978-0078036811 Chapter 13 Lecture Note

Unlock access to all the studying documents.

View Full Document

Chapter 13

Preparing Presentation Aids

and

Delivering Your Speech

ABOUT CHAPTER 13

In this chapter students explore visual and audio support in the form of models, photographs,

drawings, videotapes, audiotapes, and other sources. Power Point techniques and guidelines are

covered in detail.

Students have the opportunity to rehearse their speeches for their teams as well as for the final

presentation. They consider why the material should be delivered in an extemporaneous style.

Reading an memorizing the presentation is discouraged.

CHAPTER OUTCOMES AND CONTENT

Outcomes and Content Activities and Resources

LO1 Explain how to use visual and audio

aids, including PowerPoint, ton enhance

the content and delivery of a speech.

In the text

Types of Visual Aids

Audio Aids

Computer Assisted: PowerPoint

Ethics and Communication: Visual

Manipulation

Review, Reflect, & Apply

Recall

Evaluate

In the instructor’s manual

13.13 Skill Builder: Proper Prop

13.14 Skill Builder: Changing Visuals

LO2 Distinguish among four styles of

delivery: manuscript, memorized,

impromptu, and extemporaneous.

In the text

Manuscript Speeches

Memorized Speeches

Impromptu Speeches

Extemporaneous Speeches

Speaker’s Notes

Review, Reflect, & Apply

Recall

Apply

Analyze

In the instructor’s manual

13.10 Skill Builder: Speaking Styles

IM 13-1

LO3 Identify speech rehearsal and

delivery strategies including the effective

use of nonverbal cues

In the text

Rehearsing

Tryouts

Visual Tune-Up: Nonverbal Cues

Vocal Tune-Up

Exploring Diversity: Culture and Delivery

Cartoon Discussion Starter

Some Final Tips

Review, Reflect, & Apply

Recall

Understand

Apply

In the instructor’s manual

13.1 Skill Builder: Improvisation

13.2 Skill Builder: Stances

13.3 Skill Builder: Groups

13.4 Skill Builder: Tossing Anxiety

13.5 Skill Builder: Pictures

13.6: Skill Builder: Moving

13.7 Skill Builder: Stand Up

13.12 Skill Builder: Multicultural

LO4 Analyze a speech maker’s

performance (including your own) in terms

of content, organization, language and

delivery.

In the text

Evaluating Content

Evaluating Organization

Evaluating Language

Evaluating Delivery

Cartoon Discussion Starter

Evaluation Form

Review, Reflect, & Apply

Recall

Understand

Evaluate

In the instructor’s manual

13.8 Skill Builder: Aud. Feedback

13.9 Skill Builder Debriefing

13.15 Skill Builder Service Learning

13.16 Skill Builder: Listen/View

Additional Feedback forms

LESSON OUTLINE FOR CHAPTER 13

IM 13-2

I. Presentation Aids for Public Speakers

a. Why use presentation aids?

b. Types of aids.

i. Objects and Models

ii. Graphs

iii. Pictographs

iv. Photographs

c. Audio Aids

Incorporate activities from text and instructors manual

II. Computer Assisted Presentations: PowerPoint

a. Whirlwind Example

Incorporate activities from text and instructors manual

III. Preparing to Speak

a. Manuscript

b. Memorized

c. Impromptu

d. Extemporaneous

IV. Rehearsing

a. Conduct Tryouts

b. Conduct Visual Tune Up

i. Clothing

ii. Posture

iii. Gestures

iv. Eye contact

c. Conduct Vocal Tune Up

d. Conduct Verbal Tune Up

Incorporate activities from text and instructors manual

V. Evaluating

a. Content

b. Organization

c. Language

d. Delivery

Incorporate activities from text and instructors manual

TOPICS FOR DISCUSSION

1. Have students consider: “The human brain is a wonderful thing. It operates from the moment

you’re born until the first time you get up to make a speech.” (Howard Goshom). What

experiences have they had that confirm or contradict this assertion?

