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PUBLIC SPEAKING
SCARLETINA VE.
ISTI PURWANINGTYAS
Students Workbook
Developed for:
Brawijaya University
2014
PREFACE
This module contains two important materials for public speaking. The materials
are debate and presentation. This module contains exercises and formsheets
which can be duplicated as often as necessary to supply your needs in practicing
debate and presentation.
Our goal is to help you, our students, learn and apply practical skills to deal with
the opportunities and issues in your life. This module is not designed to deal with
"theoretical" issues, but rather to provide a practical "hands on" approach.
The course guide gives you an overview of the course. It also provides you with
information on the organization and requirement of the course.
Preface .............................................................................. i
Unit 3 ................................................................................ 21
Warming Up Activity ................................................... 21
Theoretical Framework ................................................ 22
Matter of Debate ............................................... 22
Manner of Debate .............................................. 23
Method of Debate .............................................. 24
Guided Practice .......................................................... 26
Extended Practice ....................................................... 29
Unit 4 ................................................................................ 30
Warming Up Activity ................................................... 30
Theoretical Framework ................................................ 31
Role of Adjudicator ............................................ 31
Marking Scheme ................................................ 32
Basics of Adjudication ........................................ 32
Asian Parliamentary Debate Format ..................... 33
Guided Practice .......................................................... 35
Extended Practice ....................................................... 42
Unit 5 ................................................................................ 43
Warming Up Activity ................................................... 44
Theoretical Framework ................................................ 44
A Presentation Is ............................................... 44
Preparing Presentation ....................................... 45
Guided Practice .......................................................... 48
Extended Practice ....................................................... 48
Unit 6 ................................................................................ 51
Warming Up Activity ................................................... 51
Theoretical Framework ................................................ 52
Structure of Presentation .................................... 52
Guided Practice .......................................................... 59
Extended Practice ....................................................... 60
Unit 7 ................................................................................ 62
Warming Up Activity ................................................... 62
Theoretical Framework ................................................ 62
Outlining a presentaton ...................................... 62
Guided Practice .......................................................... 64
Extended Practice ....................................................... 68
Unit 8 ................................................................................ 71
Warming Up Activity ................................................... 71
Theoretical Framework ................................................ 72
Functions of Visual Media ....................................73
Kinds of Visual Media ......................................... 73
Guided Practice .......................................................... 81
Extended Practice ....................................................... 81
Unit 9 ................................................................................ 82
Warming Up Activity ................................................... 82
Theoretical Framework ................................................ 83
What Is Body Language ......................................83
Positive Body Language ...................................... 83
Negative Body Language .................................... 85
Guided Practice .......................................................... 86
Extended Practice ....................................................... 86
References ......................................................................... 87
Apendixes .......................................................................... 89
Apendix 1 .................................................................. 89
Apendix 2 .................................................................. 92
Glossary ............................................................................. 93
Index ................................................................................. 95
UNIT 1
DEBATE SPEECH
I. WARMING UP ACTIVITY
1
II. THEORETICAL FRAMEWORK
1. Definition of debate
Debate occurs when two sides attempt to persuade another person(s) that their
position on an issue is more convincing. In academic debate, two sides argue an
issue in front of adjudicator(s) and audience. Each side employs worthwhile
evidence to promote their viewpoint and to rebut the "flawed" evidence
forwarded by the other side
Skill Acquisition
2
Media Literacy Because students must consult and evaluate information
from a variety of media, they develop media literacy skills as
part of research.
The debate process amplifies this learning, as students must
find evidence and arguments to support multiple sides of
given topics. Media literacy is developed in tandem with its
companion skills: reading comprehension and argument
literacy.
Students learn to analyze arguments for their validity and the
strength of evidence, thereby developing the leverage to
critically analyze sources of information.
3
demands of debating, helps students refine recall and reading
comprehension skills.
(source: http://www.middleschooldebate.com/documents/DebateSkills.pdf)
By doing debate, there are some virtues you can get. The virtues of an
ideal debater are:
a. The ability to collect and organize ideas.
b. The ability to subordinate ideas
c. The ability to evaluate evidence
d. The ability to see logical connections
e. The ability to speak convincingly
f. The ability to adapt
1. Principles of debating
4
All debate speakers must speak in terms of a double outlinethe outline
of their own case and the outline of their opponents case.
They all must have a clear idea of what they wish the
audience/adjudicator to accept. As the debate speakers prepare for the
debate, they face series of problems:
a. Argumentation.
b. Refutation.
a. Step one is "They say..." That's the part where you refer to the
argument you're about to answer.
b. Step two is "But..." That's where you make your counter. You
can make a counter-assertion or attack the reasoning or
evidence that's been offered.
c. Note-taking.
This bit is essential to debating. The better your notes, the more you
will win. As you can see with the refutation method above, you are
expected to refer specifically to the argument you are about to
answer. You need to write it down to answer it.
5
(http://www.hkwmacsl.edu.hk/system/tool/webpage/index.php?charset=iso-8859-
1&netroom_id=226&tool_id=108845)
In a debate, you and the other team argue to persuade the adjudicator(s).
During the debate, you present your position, attack your opponents
position, and defend your position against your opponents attacks. As you
argue, your goal is to persuade the adjudicator(s). You are arguing to
convince your adjudicator(s) using appealing arguments. Appealing
arguments are arguments that the adjudicator(s) believes as a good
arguments. The main speech in a debate for each speaker in which all
issues to be considered in the debate are presented is called constructive
speech.
4. Parts of Debate
A. Motion
When you debate these resolutions, you will argue them from two
sides, the affirmative and the negative. THE AFFIRMATIVE (one team)
6
supports the motion. THE NEGATIVE (the other team) rejects the
motion.
C. Team Line
D. Rebuttal
In debating each team will present points in favour of their case. They
will also spend some time criticising the arguments presented by the
other team. This is called REBUTTAL. There are a few things to
remember about rebuttal:
a. Logic - to say that the other side is wrong is not enough. You have
to show why the other side is wrong;
b. Pick the important points - try to rebut the most important points of
the other side's case.;
5. Types of debate
a. Parliamentary Debate
b. Lincoln-Douglas Debate (Value Debate)
c. Oxford-Styke Debate (Oregon Modified Debate)
d. Policy Debate (Cross-Examination Debate)
e. Asian Debate Format
7
Among these formats, the Asian Debate Format is the most familiar
format for debate beginners in Indonesia, and will be discussed later in
Unit 4.
In this task, you have to practice very simple and short speech according to
topic given by the teacher.
List of topics:
a. Curriculum f. Traffic
b. Uniform g. Leisure
c. School h. Library
d. Homework i. Class
e. Gadgets j. University
8
3. Write as many ideas as possible on the paper according to the table :
Topic:
........................................................................................................................
........................................................................................................................
4. Discuss in your group: who will express the students opinion, teachers
opinion, parents opinion and solution to come the final decision.
9
UNIT 2
ARGUMENT AND REBUTTAL
Objectives After finishing this unit, you will be able to:
I. WARMING UP ACTIVITY
http://www.kiwiblog.co.nz/2007/08/let_the_cartoons_begin_.html
10
5. Each group selects a spokesperson to express the groups position. He/she
has 30 seconds to express thoughts concisely and persuade their
classmates. Other groups must listen intently
6. After the first corner presents, invite those who have been persuaded to
move to the other corner. The teacher directs each group to present their
groups position in turn. Move to the appropriate corners if you have
changed your minds.
Who benefit
What suffer Because of this
Why is going to happen reason,
When apply audience should
Where produce results agree/disagree with
How take place the topic
operate
11
Harmony / Success Conflict / Failure
Sound investment / Saving Risky spending / Extravangant
Facts spending
Opinions
(Source: http://www.learnquebec.ca/export/sites/learn/en/content/curriculum/social
_sciences/documents/thinkup.doc)
OPENING STATEMENTS
Organization:
It must have an intro, body, and conclusion
Try to think of a slogan to tie everything together
Argument type:
The opening statement should use logic, and expert.
