- •Delivering a lecture
- •I. Input materials
- •1.1. Rhetoric strategy.
- •1.2. Signposts.
- •1.3. Style forming factors.
- •1.5. Delimitation of Discourse
- •1.6. Samples for Study and Analysis. Sample a
- •Good morning!
- •Notions of Style
- •II. Skills Development
- •2.7. Auditory Test
- •Score level criteria
- •Score Mark
- •2.8. Reading Technique
- •III. Project work
- •Sample a Forms of Address in Great Britain
- •Sample b Apologizing and Making Excuses
- •Score level criteria
- •Module 2 making a political speech
- •I. Input materials.
- •Rhetoric strategy.
- •Style forming factors:
- •Tunes (melody contours)
- •Combined tunes
- •1.5. Samples for study and analysis
- •Part of a Political Speech
- •Part of a Political Speech
- •The Common Market Negotiations
- •II. Skills development
- •2.7. Auditory Test
- •Score level criteria
- •2.8. Reading Technique
- •III. Project work
- •Score level criteria
- •Making business presentations
- •I. Input materials
- •1.1. Rhetoric strategy.
- •1.2. Style forming factors
- •1.4. Rhythm
- •1.5. Samples for Study and Analysis
- •The Director of the Milk Marketing Board giving a presentation about key trends
- •Public Ownership
- •II. Skills Development
- •2.7. Auditory Test
- •Analyse these combined tunes:
- •Score level criteria
- •2.8. Reading Technique
- •III. Project work
- •Score level criteria
- •Advertising
- •I. Input materials
- •1.1. Rhetoric strategy.
- •Ways of Advertising
- •1.2. Style forming factors
- •1.3. Questions for preliminary exercise
- •Informative? – persuasive? – amusing? – well-made? – artistic?
- •1.4. Invariant phonostylistic peculiarities
- •1.5. Expressive means of English Intonation
- •Irregular pre-heads
- •Reading
- •1.6. Samples for Study and Analysis tv Commercials
- •Radio Commercials
- •Advertising Campaigns
- •II. Skills Development
- •2.8. Auditory Test
- •Score level criteria
- •2.9. Reading Technique
- •III. Project work
- •Hotel ‘Caliente’ Barcelona
- •Score level criteria
- •Peculiarities of the drama
- •I. Input materials.
- •1.1. Rhetoric strategy
- •1.2. Style forming factors
- •1.3. Invariant phonostylistic peculiarities
- •Delivering a lecture Sample a s f s
- •Sample b s
- •Making a Political Speech Sample a
- •Sample b
- •Making Business Presentation Sample a
- •Sample b
- •Advertising Sample a
- •Sample b
- •1.5. Voice Volume
- •Delivering a Lecture
- •Making a Political Speech
- •Making Business Presentation
- •Advertising
- •Extract One
- •1.6. Samples for Study and Analysis
- •Dramatic Monologue One
- •Dramatic Monologue Two
- •The Metropolitan Playhouse Productions
- •II. Skills Development
- •2.8. Auditory Test
- •Score level criteria
- •2.9. Reading Technique
- •III. Project work
- •Score level criteria
- •Interviewing
- •I. Input materials
- •1.1. Rhetoric strategy
- •1.2. Using questions for control
- •1.3. Style forming factors
- •1.4. Invariant phonostylistic peculiarities
- •1.5. Specifics of the Pre-nuclear Pitch Change (the Head)
- •1.6. Samples for Study and Analysis
- •Linguistic Gaps
- •II. Skills development
- •2.5. Auditory Test
- •Score level criteria
- •2.6. Reading Technique
- •III. Project Work
- •Interview with Carl Sagan
- •Interview with Nigel Dempster
- •Score level criteria
- •Everyday talks
- •I. Input materials
- •1.1. Rhetoric strategy
- •1.2. Style forming factors
- •1.3. Invariant phonostylistic peculiarities
- •1.4. Weakform Words
- •II. Samples for Study and Analysis
- •Extract from a Spy Story
- •II. Skills Development
- •2.7. Auditory Test
- •Score level criteria
- •2.8. Reading Technique
- •III. Project Work
- •Finding Somewhere to Live
- •The Ladies’ Dress Department
- •Score level criteria
- •Fairy tale rhetoric and language teaching
- •I. Input materials
- •1.1. Rhetoric strategy
- •1.2. Invariant phonostylistic peculiarities
- •1.3. Pragmaphonetic modeling
- •1.4. Samples for study and analysis
- •Snow White and Rose Red
- •The Happy Prince
- •II. Skills Development
- •2.6. Auditory Test
- •Score level criteria
- •2.7. Reading Technique
- •III. Project work
- •3.1. Reading Technique
- •The Star-child
- •The Young King
- •3.2. Drama Technique
- •Goldilocks and the Three Bears
- •Little Red Riding Hood and the Wolf
- •Supplement Effective Presentation Technique
- •How we breathe
- •Types of Breathing
- •Diaphragmatic Breathing for Speech
