- •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
Extract from a Spy Story
Angus Pym | woke up on the dot of six o’clock, | as he always did, | no matter where he was | or what he had been doing the previous day. His first thought | was the realization that he was still wearing shirt and trousers, | and when his eyes fell on the reports | piled up around him on the bed, | the events of the previous evening came back to him. He had gone to his club for supper, | had just finished his steak tartar | and was looking forward to a splendid zabaglione | when his meal was rudely interrupted by a call from M., | his controller.
After an ice-cold shower, | Pym thought carefully about which suit to put on. He was seeing M. at nine o’clock that morning, | and he wanted to make a good impression. Glancing at himself in the mirror, | he noticed that he had put on weight recently. He would have to pay more attention to his diet in the future.
An hour later, | as he was driving through the rush-hour traffic on his way to meet M, | Pym carefully considered the contents of the files. So Zircon, | the organization which sought to control the free western world, | was back in business?
Its founder, | Leon Biarrowitz, | was dead. Pym knew this, | because he had personally arranged his death. But who controlled Zircon now? Doubtless M would tell him.
[28]
II. Skills Development
2.1. You are going to listen to two samples of ‘every day talks’. Try not to forget that this is the most situationally influenced kind of English. In this style variation will be at its most consistent level.
2.2. Listen to the samples observing the timing specifics. Delimit the messages observing the use of silent and hesitation pauses. Why do you think the hesitation phenomenon is so frequent here? Is it conditioned by the degree of spontaneity? Focus on the hesitation areas of the messages.
2.3. Try to listen to the samples again to consider the rate (tempo) variability.
2.4. Focus on the volume variability while listening to the messages. Try and identify the correlation between the speaker’s attitude and the volume characterization.
2.5. Listen to the samples to try the pitch patterns:
Sample A
e.g. … how’s your new job going?
… the works really interesting
… you know there’s lots of planning projects
… and going out and meeting different people
… yeah, all that side of things is fine
… yeah it’s just …
… well, I don’t want to sound as if I’m moaning already or anything but
… she got this way of kind of ignoring whatever I say
… she doesn’t actually criticize me
… you know I’m supposed to be her deputy manager
… do you know what I mean?
… especially when you’re new to the job
… in meetings
… she’ll just kind of cut straight in and interrupt what I’m saying
… like I’m an idiot or something!
… she sounds awful
… the boss from hell!
Sample B
e.g. … profits have been lower than expected
… you said it would be at least eight per cent!
… can hardly afford to pay their bills
… I’m not having a rise at all
… the company would have to close
… for the next twelve months
… you’re just trying to keep the pay rise
… you could have a strike on your hands
2.6. Try and learn to develop fluency skills. Focus on reduced articulation (ra) of the unstressed, weakform words to avoid a mechanical “rattling” sound. Failure to employ adequate articulation forms can cause misunderstandings. Vary your rate to pronounce unstressed and stressed wordforms:
e.g. … how’s your new job
(ra)
…you know there’s lots of …
(ra)
… and going out and meeting different
(ra) (ra)
… all that side of things is fine
(ra)
… well I don’t want to sound as if I’m moaning …
(ra) (ra)
… moaning already or anything but
(ra) (ra)
… she’s got this way of kind of ignoring …
(ra) (ra)
… especially when you are new …
(ra)
… like I’m an idiot or something
(ra)
… do you know what I mean?
(ra) (ra)
… she’ll just kind of …
(ra)
… interrupt what I’m saying
(ra)
… profits have been lower …
(ra)
… you said it would be at least eight …
(ra) (ra)
… can hardly …
(ra)
… I’m not …
(ra)
… not having a rise …
(ra)
… the company would have to close
(ra) (ra)
… for the next …
(ra)