All of your facts and statistics should be represented in this part of
the debate
Word Choice:
Persuasive Word Choice
Quotes, academic language, interviews and strong sources
REBUTTAL SECTION:
Organisation:
4-step process*
Always relate it back to your topic
Delivery:
Must follow the 4-steps*
You must be a quick thinker
Can give a rebuttal during opening statement and rebuttal section
ONLY
12
Scoring:
To get a proficient score you must deliver at least 3 rebuttals that
follow the 4-step process
Dont ramble and get lost from the topic
But:
Your transition word (you could use something other than but like
however for example)
Because:
This is your reasoning
It can be support for your counter argument or it could be a
criticism of your opponents idea
Therefore:
You compare your opinion to your opponents and discuss why yours
defeats theirs
This is a critical skill for debate
Your argument could be: better reasoned, better evidenced, has
more importance or experience
CLOSING STATEMENT
Organisation:
Must include an intro, a body, and conclusion
If your team used a slogan in the opening statement you should
repeat it here
Repeat any of your most important facts and statistics from the
opening statement, but DO NOT introduce anything new.
Argument:
You should be using the emotional argument here
This is the last the audience will hear from your side so make it
count!
13
2. COMMUNICATIVE EXPRESSIONS
I. Giving Opinions
In my view .
In my opinion.
I (personally)
think/believe/feel that ... smoking cigarettes should not be
It seems to me that ... allowed in public places.
Not everyone will agree with
me, but ...
For me ...
I dont think (that) smoking cigarettes should not be allowed in
public places.
14
Additional expressions to refute someones opinion:
.. so that ..
Well, you see, ...
The reasons are . smoking cigarettes is bad for human
Let me explain. You see, . health
But the point is ..
The simple reasons is that ..
IV. Agreeing
V. Disagreeing
15
http://poldraw.files.wordpress.com/2007/05/important-debate.jpg
3. SPEAKER ROLES
In a debating team, each speaker has specified roles that they must fulfil to play
their part in the team. They are laid out below in the order that the speaker will
speak:
16
3 Have an introduction Have an introduction
Reaffirm the affirmative's team line Reaffirm the negative's team line
Do not introduce any new material Do not introduce any new material
Rebut all the remaining points of the Rebut all the remaining points of the
negative's case affirmative's case
Present a summary of the affirmative's Present a summary of the negative's
case: case
We heard our 1st speaker Lily We heard 1st speaker Rosie say
argue Then 2nd speaker Laura proved
2nd speaker Grace went on to Round off the debate for the negative
prove
Round off the debate for the
affirmative
(Source: debating.net.au/wp-content/uploads/2009/02/speaker-roles.pdf)
Persuasive Essay
min max
Introductory paragraph includes a clear 1 2 3 4 5
central idea that states the opinion about
the issues
17
IV. EXTENDED PRACTICE - A
b. .........................................
c. .........................................
d. .........................................
e. .........................................
6. Analysis examples:
1. ......% of respondents said they visit the library less than once a month
2. ......% said they would visit the library more often if the books were
relocated to a lower floor
3. When asked where the library should be relocated, they suggested:
a. .............................................................................................
b. .............................................................................................
c. .............................................................................................
d. .............................................................................................
e. .............................................................................................
18
IV. EXTENDED PRACTICE - B
1. Practice in teams of 10
2. Sit in 2 rows facing each other
3. Decide the rows as: Row A and Row B
4. Row A gives an definition on the big idea/topic, gives the reasons
(arguments for) and summary
5. Row B disagrees, gives the reasons (arguments against) and summary.
6. Student 1 in each row receives the same topic that is topic no. 1.
7. Student 2 in each row receives the same topic that is topic no. 2, and so
on.
8. Write your arguments in table below:
1. Big idea: Watching TV is a waste of Big idea: There are some good things
time. on TV.
Arguments for: Arguments against:
- .............................................. - ..............................................
- ............................................... - ..............................................
- .............................................. - ..............................................
Summary: Summary:
................................................... ...................................................
................................................... ...................................................
................................................... ...................................................
2. Big idea: Living and working in a big Big idea: Living in the country is much
city is great. better
Arguments for: Arguments against:
- .............................................. - ..............................................
- .............................................. - ..............................................
- .............................................. - ..............................................
Summary: Summary:
................................................... ...................................................
................................................... ...................................................
................................................... .................................................
19
3. Big idea: Police should give out more Big idea: The police give out too many
traffic ticket. parking tickets.
Arguments for: Arguments against:
- .............................................. - ..............................................
- .............................................. - ..............................................
- .............................................. - ..............................................
Summary: Summary:
................................................... ...................................................
................................................... ...................................................
................................................... ...................................................
4. Big idea: Teachers assign too much Big idea: Students need a lot of
homework. homework.
Arguments for: Arguments against:
- .............................................. - ..............................................
- .............................................. - ..............................................
- .............................................. - ..............................................
Summary: Summary:
................................................... ...................................................
................................................... ...................................................
................................................... ...................................................
5. Big idea: Females are better at Big idea: Males learn foreign language
learning a foreign language. as well as females
Arguments for: Arguments against:
- .............................................. - ..............................................
- .............................................. - ..............................................
- .............................................. - ..............................................
Summary: Summary:
................................................... ...................................................
................................................... ...................................................
................................................... ..................................................
20
UNIT 3
MATTER, MANNER, METHOD
I. WARMING UP ACTIVITY
A good debate
21
II. THEORETICAL FRAMEWORK
1. MATTER OF DEBATE
Matter is what you say. It is the substance of your speech. Simply, Matter refers
to the raw material which you use to construct your arguments - the facts or
evidence upon which your case is based. Matter includes such things as quotes,
statistics, facts and evidence that you may be able to put forward to prove or
further your own team case.
The two foundations of matter are logic and relevance. Logic refers to whether
one fact or piece of evidence makes another more likely to be. Relevance refers
to whether your evidence and argument can actually be applied to the topic at
hand and are relevant to what you are actually debating about.
An argument is a statement "The topic is true (or false depending on which side
you are on) because of .........", where the argument fills in the blank. An
example is a fact or piece of evidence which supports an argument. But, matter
cannot be just a long list of examples. Similarly, you cannot make a good speech
solely by proving that some of the facts of the opposition are wrong. You need to
attack the main arguments that the other side presents.
Place your arguments on the balanced, reasonable and moderate side of the
issue. Try not to use words: all, every, none, or nobody. As an
alternative, use many, most, few, or less. You can question opponents
statements when they use all, every, or nobody because it is a
generalisation. Generalisation tends to be less valid facts that should be
questioned.
1. Relevance! Make sure that you link each argument to the topic.
2. Put yourself in the shoes of your opponents and try to think about what
arguments they will make. How will you respond to their main arguments?
3. Ask your teachers, parents and friends for ideas if you get stuck.
4. Make sure each point of your argument is backed up by a relevant
example/evidence.
22
2. MANNER OF DEBATE
Manner is the way in which you deliver your speech and there are various
aspects of manner that you need to be aware of. Use manner style that is
natural to you. It includes everything that goes towards the presentation of your
speech. Here are some tips and pointers:
1. Use of notes. We recommend that you use palm cards rather than a sheet
of paper for your notes. Because waving around sheets of paper tends to be
distracting, unlike cards which can fit into your hand. They tend to interfere
the communication between the speaker and the audience.
2. Eye contact. Look at the audience and you will hold their attention. The
more you look at the audience, the better. The best way to make this
happen is to reduce your reliance on your cards. Always face the audience.
You do not need to turn around to address the opposition when making
rebuttal.
3. Voice. Use volume, pitch and speed to emphasise important points in your
speech. A sudden loud burst will grab your audience's attention while a
period of quiet speaking can draw your audience in and make them listen
carefully. Try not to speak in a monotone, and remember to pause when
appropriate.
