Speech Comm Made Simple 2

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SPEECH

COMMUNICATION

MADE SIMPLE

Teacher’s Manual

2

PAULETTE DALE, PH.D., PrOfESSOr EMErITUS

jAMES C. wOLf, M.A., PrOfESSOr

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Speech Communication Made Simple 2 Teacher’s Manual

No part of this publication may be reproduced, stored in a retrieval system, or transmitted

in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise,

without the prior permission of the publisher.

Pearson Education, 10 Bank Street, White Plains, NY 10606

Staff credits: The people who made up the Speech Communication

Made Simple 2 Teacher’s Manual team—representing editorial, production,

design, marketing, and manufacturing services—are Tracey Cataldo, Dave Dickey, Nancy Flaggman, Amy McCormick, Lise Minovitz, Liza Pleva, and Jane Townsend.

Text composition: S4Carlisle Publishing Services Text font: 11.5/13 pt Times LT Std

ISBN–10: 0-13-286172-0 ISBN–13: 978-0-13-286172-4

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INTRODUCTION

Students will not learn about speech communication by reading or hearing about it; they will learn by doing it! Therefore, instead of theoretical discussions and lengthy explanations, Speech Communication Made Simple 2 (SCMS 2) includes a wide variety of classroom activities, discussions, and presentation assignments to help your students improve their public speaking skills.

Some of you are experienced English as a second language/English as a foreign language (ESL/EFL) speech instructors, and you may already employ a variety of effective techniques for teaching public speaking. In contrast, many of you might be newer to this arena. By following the suggestions in both the student book and this teacher’s guide, you will never again be faced with dilemmas such as “What shall I tell my students to speak about?” or “How shall I get everyone to participate in the discussion?” SCMS 2 eliminates the need for you to spend hours preparing assignments, setting grading criteria, or designing evaluation rubrics. The student book teaches your students the basics of speech communication while providing them with meaningful speaking experiences and practice throughout your course.

General Teaching Suggestions

Chapter Sequence

Speech Communication Made Simple 2 is flexible. While we recommend assigning the speeches in Chapter 1 first, any sequence of assignments may be chosen. Your personal teaching philosophy and your students’ specific needs should dictate what you teach. Available time might not allow you to assign every activity in the student book. In that event, select the activities and presentations best suited for your students.

Helping Students Feel Comfortable

Students are frequently apprehensive about speaking in front of a group, especially in the beginning. The following suggestions may help your students to feel more comfortable in the speech communication classroom.

1. Begin some classes by giving students time to meet in small groups in order to list questions or comments they have about the chapter or assignment. Then ask each group to share a question or concern with the class. As students are often reluctant to ask questions in front of the entire class, the chance to rehearse their ideas in small groups helps them summon the confidence needed to participate in class. 2. Assure students that they are already prepared to speak about many different topics

and that you will help them choose appropriate ones when it is time to prepare a speech.

Pair and Group Work

Many of the activities in SCMS 2 are designed for pairs or small groups of three to four students.

1. Students should not work with classmates who are family members, boyfriends/ girlfriends, or best friends.

2. Students should not always work with the same classmates. Encourage them to change their groups or partners when collaborating on the different activities. This

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will help them develop a variety of perspectives and an appreciation for different personalities.

3. You might decide to put students randomly in pairs or small groups.

Varying Assignments

The following are suggestions for achieving variety during student presentations. 1. Require outside sources for the preparation of some speeches. This is especially

relevant for the presentations in Chapter 5 (Speaking to Inform), Chapter 8 (Problem-Solving Group Discussions), Chapter 9 (Speaking to Persuade), and Chapter 10 (Dare to Debate). You might want to have speakers complete the form on pages 3 and 4 in this teacher’s manual.

2. Require presentation aids for some presentations and not for others. 3. Teach students to conduct question-and-answer sessions following their

presentations.

4. Allow students to ask questions of the speaker anytime during a presentation. 5. Allow students to present their speeches in small groups before presenting to the

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Outside Sources Consulted

Newspapers or Magazines

Title: _____________________________________________________________________________ Name of article: ___________________________________________________________________ Date of publication: _______________________________________________________________ Summary of information used in presentation: ________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ Title: _____________________________________________________________________________ Name of article: ___________________________________________________________________ Date of publication: _______________________________________________________________ Summary of information used in presentation: ________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ Books Title: _____________________________________________________________________________ Author: __________________________________________________________________________ Publisher and year: ________________________________________________________________ Summary of information used in presentation: ________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ Title: _____________________________________________________________________________ Author: __________________________________________________________________________ Publisher and year: ________________________________________________________________ Summary of information used in presentation: ________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________

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Personal Interview Name of person: __________________________________________________________________ Person’s occupation: _______________________________________________________________ Date of interview: _________________________________________________________________ Interviewee’s qualifications: _________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ Summary of information used in presentation: ________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ Websites Title: _____________________________________________________________________________ URL: _____________________________________________________________________________ Author of information: _____________________________________________________________ Date of information: _______________________________________________________________ Summary of information used in presentation: ________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ Title: _____________________________________________________________________________ URL: _____________________________________________________________________________ Author of information: _____________________________________________________________ Date of information: _______________________________________________________________ Summary of information used in presentation: ________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________

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Playing with Sayings

This section of SCMS 2 helps students understand and learn popular sayings used by native English-speakers. Follow these suggestions to encourage students to learn the sayings and use them in their speeches.

1. Refer students to the Playing with Sayings section in each chapter for definitions of the italicized sayings used in the model presentations.

2. Ask students to think of sayings in their native languages that correspond to those in this section of the student book. Have students translate their sayings into English. In Playing with Sayings, for example, a Spanish saying meaning “Don’t put the cart before the horse” translates as “Don’t build the house starting with the roof.”

3. Encourage students to listen for and use the sayings while having conversations outside of class. Spend a few minutes at the beginning of a class session asking them to describe the contexts in which they either heard or used the sayings. 4. If you feel students are able, require them to incorporate one or more of the five

sayings from each chapter into their presentations.