2. What do you consider the best type of speech—memorized, manuscript, impromptu, or

extemporaneous? How would the occasion affect your answer?

IM 13-3

3. What clothing would be appropriate for a speech in class? What would not be appropriate?

4. Speakers are often told to use “natural gestures” when they speak. What are the limitations of

this advice? How would you describe effective speaking gestures?

5. What does the term speech criticism mean to you? Does the term presentation analysis seem

more appropriate? Why or why not?

6. How can we work to make the analysis of presentations a positive experience for all students?

MORE DISCUSSION STARTERS

1. Speech Fright. Have students consider the four types of fear described in the text as causes of

speech fright: fear of inadequacy, of the unknown, of being judged, and of consequences. Do

these four seem equally important, or could they be ranked? Can the students come up with

any other fears that underlie speech fright?

2. Coping with Speech Fright. Have students consider the methods of coping with speech

fright. Would they say that the same coping techniques would be effective with each type of

fear described earlier, or does each type of fear require the use of a different technique?

Why?

3. “Think You Can . . .” Have students look at Henry Ford’s comment, “Think you can or think

you can’t, either way you will be right.” Would they agree? Have they ever succeeded when

they expected to fail? Have they ever failed when they expected to succeed? If Ford’s

observation isn’t strictly accurate, why does it nevertheless imply something significant?

ADDITIONAL SKILL BUILDERS

13.1 SKILL BUILDER: Improvising

1. Have students work in groups to compile a list of 20 or more topics for impromptu speeches.

Then, write each topic on an index card or a slip of paper, and put them into a box.

2. Instruct students to draw topics from the box and proceed to the front of the room to deliver a

60-second presentation. Remind them to adapt their ideas to fit into the

introduction-body-conclusion format.

13.2 SKILL BUILDER: Stances

1. Divide the class into groups of three to five. The first group is to come to the front of the

room. Members should face the class and assume what they consider a “natural” stance.

Next, when signaled by the instructor, members should assume the following stances in turn:

a. Boxer

IM 13-4

b. Charlie Chaplin

c. Timid bird

d. Lion

e. Sleepy dog

f. Football linebacker

g. Feather

h. “Natural” stance

2. Discuss how each stance affected the audience.

13.3 SKILL BUILDER: Group Demonstrations

Depending on the class, you may want to have students practice preparing a demonstration

speech as a class exercise. Divide the class into teams, each of which will be responsible for

preparing and presenting a demonstration.

Groups can select their own topics, or if time is limited, you can provide the topics. One

interesting device is to have groups demonstrate how to make a design from The Ultimate Paper

Airplane Book. This book provides information on aerodynamics, as well as complete

photocopying plans for cutting and folding seven award-winning paper airplanes. The book was

featured on 60 Minutes, where it fascinated viewers. It will fascinate your students as well.

13.4 SKILL BUILDER: Tossing Anxiety Aside

Neurolinguistic programming researchers speculate that when we are anxious one side of the

brain is simply not functioning as effectively as the other. They postulate that if we can get the

brain “in sync,” we can reduce or eliminate speech fright. Whatever the reason, students report

that anxiety is reduced when they do the following exercise.

Take a ball about the size of a tennis ball.

Toss it gently from one hand to the other.

Once you have started a quiet rhythmic motion, close your eyes.

Continue tossing the ball from hand to hand with your eyes closed.

Many students report that quietly tossing the ball for approximately 10 minutes significantly

reduces speech anxiety. Have your students try it and report their findings to the class.

13.5 SKILL BUILDER: Picture of Success

1. Bring to class a picture of someone you think looks like a credible speaker.

2. Describe the attributes that contribute to this person’s apparent credibility.

13.6 SKILL BUILDER: Moving to and from the Podium

1. You instructor will introduce you to the class as if it were actually your turn to speak. When called on, rise and approach the podium while

displaying one of the following:

A. Extreme fear

B. Anger at having to make a speech

C. Fatigue and exhaustion

IM 13-5

D. A hangover

E. Frantic last-minute attempts to organize your ideas

F. Total lack of preparation

G. Anything else of your own choice

H. Confidence

2. Next, begin at the podium, and return to your seat while displaying one of the following:

A. Disappointment

B. Buffoonery

C. A lost feeling

D. Nervous shuffling of papers

E. Timidity

F. Exhilaration

G. Confidence

Ask students to focus on the display of confidence. Which posture is appropriate? Which facial

expressions? Does the confident speaker seem to use fewer actions than the fearful speaker?