4. Gestures. You should use some hand gestures. Make hand gestures
deliberately and with confidence. Stand with confidence.
5. Nervous Habits. Never playing with your cue cards, pulling on a stray
strand of hair, fiddling with your watch, bouncing up and down on the balls
of your feet.
6. Humor. Do not try to use jokes and other gags unless they are relevant to
the debate.
Manner is the most subjective aspect of debating, the only rule of which is that
you must be persuasive. As a speaker, you have to develop a style that works
well for you, so that the audience views you as a persuasive speaker. Always
bear in mind that your objective is to persuade the audience, so look at the
audience, speak to them, evaluate their reaction to your speech and modify it
accordingly.
23
Top Five Manner Hints
http://www.twghczm.edu.hk:82/en/index.php/lat http://www.hkwmacsl.edu.hk/system/tool/webpage/index.
estevents/139-20130122b php?charset=iso-8859-1&netroom_id=226&tool_id=108845
3. METHOD OF DEBATE
Method is the structure or organisation of your speech, and how it fits into your
team's case as a whole. Good team method involves unity and logic. Unity is
created by all members of the team, as a respond of what the other speakers
have said or as the team line. Each member of the team needs to reinforce the
team line and be consistent with what has already been said and what will be
said by the other members of their team.
1. Internal Method is the way your own speech is structured. Every speech
should have a recognisable beginning (introduction), middle and end
(conclusion).
24
2. Team Method is the way your speech fits into the team case as a whole.
Ideally your three speeches should be consistent with each other. In each
speech try to expand your team mates argument, not to repeat what
your team mate has already said. Always make sure you work out
together how each speech fits into the overall plan.
25
Practicing Small Debate
III. GUIDED PRACTICE
1. Divide the class into groups of three.
2. Two teams of 3 debate against each other.
3. They are given about 90 seconds to 2 minutes to speak for and against a
topic.
26
9. You can use the form below to take notes on your opponent:
Term: Definition:
................................ ...................................................................................................
................................ ...................................................................................................
.......................................................................................................................................
.......................................................................................................................................
.......................................................................................................................................
.......................................................................................................................................
.......................................................................................................................................
.......................................................................................................................................
.......................................................................................................................................
.......................................................................................................................................
.......................................................................................................................................
.......................................................................................................................................
.......................................................................................................................................
27
10.You can use the form below to arrange your arguments:
Term: Definition:
................................ ...................................................................................................
................................ ...................................................................................................
.......................................................................................................................................
.......................................................................................................................................
.......................................................................................................................................
.......................................................................................................................................
.......................................................................................................................................
.......................................................................................................................................
.......................................................................................................................................
.......................................................................................................................................
The main arguments giving proof to for / against the motion (Rebuttal) are :
.......................................................................................................................................
.......................................................................................................................................
.......................................................................................................................................
.......................................................................................................................................
.......................................................................................................................................
.......................................................................................................................................
.......................................................................................................................................
28
IV. EXTENDED PRACTICE
.......................................................................................................................................
.......................................................................................................................................
.......................................................................................................................................
.......................................................................................................................................
.......................................................................................................................................
.......................................................................................................................................
Inspite of the previous arguments, here I disagree with the affirmative / negative
side. In fact
.......................................................................................................................................
.......................................................................................................................................
.......................................................................................................................................
.......................................................................................................................................
Consequently for these reasons and for my partners arguments, I ask you to
support/reject the motion.
29
UNIT 4
ADJUDICATING & PRACTICING DEBATE
I. WARMING UP ACTIVITY
30
II. THEORETICAL FRAMEWORK
1. ROLE OF ADJUDICATOR
The adjudicators primary role is to decide who won and lost the debate in the
fairest and most comprehensive manner, and relay that information to the
teams.
Something adjudicators need to watch out for is Bias. Bias is a preference for
one thing or another. Good adjudicators are careful, conscientious, always
checking their biases:
Bias for issues
Bias for teams.
Bias for performance.
Bias for personal attributes.
http://butterflynetworking.com/social-media-marketing-keep-your-
(source: http://www.learndebate.net/node/27) promises-with-your-social-media-contacts-personal-information/
31
2. MARKING SCHEME
The score for an average speech is 75. The minimum for a debater is 67 and the
maximum is 83. These ranges of average, minimum and maximum vary
depending on the competition in context.
An average speech is a speech that fulfils the technical role of the debater,
addresses the major issues at hand to the satisfaction of an average reasonable
person and is delivered with a clear style of presentation.
Margin is the difference of the total score of the two teams. All Asians
categorises the win/loss of teams into three categories: close (0.5-4), clear (5-
8) and thrashing (9-12).
3. Basics of Adjudication
Debates are generally judged on the basis of matter (40), manner (40) and
method (20).
A. Assessing Matter
The adjudicators should look at all these aspects of matter and give the
appropriate score to the debater.
Matter includes:
1. Definition : Set up of the case, burden of proof
2. Arguments : Key statement, explanation, analogy, examples, evidences
3. Rebuttals : Key statement, explanation, analogy, examples, evidences
B. Assessing Manner
Following are elements of manner: respectable attitude towards the judges and
the other team, vocal style: volume, clarity, pace, intonation etc, appropriate
use of notes, eye contact, body language, hand gestures, impression of
sincerity, humour, wit, appropriate sarcasm.
The fundamental questions that decide the manner score, generally, are: is the
speech persuasive, is he/she able to maintain the audiences attention, is
his/her speech clear and perhaps many others.
32
C. Assessing Method
Method consists of three elements: organisation of the teams case, organisation
of individual speeches, and responses of the team to the dynamics of the
debate.
Besides Matter, manner, and mehod, there are also other important aspects in
debate:
In this course, we are going to focus on the Asian Parliamentary debate Format.
The Asian Parliamentary Format (or Asians) is widely used in Asia, among
University and High School students in Asia.
In the Asian Parliamentary format there are 2 teams of 3 speakers each. The
team that supports the topic is called the Government. This involves defining the
motion, constructing a positive case in favour of the motion, providing
substantive materials and arguments in support of the case and responding to
any challenges made to that case by the Opposition.
The team that opposes the topic is called the Opposition. This involves
responding to the Government's definition, constructing a case in opposition to
the motion, providing substantive materials and arguments in support of the
case and responding to the arguments delivered by the Government.
At the end of these 6 speeches, each team can make a shorter Reply speech, for
4 minutes. Either the first or second speaker of each team will have the chance
33
to make this speech. This time the Opposition will start, followed by the
Government.
The final element in this format is called Points of Information. These are short
interjections (questions, comments, statements etc) - usually less than 15
seconds long that the opposite team can offer the speaker who is speaking.
The team that is not speaking can offer as many POIs as they want. they can
stand up and say Point of information or On this point. The speaker has to
decide if he/she is taking your point or not. If yes, the speaker is going to allow
you to state your point. If not, the speaker is going to say no, no thanks or
similar, and you will see that some speakers will just sit you down with a hand
motion. If you got an OK, now you have 15 seconds, not more, to raise one
point.
Government Opposition
PM 1. Define and Set-Up the 1. Respond to Definition and LO
Prime Debate Set-Up Leader of
Minister 2. Present Position & Case 2. Present Position & Case Opposition
3. Make 1 or 2 Arguments 3. Rebut Government Case
4. Make 1 or 2 Arguments
DPM 1. Defend Your Case 1. Defend Your Case DLO
Deputy 2. Attack LOs Case 2. Attack DPM and PMs Deputy Leader
Prime 3. Make 1 or 2 Arguments Case of Opposition
Minister 3. Make 1 or 2 Arguments
GW 1. Briefly Summarize Your 1. Briefly Summarize Your OW Opposition
Govern Teams Case Teams Case Whip
ment 2. Summarize and Prioritize 2. Summarize and Prioritize
Whip the main issues in the the main issues in the
debate debate
3. Rebut and Analyze main 3. Rebut and Analyze main
issues issues
*Be sure to respond to new *Remember, you cannot brin
arguments delivered by DLO. g
You new arguments into the deba
can do this separately (as par te.
t of You can respond to the GW
3) or include them in your speaker if you choose to.
summary of main issues (par
t of 2)
GR 1. Briefly Summarize the 4. Briefly Summarize the OR
Govern Debate Debate Opposition
ment 2. Summarize the Position of 5. Summarize the Position of Reply
Reply your team and your your team and your
Opponent Opponent
3. Compare and show why 6. Compare and show why
your team is better your team is better
The speaking order is PM > LO > DPM > DLO > GW > OW > OR > GR.
