英語演講選修課教案inativespeechIdoc資料

1、英語演講選修課教案i n f o r mat i v e s p ee c hI第10次課教學(xué)課型：理論課 實(shí)驗(yàn)課 習(xí)題課 實(shí)踐課技能課其它主要教學(xué)內(nèi)容（注明：*重點(diǎn) #難點(diǎn)）：InfOrmatiVe SPeeCh I : SuPPOrting materialsI . EXamPIeS* TiPS for USing examplesII . TeStimOny* TiPS for USing testim OnyIII . StatiStiCSTiPS for USing StatiStiCSIv. # SamPIe SPeeCh With comme ntary教學(xué)目的要求：Get St

2、Ude nts to know how to USe examples, testim Onyand StatiStiCS effectively to back UP the speech.教學(xué)方法和教學(xué)手段:TeaCh ing; PPt討論、思考題、作業(yè)：What are the four tips for USing examples in your speech?EXPIai n the differe nce betwee n expert testim Onyand Peer testim ony.參考資料：The art of PUbIiC SPeak ing Be a grea

3、t SPeeCh maker注：教案附后Lesson 9 Informative speech ISupporting your ideasHeather Kolpin decided to give her first classroom speech on the benefits of good nutrition. A dedicated fitness enthusiast, she had recently switched to a high-protein diet. Part of her speech ran like this: “For years we ve been

4、 told that meat, eggs, and cheese are bad for us and that we should eat more carbohydrates like cereal, grains, pasta, and rice. But too many carbohydrates can unbalance the body and make you tired and overweight. Do you want more energy? Do you want to concentrate better and get higher grades? Do y

5、ou want to enjoy real meals and still lose those unsightly pounds? If so, you should eat more protein. I ve been on a high-protein diet for six months, and I ve never felt better or done better in my classes! ”After the speech, Heather s classmates were interested but skeptical. As one remarked ， “

6、I know high-protein diets are popular right now, but Heather is no expert on nutrition. Besides, there are lots of diets around, and they all claim to work wonders. Personally, I d be more convinced if Heather gave some scientific evidence to back up her ”opinion. ”Good speeches are not composed of

7、hot air and generalizations. They need strong supporting materials to bolster the speakers point of view. In Heather s case, although there is plenty of evidence on the need to balance protein and carbohydrate consumption, many nutritionists have warned about the dangers of overloading on protein. S

8、o Heather s listeners were right to be skeptical. Heather made a mistake of generalizing from her own experience with nothing concrete to support her ideas.The problem with generalizations is that they do not answer the three questions listeners always mentally ask of a speaker: “What do you mean? ”

9、, “Why should I believe you? ”“So what?”The skillful use of supporting materials often makes the difference between a poor speech and a good one. Using supporting materials is not a matter of tossing facts and figures into your speech. You must decide which ideas need to be supported given your audi

10、ence, topic, and specific purposes. You must do research to find materials that will bring your ideas across clearly and creatively. And you must evaluate your supporting materials to make sure they really do back up your ideas.As you put your speeches together, you will need to make sure your suppo

11、rting materials are accurate, relevant, and reliable. You will find yourself asking such questions as, “Are my examples representative?”， “Am I quoting reputable, qualified sources? ”There are three kinds of supporting materials we use most often, they are: examples , testimony and statisticsI Examp

12、lesExamples： a specific case used to illustrate or to represent a group of people, ideas, conditions, experiences or the like.In the course of a speech you may use brief examples specific instances referred to in passing and sometimes you may want to give several brief examples in a row to create a

13、stronger impression. Extended examples often called illustrations, narratives, or anecdotes are longer and more detailed.Examples are useful when you wish to make an abstract concept or idea concrete. For example, it is difficult for the audience to see exactly what you mean by such abstract concept

14、s as persecution, denial of freedom, friendship, and love unless you provide specific examples of what you mean.Here is one example a student used in a speech about lead poison. WheDnenise Waddle and her family moved to a nice, middle-class section of Jersey City, New Jersey, they had dreams of heal

