- •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
1.6. Samples for Study and Analysis
Sample A
Dramatic Monologue One
Well, why shouldn't I be quiet? And why shouldn't I be shy? And if you say I am pretty, why shouldn't I be? People always seem to think anybody in my position has to be bossy, and aggressive - but there are plenty of men who aren't. And nobody thinks they can't cope. Mind you, it's taken a long time to convince them I know what I'm doing and that I mean what I say. But it's coming alone very nicely now and even the accountant seems to accept me. The deputy manager has done from the start - he's been marvelous - and not in the way you think. What I mean is he's just accepted it as a normal thing and judged me on my merits. However, to come to the point: it wouldn't work, would it? I know you're the best man in the business in your line, and I know you're just what we need. And I know the deputy manager has said O.K. Perhaps if I'd known you were you and you'd known I was me, things would've been different last night - though I've no complaints. But on this, I do mean what I say - and it is my decision.
Sample B
Dramatic Monologue Two
You know, a lot of people find this sort of situation quite frightening. Terrifying, in fact. Anyway, the light's still on. Oh - spoke too soon. What is happening, I wonder. And the trouble is, I am not sure there is anyone left in the building now. I'll try to telephone again, if you like but I should think it's not working. And, as I say, I am not sure even if it is anybody there. Now this bottom button's the alarm, I seem to remember. No. Doesn't right. Can't I suppose, if there is no power. There is that little seat in the corner, you know, if you'd like to sit on it. No, sorry, that corner. Ouch! No, it's nothing - just my foot. My fault entirely. Well, you can tell I know this thing very well. Should do. I've worked here for twenty years. Never replaced it - Though they service it, of course. Afraid, I haven't got any sandwiches or anything. I do have some on the way up, of course. Well, the canteen isn't very exiting, is it? And it is very expensive, don't you think? We're supposed to be going to the theatre, actually. Ballet. Used not to like ballet, but somehow I seemed to be getting used to the idea in my old age. Prefer it to opera in many ways. Alice has always been keen, of course. Oh - one thing to remember is that there's no problem about air: well, you can feel the draught yourself, can't you? One advantage of being old-fashioned I suppose I say – aren’t you? What’s-his-names new secretary? He's a lucky chap. You should see mine. Anyway, shall we both just give one more shout?
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Sample C
The Metropolitan Playhouse Productions
So many of the productions currently to be seen on the London stage are concerned with the more violent aspects of life that it is surprising to meet a play about ordinary people caught up in ordinary events. Thomas Sackvil's, The Visitor, at the Metropolitan Playhouse, is just such a play - at least, on the surface. It seems to stand well outside the main stream of recent British drama, and any debts it may owe to the "Angry Man", or "Kitchen-Sink" traditions are far from obvious.
The story is about an unremarkable family evening in middleclass suburbia. The Husband - the characters are not given names and, significantly, never use names to address each other - comes home from his office and tells the Wife that he has invited a friend to dinner. The Friend - the Visitor of the title - turns up in due course and they talk about their respective lives and interests. During this conversation, in which the author shows a remarkable talent for writing dialogue which is entertaining and witty without being so sparkling as to draw too much attention to itself, the characters are carefully flashed out and provided with a set of credible - if unremarkable - motives. Through innumerable delicate touches in the writing they emerge: pleasant, humorous, ordinary, and ineffectual. And if they are never made vibrantly alive in terms of the real world, one feels that this is deliberate: that the author is content to give them a theatrical existence of their own, and leave it at that.
After dinner they sit down to watch a television programme, and it is at his point that for the first and only time the play ceases to be a straight record of events. For one brief scene, which forms the climax of the play, the characters act out a fantasy in which the scale of values implicit in all that has gone before is subtly challenged.
The television programme and the fantasy come to an end; the characters resume their normal behavior, and the play concludes very much as it began, with the Visitor gone and the Husband and Wife alone once more. It is all so smoothly done that the implicit questions do not begin to put themselves until almost the final curtain.
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