34
The PM, LO, DPM, DLO, GW, OW:
speak for 7 minutes.
can accept Points of Information between the 1st and 6th minute.
can present rebuttals, examples and new analysis.
can make new arguments (except Whips - GW and OW).
(source: http://www.learndebate.net/sites/learndebate.net/files/AsianParliSpeakerRoles.pdf
After each topic of debate practiced, you will be asked to fill in the forms below
to take a position on the topic.
One reason that you debate in class is to help you form your ideas about the
topic by analysing it from both sides. Now, you should think about what you
have learned about the topic from your research and from debates, and write
about your own opinion on the topic.
You will be marked especially for whether you have made it clear what your
position is on the topic (agree, disagree) and how you support your position.
(source: http://www.middleschooldebate.com/documents/note-takingtemplate.pdf)
http://rphatwork.com/general/a-message-to-a-pharmacy-student/
35
Topic Resource Checklist
Topic: __________________________________________________________
________________________________________________________________
________________________________________________________________
Checklist:
_____________________________ ________________________
Student Signature Date
_____________________________ ________________________
Teacher Signature Date
36
Issue Analysis Form
Name:_______________________
Topic:____________________________________________________
Date:___________________________
37
Research Log
Date:______________
If the Internet was used, what search engine did you use?
What sources did you find? List article title, author, and source (i.e., Understanding
Debate, by John Meany. Middle School Public Debate Program website).
List 3 facts about the topic you learned from your research.
38
Note Taking Flowsheet
Term: Definition:
................................ ...................................................................................................
................................ ...................................................................................................
.......................................................................................................................................
.......................................................................................................................................
.......................................................................................................................................
.......................................................................................................................................
.......................................................................................................................................
.......................................................................................................................................
.......................................................................................................................................
.......................................................................................................................................
.......................................................................................................................................
.......................................................................................................................................
.......................................................................................................................................
.......................................................................................................................................
.......................................................................................................................................
.......................................................................................................................................
.......................................................................................................................................
39
Affirmative and Negative ARE Chart
Topic:_______________________
R: R:
E: E:
R: R:
E: E:
R: R:
E: E:
40
Debate Scoring Sheet 1 (PERSONAL)
Criteria Score
Matter
Introduction States the interpretation of the motion
States the roles of the speakers on the team
States key arguments
TOTAL /40
Manner Confidence
Speaking pace
Enthusiasm/dynamic speaker
Eye contact
Voice - Volume
- Pitch
- Emphasis
- Pace
Humour
TOTAL /40
TOTAL /20
41
EXTENDED PRACTICE
Use Debate Scoring Sheet 2 to replace previous Debate Scoring Sheet 1.
42
UNIT 5
PRESENTATION: PREPARATION
(source: http.www.blog.qnet.net)
Tell me, and I will forget. Show me, and I may remember. Involve me,
and I will understand.
Confucius (450BC)
43
I. WARMING UP ACTIVITY
Try to answer and discuss the questions in class:
1. A PRESENTATION IS ...
44
'persuasive' element, for example a talk about the positive work of your
organisation, what you could offer an employer, or why you should receive
additional funding for a project.
2. PREPARING A PRESENTATION
(source: http://www.skillsyouneed.com/present/prepare-presentation.html)
Not only will good preparation ensure that you have thought carefully about the
messages that you want (or need) to communicate in you presentation but it will
also help boost your confidence.
The Objective
You have been asked to speak to a group of people. First, ask yourself 'why?'
What is the purpose of the presentation, what is the objective, what outcome(s)
do you and the audience expect?
It is useful to write down the reason you have been asked to present so you can
use this as a constant reminder while you prepare the presentation. There are
many reasons for giving a presentation or talk, but never lose sight of your
objective as determined when you were asked and accepted the invitation.
The Subject
The subject of what you are going to talk about comes from the objective but
they are not necessarily one and the same thing.
For example:
The Audience
Tailoring your talk to the audience is important and the following points should
be considered:
45
The size of the group or audience expected
The age range-a talk aimed at retired people will be quite different from
one aimed at teenagers
Gender- will the audience be predominantly male or female?
Is it a captive audience or will they be there out interest?
Will you be speaking in their work or leisure time?
Do they know something about your subject already or will it be totally
new to them? Is the subject part of their work?
Are you there to inform, teach, stimulate, or provoke?
Can you use humour and if so what would be considered appropriate/
The Place
Ideally, try to arrange to see the venue before the speaking event, as it can be
of great benefit to be familiar with the surroundings. It does much to quell fear
if you can visualise the place while you are preparing your talk. Additionally, it
would also give you the opportunity to try out your voice. If at all possible, you
need to know:
The Time
Often there will be no flexibility in the time of day that a presentation is made.
If you do have a choice of when to give your presentaion - consider the following
points:
Morning:
The morning is the best time to speak because people are generally at their
most alert. However, late morning may start to present problems as people
begin to feel hungry and think about lunch.
46
Afternoon:
Early afternoon is not an ideal time to make a presentations since after lunch
people often feel sleepy and lethargic. Mid afternoon is a good time, whereas at
the end of the afternoon people may start to worry about getting home, the
traffic or collecting children from school.
Evening or Weekend:
Outside regular office hours, people are more likely to be present because they
want to be rather than have to be there. There is a higher likelihood of audience
attention in the evening, providing of course that the presentation does not go
on for too long when people may have to leave before the presentation has
finished.
Length of Talk
Always find out how long you have to talk and check if this includes or excludes
time for questions.
Find out if there are other speakers and, if so, where you are placed in the
running order. Never elect to go last. Beware of over-running, as this could be
disastrous if there are other speakers following you.
(http://www.skillsyouneed.com/present/prepare-presentation.html)
(http://www.eng.cam.ac.uk/~cipolla)
47
III. GUIDED PRACTICE
1. What are the ways to make sure that you have achieved your
presentation objectives?
2. Why should you pay attention to the audience gender?
3. Is morning always be the best time for conducting a presentation?
4. How should you deliver a presentation for a very large room?
5. Indicate what is the problem in this cartoon. How should you avoid this
problem?
Presentations have a certain purpose. People who give presentations aim to:
inform
persuade
sell
teach or train
Fill in these elements as the preparation of your presentation. Decide what you
are going to do to make your presentation successful. This plan should include
the elaboration of the six elements into your presentation.
No Element Analysis
1 The Objective
2 The Subject
48
3 The Audience
4 The Place
5 Time of day
6 Length of talk
Presentation Plan
49
Values & Philosophy
Vision
History
For more than 70 years, Samsung has been at the forefront of innovation. Our
discoveries, inventions and breakthrough products have helped shape the
history of the digital revolution.
Our Business
From stylish phones to semiconductors, from DRAM to digital TVs, Samsung
encompasses a variety of businesses that harness speed, creativity and
efficiency to invent, develop and market the products that are defining how we
live today. With more than a quarter of Samsung employees engaged in
research and development each of our businesses is focused on discovering new
technologies, products and services that will open a new world of possibilities for
the people who use them.
(source: http://www.samsung.com/in/aboutsamsung/ourbusinesses/index.html)
50
UNIT 6
PRESENTATION: STRUCTURE
I. WARMING UP ACTIVITY
http://www.eng.cam.ac.uk/~cipolla
What is your idea about KISS? What does stupid refer to?