Pronunciation Practice

This section is designed to teach a variety of American English pronunciation patterns. The pronunciation skills selected are those with which most nonnative speakers of English have difficulty. We recommend devoting a portion of a class session each week to practicing these pronunciation patterns. Students are then able to apply their new pronunciation skills during the assigned speaking project.

Presentation Project

Suggestions for Assigning Presentations

Ideally, you should provide your students with the instructions for a specific speaking assignment at least one week prior to the speech date. Consider speeches as oral exams and set specific due dates for them. Adhere strictly to the dates and require students to be prepared as scheduled.

Suggest students view actual speeches online for examples of effective delivery, presentation aids, use of voice, introductions, conclusions, transitions, organization, source citation, and so on. An excellent site with hundreds of live speeches organized by genre and topic area is www.TED.com.

Suggestions for Grading Presentations

You might decide to base your grade on a combination of content and delivery. 1. You could partly or completely base your grade upon students’ outlines, note

cards, or bibliographies of sources. Spelling, neatness, and proper format should be considered.

2. After the first speech, you should be particularly rigid about requiring speeches to adhere to time limits. Gaining a respect for time helps students plan and prepare speeches carefully. It develops their ability to convey points succinctly and completely without rambling. Adhering to the minimum time limit is just as important as observing the maximum limit. Speeches shorter than the minimum time tend to be superficial and lack sufficient details or examples.

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Evaluating Presentations

Suggestions for Evaluating Student Presentations

1. Students should be permitted to present at least one speech before being formally critiqued about vocal aspects such as volume, intelligibility, rate of speech, or pronunciation of vowels or consonants. At this early stage, it is discouraging for nervous students to hear that they spoke too quickly, too softly, or unintelligibly. Students need to know that they CAN speak in English before a group.

Instead of critiquing students’ first speech, consider following these suggestions. a. If you didn’t understand something a student said in the speech, ask a simple

question after the speech; make it clear you want to know more about the student as a person.

b. If you observe that many students have difficulty with specific vocal aspects, address those problems with the entire class after all students have delivered their speeches.

2. There are two basic ways to provide constructive feedback to students following their speeches.

a. Written evaluations: Write your comments on the evaluation rubrics.

• Give the student your written evaluation after you have had time to review it and record the grade.

• Encourage peer evaluations for some of the presentations. Ask listeners to complete the evaluation rubric for each speaker. Collect the rubrics and allow the speakers to read their classmates’ feedback during the last ten minutes of class.

b. Oral evaluations: Oral feedback may be offered after each speech, after every second or third speech, or during the final fifteen minutes of a class period in front of the entire class. You might encourage the audience to offer comments about the speeches before offering your own oral feedback of the speaker’s strengths and weaknesses relative to delivery, content, or organization. Using the Evaluation Rubrics

The evaluation rubrics included in the student book list criteria for evaluating each presentation. They are not “one size fits all.” Rather, they are specifically designed for each Presentation Project, and they correspond to the Speech Checklist in each chapter. The rubrics allow you flexibility in grading. While you circle a rating of 1, 2, or 3 for each competency, you may still assign a letter grade, number grade, or a Pass/Fail grade as you prefer.

Follow these suggestions for making the best use of the rubrics.

1. Review the rubrics with the students before each presentation so they know how you will evaluate them.

2. Make students responsible for photocopying a class set of evaluation forms to hand you immediately before they deliver their speech. This will save you from having to photocopy forms for entire classes.

Post-Presentation Activities

Effective post-presentation activities include question-and-answer sessions after each speech or upon completion of all speeches. Several suggestions for conducting a question-and-answer session after students’ presentations include:

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2. Encourage audience members to ask questions after each speech. For example: a. Have every listener write one question following each speech.

• Collect all the questions. Put them in a paper bag, hat, or other container. • Have different students close their eyes and draw questions from the “bag.” • Have them read the questions they drew. The speaker must answer them! b. Conduct a traditional question-and-answer session in which students raise their

hands and are called upon by the speaker to ask questions.

3. Ask speakers to prepare one question about their speeches that the class should be able to answer at the end. (If no one can answer the question, speakers learn that their information may not have been presented clearly.)

4. Check how well the audience listened by asking the class questions after each speech.

5. Quiz the class after students are all finished on the final day of speeches. Create a list of five to ten general questions related to the content of all speeches. Students respond in writing to your oral questions. Offer extra credit to the best listeners!

End-of-Chapter Quizzes

End-of-chapter quizzes are designed to encourage students to thoroughly read the material in the chapter. Knowing they will be quizzed on the contents of a chapter often motivates them to read more carefully, pay attention more closely, and ask more questions in class. Some suggestions for using the end-of-chapter quizzes include:

1. Have students take the quizzes in class under traditional “test taking” conditions. Collect and grade the quizzes as you would any exam.

2. Allow students to take quizzes in class under “open book” testing conditions. 3. Allow students to take quizzes while collaborating in small groups or teams. The

first group to finish with all correct answers wins!

4. Assign quizzes as homework. Allow students to discuss their responses in small groups upon returning to class.

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CHAPTER-BY-CHAPTER

TEACHING

SUGGESTIONS

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C H A P T E R 1

Developing Self-Confidence

This may well be the most important chapter in the book. With the “right” start, your students will progress further than they ever imagined. By experiencing early success in the speech course, they will develop confidence and poise. Your students will soon become desensitized to the often-frightening thought of having to speak in public.

Suggestions

The following ideas will help you get off to a positive start and provide your class with positive speaking experiences during the first few class meetings.

1. Encourage students to present from a lectern in front of the room.

2. Allow students to deliver their speeches from their seats. (In this event, arrange all chairs in a large circle so that the speaker can be easily seen by all listeners.) 3. Assign either of the two suggested formats (Method A: “Picture Story” or Method

B: “The Old Bag”) or allow students to choose the one they prefer.

• Students using the Picture Story method may or may not be required to show their pictures to the audience. Some instructors prefer to have students use the pictures purely as “notes” to remind themselves of what to say.

• You might decide not to grade this first speech. It is less intimidating for students to become accustomed to public speaking without the added stress of being graded. 4. Regarding Page 7, Activity 1: Practice Words: Explain to students that

homophones are words that sound the same but that may be spelled differently. Give examples of the words from the activity that have homophones (for example, week/weak; rode/road; rap/wrap; wrote/rote; weed/we’d; weave/we’ve; roll/role; Sue’s/sues).