13.7 SKILL BUILDER: Stand Up and Recite

Stand up before the class and recite the alphabet. As you do so, make as many annoying gestures

as you can. Recite the alphabet a second time. During this second recitation, make gestures that

are as appropriate as possible

13.8 SKILL BUILDER: Audience Feedback

You can use the short evaluation form that follows for audience feedback. Simply reproduce it

several times on 8.5 X 11 paper, cut it into small forms, and distribute it to each class member to

complete after each speech. (Keep the forms during the class. Distribute to each speaker at the

end of the class session.)

13.9 SKILL BUILDER: Debriefing Yourself

Before joining in a discussion about your effectiveness as a speaker, make two lists:

1. What I believe I did well.

2. What areas I believe need improvement.

13.10 SKILL BUILDER: Speaking Styles

You have just been employed by a company called Speech Masters. During your first week on

the job, you are instructed to compare and contrast the public speaking attitudes and

speechmaking styles of one of the following groups: Asian Americans, Hispanic Americans,

African Americans, or Native Americans. You decide to use the Internet as your research tool.

Prepare a one-minute presentation detailing your research findings. Where will you look?

Podcasts? Famous speeches sites? YouTube? Other sites?

13.11 SKILL BUILDER: Speaking on the Internet

Many colleges offer enhanced options for students. The enhanced class is usually a website in

IM 13-6

Blackboard or WebCT. These sites provide places for students to post speeches.

1. You can ask students to post a PowerPoint slide for their speech and record the audio as a

voiceover. Other class members can then view the speeches and add their feedback.

2. A bit more tricky is the use of the webcam. Webcams now sell for about $20. They have

both audio and video capability. Students can post their speech on webcam as a rehearsal

before they come to class to deliver the final version.

3. You will want to work with the instructional technology department at your college before

making either the PowerPoint or webcam assignments.

13.12 SKILL BUILDER: Multicultural Classes

Researcher Dean Barnlund commented, “Few communication classes are composed of students

who are cultural replicas of each other.” A number of students in your class may speak in

different native tongues; they may also move at different paces, gesture in different ways, and

respond to or seek different values.

What kinds of challenges do these differences pose for speakers and for listeners? Explain.

Should we expect that foreign students in the U.S. become cultural replicas of Americans? Why

or why not?

13.13 SKILL BUILDER The Proper Prop

Read this article by media relations practitioner Merrie Spaeth.

Prop Up Your Speaking Skills

When Moses came down from the mountain with clay tablets bearing the Ten Commandments, it

was perhaps history’s first example of a speaker using props to reinforce his message. It wouldn’t

have had the same impact if Moses had simply announced: “God just told me 10 things and I am

going to relay them to you.”

Props can be an invaluable tool in business presentations. They drive home the point in ways

words alone cannot. A partner from a Big Six accounting firm showed clients and article

criticizing executive compensation. “We’re going to see more of this,” he said, “and that’s why it

is important to look at how you executive stack up against industry standards.” Seeing the article

dramatized the topic’s importance.

Pictures or illustrative objectives make great props. A Texas banker was speaking to potential

clients about his bank’s expertise in foreign exchange. He held up various foreign bills. . . . Most

were at a loss to identify currencies from places like Liberia and Turkmenstan. The bank, he

made clear, had specialized knowledge that could help improve clients’ profits.

Props make a wonderful tool to introduce humor. To point out how difficult it is for executives to

juggle all their responsibilities, one CEO juggled three small beanbags. He got them going,

looked up and lost his rhythm. As he grabbed for the beanbags, he said, “I said it was hard. Now

I proved it.”

