Chapter 11: Ideas & Materials for Instruction
149
CHAPTER 11: Delivering Your Speech Effectively
Overview Learning Objectives Ideas for Instruction
“Sounding Good” versus “Being
Sound”
Beyond Delivery: Listening to the
Message ·The Foundation of Ethical
Delivery
pp. 218–219
11.1 Explain the ethical issues
involved in delivering your speech.
Discussion questions:
11a
Activities: 11a; 11b
Lecture: 11a
Principles of Good Delivery
Understand the Situation and Audience
Expectations ·Establish Eye Contact ·
Reinforce Ideas through Gestures,
Movement, and Facial Expressions ·
Strive for an Effective Speaking Voice
·Remain Flexible ·Practice Your
Speech ·Seek Out Opportunities to
Speak
pp. 219–226
11.2
Describe the basic principles of
effective delivery.
Discussion questions:
11b; 11c; 11d
Activities: 11a; 11b; 11c; 11d; 11e;
11f
Assignment: 11a
Lecture: 11a
Speaking Extemporaneously
Advantages of Speaking from a
styles of delivery, listing the strengths
11.3 Explain the advantages of
delivering your speech
Discussion questions:
11e; 11f
Ideas for Instruction
As noted elsewhere, you will not be able to cover everything in the text—nor should you attempt to (i.e.,
“The more we teach, the less they learn.”). I always “assume” students have read the assigned reading and
that my job as an instructor is to highlight a few, select ideas from the reading (or to introduce
supplemental material) for students to contemplate, reflect upon, and apply. My goal is to help them build
meaning and internalize what they have learned, retaining it for future use.
What follows are ideas for how some material might be treated through discussion and activity.
My selections are ones I typically highlight in my own classes—depending on how much time I have to
devote to a chapter. In light of larger class sizes (which require more days per speech round), I rarely can
spend more than 50 minutes per chapter. There are only so many days in the semester, after all.
Chapter 11: Ideas & Materials for Instruction
Discussion Questions. Use these to stimulate discussion and prompt reflection. As students process the
material at a deeper, more meaningful level, they likely will offer interesting observations or pose
provocative questions of their own. Make note of these, literally! Let students know when you’re
particularly impressed by their thinking and let them see you writing it down in your lesson file. They will
Discussion Question 11a
Approximate time required: 3–5 min
Why is it important to address an issue that deeply concerns you?
Students will likely agree with what the text suggests—that a speaker will have more passion and more
confidence when addressing an issue they know is important and that they are especially interested in.
Being “into” the topic will likely translate into a more dynamic and effective delivery.
Discussion Question 11b
Approximate time required: 5–7 min.
What constitutes an ethical delivery?
Students should recall the following, from the text:
The speaker is respectful and trustworthy. The speaker communicates with the utmost respect for
listeners—never seeking to manipulate them, but aiming instead for mutually beneficial outcomes.
The speaker is genuine and has goodwill. The speaker is not putting on an “act,” but is speaking
Discussion Question 11c
Approximate time required: 5–7 min.
What nonverbals contribute to an effective delivery and how so? Call on volunteers, until each system is
identified and explained.
Students will likely recall the various nonverbal systems discussed in the text, including the
Students should note that each of these is important for an effective delivery. For example, if one
Chapter 11: Ideas & Materials for Instruction
dresses “up” a bit for the occasion, it says to the audience that the speaker respects them and takes her
or his role seriously. Dressing up a bit helps the speaker get “into” the role better, too, and have more
confidence. The speaker’s attire should not distract, such as not dressing too provocatively (even though
Discussion Question 11d
Approximate time required: 4–6 min.
What are some common, disruptive vocal mannerisms? What clutters your own vocalizations? What can
you do to fix them?
As students identify common disruptions as well as confess their individual shortcomings, generate a
master list on the board of specific clutter that they want to rid from their speaking (e.g., vocalized
pauses, verbal fillers, and regional mannerisms). To add to the “fun,” include your own infractions. For
example, I recently developed a habit of saying “and whatnot.” I picked it up from a friend in San Jose.
Although it is a charming expression, I use it far too frequently. Fortunately, I’m beginning to purge it!
Bring the activity to a close by reminding students that awareness is the first step toward correction.
Discussion Question 11e
Approximate time required: 3–5 min.
What are the merits of using a keyword outline in one’s delivery?