1. Ask the speaker follow-up questions after each speech. Encourage listeners to do the same. Examples:

• Inska, how old were you when you wore the communion dress? Who made it? • Tony, what requirements do you need to complete before becoming an

accountant?

2. Ask questions to check the audience’s comprehension of their classmates’ speeches:

• Who remembers where [Juan] is from? Where does he work? • What does [Ivana] hope to do in the future?

C H A P T E R 2

Delivering Your Message

This chapter is rich in activities that build students’ awareness of effective eye contact, posture, gestures, and voice use.

Suggestions

The following suggestions will help you expand and enhance many of the activities in the chapter. The exercises may be adapted for use with large classes as well as smaller groups.

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Tips for Teaching Facial Expressions and Gestures 1. Page 19, Activity: Practice Facial Expressions

a. Have students stand in a circle and toss a ball to each other. The student holding the ball makes an expression while the others guess the intended meaning. b. The student then throws the ball to another classmate.

2. Page 22, Activity 2: Practice Meaningful Gestures

a. Demonstrate how each gesture might be expressed in the United States. b. Expand to a role-play activity in which students must combine gestures with

words. For example: After having lunch together, you and a friend are walking to your car. When you reach it, you realize you locked the keys inside. (You might close your eyes and clench your fists in frustration, or gently hit your forehead with the palm of your hand.)

c. Have students choose a gesture and devise their own mini role-play. Tips for Teaching Vocal Projection and Speech Rate

1. Page 23, Activity 2: Project Your Voice

a. Distribute four cards to each student. Have them write the numbers 1, 2, 3, or 4 on them to match the levels of volume in Activity 1: Vary Your Volume.

b. As each student stands before the class and speaks, listeners hold up their cards to indicate the speaker’s volume. Speakers should strive for level 3.

2. Page 23, Activity: Speak 150 Words per Minute

a. Encourage students to come to class with a simple 150-word piece of prose they chose themselves.

b. Have them practice reading their selections to each other in small groups while another group member times the reader.

1. If you allow students to practice their speeches in small groups before presenting to the entire class, lead a discussion after all the groups have finished presenting to each other. Ask the following questions:

a. How did you feel speaking to your group? Nervous? Relaxed? b. Did you look directly at your group members as you were speaking? c. Were your group members good listeners?

d. Did they make you feel comfortable or uncomfortable? How? e. What did they do that you liked or disliked?

f. How do you expect to feel when you present your speech in front of the entire class?

2. Encourage listeners to ask speakers questions after each presentation. Examples: • [Francisco], have you ever taken another ride in a helicopter? Would you like to? • [Leila], how do you feel about eating honey?

3. Instruct speakers to ask the audience questions about their own speeches. Examples:

• Who remembers how I felt when _____? • Where was I? Who was I with?

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C H A P T E R 3

Putting Your Speech Together

The activities in this chapter reinforce outlining and organization skills. Once students have a good understanding of these processes, they are generally more confident about their ability to successfully prepare a speech for presentation.

Suggestions

The following suggestions may help your students plan and prepare more effective outlines:

1. After students complete the various outlining activities with their partners or small groups, have three or four students write their examples on the board. Discuss them as a class.

2. When discussing previews and summaries, clarify the differences between repetition and restatement. For example, some summaries repeat the preview statements verbatim; others restate or paraphrase them.

1. Instruct listeners to ask questions after each speech. Examples: • What would cause you to change your opinion?

• How do your friends feel about your opinion? Why?

2. Lead a brief discussion after each opinion speech. Ask the class the following questions: • Who agrees with the speaker’s opinion? Why? • Who disagrees with the speaker? Why? • Which sayings from the chapter did [Hunra] use in her speech? • What other reasons can you think of to support the speaker’s opinion? C H A P T E R 4

Powerful Presentation Aids

This chapter aims to get students thinking about how to use visual and auditory aids to enhance a presentation.

Suggestions

The following suggestions may help your students plan and prepare effective presentation aids.

1. Allow students to form small groups during a class period prior to their scheduled presentations and explain their speech aids. Group members can provide feedback on what is effective about their classmates’ aids and how to improve them. They might suggest other aids a speaker could use.

2. Regarding the poster presentation: Explain that note cards are superfluous. The actual visual display will help students remember their information and present it in a logical, organized fashion.

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3. Encourage students to observe a large advertisement designed to catch their attention in a very short period of time, such as billboards along the highway, ads on bus benches, or ads on the sides of buildings.

a. Suggest they take a picture of it.

b. Have them discuss the following questions in small groups. • What does the advertisement look like? Include specific details. • What is the specific purpose of the advertisement?

• How does it get your attention?

• What makes it effective and memorable? For example:

“I saw a large billboard showing a photo of a famous athlete drinking a glass of milk. In the photo he had a silly-looking milk moustache. Under his picture were two words, GOT MILK! The purpose of the ad was to encourage people to drink milk. It got my attention because it only had two words, which were very easy to read as I was driv-ing along the highway. Everyone knows the athlete in the ad and wants to look more closely at his face. The billboard was very effective because it convinced me that drink-ing milk was a popular thdrink-ing to do. It made me want to drink milk. It makes people think that if they drink milk they might become famous also.”

1. Organize a poster display session for your students. You might arrange to have your students display their posters in a large public space on campus or in another spacious location.

2. Lead a class discussion upon completion of the poster display session(s). Ask the following questions: • Which was your favorite poster display? • What were the main concepts it presented? • What made it visually appealing? • What techniques did the presenter use to keep your attention during the presentation? • How will this activity help you with your future goals and plans? C H A P T E R 5

Speaking to Inform

This chapter teaches students how to prepare a speech to inform.

Suggestions

The following are suggestions you may find helpful when teaching students how to choose, research, outline, and organize a speech to inform.

1. Page 87, Activity 1: Survey Your Classmates Allow students to form new small

groups as many times as necessary for them to survey all class members.