51
II. THEORETICAL FRAMEWORK
STRUCTURE OF PRESENTATION
1. INTRODUCTION
A good oral presentation is well structured; this makes it easier for the listener
to follow.
Basically there are three parts to a typical presentation: the beginning, middle
and end or (introduction, body and conclusion). We are going to look at the
content of each part individually and the language needed to express its
structure and content.
Try to get your audience involved in your talk either by asking direct or
rhetorical questions. Ask for a show of hands for example in response to a
question. Some of these approaches may not be appropriate in all countries. Ask
yourself how things are done in your country together with regard to your own
experience and adapt accordingly.
(source: http://www.it-sudparis.eu/lsh/ressources/ops/structure/introduction.php)
52
Greet the audience.
It is important to greet the audience by saying something like:
Introduce yourself
(name, position, responsibility in the company) Not only to give that important
information so people can identify you but also to establish your authority on the
subject and to allow the audience to see your point of view on the subject (you
are a student, researcher, responsible for, director of, neophyte, layman).
Sometimes, especially when invited to speak, the host introduces the guest,
gives the same information as above and then gives the floor to the guest
speaker.
53
Give title and introduce subject
Have you set any limits on the scope of your talk? What won't you speak about?
It may be very useful to eliminate certain areas before you start so as to avoid
confusion or deviation from your main task. It also protects you from criticism
later if do not mention it in advance.
Have you limited the time? It is useful to give the listeners some idea of the time
so as to maintain their attention better.
You may want to give acknowledgements here too. If you have been sponsored,
supported or encouraged by a particular firm, organization, professor, etc. you
may want to acknowledge their contribution. Your research and paper may have
been the work of a collaborative effort and you should acknowledge this too and
give the names of all the participants. At some point you should ask a question
or somehow try to determine where the audience is. How do they feel about the
subject? You will then have to modify the contents, as you never know exactly
what to expect.
To get the audience's attention and perhaps to find out where they are you could
introduce the subject by saying:
54
You've probably seen countless times...
You may have wondered...
Once you have established your specific objectives you may go on to formulate
your content.
55
2. MIDDLE / BODY
What information should you give in your speech? All your information should
support purpose. In most cases you will have to limit the content, as time is
usually precious!
Quantity
How much information should you give? Enough to clearly develop your ideas.
Don't forget to illustrate through examples.
Whatever sequencing you choose, the headings should be all of the same
grammatical form. Keeping the audience's attention The beginning and the end
or the first and last parts are what listeners will remember the most. Think of
ways you can keep the audience's attention throughout the rest of the speech.
(See Creating Interest)
Just as when you are driving along a road that you don't know very well you
depend on signs to guide you, you need to guide the listener by using
expressions to tell him/her where you are going. That is to say, first announce
what you are going to say (give an example, reformulate etc.) and then say
what you want to say.
Listing information
This can be
There are three things we have to consider: one, two, and three. A, B, C.
Now let us look at the first aspect which is ...
First of all,...
In the first place...
56
That's all I would like to say about .... (subject of part A) and now let us
turn to ....
Now that we've seen ... let us examine more closely..
Outlining options.
Here are further examples of expressions that you can use in different
circumstances
To rephrase:
To give an example:
Let me rephrase that,
Now let's take an example. ex
In other words
An example of this can be found...
Another way of saying the same thing
To illustrate this...
That is to say i.e.
Let's see this through an example.
For example, for instance, e.g.
To summarize: To emphasize
To summarize What is very important is...
To sum up, What is important to remember...
Let me summarize by saying I'd like to emphasize the fact that...
So that concludes my overview to stress... to highlight... to underline...
In conclusion What I tried to bring out....
Briefly said What we need to focus on...
In short,
What I've tried to show in this part...
To recap what we've seen so far...
57
To refer to what you will say: To refer to what an expert says:
We will see this a little later on. I quote the words of ...
This will be the subject of part 3. There is a famous quotation that goes...
We will go into more detail on that In the words of According to....
later. Here I'd like to quote As Mr. X says in
For now it is suffice to say.. his book...
3. END / CONCLUSION
Give a brief reminder of what you tried to show in your speech and how
you tried to do so.
You should briefly summarize your speech in a few lines to make sure the
audience has retained the main points. Alternatives are to just simply: state the
point of the speech; give the essential message to retain; list the main points
and what you want the audience to remember; review informally or indirectly by
using a quote, a comparison or example.
That is to say you should give a message that logically comes out of the ideas
developed in your speech. This could be a commentary, the lessons learned,
some recommendations, or the next steps
If you choose the former, you put yourself in a superior position compared to the
audience and should be considered as an expert. You will need to be very
prepared intellectually and psychologically to give control to the audience and
able to answer any questions. However, in the case of the latter, you put
yourself more or less on equal terms with the audience and do not have to be
the expert with all the answers! The audience may have some clear ideas or
some practical knowledge about the subject themselves!
NB The end of a talk should never come as a surprise to an audience but needs
special consideration.
58
So, as we have seen today....
As I have tried to explain this morning BT finds itself in........
Above all when you conclude do not do it abruptly or as if surprised to get to the
end of your talk.
You may at this point wish to distribute a vocabulary list or more detailed
information that you wish to make available.
Think about some ideas to have a memorable opening for the following
conditions.
59
IV. EXTENDED PRACTICE
SMARTPHONE ADDICTION
Britons' appetite for Facebook and social networks on the go is driving a huge
demand for smartphones - with 60% of teenagers describing themselves as
"highly addicted" to their device - according to new research by the media
regulator, Ofcom. Almost half of teenagers and more than a quarter of adults in
the UK now own a smartphone, with most using their iPhone or BlackBerry to
browse Facebook and email.
Smartphone sales outstripped sales of regular mobiles in the first half of this
year as the enormous demand continues to rise. Just over half of the total
13.6m mobile sales from January to June 2011 were smartphones. Of the new
generation of smartphone users, 60% of teenagers classed themselves as
"highly addicted" to their device, compared to 37% of adults.
Ofcom surveyed 2,073 adults and 521 teenagers in March this year. The
regulator defines teenagers as aged between 12 and 15, with adults 16-years-
old and above. "Ofcom's report shows the influence that communications
technology now has on our daily lives, and on the way we behave and
communicate with each other," said James Thickett, Ofcom's director of
research. "Our research into the use of smartphones reveals how quickly people
become reliant on new technology - to the point of feeling addicted. As more and
more people acquire smartphones, they are becoming an essential tool in
peoples' social lives whether they are out with friends socialising or using
Facebook on the move."
(source: http://www.waylink-english.co.uk/?page=19045)
60
To have a better presentation, use the following rubric.
Write the appropriate number in the column. Reduce the rating if the
presentation does not fit within the time parameters (too long or too short).
3 Good. Met all criteria in each category with some rated as excellent while
others rated as adequate.
CONTENT
Introduction
Main points
Transitions
Knowledge
Conclusion
61
UNIT 7
PRESENTATION: OUTLINE
I. WARMING UP ACTIVITY
Have you ever experienced getting stuck in the middle of presentation? What did
you do then in front of the audience?
OUTLINING A PRESENTATION
(http://writingcenter.tamu.edu/2010/types-communication/presentations-2)
Some people prepare two different outlines when they give a formal speech: a
preparation outline and a speaking outline. The preparation outline is a complete
outline of the content of the speech; composing it will help you develop your
ideas and ensure that your speech is persuasive and logical. The speaking
outline, in contrast, is a highly condensed outline specifically designed to remind
you of your main points as you give your presentation.
Your preparation outline should include a summary sentence for every main
point, supporting point, sub-supporting point, and transition in your speech. Be
sure to write in complete sentences. Using complete sentences is helpful if
someone, perhaps your instructor or a classmate, will be reviewing your speech
before you present. In addition, writing your preparation outline in full sentences
62
can help you see where you need to flesh out your ideas. You dont, however,
have to write out every word you intend to say; just offer a summary of the
basic idea you plan to get across for every main point, supporting point, sub-
supporting point, and transition in your speech.
