9-10 spoken vs written English, 53 to persuasion speech, 208-210 to problem/solution speech, 174-177 J Jones, Peter, 126-127 K Key words in presentation, 19 L Larson, Charles, 202 Library, gathering information in, 124-128, 193 Listeners, catching interest of, 88-92 asking questions of audience, 90 creating suspense, 91 illustrating main points, 90-91 opening with startling facts or statistics, 91-92 providing reason to listen, 88 —90 Listening active, 33-35, 36, 37, 117-118 interactive, 43-44 M Magazine articles, as information sources, 124128 Main points of group presentation, 129-131 of information speech, 72-75 activities on, 79, 80 maximum number of, 73 ordering, 74-75, 79, 80 organizing, 73-74 telling story/anecdote to illustrate, 9091 Manning, Steven, 127 Marcus, Naomi, 136 Moderator of group discussion, 118-122 ensuring equal participation, 118-119 handling question/answer periods, 144145 managing discussion, 120 opening discussion, 118 in panels, 216 Movement in presentation, 14 N Narrowing down topic, 70-71, 72 Nervousness during presentation, 14 activity on controlling, 20-21 Newspaper articles as information sources, 124-128 Note cards activity on preparing and speaking from, 55 Index activity on preparing conference summary on, 56 for delivering reports, 12, 13, 54-55 for group presentation, 145 looking up from, 23-24 Notes, listening and taking, 37, 117 Objects as visual aids, 98-99 Open-ended questions, 40 Opinions, expressing, 192 Oral report delivery, 12-25 evaluation, 25-26, 27 practicing, 57-58 preparation, 8-12, 53-57 visual aids for, 11-12 Ordering information, main points, 74-75, 131 Outlining body of information speech, 75-79 body of persuasion speech, 197, 203205 body of problem/solution speech, 168-170 conclusion of information speech, 85 Overhead projector, 101 P Panel discussion, 214-218 listening and evaluating, 218-219, 220 procedures/formats, 214-216 responding to other views in, 216-218 Paraphrasing information, 49-50, 132 Pauses in spoken English, 223-225 Persuasion speech, 181— 221 assignment on, 188 audience analysis for, 189 audience appeals in, 200-203 choosing arguments to support position, 195-196 conclusion, 207-208 delivering, 210, 211 expressing opinions, 190-192 gathering and documenting information sources, 193-195 introduction, 208-210 listening and evaluating, 211-212, 213 organizing argument, 197-198 outlining body of, 203205 panel discussion as alternative to, 214-218 resource article for, 181-187 supporting evidence for, 198-200, 205 topic selection, 188-189 transitions, 206-207 Persuasive speaking, 187— 188 See also Persuasion speech; Problem/ solution speech panel discussion for, 214-218 problem solving and need for, 153-154 Phrase grouping, in spoken English, 224-225 Physical objects, as visual aids, 98-99 Posters, as visual aids, 100 Posture during presentation, 14 activity on, 24-25 Practice of group presentation, 146-147 of oral report, 57-58 Presentation See Delivery Problem/solution speech, 151-179 assignment on, 154 choosing appropriate problems, 154-158 delivering and evaluating, 177-179 information gathering, 158-161 organizing body, 161— 171 preparing conclusion, 171-174 preparing introduction for, 174-177 problem-solving and persuasive speaking, 153-154 Pronunciation dictionary guide for, 234, 235, 236 final ed of verbs, 19, 233-234 final s, 19, 230-233 vowel sounds, 241-243 word stress patterns, 238-241 Q Questions for conferences, 48 creating interest by asking, 90 following group presentation, 144-145 following panel discussion, 217 interview, 40-41, 44— 45 moderating group discussion using, 120 rhetorical, 81, 82, 90 Quotations from authority figures, 199 in group presentation, 136-137 in written vs spoken English, 52 249 250 Index R Rate of speech, 18, 223 — 224 activity on, 24-25 Rational appeal, 202-203 Reader's Guide to Periodical Literature, 124, 193 Reasoning, soundness of, 198-199 Recorder of group discussion, 118 Reference to previous points as transition, 81, 82 Reference works finding information in, 124 formats for citing, 194 Report See Oral report; Written report on conference Results statement in report, 10 Rhetorical questions creating interest by asking, 90 as transitions, 81, 82 S Sentences emphasis in, 225-226 written vs spoken, 51-52 Short-phrase transition, 81, 82 Single-word transition, 81, 82 Slide projector, 101 Solution to problem, 153-154 choosing appropriate, 154-158 countering arguments against, 164-168 stating and describing, 163-164 Sources See also Information citing, 137, 194 documenting, 193-195 Speech See Group presentation; Information speech; Oral report; Persuasion speech; Problem/solution speech; Spoken English Spoken English, 223-243 assignment on reading aloud, 226-230 emphasis, 225-226 idioms, 227-230 pauses and phrase groupings, 223-225 pronouncing final ed of verbs, 233-234 pronouncing final s, 230-233 rate of speech, 223-224 vowel sounds, 241-243 word stress, 234-238 word stress patterns, 238 —241 written language vs., 50-53 Spontaneity in presentation, 17 activity on, 23 Statistics in group presentation, 135 Story activity on listening and retelling, 36 illustrating main point by telling, 90-91 presenting evidence using, 200 Subpoints of information speech, 75, 76, 80 Suffixes -ic, 240-241 -ity, 239-240 -tion, 238-239 Summary in group presentation, 131-134 in information speech, 84 moderating group discussion by providing, 120 Supporting details in group presentation, 131-139 in information speech, 75, 76 Surveys, information gathering using, 