15、thy living, block parties, even a big backyard so their kid could make mud pies. In less than one year in their new home, their two-year-old son had been poisoned, and their newborn showed high levels of poisoning in his bloodstream. Unknowingly, the Waddles had been poisoned by their own backyard,

16、for high levels of lead contaminated their water and their lives”.Examples may be real and factual on one hand or hypothetical and imagined on the other. The hypothetical and imagined ones are called hypothetical examples.Hypothetical example : an example that describes an imagery or fictitious situ

17、ationHere is one student used a hypothetical example to illustrate the need for college students to protect themselves against crime:Y oure tired; you re hungry. Youve just spent a long day at College Library and you cannot wait to get back to your room. Glancing outside, you remember how quickly it

18、 becomes dark. You don t think much of it, though, as you bundle up and head out into the gusty wind. Not until you spy the shadows on the sidewalk or hear the leaves rustling beside you do you wish you werent alone. You walk quickly, trying to stop your imagination from thinking of murderers and ra

19、pists. Only when you are safely inside your room do you relax and try to stop your heart from pounding out of your chest.Can you remember a time when you felt this way? I would be surprised if you never have. The FBI reported last year that there were three murders, approximately 430 aggravated assa

20、ults, 1400 burglaries, and 80 rapes here in Madison alone. And while these statistics are quite alarming, they don t compare to the numbers of larger metropolitan areas.This hypothetical example is particularly effective. The speaker creates a realistic scenario, relates it directly to her listeners

21、, and gets them involved in the speech. In addition, she uses figures from the FBI to show that the scenario could really happen to any of her classmates. Whenever you use a hypothetical example, it is a good idea to follow it with statistics or testimony to show that the example is not far-fetched.

22、Tips for using examples1. Use examples to clarify your ideasExamples are an excellent way to clarify unfamiliar or complex ideas. This is why so many teachers use examples in the classroom. Examples put abstract ideas into concrete terms that listeners can easily understand.This principle works exce

23、ptionally well in speeches. Suppose you are talking about suspension bridges, you could give a technical descriptionThe suspension bridge has a roadway suspended by vertical cables attached to two or more main cables. The main cables are hung on two towers and have their ends anchored in concrete or

24、 bedrock.If your listeners were made up of people familiar with structural systems, they might be able to visualize what a suspension bridge looks like. But for listeners lacking this background, you might want to add a simple example:Two well-known suspension bridges are the Golden Bridge in San Fr

25、ancisco and the Brooklyn Bridge in New York.Because almost everyone has at least seen a picture of the Golden Bridge in San Francisco and the Brooklyn Bridge in New York, using them as examples clarifies your meaning quickly and effectively.2. Use examples to reinforce your ideasIn a speech entitled

26、“Boxing: The most dangerous spor”t, the speaker argued that professional boxing should be banned. To reinforce his point, he cited the example of Muhammad Ali, who suffers a severe case of Parkinsons disease brought on by his years in the ring. The example is very effective. It put the medical facts

27、 about boxing and brain damage in vivid, human terms that everyone could understand.When you use examples, make sure it is representative. The example of Muhammad Ali is quite representative.3. Use examples to personalize your ideasPeople are interested in people. AS social psychologist Eliot Aronso

28、n said“,Most people are more deeply influenced by one clear, vivid, personal example than by an abundance of statistical dat”a. Whenever you talk, you can include examples that will add human interest to your speech. SEE WHICH OF THE FOLLOWING WOULD YOU BE MORE LIKELY TO RESPOND TO ? There are many

29、hungry families in our community who could benefit from food donation.s Or:Let me tell you about Arturo. Arturo is four years old. He has big brown eyes and a mop of black hair and an empty belly. In all his four years on this earth, Arturo has never once enjoyed three square meals in a single day.Y