INTRODUCTION
I. Attention-getter:
II. Central Idea:
III. Establish credibility and relate topic to audience:
IV. Preview the main points:
IIV. Transition:
BODY
I. Main Point: (A declarative sentence about the first main idea for your topic)
A. Supporting point:
1. Sub-supporting point:
2. Sub-supporting point:
B. Supporting point:
1. Sub-supporting point:
2. Sub-supporting point:
Transition:
II. Main Point: (A declarative sentence about the second main idea for your
topic)
A. Supporting point:
63
1. Sub-supporting point:
2. Sub-supporting point:
B. Supporting point:
1. Sub-supporting point:
2. Sub-supporting point:
Transition:
III. Main Point: (A declarative sentence about the third idea about your topic, if
needed)
A. Supporting point:
1. Sub-supporting point:
2. Sub-supporting point:
B. Supporting point:
1. Sub-supporting point:
2. Sub-supporting point:
Transition:
CONCLUSION
64
The Top 10 Lies People Put on Their Rsums
If you've ever been tempted to insert a falsehood into your rsum to make you
sound more qualified, you're far from alone. More than half of rsums contain
lies, according to a 2012 study by Accu-Screen, Inc., ADP and the Society of
Human Resource Managers.
It's puzzling why anyone would make up his or her job history, especially when
people can easily check references. A simple Google search can quickly uncover
lies most of the time.
Reasons vary greatly, from an applicant with a criminal record who's afraid his
history would prevent him from being hired to someone looking to cover up an
employment gap. Or maybe the job seeker simply doesn't have the required
education or skills that a job requires, yet still feels he's qualified. Whatever the
reason for the lie, there can be consequences beyond simply being caught.
While there's no limit to what job applicants can lie about on their rsums, the
consulting firm Marquet International compiled this list of the top 10 lies.
6. Omitting past employment. This is a gray area. Technically you're not lying
(though we've all heard the "lying by omission" argument), but there's probably
a reason you removed your last job from your rsum. Maybe you got fired and
burned major bridges. Again, try honesty.
7. Faking credentials. Just like with lying about education, this can have
serious consequences that can affect your entire professional future. Enough
said.
65
8. Falsifying reasons for leaving prior employment. There's a tactful way of
explaining being fired or quitting abruptly, and it doesn't have to involve lying.
Just figure out the best way to explain it in as positive a light as possible.
9. Providing fraudulent references. Coercing friends and family to lie and act
as your professional references can get them in trouble too. Value your
friendships and look elsewhere for a genuine reference.
Lying on your rsum doesn't end once you've been hired. You've got to keep up
the charade of each lie you planted for the rest of your career. Who can keep up
with all of them?
Even if you're convinced that telling the truth will keep you from getting hired,
you might be surprised. No potential employer expects you to be perfect. And if
they won't hire you because of the truth, it's not the right role for you.
(source: http://money.usnews.com/money/blogs/outside-voices-careers)
Try to put the facts in the above article into the following template.
Introduction
Title of presentation:
...............................................................................................................
................................................................................................................
................................................................................................................
66
Body
................................................................................................................
................................................................................................................
................................................................................................................
................................................................................................................
................................................................................................................
................................................................................................................
................................................................................................................
................................................................................................................
..............................................................................................................
................................................................................................................
................................................................................................................
...............................................................................................................
................................................................................................................
................................................................................................................
................................................................................................................
Closing
................................................................................................................
................................................................................................................
67
IV. EXTENDED PRACTICE
This time, we are practicing to be rich. Read the following article an prepare for
a presentation to persuade your friends to be young and rich.
Nobody plans to fail, but plenty of people fail to plan. It's a clich, but it's true.
"Plan" is the leading self-help advice from athletes, business moguls and
everyday people who have achieved extraordinary goals.
2. Start Saving
If you don't save, you'll never reach your goal. As obvious as this might seems,
far too many people never even start to save. If your employer offers a 401(k)
plan, enrolling in the plan is a great way to put your savings on autopilot. Simply
sign up for the plan and contributions will be automatically taken out of your
paycheck, increasing your savings and decreasing your immediate tax liability.
3. Get Aggressive
Studies have shown that the majority of the returns generated by an investment
are dictated by the asset-allocation decision. If you are looking to grow your
wealth over time, fixed-income investments aren't likely to get the job done, and
inflation can take a big chunk out of your savings.
Investing in equities entails more risk, but is also statistically likely to lead to
greater returns. For many of us, it's a risk we have to take if want to see our
wealth grow. Asset-allocation strategies can help you learn how to make picking
the right mix of securities the core of your investing strategy.
68
4. Prepare for Rainy Days
Part of long-term planning involves accepting the idea that setbacks will occur. If
you are not prepared, these setbacks can put a stop to your savings efforts.
While you can't avoid all of the bumps in the road, you can prepare in advance
to mitigate the damage they can do.
5. Save More
Your income should rise as time passes. You'll get raises, you'll change jobs, and
maybe you'll get married and become a two-income family. Every time more
cash comes in to your pocket, you should increase the amount that you save.
The key to reaching your goal as quickly as possible is to save as much as you
can.
Vacations, car, kids and all of life's other expenses take a big chunk out of your
paycheck. To maximize your savings, you need to minimize your spending.
Buying a home you can afford and living a lifestyle that is below your means and
not funded by credit cards are all necessities if you want to boost your savings.
There's no need to obsess over every movement of the Dow. Instead, check
your portfolio once a year. Rebalance your asset allocation to keep on track with
your plan.
Take advantage of every savings opportunity that comes your way. Make the
maximum contribution to tax-deferred savings plans and then open up a taxable
account too. Don't let any chance to save get away.
9. Catch-Up Contributions
When you reach age50, you are eligible to increase contributions to tax-deferred
savings plans. Take advantage of this opportunity!
69
The Reality Of Retirement
Retirement might seem far away, but it when it arrives nobody ever complains
about having too much money. Some people even question whether a million
dollars is enough.
That said, with lots of planning and discipline, you can reach your retirement
goals and live a comfortable life after work.
(source: http://finance.yahoo.com/news/pf_article_106000.html)
70
UNIT 8
VISUAL AIDS
Objectives After finishing this unit, you will be able to:
know kinds of visual aids that can be used for
presentation
differentiate effective and ineffective visual aids
for presentation
design suitable visual aids for their presentation
I. WARMING UP ACTIVITY
Answer the following questions. Share your experience and knowledge with a
friend next to you.
1. What are visual media?
2. Based on your experience or observation, what are some media that a
presenter can use in their presentation?
3. Look at these three visuals. What do you think of them? Which one(s) do you
think is/are effective? Why?
www.icebox500.com www.govloop.com
71
www.juiceanalytics.com
4. Discuss with your friends the criteria of an effective visual media. Compare
your answer withe other groups
Source:
https://www.osha.gov/doc/outreachtraining/htmlfiles/traintec.html
72
From the chart, it can be seen that people retain 10% of what they heard from
an oral presentation, 35% from a visual presentation, and 65% from a visual and
oral presentation. Therefore, it will be better if we use visual media while we are
delivering our presentation so that the audience will understand our topic better.
According to Carl Sortz et.al. (2002), visual media have some benefits for speakers
for their presentations. The benefits are as follow:
From the above benefits, it can be seen that there are many benefits that both a
speaker and the audience can get by using visual media in their presentation.
There are some visual media that we can use. The following explanations
provide you information about some visual media, their advantages and limitations
as well as the development techniques required in preparing each. By looking at
these advantages and limitations, you can more easily decide what will work best
for your presentation. The following information are taken from Carl Sortz et al
(2002).