2. Approve speech topics before students begin preparation. Confirm their topics are appropriate and achievable in the time allowed, as described on pages 88 to 90. 3. Allow students who are working on reports for other classes to use the same topics

for their informative speeches as long as the material is adapted to conform with the guidelines for the informative speaking project.

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4. Conduct guest speaker introductions.

a. Teach students to prepare guest speaker introductions of a minute or less. Each student introduces another student.

b. Allow them at least one-half hour of class time to interview each other and gather appropriate information for speeches of introduction.

c. Students should follow these guidelines for guest speaker introductions: • Topic: Announce the speaker’s topic/title of speech.

• Importance of Topic: Explain why the topic is important to the audience and why they will be particularly interested in it.

• Speaker: Explain why the speaker is qualified to talk about this topic. Include the speaker’s education, special honors, training, experience, club memberships, and so forth.

Sample Guest-Speaker Introduction

Topic

Our speaker today, Patel Samir, is going to speak to us about lightning. In fact, the title of his speech is “Look Out for Lightning.”

Importance

As you all live in Florida, you are at risk for being hit by lightning. Each year, more people are hurt or killed by lightning in Florida than anywhere else in the United States. Therefore, it is very important for you to learn more about this natural phenomenon and ways to stay safe in a lightning storm. I’m sure you will find Patel’s information very valuable.

Speaker

Patel’s sister was hit by lightning while getting out of a swimming pool when she was five. Fortunately, she recovered completely. This subject fascinated Patel and he decided he wanted to study weather patterns and how to predict different types of storms. His father works for the National Weather Service, and he has helped Patel understand a lot about lightning. Patel won first place in a Science Fair for his project “All About Lightning.” He hopes to major in environmental science at the university. He has read many books and National Geographic magazine articles about lightning. He currently belongs to the club “Future Scientists of America.” Clearly he has studied extensively and knows quite a lot about the subject.

We are very lucky to have our speaker share his knowledge with us. It is with great pleasure that I present our guest speaker, Patel Samir!

1. Instruct students to prepare one question to ask the class after their own

presentations. Questions should be designed to review information they presented. Examples:

• What are the three most important steps in performing CPR?

• What is the population of Pennsylvania Dutch people in the United States? 2. Evaluate how well the class listened by asking questions after each speech.

Examples:

• How many subtopics were in the body of [Pilar’s] speech? • What were the subtopics in the body of [Leticia’s] speech? • How many Internet sources did [Manny] cite?

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C H A P T E R 6

Understanding Interpersonal

Communication

This chapter teaches students how to avoid misunderstandings and prepare for a job-interview role-play.

Suggestions

The following suggestions will help your students in their efforts to improve interpersonal communication skills and prepare for job interviews.

1. Page 117, Activity 2: Test Your Ability to Evaluate Evidence

Explain the rationale for the activity. Tell students that it will help them learn the difference between statements that are clearly true based on provided information and statements that are clearly false. Moreover, it will demonstrate to students how people jump to conclusions and assume information is true when there is insufficient information to make such a judgment.

2. Page 126, Activity 4: Categorize the Dos and Don’ts

Do the following after students complete this activity:

a. Bring in a variety of props in a shopping bag. Suggestions: a gaudy dress, garish costume jewelry, towels, soap, chewing gum, a cell phone, a tie, a T-shirt, deodorant, a brush or comb, a baseball cap, dirty and wrinkled clothes, flip flops, a pack of cigarettes, men’s dress shoes, worn-out sneakers, perfume.

b. Have students pull out an item and explain how it relates to a job interview.

For example, the student who pulls out a pack of chewing gum might explain that it is not acceptable to chew gum during a job interview.

1. After the interview role-plays, have each student write a thank-you note to his or her “interviewer.”

2. Lead a class discussion after each interview. Ask the following questions: • Would you have offered the applicant the job? Why or why not? • Was the applicant an impressive candidate? Why or why not? • How could the applicant have been more prepared for the interview? C H A P T E R 7

Listen to Learn

This chapter includes both suggestions and exercises to help students evaluate and improve their listening skills.

Suggestions

The following suggestions will help you to develop and enhance the listening activities and impromptu speaking assignment described in the chapter.

1. Page 140, Activity 4: Play Telephone

Here are some useful sayings with which to start the telephone chain: • “It’s better to fail than to not even try.”

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• “The clothes don’t make the man.” • “The habit doesn’t make the priest.”

• “A journey of 1,000 miles begins with one step.” • “Today is the first day of the rest of your life.” 2. Page 141, Activity 5: Retell the Story

a. Here are two stories you could use for this activity.

A young man of 21 sat down next to an elderly woman on a bench at a bus stop. He was wearing a blue jacket and carrying a green umbrella. The woman started up a conversation with the young man. “I feel like I’m 75 years old today,” said the elderly woman. “I’m so sorry; that’s too bad,” answered the young man. “No, it isn’t; it’s wonderful,” said the woman. “You see, today is my eighty-fifth birthday!”

A businessman went into a coffee shop one afternoon for lunch. He had a very bad cold and kept sneezing. The waiter, who had known the businessman for twelve years, told him, “You look and sound awful.” “Yes, I have a very bad cold,” the businessman said. The waiter shook his head sadly and replied, “It’s too bad that you don’t have pneumonia. They know what to do for that!”

b. After students have retold the stories, discuss these questions as a class: • What lines made the story funny? Why?

• What information did you need to know in order to understand why the stories were funny?

(Students need to have certain background knowledge to make sense of what they hear. For example, in order to find the second story funny, students need to know that while pneumonia has a cure, it is a serious illness. In contrast, the cold has no cure, but it is still better to have a cold than pneumonia.)

Suggestions for the Impromptu Speaking Assignment

1. Provide students with a complete list of topics that will be used prior to the “impromptu-speech days” in class. Several possible topics are presented on page 154. Although students won’t know their specific topic until the day of the speech, they will have an idea of the scope and nature of possible topics.

2. Number the topics. Have students roll dice to determine the number of the topic they will speak about.

3. Alternately, write the topics on note cards and place the cards in a bag. Ask the students to pick a topic card from the bag. They can use the note card to jot down some ideas.