30、ou can also use personal examples: personal examples are an excellent way to clarify ideas and to build audience interest. To be most effective, they should be delivered sincerely and with strong eye contact.II TestimonyTestimony -quotations or paraphrases used to support a point.People tend to resp

31、ect the opinions of people who have special knowledge or experience on the topic. By quoting or paraphrasing such people, you can give your ideas greater strength and impact. The two major kinds of testimony are expert testimony and peer testimony.Expert testimony:Testimony from people who are recog

32、nized experts in their fields. It is a good way to lend credibility to your speeches by citing the viewpoints of people who are experts. It shows that you are not just mouthing your own opinions, but your position is supported by people who are knowledgeable about the topic.Expert testimony is more

33、important when a topic is controversial or when the audience is skeptical about a speakerspoint of view.AS Ein Ste in has Put it; as Li Sigua ng Said-Peer Testimony-TeStimony from ordinary PeoPle with firSthand exPerience or inSight on a toPic.TeStimony not from famouS PeoPle, but from ordinary citi

34、zenS who have firSthand exPerience on the toPic. ThiS kind of teStimony iS eSPecially valuable becauSe it giveS a more PerSonal viewPoint on iSSueS than can be gained from exPert teStimony. It conveyS the feelingS, the knowledge, the inSight of PeoPle who SPeak with the voice of genuine exPerience.F

35、or examPle, if you were SPeaking about the barrierS faced by PeoPle with PhySical diSabilitieS, you would Surely include teStimony from doctorS and other medical authoritieS. But in thiS caSe, the exPert teStimony would be limited becauSe it cannot communicate what it really meanS to have a PhySical

36、 diSability. To communicate that, you need StatementS from PeoPle who have PhySical diSabilitieS-Such aS the following:Itzhak Perman, the world-renowned violinist whose legs are paralyzed, once said“: When you are in a wheelchair, people dont talk to you. Perhaps they think it is contagious, or perh

37、aps they think crippled legs mean a crippled mind. But whatever the reason, they treat you like a thing”.Paul Longmore, who lost the use of his legs as a child, notes that most people are uncomfortable in the presence of someone who is handicapped“,It s only when they really go out of their way to g

38、et to know us,”he says,“that they realize we are just as bright, witty, and companionable as they are”.There is no way expert testimony can express theses ideas with same authenticity and emotional impact.Tips for Using testimony1. quote or paraphrase accurately: make sure you do not misquote someon

39、e; make sure you do not violate the meaning of statements you paraphrase; make sure you do not quote out of context(quoting a statement in such a way as to distort its meaning by removing the statement from the words and phrases surrounding it. ).2. Use testimony from qualified sources. That is, use

40、 testimony from recognized experts or ordinary citizens with special experience on the speech topic.3. Use testimony from unbiased sources. Be sure to use testimony from credible, competent, objective authorities.4. Identify the people you quote or paraphrase. The usual way to identify your source i

41、s to name the person and sketch her or his qualifications before presenting the testimony. For instance: John Silber, Chancellor of Boston University and Chairman of the Massachusetts Board of Education, remarks: “It is quite clear that remarkable competence in a language can be achieved in three ye

42、ars- if theses years are the ages three, four, and five. There is no question that for the average child to become bilingual, the earlier the better.”After this statement, there is no doubt about Silbers qualifications or why the audience should respect his judgment on the subject of education.III S

43、tatisticsWe live in an age of statistics. Day in and day out we are bombarded with numbers. When used properly, statistics is an effective way to clarify and support ideas.Like brief examples, statistics are often cited in passing to clarify or strengthen a speakesrpoint. The following examples show

44、 how three students used statistics in their speeches:To show the dangers posed by running red lights“: According to the U.S. Department of Transportation, 200,000 people are injured and more than 800 are killed every year in the U.S. due to motorists who run red lights.”To illustrate the growing po