73
FLIP CHART
source: www.neuland.com
Limitations:
74
OVERHEAD TRANSPARENCIES
source: blog.tradentang.com
Limitations:
The projected image size is sometimes too small to be seen from the
back of a large room.
Often, the image does not sit square on the screen, as the head of the
projector is tilted to increase the size of the image.
It is difficult to write on the transparency while it is on the projector.
Sometimes the projector head gets in the audience's way.
Some speakers feel captive to the machine, because they must change
each transparency by hand.
To add color, simply cut a piece of colored acetate gel, available at art
stores, to the shape and dimensions needed to highlight a particular part of a
transparency. The second (or third) color is taped to the edges of the
transparency with clear tape, or glued over an area with clear invisible
adhesive such as spray adhesive.
Permanent and/or water-soluble ink color marker pens are
available for use in hand-coloring parts of an overhead transparency.
Overhead transparencies can be developed during a presentation by
marking on acetate sheets with water-soluble or permanent transparency
pens. The same approach can be used to add information to existing
75
transparencies. In both cases, a damp tissue can be used to wipe information
off a transparency that has been marked with water-soluble ink.
When removing a transparency from the machine during the presentation,
slide the next immediately underneath it to achieve a smooth
transition. Don't leave the screen blank with the light on.
A 45-degree angle to the audience is the most effective location for an
overhead projector and screen. This provides for the least obstructed view.
Ideally, set the projector on a table lower than the surrounding tables or
platforms to make it less imposing.
Transparencies with too much information - especially typed pages designed
for a printed piece and transferred to acetate - are confusing. Keep
transparencies simple.
When typing words for transparencies, use bold typing elements such as
HELVETICA and capitalize.
Consider making use of a laser printer that can produce good quality
transparencies in a variety of bold type styles. These printers, coupled with
desktop or portable personal computers are widely available, and prices
have dropped significantly. The quality of type and variety of type styles
make this a superior option when compared with transparencies done on an
office typewriter. If resources permit, color printers are also available.
POSTERS
Advantages of posters:
Limitations:
76
Use all capital letters, and do not slant or italicize letters.
Use and vary the color. Also, check from a distance to make sure the color
works well and is not distracting.
VIDEOTAPE
Limitations:
White or black boards can be very useful to help explain the sequence of ideas or
routines, particularly in the sciences. Use them to clarify your title or to record your
key points as you introduce your presentation (this will give you a fixed list to help
you recap as you go along). Rather than expecting the audience to follow your
spoken description of an experiment or process, write each stage on the board,
77
including any complex terminology or precise references to help your audience take
accurate notes. However, once you have written something on the board you will
either have to leave it there or rub it off - both can be distracting to your audience.
Check to make sure your audience has taken down a reference before rubbing it off
- there is nothing more frustrating than not being given enough time! Avoid leaving
out of date material from an earlier point of your presentation on the board as this
might confuse
PAPER HANDOUTS
Handouts are incredibly useful. Use a handout if your information is too detailed to
fit on a slide or if you want your audience to have a full record of your findings.
Consider the merits of passing round your handouts at the beginning, middle and
end of a presentation. Given too early and they may prove a distraction. Given too
late and your audience may have taken too many unnecessary notes. If you give
the handout in the middle of your presentation, your audience will inevitably read
rather than listen. One powerful way of avoiding these pitfalls is to give out
incomplete handouts at key stages during your presentation. You can then highlight
the missing details vocally, encouraging your audience to fill in the gaps
source: www.actden.com
Microsoft PowerPoint is probably now the most commonly used form of visual aid.
Used well, it can really help you in your presentation; used badly, however, it can
have the opposite effect.
78
Limitation:
1) speaker is attempted to read the slides
2) audience focuses on the slides rather than on the speakers explanation
c. Number of slides
One every two minutes is sufficient. To show too many slides is worse
than none at all.
79
13) Are there any spelling mistakes or grammatical errors? Remember
they are going to
14) Be in plain view all the time of your visual.
Language Use
It is not sufficient just to put up a transparency on the screen and expect the
audience to turn its attention to it, to understand it and make the link with what we
are saying. We would suggest the following strategy:
a. Preparing the audience for what they are going to see in order to keep the
audience on their toes and gives you the opportunity to position your visual
correctly.
b. Drawing the attention of the audience to the points that you wish to highlight
but avoid redundancy by describing everything that is in the visual!
c. Rephrasing our point to give it emphasis, giving the audience time to absorb
the information.
80
III. GUIDED PRACTICE
I. GUIDED PRACTICE
81
UNIT 9
BODY LANGUAGE
I. WARMING UP ACTIVITY
82
II. THEORETICAL FRAMEWORK
Carl Storz et al (2002) suggest that there are some positive and negative body
language as follow:
EYE CONTACT
source:lankmoody.blogspot.com
83
BODY MOVEMENT
THE HANDS
Source: www.nicolasfradet.com
POSTURE
Source: www.nicolasfradet.com
84
3. NEGATIVE BODY LANGUAGE
Based on http://www.inaweek.co.uk/2012/11/body-language-and-presentation-
skills/, there are ten important points that speakers should consider regarding the
use of body language in a presentation. Those key points are as follows:
1. Maintain eye contact with the audience and scan the audience at random.
Never repeatedly look at the multi-media screen or the ceiling!
2. Use your hands and voice to conduct the presentation, remember palms up
indicates uncertainty, honesty and doubt, whilst palm down indicates facts and
certainty.
3. Repeat key phrases to add emphasis. If you have three major points to say
then number them point one is..point two ispoint three is I have
covered the three points.
4. Use the visual aids to structure your presentation. Just put key words on the
screen, it will prevent you just reading what is on the screen.
5. Do not march from one side of the stage to the next or fiddle with pens and
equipment. Be animated, which does not mean hands in your pockets!
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8. Take note of any negative body language in the audience, arms folded, eyes
down, shaking heads etc
9. Avoid being distracted by individuals in the audience, the one critical member,
or the person who enthusiastically agrees with you by their head nods and
smiles. Remember to address the whole audience.
10. Encourage convergence of opinion; look out for subgroups of those that share a
common view. Do not disagree but aim to get some form of consensus.
a. general appearance
b. posture
c. hands position
d. hands gestures
e. eye contact
f. movement
g. facial expressions
2. Still referring to the video, discuss whether the speaker make use of the body
language effectively or not.
a. posture
b. hands position
c. hands gestures
d. eye contact
e. movement
f. facial expressions
86
REFERENCES
Lucas, S.E. (2008). The Art of Public Speaking (10th ed.). McGraw-Hill: New
York.
Street, N.J. (2009). Packet for Public Speaking: Comm. 203, Spring 2009.
Regulator says half of British teenagers and 25% of adults now have
smartphones as sales outstrip regular mobiles. excerpted from
http://www.waylink-english.co.uk/?page=19045
87
Debate Essentials excerpted from
http://www.middleschooldebate.com/documents/DebateSkills.pdf)
88
APPENDICES
Appendix 1
News Article
Ahmad Dhanis son in pile-up, killing six
Thirteen-year-old Ahmad Abdul Qodir Jaelani, the son of Ahmad Dhani, the
bassist of the now dissolved rock band The Lucky Laki, was involved in a deadly
pile-up on Jagorawi toll road south of Jakarta early on Sunday that claimed six
lives.
Based on witness accounts, the police said the Mitsubishi Lancer driven by Dul,
as the boy is more commonly known, was travelling at a high speed from Bogor,
West Java, and heading to Jakarta, when at Kilometer 8 the car hit the road
separator and slammed into oncoming traffic.
The sedan hit a Daihatsu Gran Max minivan, which then hit a Toyota Avanza
minivan.
Six out of 11 people onboard the Gran Max minivan reportedly died at the scene,
while seven others, including those on board the Avanza, were injured.
Dul was reportedly heading back to Jakarta after taking his female friend home
to Bogor, along with his friend Noval Samudra, 14.