- •Exercises for Diaphragmatic Breathing and Control
- •Exercises for Breath Control
- •Overcoming speech fright
- •Delivering the Speech
- •Using Your Body to Communicate
- •Dimensions of Nonverbal Communication
- •Adapting Nonverbal Behavior to Your Presentations
- •References
- •Contents
The Common Market Negotiations
Mr. Geoffrey Rippon, the chief negotiator, flew to Brussels last night. It is thought that the object of his journey is to attempt to reduce the disagreement between this country and the European Economic Community on what Britain’s contribution to the Community budget should be. Britain has put forward the suggestion that a reasonable contribution would be thirteen to fifteen per cent, built up on a series of equal yearly steps over a period of five years. But the Council of Ministers is considering a recommendation that the British share should be twenty one point five per cent throughout the five year period of transition, or, alternatively, a contribution of between ten and fifteen per cent in the first year rising to between twenty and twenty five per cent in the fifth year.
There have been signs that some European leaders are reluctant to take the present British offer seriously, and it is widely felt in Whitehall that Mr. Rippon's main task at the moment is to make it clear to the Six that the offer is viewed in this country as a reasonable and realistic one.
The Common Market issue was also taken up today by officials of the National Farmers’ Union, when they commented on a pamphet issued by the Conservative Central Office. The pamphlet claims that on balance farmers would be better off if Britain joined the Common Market. The National Farmers’ Union, however, points out that while farmers in Europe receive more for some products, such as barley, wheat, cattle and sugar, they get less for milk and pigs. In addition, says the Union, the pamphlet fails to mention horticulture, which constitues an important part of British agriculture, and which is likely to be badly hit in the event of a link-up with the Common Market. The officials said that in their view the pamphlet tended to over-emphasize the benefits of joining the EEC and to leave out of account many genuine difficulties.
[6]
II. Skills development
You are going to listen to the samples of political speeches. Delimit the messages into intonation groups, utterances and phonopassages.
Listen to the samples to observe the use of pauses. Concentrate on the types of pauses and frequency of the occurance. Use the set of symbols to mark the breaks in phonation.
Listen to the samples to try and focus on the pitch patterns:
Sample A. e.g.
… my 'government will encourage
… a co'operative relationship
… by con'tributing to the 'maintenance of ↑inter'national 'peace and stability
… to 'work to pre'serve and modernize
… the con'ventional 'forces in 'Europe ̀Treaty
… a ̀bill will be 'introduced
… to 'ratify the 'chemical weapons convention
Sample B
… at the 'quality of his ˙excellent speech this afternoon
… that 'time after 'time after time
… my 'right ˙honorable friend
… is 'rightly contemptuous of that
… because 'his ˙politics have been cons'tructed on ↑rational argument
… 'very amusing madam Speaker
… but not wholly frank
2.4. Try and focus on the tone sequences of the combined tunes after you have listened to:
Sample A
subordination
'National security re'mains of the 'highest importance to my ̀Government
They will con'tinue to support | the 'North Atlantic Treaty organization
coordination
My 'Government will encourage | a co'operative relationship | between 'NATO and ̀Russia
My 'Government will ˙also continue | to 'work to pre'serve and modernize
* * *
Sample B
a) subordination
My 'right ˙honourable friend | won arguments for this country | and 'won them well.
My 'right ˙honourable friend | has 'always been valiant for 'moderation
coordination
'Noone who ˙knows my 'right honourable friend | will have been remotely surprised
A 'generous source | of 'wise counsel
Try and observe the expressive melodic contours (compound tunes) within the sequences.
Try and consider the specifics of timing. Single out the types of pauses most frequent in each sample of the discourse. What social factors do you think condition this variability – social status, gender or the aim of communication?