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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
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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
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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
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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
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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.”
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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.
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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 _____
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COMMENTS
Total
_____
Total X 2 = Score
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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:
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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
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