4-6, Suspense, use of, 91-92 Syllabication, 236, 238 T Tape player, as audiovisual aid, 101 Timekeeper, for group discussion, 118 Topic for group presentation, 122-128 finding information on, 122-128 selecting, 110-112 for information speech activities on, 71-72, 95 audience analysis for selecting, 67-68 narrowing, 70-71, 72, 93-94, 95 sample, 69-70 selecting, 68-70, 71 stating, in introduction, 94-95 for problem/solution speech, 154-158 Transactional function of language, 223-224 Transition in group presentation, 142-143 in information speech, 81-83 in oral report, 10 in persuasion speech, 206-207 in problem/solution speech, 170 spoken vs written, 52-53 U United States culture active listening in, 34— 35 Index conversational directness in, 114-115 V Valid claims, conclusions based on, 199 Verbal expression eliciting information with specific, 41 expressing agreement, 116 expressing disagreement, 116-117 idioms, 227-230 informal, 39-40 Verderber, Rudolph F., 32, 177 Visual aids See Audiovisual aids Vitality in presentation, 17 activity on, 24 Vocabulary in written vs spoken English, 52 Voice control, elements of, 18-19 activity on, 23-25 Volume of speech, 18 activity on, 24-25 Vowel sounds in spoken English, 241-243 W Word stress in spoken English dictionary information on, 236, 237 patterns of, 238-241 practicing, 237, 238 Written language vs spoken language, 50-53 See also Spoken English Written report on conference, 57 251 [...]... Sources 124 114 x Organizing Your Presentation 128 Organizing the Main Points 129 Activity 2: Organizing Main Points for a Presentation 130 131 Activity 3: Evaluating Main Points and Their Order Selecting Supporting Details 131 Activity 4: Summarizing Information 133 Activity 5: Analyzing Supporting Details Activity 6: Adding Supporting Details 137 139 Planning the Closing, Opening, and Transitions between... contexts covered in the text include the following: • Interpersonal: including giving encouragement, asking for additional information, asking for repetition or clarification, restating, interrupting, expressing agreement and disagreement, and using appropriate register • Small group: including discussing topics and preparing presentations on them, evaluating portions of peers' presentations in preparation,... practicing introductions and conclusions, evaluating supporting ideas, and evaluating speech organization • Large group: including discussing ideas in dialogs and readings, reviewing course material, evaluating topics, critiquing model presentations and speech outlines, and preparing for and responding to questions from the audience xvii xviii Preface To complement the students' training in speaking skills,... Finding Your Topic 110 Keeping Your Discussion on Track 112 Participating Fully 112 Getting into the Discussion 114 Keeping Contributions Relevant and Direct Showing How Ideas Are Related 115 Listening Actively 117 Assuming Specific Roles 118 Acting as Moderator 118 Activity 1: Reviewing Some Points about Small-Group Discussions 121 Exploring Your Topic 122 Finding Additional Information 124 Working... presentations The following sections give suggestions on organizing and presenting your information PREPARING YOUR REPORT In preparing your report, you should break the task down into several steps: organizing the report, preparing visual aids, and preparing note cards Understanding Your Audience and Being Understood Know your audience Surveying your classmates to find out about their interests and attitudes... Information xi Organizing the Body of Your Speech 161 Stating and Describing the Problem 162 Stating and Describing the Solution 163 Activity 4: Evaluating Classmates' Problems and Solutions Countering Arguments against the Solution 164 Activity 5: Giving Objections and Countering Arguments Showing Why Your Solution Is Desirable 166 Activity 6: Stating and Evaluating Benefits 168 Outlining the Body of Your... Speaking Clearly: Rate, Pauses, Phrase Grouping, and Emphasis 223 ASSIGNMENT: Reading a Prepared Statement 226 Final S 230 Final ed of Verbs 233 Using the Dictionary—Word Stress 234 Word Stress Patterns 238 Using the Dictionary—Vowel Sounds 241 INDEX 245 Preface This book has been designed to help non-native speakers of English gain proficiency in speaking and listening It is intended for use in college... uneasy about speaking By completing this survey you will have a chance to explore your own feelings about communicating Also you will have a basis for comparing your feelings about communicating with those of your classmates, if you choose to do so Personal Report of Communication Anxiety" Following are sixteen statements concerning feelings about communicating with other people Indicate how the statements... linking ideas within a speech and from speaker to speaker • distinguishing between spoken and written English Many activities have been added to provide practice in the following delivery skills: • controlling volume, pausing, and rate of speaking • improving eye contact, vitality, and posture • establishing rapport with the audience • using note cards and outlines • using visual aids effectively For... Distinguishing between Facts and Opinions 191 Activity 3: Expressing an Opinion on Your Speech Topic 192 Preparing Your Speech 192 Gathering Resource Material 193 Documenting Your Sources 193 Activity 4: Organizing Reference Material 195 Choosing Arguments to Support Your Position 195 Organizing Your Arguments 197 Activity 5: Evaluating Your Classmates' Purpose and Arguments 198 Choosing Supporting