The youngest son of musician and producer Ahmad Dhani and his divorced wife
Maia Estianti is being treated at Pondok Indah Hospital in South Jakarta. As of
Sunday evening, Dul had undergone two operations to his shoulder, which was
injured by shattered glass, and had fractured ribs.
According to Dhanis mother, Joyce, and his brother, Jerry, who both talked to
reporters in the hospital, Dul and Noval had suffered serious injuries and
remained unconscious.
Duls right leg is also broken. The fractured ribs have caused infections in his
stomach, Jerry said, adding that Noval was also undergoing surgery.
Jerry said Dul was never allowed to drive and that the car was Dhanis. Dul and
Noval were expected to attend singer Judikas wedding on Saturday night, but
they were missing until the family found out about the incident on Sunday
afternoon.
The police were still investigating the cause of the incident and were yet to name
a suspect in the crash, according to Jakarta Police spokesman Sr. Comr.
Rikwanto.
The driver can be charged for underage driving and reckless driving, which took
lives of others. By law this is punishable with six years imprisonment, he said.
Indonesian Police Watch chairman Neta S. Pane said that considering his
juvenile status, Dul could only be charged with half the maximum jail term, as
regulated in Article 26 of the Criminal Code.
He added Dul might face an increased jail term if the police charged him with
underage driving and driving without a license.
Neta said Dhani, with whom Dul lived with his two brothers, must also be
brought to justice for allowing his 13-year-old son behind the wheel of the
vehicle.
The police can immediately take him [Dhani] into custody, considering he faces
a jail term of over five years, he added.
The legal age to obtain a driving license is 17-years-old. But according to the
city police, traffic accidents involving children under 16-years-old increased 160
percent last year to 104 cases, compared to 40 cases in 2011.
Deadly joyrides
March 10, 2012: Olivia Dewi, 17, is driving a Nissan Juke at high speed when it
swerves off the road into a billboard pole in front of Wisma Nugra Santana on Jl.
Sudirman. The vehicle bursts into flames, killing Olivia, who had only been
granted her drivers license in January 2012.
Jan. 30, 2012: A 14-year-old boy sneaks out of his home in Makassar, South
Sulawesi, and takes a relatives car that his parents planned to buy. He drives
out of the housing complex by himself to buy some food and injures at least 11
people in the process.
Aug. 13, 2011: Two teenage girls are killed in a car accident after participating
in a pre-dawn convoy. Sixteen-year-olds Nur Aisah and Astrid die instantly after
the car they are using hits a tree on Jl. Raya Warung Buncit. The police say the
car was driven in excess of 100 kilometers per hour.
(Source: http://www.thejakartapost.com/news/2013/09/09/ahmad-dhani-s-son-
pile-killing-six.html)
Appendix 2
Class Debate Rubric
Category 5 4 3 2 1 Totals
Respect for All statements, body Statements and responses Most statements and Statements, Statements,
Other language, and responses were respectful and used responses were respectful responses and/or responses and/or
Team were respectful and were appropriate language, but and in appropriate body language body language
in appropriate language. once or twice body language, but there was were borderline were consistently
language was not. one sarcastic remark. appropriate. Some not respectful.
sarcastic remarks.
Information All information presented Most information Most information Some information Information had
in this debate was clear, presented in this debate presented in the debate was accurate, but some major
accurate and thorough. was clear, accurate and was clear and accurate, but there were some inaccuracies OR
thorough. was not usually thorough. minor was usually not
inaccuracies. clear.
Rebuttal All counter-arguments Most counter-arguments Most counter-arguments Some counter Counter-arguments
were accurate, relevant were accurate, relevant, were accurate and arguments were were not accurate
and strong. and strong. relevant, but several were weak and and/or relevant.
weak. irrelevant.
Use of Every major point was Every major point was Every major point was Some points were Every point was
Facts/Statistics well supported with adequately supported with supported with facts, supported well, not supported.
several relevant facts, relevant facts, statistics statistics and/or examples, others were not.
statistics and/or examples and/or examples. but the relevance of some
was questionable.
Organization All arguments were Most arguments were All arguments were Arguments were Arguments were
clearly tied to an idea clearly tied to an idea clearly tied to an idea not tied well to an not tied to an idea
(premise) and organized in (premise) and organized in (premise) but the idea. at all.
a tight, logical fashion. a tight, logical fashion. organization was
sometimes not clear or
logical.
Understanding The team clearly The team clearly The team seemed to The team seemed The team did not
of understood the topic indepth understood the topic indepth understand the main points to understand the show an adequate
Topic and presented their and presented their of the topic and presented main points of the understanding of
information forcefully and information with ease. those with ease. topic, but didnt the topic.
convincingly. present with ease.
Presentation Team consistently used Team usually used Team sometimes used One or more The teams
Style gestures, eye contact, tone gestures, eye contact, tone gestures, eye contact, tone members of the presentation style
of voice and a level of of voice and a level of of voice and a level of team had a did not keep the
enthusiasm in a way that enthusiasm in a way that enthusiasm in a way that presentation style attention of the
kept the attention of the kept the attention of the kept the attention of the that did not keep audience.
audience. audience. audience. attention.
Totals:__________________
(source: http://course1.winona.edu/shatfield/air/classdebate.pdf)
GLOSSARY
94
18.OUTLINE. A carefully prepared structural pattern for a speech or case
which clarifies the relationship of ideas in the message by placing
information in a reasoned sequence and by indicating the coordinate and
subordinate relationship of ideas.
19.PROOF. Support for an idea or argument which the speaker offers in order
to create belief in an audience. In debate, it consists of evidence and
reasoning which is offered to the audience.
20.REASONING. The process of drawing inferences and conclusions from
available information or data. In debate, it is the process of inferring
relationships between evidence and assertions.
21.REBUTTAL. The process of defending arguments against attack. In debate,
it is an additional speech allowed each speaker, following the constructive
speeches, in which a speaker may attack the opponents arguments in
addition to defense, but may not introduce any new constructive
arguments.
22.REFUTATION. The attempt to demonstrate the error or inadequacy of the
opponents case.
23.RESEARCH. The process of finding information and material to support
ideas or arguments. It is most effective when conducted as the result of a
carefully focused approach.
24.RESOLUTION. Used the same as proposition.
25.VISUAL. A Picture, piece of film, or display used to illustrate or accompany
something
26.MEDIA. The main means of mass communication
27.VISUAL MEDIA. An item of illustrative matter, such as a film, slide, or
model, designed to supplement written or spoken information so that it can
be understood more easily
28.FLIP CHART. A large pad of paper bound so that each page can be turned
over at the top to reveal the next, used on a stand at presentations
29.OHP. A device that projects an enlarged image of a transparency placed on
it onto a wall or screen by means of an overhead mirror
30.POSTER. A large printed picture used for conveying message
31.POWER POINT SLIDE. A collection of pages arranged in sequence that
contain text and images for presenting to an audience
32.BODY LANGUAGE. The process of communicating nonverbally through
conscious or unconscious gestures and movements
33.EYE CONTACT. Visual contact with another person's eyes
34.POSTURE. A position of a person's body in a particular attitude or pose
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INDEX
Debate, 1 Method, 24
Debater, 4 Team method, 24
Argumentation, 5 Sign posting, 24
Refutation, 5 Dynamics, 25
Note-taking, 5 Adjudicator, 31
Motion, 6 Bias, 31
Affirmative, 6 Score, 32
Negative, 6 Margin, 32
Sides, 6 Asian Parliamentary Debates, 33
Team Line, 7 Prime Minister, 34
Rebuttal, 7 Deputy Prime Minister, 34
Opinions, 14 Government Reply, 34
Reasons, 15 Presentation, 44
Speaker roles, 16 Objective, 45
Matter, 22 Subject, 45
Logic, 22 Audience, 45
Relevance, 22 Body language, 83
Manner, 23 Eye contact, 83
Gesture, 23 Posture, 84
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