4. Begin the round of impromptu speeches by having one student “draw” or “roll” for a topic. Allow each student two minutes to organize his or her thoughts before speaking. After the post-presentation activity described in the following text, have another student draw a topic and spend two minutes preparing. Continue in this way until all students have had a turn to speak.

1. Ask the audience questions after each presentation. Examples: • What organization pattern did the speaker use?

• What other organization patterns would have worked for the topic? • What subtopics could be used for the organization patterns?

2. Alternately, use the two-minute period after a speech to complete the evaluation form for that speaker.

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C H A P T E R 8

Problem-Solving Group Discussions

This chapter aims to help students plan, prepare, and lead an organized group discussion focusing on possible solutions to a problem.

Suggestions

The following suggestions will help your students learn to brainstorm ideas, select the best ones, and lead and participate in a problem-solving group discussion.

1. Randomly assign students to groups of four or five students. Allow them part of a class period to initially meet and brainstorm possible topics for the Presentation Project described on pages 174 to 175.

a. Allow groups time during the next class period to meet in order to finalize their topics. Circulate from group to group and provide guidance.

b. Caution students against simply reading from their note cards (page 176) during the actual discussion. Encourage them to be conversational.

2. You might decide to give a group grade and/or individual grades. Consider giving extra credit to the group leader. The evaluation rubrics on pages 237 and 238 provide criteria for evaluating both individual students and group leaders. 3. Use the “fishbowl” formation for the group discussions. That is, have the

discussion group sit at a circular table (or in a circle) in the center of the room while the rest of the class sits in a large circle around the group.

After each group’s presentation, lead a class discussion about it. Focus on (1) the content of the discussion and (2) group-member participation and dynamics.

1. Ask the following questions related to the content of the discussion. • Was the discussion well organized? Why or why not? • How do you feel about the topic of the discussion? • Have you had any experience with the problem discussed? Describe it. • What is your opinion about the proposed solutions? • Which option do you think is the best solution to the problem? • Can you think of any other solutions to the problem? Explain.

2. Ask the following questions related to group-member participation and dynamics. • Were all group members equally prepared? How do you know?

• Did all members participate equally? Why or why not? • Did members interact well with one another? Why?

• Were members attentive to one another? How do you know? • Was the group leader effective? Why or why not?

3. Ask group leaders how they felt about the experience. C H A P T E R 9

Speaking to Persuade

This chapter aims to guide students through the process of planning and preparing a persuasive speech.

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Suggestions

The following suggestions will help your students to identify persuasive topics appropriate for their audience and to analyze their purpose for speaking.

1. In the class period after you assign the Presentation Project on page 199 of the student book, have students survey their class members and complete the Audience Analysis Form on page 199.

2. Provide model language for the students to use when surveying their peers. For example: My topic is ________. How do you feel about it? Do you agree, disagree,

or are you undecided? Why?

3. To enable students to survey the largest number of classmates, have them do one of the following:

• mingle and circulate in class;

• meet in groups, changing groups as necessary in order to survey the largest number of classmates;

• interview classmates before or after class.

4. Circulate as students are surveying one another to confirm that their topics are controversial and meet guidelines for the assignment.

5. Additional general topics to supplement those presented in Activity 2, page 182, might include issues related to the sale and use of marijuana, alcohol, or other drugs; legalization of prostitution; abortion (“pro-life” versus “pro-choice”); pornography; sex education; homosexual marriages; punishment for drunken drivers.

1. After each speech, give audience members a copy of the Change of Opinion Form on page 18 of this teacher’s manual. Collect the forms and give them to the speakers so that they can assess how successful they were in convincing their audience.1

1_{Explain that a change of opinion from “disagree” to “undecided” shows success, as does a change from}

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Change of Opinion Form

Speaker: _________________________________________________________________________ Topic: _________________________________________________________________________

Before the Speech

__________ I agreed with the speaker. __________ I was undecided.

__________ I disagreed with the speaker.

After the Speech

__________ I agree with the speaker. __________ I am undecided.

__________ I still disagree with the speaker.

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2. After each speech, ask the speaker “debate-like” questions like these:

• [Linda], you want the legal drinking age to be 21. However, one is legally an adult at age 18. Isn’t this hypocritical?

• [Ramon], you want all children in public schools to wear uniforms. What if parents can’t afford to buy them?

• [Pierre], where did you get the information that legalizing casino gambling would create 3,000 new jobs in the city?

3. Lead a lively discussion about each speech. Some possible questions to ask the listeners include: • Did the speaker convince you? Why or why not? • What was the speaker’s most persuasive argument? • What other arguments support the speaker’s persuasive claim? • What are the main reasons people have for disagreeing with the claim? • How could the speaker be more persuasive?

4. Administer a listening quiz after the day’s speeches. Example questions include: • What was the most important reason [Monique] gave for legalizing marijuana? • What were two reasons [Helmut] gave for supporting capital punishment? • What was [Raisa’s] persuasive claim? C H A P T E R 1 0

Dare to Debate

Suggestions

1. Page 216, Activity 1: Listen to a Model Debate

a. Have four students “role-play” the model debate. Each student takes one of the parts and reads it aloud in front of the class.

b. Divide the entire class into groups of four. Have each group role-play the model debate.

2. Page 221, Activity 2: Complete a Flow Sheet for the Model Debate

Assign this activity either for homework or as an open-book quiz. Collect the completed flow sheets and evaluate them for accuracy. Compare them to the suggested responses on pages 56 to 57 of this teacher’s manual.

3. Approve all propositions of policy before teams begin their debate preparation. (See Presentation Project, page 225.)

4. Play the role of debate moderator as modeled on pages 216 to 220 in the student book.

1. Distribute a copy of the Debate Ballot on page 20 to all students. After they vote for the winning team, collect the ballots and share them with the debaters. 2. Lead a discussion after each debate. Ask the following questions:

• What were the affirmative team’s main arguments? • Do you agree with them? Why?

• What were the negative team’s main arguments? • Did you agree with them? Why?