IM 13-7

Select one of the following topics: Cell phones and public places; privacy and the Internet;

Product Safety; External Defibrillators. What props might you use to ensure the audience

remembers the speech?

13.14 SKILL BUILDER: Changing Visuals

A university found itself embroiled in controversy when graphic artists used computer

technology to alter a photo in an attempt to make the school appear more racially diverse.

The photo, on the cover of the undergraduate application form, featured a crowd of white

football fans from a game played in 1993. An image of a black student was digitally inserted into

that scene, creating the impression that he was also in the stands.

Do you feel that such changes are appropriate? Have they happened before?

13.15 SKILL BUILDER: Service Learning

Locate a community agency that helps people from another country acclimate to the United

States.

How can understanding the worldview of people new to the US enable you to prepare a speech

for deliver that uses an organizational framework favored by the member of the group?

What would you teach the members of this group? What would you teach these people about

your worldview so they could organize a presentation to members of your culture?

13.16 Listen and View

Ask students to work in groups. The group should select and bring in music and/or films

or film clips that they feel relate to the content of this chapter. Ask them to play the clips

and discuss why they feel they are related to the chapter.

IM 13-8

Short Evaluation Form for: Audience Feedback

Speaker: Speech Topic:

Introduction: Points 1-10

Gained attention and previewed the body of the speech _____

Body:

Main points clear, fully supported and well organized _____

Conclusion:

Prepared audience for ending; vivid ending. _____

Delivery:

Maintained eye contact, presented visuals well, enthusiasm for topic _____

Overall:

Interesting topic, held attention, fit time limits _____

COMMENTS

Total

_____

Total X 2 = Score

Speaker: Speech Topic:

Introduction: Points 1-10

Gained attention and previewed the body of the speech _____

Body:

Main points clear, fully supported and well organized _____

Conclusion:

Prepared audience for ending; vivid ending. _____

Delivery:

Maintained eye contact, presented visuals well, enthusiasm for topic _____

Overall:

Interesting topic, held attention, fit time limits _____

COMMENTS

Total

_____

Total X 2 = Score

Speaker: Speech Topic:

Introduction: Points 1-10

Gained attention and previewed the body of the speech _____

Body:

Main points clear, fully supported and well organized _____

Conclusion:

Prepared audience for ending; vivid ending. _____

Delivery:

Maintained eye contact, presented visuals well, enthusiasm for topic _____

Overall:

Interesting topic, held attention, fit time limits _____

IM 13-9

COMMENTS

Total

_____

Total X 2 = Score

IM 13-10

WORKSHEETS

Worksheet for Speech Evaluation

Name:

Speech:

Specific Purpose:

1. Content

 Based on accurate analysis of speaking situation

 Specific goal of speech was apparent

 Subject appropriate, relevant, and interesting to intended audience

 All material clearly contributed to purpose

 Had specific facts and opinions to support and explain statements

 Support was logical

 Handled material ethically

 Used audiovisual aids when appropriate

 Included a variety of data—statistics, quotations, etc.

 Moved from point to point with smooth transition

2. Organization

 Began with effective attention getter

 Main points were clear statements that proved or explained specific goals

 Points were arranged in logical order

 Each point was adequately supported

 Concluded with a memorable statement that tied speech together

3. Language

 Ideas were clear

 Ideas were presented vividly

 Ideas were presented emphatically

 Language was appropriate for intended audience

4. Delivery

 Got set before speaking

 Stepped up to speak with confidence

 Maintained contact with audience

 Sounded extemporaneous, not read or memorized

 Referred to notes only occasionally

 Sounded enthusiastic

 Maintained good posture

 Used vocal variety, pitch, emphasis, and rate effectively

 Gestured effectively

 Used facial expressions to add interest

 Articulation was satisfactory

 On finishing, moved out with confidence

 Fit time allotted

Comments:

IM 13-11

Grading with Rubrics.

See the Rubrics posted in the opening of this manual. You may want to create and

distribute rubrics to your students before their speeches. The class members can use the

rubric to help them evaluate peer presentations.

Additional Activities

IM 13-12