- •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 Ladies’ Dress Department
George and Elvira meet as agreed at seven.
George: Hello, Elvira. How lovely to see you!
Elvira: Hello. I’m sorry I’m late but my bus was held up in a traffic jam —
George: I almost thought you weren’t coming.
Elvira: Well —I wouldn’t if you hadn’t apologized! (Pause)
George: What d’you feel like doing?
Elvira: Actually I thought of doing some shopping as it’s Thursday and the West End shops shut late —
George: Some shopping?
Elvira: Yes. Don’t you think it’s a good opportunity?
George: Well, of course, if you want to —
Elvira: Perhaps you could help me buy a new dress.
George: All right. Although I’ve never chosen a dress before.
Elvira: Shall we go in here?
George: It’s a department store.
Elvira: Well, they should have dresses. Don’t they sell everything?
George: Almost — except elephants. (They go up to the Ladies’ Dress Department)
George: This place makes me feel self-conscious. All these women fluttering about. And all these clothes I could never use. It makes me feel superfluous [s(j)uː'pɜːfluəs].
Elvira: Well, then, you must be of use and give your advice.
Assistant: Can I help you?
Elvira: Yes, I’d like to see some dresses.
Assistant: What kind were you thinking of?
Elvira: Oh, that looks nice (goes and hangs the dress in front of her). (To George) D’you like that?
George: Yes. It’s all right.
Elvira: You don’t sound very enthusiastic. (Goes and holds up another one) And this?
George: Well, it’s much like the other one, only instead of being non-existent above, it’s non-existent below.
Elvira: Oh, really!
George: Well, it’s true. You could have two of those dresses in one. One evening you’d wear it up, and the next you’d bring it down. It’s like a kind of shield. What’s it made of?
Assistant: Paper, sir.
George: Paper? Isn’t that a bit inflammable?
Elvira: Well, so are most dresses.
Assistant: It’s very strong.
George: Doesn’t it dissolve if you get caught in the rain?
Assistant: Well, sir, most young ladies go out with coats over their dresses if it rains.
George: I suppose you can throw it away when you’ve finished with it. Like one of those handkerchiefs ['hæŋkəʧiːf].
Elvira: Oh, George, you really are most discouraging. You’re putting me off. Oh, look, that’s nice.
George: But, it’s just like a tube!
Elvira (holding it up): How d’you mean?
George: No sleeves and so straight. It makes you look as if you were about to be shot through the barrel of a gun, like a circus artist. Or like a sausage roll, with too much sausage.
Elvira: Oh, really, George, you make it impossible for me to choose anything. (To Assistant) Thank you very much. I think we’d better be going! (distressed)
George: No, but really — any of those dresses would do splendidly. There’d be so much you and so little dress that no one would be looking at what you were actually wearing, anyway.
[18]
Score level criteria
Excellent: relevant to assigned phonostylistic peculiarities.
Good: mostly relevant but some (rare) articulation, melody slips
Fair: inadequate rate, volume, weak articulation skills (lack of aspiration, reduction and tonic placement).
Poor: not enough to evaluate.
Score – mark
20-19 - 5
18-16 - 4
15-12 - 3
11-… - 2
Module 8