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DEBATE BALLOT

Debate Topic: ____________________________________________________________________ I Vote for Team _______________ A _______________ B

Team A Team B

Team A Rating: 1 2 3 4 5 Team B Rating: 1 2 3 4 5 1st Debater: 1 2 3 4 5 1st Debater: 1 2 3 4 5 2nd Debater: 1 2 3 4 5 2nd Debater: 1 2 3 4 5

Reasons for Decision: ___________________________________________________________ _________________________________________________________________________________ _________________________________________________________________________________ _________________________________________________________________________________ RATING KEY

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END-OF-CHAPTER

QUIZZES

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C H A P T E R 1

Developing Self-Confidence

Circle T if a statement is true and F if it is false.

1. Shaky hands are a symptom of presentation anxiety. T F

2. Presentation anxiety causes the body to produce less adrenaline. T F

3. It is possible for speakers to talk themselves out of negative thoughts. T F

4. Practicing your speech in front of friends is not recommended because

it can make you more nervous. T F

5. If you are breathing correctly, your lower stomach should pull in as you

inhale and push out as you exhale. T F

6. To help speakers relax, supportive listeners avoid asking questions

after a speech. T F

7. One of the best ways to overcome presentation anxiety is to speak about

a very familiar topic—yourself. T F

8. You can use simple hand-drawn pictures instead of notes to prepare

and present your speech. T F

9. Personal experience speeches don’t need to be rehearsed or practiced. T F

10. Most English words do not end in consonant sounds. T F

Circle the best answer.

11. An autobiographical speech should include information about ____________. A. your hobbies

B. a social problem C. your political opinions

12. In the “Old Bag” speech, you should choose objects ____________. A. that symbolize the future

B. that are meaningful to you C. from your childhood

13. You should summarize the topic areas of your speech in your ____________. A. introduction

B. body C. conclusion

14. Which words sound alike if a student doesn’t pronounce final consonants clearly? A. week and weed

B. set and pet C. wrote and rat

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15. Which saying means “To do things in the wrong sequence”? A. Strike while the iron is hot.

B. Cry over spilled milk. C. Put the cart before the horse.

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C H A P T E R 2

Delivering Your Message

1. Listeners pay more attention to words than to a speaker’s vocal

qualities or visual characteristics. T F

2. Body language can tell your audience how you feel about yourself. T F

3. You will appear more confident if you clasp your hands in front of

you during your speech. T F

4. A gesture can have different meanings in different cultures. T F

5. If you are nervous, it’s all right to put your hands in your pockets

so the audience won’t see them shaking. T F

6. In spoken language, sentences are divided into phrases through the use of pauses. T F

7. In extemporaneous delivery, a speech is not written out word for word. T F

8. A good rate of speech is 100 words per minute. T F

9. You should write out your entire speech on note cards. T F

10. “Um,” “Uh,” and “You know” are examples of vocal fillers. T F

11. The “walk of the matador” shows that ____________. A. you respect your listeners

B. you are confident C. you have been in Spain

D. you have not practiced your speech

12. With respect to volume, speakers should aim to ____________. A. speak at the same volume all the time

B. avoid raising their voices

C. vary their volume to keep listeners’ attention D. learn how to speak very loudly

13. Maintaining eye contact with your listeners ____________. A. is a bad idea because it makes them feel uncomfortable B. is the least important aspect of good body language

C. is an essential part of effective communication in the United States

D. is not customary or important when speaking to people in the United States

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14. In the word crossed, the -ed ending sounds like ____________.

A. [t] B. [d] C. [_əd] D. [d_əd] 15. Which saying means “To wish for good luck”?

A. Keep your fingers crossed. B. Look before you leap. C. Leave no stone unturned.

D. A penny saved is a penny earned.

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C H A P T E R 3

Putting Your Speech Together

1. Every speech has two main parts, the body and the conclusion. T F

2. The conclusion of a speech should be prepared first. T F

3. A good speech begins with a preview of the main points. T F

4. In your conclusion, you should deliver memorable final remarks after

the summary. T F

5. A speech does not need an attention-getting introduction if it has fewer

than four subtopics. T F

6. An effective way to begin a speech is by asking a question to arouse curiosity. T F

7. Outlines help you to memorize your speech. T F

8. An outline can help you do tasks in a logical order. T F

9. Contractions are a kind of slang. T F

10. A “point of view” speech does not need to follow a step-by-step outline. T F

11. Which part of a speech should be prepared first?

A. the introduction B. the body C. the conclusion D. the preview 12. One of the requirements of a good outline is ____________.

A. each outline point contains at least two ideas B. each outline point relates to the main point C. supporting points are repeated

D. supporting points have various levels of importance

13. Which saying means that either of two options or choices is equal or acceptable? A. That’s the way the ball bounces.

B. Don’t count your chickens before they hatch. C. Can’t believe one’s ears (eyes).

D. (It’s) six of one, half a dozen of another.

14. You might use the saying “That’s the way the ball bounces” when ____________. A. something bad happens

B. you receive good news unexpectedly C. you are surprised

D. you are playing a game

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15. In spoken English, contractions ____________. A. are grammatically incorrect

B. make you harder to understand C. help you to sound smooth and natural D. sound unnatural and strange

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C H A P T E R 4

Powerful Presentation Aids

1. Most people learn best when information is presented using just one sense

(e.g., seeing or hearing). T F

2. You should distribute objects and papers during your presentation. T F

3. Visual aids should be large enough for everyone to see clearly from the

back of the room. T F

4. A mistake some speakers make is that they look at their visual aids instead

of the audience. T F

5. “Hi-tech” presentation aids are more effective than “no-tech” or “low-tech” aids. T F

6. Low-tech aids do not require the use of a computer. T F

7. It is legal to download any image you find on the Internet without paying a fee. T F

8. Fancy or decorative writing fonts are easy to read and make presentation

slides (e.g., PowerPoint®_{) interesting.} _T _F

9. It’s best to choose a twenty-four-point font or smaller for your presentation slides. T F

10. In a poster display session, many presentations take place at the same time. T F

11. An example of a “no-tech” presentation aid is ____________. A. a flip chart

B. a PowerPoint®_presentation

C. an audio clip downloaded from the Internet

D. an overhead transparency projected on a white screen

12. One of the requirements of a good presentation slide is using ____________. A. many colors

B. a variety of font types and sizes C. simple images

D. a light background color

13. All of the following are examples of “low-tech” presentation aids except ____________. A. overhead transparencies

B. films or audio recordings C. a CD of a musical composition D. an mp3 sound clip

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14. Which saying means that people can’t change their character or the way they are? A. Go from rags to riches.

