- •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
II. Skills Development
2.1. You are going to listen to the samples of television and radio commercials. Delimit the messages into intonation groups. Use the set of symbols to mark the pauses.
2.2. Try and focus on the specifics of delimitation identifying the length of intonation groups. Are they short? Are they long? How many rhythmic groups make up their accentuation relief?
2.3. Listen to the samples for study and analysis to observe the specifics of their pitch patterns. They are expressive for most of the time.
A Samples of TV Commercials
e.g. … there’s ''something irresistable |
… about natural beauty |
… that lasts forever
… ''only cows |
… as ''mild and smooth |
…’ ''Anchor Reserve |
… ''Blur |
… the ''Great Escape |
… ''fifteen 'new songs |
… including the ''number one single |
… ‘''Country House |
… the 'Album of the year |
… 'Kellog’s fruit and fibre’s |
… delicious combination of fruit, nuts and flakes |
… what’s gonna come next |
…Absolutely delicious! |
… Kellogs 'fruit and fibre |
… has a softness |
… ''Everybody |
… 'feels good |
… in Lenor |
B Radio Commercials
… give your family a treat |
… Beefy |
… ''stake your reputation on it |
… ‘''Beefy!
… ''only ‘''Carvers’
… because ''only ‘''Carvers’
… have the ''new ''superdrive |
… e''lectric powerpack |
… have a ''powerpack |
… and its ''power that packs a punch |
… And drill ||
… lend ''more power to ''your elbow |
… ''See them now |
Try and concentrate on the expressive means of intonation:
emphatic tones (static and kinetic)
irregular pre-head
pre-nuclear stress reduction
nuclear tone-shifts
compound tunes
Single out and group the syntagmas according to the degree of expressiveness. Is there any correlation with the semantic potential of these units? Try and reason your argument.
Try to point out the relations of the adjacent melodic contours. Are they coordinative? Are they subordinative? Comment on the correlation between the semantics and intonation dynamics of the syntagmas.
Consider the timing specifics (length and frequency of pauses). Is it predictable by the emotional setting and semantic potential? Is the rate variable? Why?
Focus on the presenters’ voice volume. Is it appropriately varied and is in accord with the message and emotional setting?
2.8. Auditory Test
Listen and analyse this:
Petal drops! For the girl who wants a petal soft skin! With “Petal drops” moisturizing buffisms you can give your skin a petal fresh softness and fragrance that will last and last the whole day through! Because “Petal drops” is a special blend of mild soapless oils, delicately perfumed herbal essences and the gentlest of terming agents. All combined with loving care. To give that all’s so good to be alive-feeling!
Relax! Petal drop your way to a smooth, silky skin! Choose from two exciting fragrances: new “Petal drops” coriander with its faintly spiced hint of seductiveness or the classic “Petal drops” Lavender!
Listen to the radio commercial. Delimit the message. Mark the pauses.
Focus on the accented syllables of the intonation groups.
Try and carefully mark the intonation observing the degree of expressiveness. Use doubling marks for emphatic static and kinetic tones.
Comment on the specifics of the combined tunes.
Single out instances of emphatic prominence of the syntagmas.
Identify the rhythmic structure of the syntagmas (pointing out the number of them).
E.g. Give your family a treat | with ''Beefy.||| The tenderiest | juciest steak that ''ever got inside a tin! |||
''Large chunks of ''prime meat and ''rich-rich gravy to ''give you ''satisfaction | ''every time! ||
-
3
- [give your family a treat] –
static emphatic + emphatic Fall Low incomplete
2
- [and ''rich-rich gravy] –
static emphatic + Fall emphatic low incomplete
3
- [to ''give you ''satisfaction] –
static emphatic tones
2
- [''every time] –
static emphatic + emphatic Fall low incomplete
- ''large chunks of ''prime meat –
coordinative relations
- to ''give you ''satisfaction ''every time || –
subordinative relations (pre-position), etc.