When called on, rise and approach the podium while displaying one of the following:
Extreme fear
Anger at having to make a speech
Fatigue and exhaustion
A hangover
Frantic last-minute attempts to organize your ideas
Total lack of preparation
Confidence
Anything else of your own choice
Begin at the podium and return to your seat while displaying one of the following:
Disappointment
Buffoonery
Nervous shuffling of papers
Timidity
Exhilaration
Confidence
2. Overcoming nervousness. Place a check mark next to the concerns from the list that you have now. Throughout the course, you will be able to address these concerns with your instructor and other members of the class.
I'm worried that other students won't understand me because of my pronunciation.
I think I'll forget what I want to say when I stand in front of a group.
I feel uncomfortable making eye contact with the audience.
I think the other students will be bored because I speak slowly in English.
I've been told I talk too fast.
I am afraid that I will not be able to express myself clearly.
Write one or two other concerns you have and share them with a partner or small group.
(Reinhart 17)
3. Gestures. Novice speakers may (1) fail to use hand gestures or (2) use distracting hand movements during their speeches. Which of the following have you observed yourself doing in your first several presentations?
Grasping your hands behind your back.
Grasping your hands in front of you.
Keeping your hands in your pockets.
Holding something in your hand that kept you from gesturing.
Keeping your hands at your sides.
Moving your hands in and out of your pocket.
Making other hand movements that distracted from your speech,.
such as scratching your arm or touching your hair.
Repeating the same gesture over and over.
(Reinhart 79)
How have your gestures improved? Under what circumstances do you use gestures more effectively, such as when you feel more comfortable with the contents of your speech.
What gesturing problems do you think you still have?
4. Gesturing. Working in a small group, demonstrate how you would use your hands when saying these sentences during a speech. Share your gestures with other groups and also ask your instructor to demonstrate the gestures he or she might use.
a. Today I'd like to introduce you to our new project manager Denis Foster.
b. Alice studied in Britain twice-in 1993 and again in 1997.
c. A camera has an aperture or hole where light passes through.
d. Karin, how is water purified?
e. First, make a fist with your hand.
f. I'm going to describe a receipt from top to bottom.
g. So, there are two steps you need to pay attention to.
h. To the west of my city, there are very tall mountains and to the east it's flat.
i. The water in the machine is then agitated.
j. Gopher turtles live in holes or burrows underground. The entrance to the burrow is shaped like a half moon. It's flat on the bottom and round on the top.
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k. This step in the process is very, very dangerous. It has to be done slowly.
l. The process has become simpler, cheaper, and safer.
(Reinhart 80)
Section 4. EVALUATING SPEECHES
Constructive Criticism
When you critically analyze a speech, you should mention both the successful and poor points of the presentation. Comments on the poor points should be in the form of constructive suggestions. In the first few speeches, comments should deal mostly with the positive aspects (not to kill the initiative of the speaker). The instructor is experienced enough to follow each speech with constructive suggestions for improvement.
Telling feedback for a speech can be painful for a beginning speaker. Even positively constructed criticism can sometimes be hurtful.
Do not let criticism discourage you. Accept it positively.
Evaluation forms
Speeches can be evaluated in a number of ways. Perhaps the most effective way to evaluate classroom speeches is to break them down into the component parts and see how effectively they employed communication principles. Elements of evaluation include audience analysis, delivery, organization, supporting material, and language.
Delivery. You focus on body language and voice. Was the speaker natural and credible? Was the speech well rehearsed? Was there good eye contact? Was there distracting physical or vocal mannerisms? Was there good volume and pacing?
Organization. Did the main points stand out and were they logically arranged? Were there a specific purpose and central idea?
Supporting Information. Were the main points completely developed using language, visual aids, and activities? Did the speech hold the attention of the audience?
Were a variety of language devices used? Were the visuals skilfully prepared and clearly presented? Were the activities well thought out and well executed?
Language. Was the language clear and specific and easy to understand? Was it appropriate? Did the speaker use slang or jargon that interfered with meaning?
Audience Analysis. Did the speaker accurately gauge the interest and knowledge level of the audience? Did the speaker address the expectations of the audience? Did the speaker empathize with the audience?
Each one of the categories helps you evaluate a speech.
Practice Assignments
Use one of the Feedback Forms to evaluate your group mate.