B. Actions speak louder than words. C. A leopard can’t change its spots. D. A picture is worth a thousand words.

15. In the word roses, the -es ending is pronounced as ____________.

A. [s] B. [_əs] C. [_əz] D. [z]

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C H A P T E R 5

Speaking to Inform

1. The first step in preparing an informative speech is to choose a topic. T F

2. An audience analysis may include information about your listeners’ economic

level. T F

3. A good informative speech is limited to one particular aspect of a topic. T F

4. A good way to gather information for your informative speech is to interview

people who know something about your topic. T F

5. For most speech topics, Wikipedia is the only Internet source you need to consult. T F

6. Information you find on the Internet is almost always reliable. T F

7. “Hurricanes” is a good topic for an informative speech. T F

8. A “signpost” is a transition signaling that a part of a speech is about to begin

or end. T F

9. Presentation aids are not necessary in informative speeches. T F

10. One use of pausing when you speak is to emphasize meaning. T F

11. An example of an achievable informative speech topic is ____________. A. How to Weave a Persian Rug

B. How to Fly an Airplane

C. How to Build a Personal Computer

D. How to Use a Computer to Improve Your English Pronunciation 12. An example of an open-ended interview question is ____________.

A. “Have you ever been scuba diving?”

B. “How do you feel about the governor’s proposal to raise taxes?” C. “Do you think the new mayor should be removed from office?” D. “Has an airline ever lost your luggage?”

13. Which organizational pattern divides a topic into different geographical areas? A. Past-Present-Future

B. Location

C. Related Subtopics D. Advantage-Disadvantage

14. Which of the following topics uses a “time” organizational pattern? A. Advantages of Stem-Cell Research

B. Effects of Air Pollution

C. Steps to Take When Applying for a Car Loan D. Causes of Global Warming

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15. Which saying means it’s easier to take steps to prevent a problem than to fix it later? A. Where there’s a will, there’s a way.

B. What will be, will be.

C. It’s better to be safe than sorry.

D. An ounce of prevention is worth a pound of cure.

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C H A P T E R 6

Understanding Interpersonal

Communication

1. Misunderstandings can be a matter of life or death. T F

2. The tendency to jump to conclusions is a barrier to good

interpersonal communication. T F

3. People who use an aggressive style of communication are generally

respected and well liked. T F

4. Assertive communicators tend to be passive and lacking in confidence. T F

5. People who are submissive often don’t get what they want because they

don’t stand up for themselves. T F

6. Falling intonation at the end of a statement means that you have not

finished speaking. T F

7. “Excuse me. I ordered regular coffee, not decaf. Could you please bring

me some regular coffee?” is an example of assertive communication. T F

8 In most job interviews, both the interviewer and the interviewee ask questions. T F

9. In a job interview, it is common for the interviewer to ask about the

sick-leave policy. T F

10. Role-playing job interviews is ineffective because it’s difficult to predict

what questions an interviewer may ask. T F

11. Which of the following questions might an employer ask? A. What languages do you speak?

B. What do you consider to be your greatest strength?

C. How much salary do you expect to get if you go to work for us? D. Both A and B.

12. Which of the following is a good job interview behavior? A. Wearing revealing clothes

B. Maintaining good eye contact C. Wearing lots of jewelry

D. Complaining about a previous coworker or boss

13. Which of the following is an important “Don’t” in a job interview? A. Don’t ask about the salary the company is offering.

B. Don’t speak to the secretary or receptionist.

C. Don’t give the impression that you are desperate for employment. D. Don’t dress conservatively.

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14. Intonation refers to ____________.

A. the use of sentences that contain two or more word clusters

B. lowering the volume of your voice to emphasize important information C. the rise and fall of the voice when speaking

D. the way questions are answered in a job interview

15. Which saying means “Good deeds bring good things; bad deeds bring bad things”? A. When in Rome, do as the Romans do.

B. When the cat’s away, the mice will play. C. A stitch in time saves nine.

D. What goes around, comes around.

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C H A P T E R 7

Listen to Learn

1. College students spend close to 90 percent of their time listening. T F

2. You can train yourself to focus on main ideas instead of concentrating

on unimportant details. T F

3. Good listeners fake attention when they are bored with what a speaker is saying. T F

4. “Trigger” words can provoke both positive and negative reactions. T F

5. Concentrating on a speaker’s appearance and delivery style can help you

pay better attention to what the speaker is saying. T F

6. A fact is something known to be true. T F

7. An opinion is an assumption made without direct observation. T F

8. An inference is an assumption made when we lack complete information. T F

9. An impromptu speech is made with little or no advance preparation. T F

10. In the phrase “John is funny,” all three words are linked. T F

11. Faking attention in class ____________.

A. is a technique that helps college students keep awake during boring lectures

B. gives students an opportunity to daydream and think about things they need to accomplish C. is a useful technique because most people don’t listen anyway

D. is a bad listening habit that needs to be overcome 12. Which of the following is not a bad listening habit?

A. being distracted by surroundings

B. sitting in the last row of seats in a classroom C. reacting emotionally to trigger words D. deciding the topic is boring

13. The game of “Telephone” teaches students ____________. A. the importance of improving their listening skills B. that listening skills cannot be significantly improved C. that listening is difficult to practice in a classroom situation D. that speaking skills are more reliable than listening skills

14. Which of the following organizational patterns would work for an impromptu speech? A. Chronological Order

B. Past-Present-Future C. Problem-Solution D. All of the above

15. Which saying means “To be lucky or successful, often after having difficulty”? A. You can’t teach an old dog new tricks.