45、pularity of organic foods: “Consumers Union reports that sales of organic crops now exceed $9 billion a year and are increasing at the rate of 20 percent annually”.To document the problem of identity theft:“As stated by Newsweek magazine, identity theft has become the leading source of consumer frau

46、d in the U.S., with an estimated 500,000 to 700,000 victims each year.”When using statistics, ask yourself the following two question:Are the statistics representative?Are the statistics from a reliable source?Tips for using statisticsUse statistics to quantity your ideasThe main value of statistics

47、 is to give your ideas numerical precision. This can be especially important when you are trying to document the existence of a problem. Examples can bring the problem alive and dramatize it in personal terms. But your listeners may still wonder how many people the problem actually affects. In such

48、a situation, you should turn to statistics. Research has shown that the impact of examples is greatly enhanced when they are combined with statistics that show the examples to be typical.Suppose you are talking about the need for tougher drivesr license requirements for elderly drivers. Part of your

49、 speech deals with the growing number of auto accidents caused by drivers aged 70 and older. You give an example, you personalize it, you provide many details, as follows:Marie Wymans 87th birthday celebration at the Lobster Trap and Steakhouse in Winslow, Maine, ended with a bang. As Wyman backed o

50、ut of her parking spot, she lost control of her Buick and plowed right through the restaurants crowded dining room. Tables and chairs scattered as terrified diners scrambled for cover. Twenty-seven people were injured, and police say it was a miracle that no one was killed.Then the speaker used figu

51、res to quantity the problem:According to the National Highway Traffic Safety Administration, almost 5,000 drivers age 70 or older were killed last year, a 33 percent increase over the past 10 years. In few than 20 years, there will be more than 30 million drivers over age 70 in the United States, an

52、d highway safety experts warn that the number of people killed in crashes involving elderly motorists is likely to exceed the drunk-driving death toll.Use statistics sparinglyNothing puts an audience to sleep faster than a speech scattered with numbers from beginning to end. Insert statistics only w

53、hen they are needed, and then make sure that they are easy to grasp.Identify the source of your statisticsAs we have seen, figures are easy to manipulate. This is why careful listeners keep an ear out for the sources of a speakers statistics. Tell your listeners where your statistics is from, and it

54、 is reliable.Explain your statisticsStatistics dont speak for themselves, they need to be interpreted and related to your listeners.A speech made by US Secretary of State Collins Powell on the international AIDS crisisMany SPeakerS have no ted the dreadful toll that AlDS is taki ng.But Iet me try to

55、 make it more relevant.ThiS hall holdS about 2,000 PeoPle. By the time the three hourS of thiS SeSSion elaPSe, 2,000 PeoPle around the world-juSt about the Same number who are here-will be newly infected with HlV/AlDS. ThatS one for every PerSon in thiS room. ln Some countrieS the infection rate iS

56、So high that one in three of uS-the delegate to your right, the delegate to your left, or you, yourSelf-would be HlV PoSitive.ExPlaining what StatiSticS mean iS Particularly imPortant when you deal with large numberS, Since they are hard to viSualize. Here iS an examPle to exPlain the $6.5 trillion

57、U.S. national debt.How much money iS a trillion dollarS? Think of it thiS way. lf you had $1million and SPent it at the rate of $1,000 a day, you would run out of money in leSS than three yearS. lf you had $1 billion and SPent it at the rate of $1,000 a day, you would not run out of money for almoSt

58、 3,000 yearS. And if you had $ 1 trillion and SPent it at the rate of $1,000 a day, you wouldntrun out of money for nearly 3 million yearS！Round off comPlicated StatiSticSSometimes you do not have to give the exact number; they are too complicated to be really understood by listeners. Unless there i

59、s an important reason to give exact numbers, you should round off most statistics.For instance, Mount Kilimanjaro is 19,341, you should say , it is 19,300.The moon is 238,855 miles from earth, you should say: it is 239,000 miles from earth.Use visual aids to clarify statistical trendsVisual aids can save you a lot of