A keyword outline allows the speaker to speak more directly with an audience, maintaining better eye
contact as well as better monitoring their feedback and feeding on their positive responses. A keyword
outline keeps the speaker on track, reminding him or her of the main ideas and development, but it does
not provide so much detail as to tempt the speaker to read from it.
Discussion Question 11f
Approximate time required: 4–6 min.
What are the advantages of an extemporaneous delivery?
An extemporaneous delivery involves careful preparation and yet allows a speaker great flexibility—the
Chapter 11: Ideas & Materials for Instruction
ability to adapt to the audience and the situation. A speaker speaks from carefully prepared notes, yet
can make changes on the spot. The speaker can easily add a new example or illustration if it seems
Discussion Question 11g
Approximate time required: 5–7 min.
What alternative styles of delivery might you be called upon to use and in what situations? How will you
prepare for those situations?
Responses will vary, but this question allows students to contemplate the value of each type of delivery.
It opens the door to discussing impromptu, manuscript, and memorized speeches as well as how to
prepare for them. The discussion also lends itself to reminding students that training in extemporaneous
speaking helps prepare them for these other types of speeches.
Discussion Question 11h
Approximate time required: 8–10 min.
How should speakers view the question-and-answer period that will follow their speech? How should
they prepare for it? How might they conduct it effectively?
A question-and-answer period is an opportunity to interact with the audience informally, provide
additional information and insights (as well as “learn” from listeners), and to enhance one’s credibility.
The question-and-answer period can also initiate a respectful and mutually beneficial dialogue.
To prepare, you should anticipate questions the audience might pose regarding your information as well
The text offers six specific guidelines which you’ll likely want to quickly cover/review with the class.
Listen carefully to each question posed, nonverbally encouraging the person and displaying your
involvement.
Chapter 11: Ideas & Materials for Instruction
If appropriate, repeat each question so everyone can hear what is being asked (as well as to make
sure you’ve understood what was being asked).
Do not allow one person to dominate the forum period. If they persist, even after you attempt
calling on others who have not yet had a say, you might invite the person to stay after the meeting
to talk with you. Then, with that said, politely move on to the next question from someone else.
Note: If appropriate, a speaker may actively encourage listeners to participate during Q & A. You might, for example,
Suggested Activities. Use these “hands-on” applications to get students actively involved with the material.
What we suggest often requires students to synthesize what is covered in the chapter, as well as what they
were to have learned from other chapters.
Activity 11a
Approximate time required: 10–12 min.
Have students work in small groups to identify someone who is an exceptional speaker, along with the
reasons why. The speakers should be a person everyone has had the opportunity to hear (e.g., Ben
Affleck, Bob Schieffer, Taylor Swift, Colin Powell, Gwen Ifill, Condoleeza Rice). Have them identify
Activity 11b
Approximate time required: 12–15 min.
Place students in groups of four to identify and discuss a famous person who has a unique delivery style,
why that style works well for that individual, and how elements of that style would or would not work
Chapter 11: Ideas & Materials for Instruction
well for them (and why). Have them illustrate what they discuss via a brief enactment.
Suggest persons (such as Ellen DeGeneres, Stephen Colbert, Bill Clinton, Jeff Probst, David Letterman,
Jon Stewart, and so on) and/or encourage students to come up with persons of their own. After five
Activity 11c
Approximate time required: 3–5 min.
Underscore the text’s observation that “when you use your voice effectively, you can add extra emphasis
to key ideas” and “display a variety of emotions.” Bring this observation to light by having students
experience how meaning hinges upon effective vocalics (i.e., the manner in which we say something).
Activity 11d
Approximate time required: 7–9 min.
For a brief, in-class activity that (like the previous activity) underscores the importance of voice in
fostering meaning, have a few volunteers read the following phrase of nonsense words. Have each
volunteer interpret the words to convey the specific emotion or scenario that you secretly assign. Do so
via a slip of paper that you hand only to them. The phrase is: “oinga boinga moinga,” which you could
display for all to see. Emotions/scenarios could include:
(2) You’re playfully flirting with your boyfriend/girlfriend/partner.
(4) You just spotted a funnel cloud and are advising others to take cover immediately.
(6) You feel ill.
(8) You are interacting with a baby, trying to make it smile/laugh.
As each volunteer presents his or her utterance, have the rest of the class guess the emotion being
expressed. You may wish to have them do so while standing in front of the room. When necessary, have a
Chapter 11: Ideas & Materials for Instruction
volunteer redo his or her line.
Activity 11e
Approximate time required: 12–14 min.
Have fun while practicing delivery skills. Assemble students into groups of three or four. Distribute the
following lines and have students enact the various situations to alter the meaning of the words (and for
that reason, we list them without punctuation and without capitalization). Each group member should
enact a line and the other serve as narrator who simply says: “speaker one” and so forth, and does so with
a talk-show style voice to whet the audience’s appetite. Allow two or three minutes of prep time.
a. “dress like that and you’ll be noticed all right”
Someone observing that a hunter’s outfit (or a runner’s attire) is bright
enough for safety.
b. “let him have it”
a gangster instructing his associates to rough up someone
c. “the weather here is unbelievable”
someone praising the weather
d. “say your prayers”
a parent in the process of bidding his or her child farewell
e. “no don’t stop”
Chapter 11: Ideas & Materials for Instruction
a parent telling a child to quit doing something
Activity 11f
Approximate time required: 40–45 min.
Have students practice presenting while using a key word outline. To do so, have them do the activity
provided on the pages that follow. Simply print and use one or both pages.
Lecture Ideas. Some elements in the chapter lend themselves to careful review and/or some
supplemental material. Either way, you’ll amplify something that deserves amplification. We’ll offer
some suggestions, often providing one or more corresponding PowerPoint slides.
Lecture 11a: Use one or more of the slides from the PowerPoint slideshow that accompanies this chapter
and prepare your own examples as illustrations of the concepts featured on the slide(s). Break up the
“lecture” by including some of the discussion questions we provide and/or an activity or two. Any
Assignment Ideas. In order to have the students contemplate more fully and grapple with some
of the concepts discussed in the chapter, consider the following assignment—which you could do
early on or later in the semester.
Assignment 11a: Self-critique. Have students formally critique their own delivery. To do so, see
the assignment description and form on the pages that follow.
Note: We assume that students will record via their personal cell phone, or that you will have a digital
camcorder available and—if so—that you will require students to supply their own SDHC card.
Exam Items. Testing, of course, can be an important part of instruction. We provide numerous, high-
Chapter 11: Ideas & Materials for Instruction
Sometimes a whisper speaks volumes.
—Scott Sheddan
From the looks, not the lips, the soul speaks.
—Source Unknown
First learn the meaning of what you say, and then speak.
Specifics for Activity 11f: Devising/Using a Keyword Outline for a Presentation
Directions: Interview the classmate you’re assigned about something they would like to see improved in
their community, and inform the class (in a brief presentation) what you discover. Pose these questions:
What is something that needs to be addressed in your community? What would you like to see done?
Prepare your brief presentation, using the framework provided. Use only one or two words per blank in
the body of the presentation. Choose each word carefully so that it will be sufficient to help you
remember the idea or information you wish to convey.
Devise a thesis to present in the introduction, as well as a point to head up each area you discuss. Keep in
mind that the thesis and each point are comprised of the same two elements: a subject and the idea about
the subject. For example, someone might devise the following thesis and points:
Thesis: Litter is a problem in Annie’s hometown.
An abbreviated outline to assist the presentation could be as follows:
Thesis: Litter = problem (Annie’s hometown)
I. Roadways littered
II. Parks/public places littered
Chapter 11: Ideas & Materials for Instruction
Each point, of course, would be developed with details elicited during the interview. The first point, for
example, might be developed as follows (illustrated in abbreviated form):
I. Roadways littered
A. Beverage containers
1. Big gulp cups!!
2. Other fountain drinks
4. Bottles
a. glass
b. plastic
B. Fast food packaging
[Note: B would be developed similar to A above]
Chapter 11: Ideas & Materials for Instruction
Outline Form for Activity 11f
Introduction [sketch out, using phrases]
Attention-getter: _________________________________________________________
_________________________________________________________
Thesis: _________________________________________________________
Body [use one or two keywords per blank]
I. ______________________ = ______________________
A. __________________________
1._________________________
2. _________________________
B. __________________________
3. _________________________
4. _________________________
Transition: ______________________________________________________________
II. ____________________ = ____________________
A. __________________________
1._________________________
2. _________________________
B. __________________________
3. _________________________
4. _________________________
Conclusion