B. It’s a drop in the bucket. C. Bark up the wrong tree.

name: DaTe:

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C H A P T E R 8

Problem-Solving Group Discussions

1. It is not important to prepare for a group discussion because all participants

should feel free to talk about anything. T F

2. Brainstorming can help group members produce many ideas for the group

to consider. T F

3. Since brainstorming can be time-consuming, it is important to limit the

number of ideas each group member may contribute. T F

4 The first step in the path to successful problem solving is proving the

problem exists. T F

5. A solution that is not perfect may still be the best solution to a problem. T F

6. Shy group members who don’t contribute to the discussion should be ignored. T F

7. It is not necessary to designate a group leader if all participants are

well-prepared for the discussion. T F

8. An effective group leader monopolizes the discussion because someone

needs to be in charge. T F

9. The proposed solution to a problem must eliminate one or more causes

of the problem. T F

10. In English words of more than one syllable, it is always possible to predict

where the stress will fall. T F

11. Responsible group members ____________.

A. should not bring visual aids with them to the discussion B. interrupt other group members if they disagree with them C. do not take notes while other group members are speaking D. refer to all participants by name

12. Which of the following is not a responsibility of the group leader? A. introduce the participants

B. prepare colorful visual aids illustrating each step in the discussion C. encourage all group members to participate

D. provide transitions between each part of the discussion

13. Many group discussions are not effective because ____________. A. the discussion does not have an organizational plan

B. the group leader allows all members to participate C. participants are open-minded to new ideas

D. group members generate too many topic ideas

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14. When describing the future effects or consequences of a problem, group members ____________.

A. discuss the quality of their evidence and research B. brainstorm solutions to the problem

C. predict what is likely to happen if the problem is not solved

D. consider what will happen if new evidence is found proving that the problem is not serious

15. Which saying means “When you really need to solve a problem, you will figure out a way to do it”?

A. Necessity is the mother of invention. B. The handwriting is on the wall. C. Birds of a feather flock together. D. Leave well enough alone.

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C H A P T E R 9

Speaking to Persuade

1. Trying to persuade your teacher to change a grade is a good example of

persuasive speech. T F

2. The basic purpose of a persuasive speech is to convince others to change

their feelings, beliefs, or behaviors. T F

3. A good topic for a persuasive speech is one that most people already agree with. T F

4. Audience analysis is especially important in persuasive speaking. T F

5. If your potential audience members are indifferent to your topic, you should

choose another topic. T F

6. In order to persuade hostile listeners, you need to convince them that their

reasons for disagreeing are not valid. T F

7. “Building on common areas of agreement” is a technique used in the

conclusion of a persuasive speech to build credibility with an audience. T F

8. A preview statement is not necessary in a persuasive speech because your

main arguments will be clearly stated in the body of your speech. T F

9. The most effective way to begin a persuasive speech is by stating evidence

that supports your persuasive claim. T F

10. Function words are words that convey meaning—for example, nouns,

verbs, and adjectives. T F

11. After you prepare presentation aids for your persuasive speech you should ____________. A. determine your specific purpose

B. organize your speech C. gather information D. analyze your audience

12. A good persuasive speech ____________. A. avoids all controversy

B. suggests a change that isn’t too large

C. is organized to persuade a variety of audiences

D. should have nothing to do with the speaker’s interests or personal beliefs 13. Which of the following claims is the best topic for a persuasive speech?

A. Consider signing up to become a bone marrow donor. B. Marijuana should be legalized.

C. Everyone should go skydiving this weekend. D. It is unhealthy for babies to drink alcohol.

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14. Which words have contrastive stress in the saying “His bark is worse than his bite”? A. his and than

B. bark and bite C. worse and than D. bark, worse, and bite

15. Which saying means “To solve two problems with one action”? A. Half a loaf is better than none.

B. Haste makes waste.

C. Kill two birds with one stone. D. His bark is worse than his bite.

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C H A P T E R 1 0

Dare to Debate

1. A debate is the same thing as a persuasive speech. T F

2. A proposition is a statement suggesting that a specific action or procedure

should be adopted. T F

3. In a formal debate, the affirmative team speaks against the proposition. T F

4. The negative team always speaks first in a debate. T F

5. Constructive speeches present the debaters’ basic arguments for or against

the proposition being debated. T F

6. The purpose of cross-examination is to present evidence that refutes the

other team’s arguments. T F

7. Cross-examination questions must be submitted to the other side before the

start of a debate. T F

8. It is against the rules to present new evidence in a rebuttal. T F

9. Rebuttals are shorter than constructive speeches. T F

10. To pronounce [l], curl your tongue upward and don’t let it touch the roof of

your mouth. T F

11. A flow sheet ____________.

A. helps debaters remember what has been said

B. is an efficient means of recording what is said in a debate C. keeps debaters from becoming bored during a debate D. both A and B

12. Which of these occurs last in a formal debate? A. constructive speeches

B. cross examination C. rebuttals

D. introductions of speakers

13. Which of these does not happen in an affirmative constructive speech? A. statement of the proposition

B. definition of terms

C. demonstration of harm if the proposition is adopted D. explanation of a need for change

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14. Which of the following is a well-composed proposition for debate? A. Something should be done about UFOs.

B. It’s wrong to rob Peter to pay Paul.

C. The school should convert the soccer field into a parking lot. D. This school is the best school in the world.

15. Which saying means “To succeed in the end when others expected you to fail”? A. Let sleeping dogs lie.

B. Last but not least. C. Rob Peter to pay Paul. D. Have the last laugh.

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CHAPTER QUIZ

ANSWER KEY

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C H A P T E R 1 1. T 9. F 2. F 10. F 3. T 11. A 4. F 12. B 5. F 13. C 6. F 14. A 7. T 15. C 8. T C H A P T E R 2 1. F 9. F 2. T 10. T 3. F 11. B 4. T 12. C 5. F 13. C 6. T 14. A 7. T 15. A 8. F C H A P T E R 3 1. F 9. F 2. F 10. F 3. F 11. B 4. T 12. B 5. F 13. D 6. T 14. A 7. F 15. C 8. T C H A P T E R 4 1. F 9. F 2. F 10. T 3. T 11. A 4. T 12. C 5. F 13. D 6. T 14. C 7. F 15. C 8. F C H A P T E R 5 1. F 9. F 2. T 10. T 3. T 11. D 4. T 12. B 5. F 13. B 6. F 14. C 7. F 15. D 8. T C H A P T E R 6 1. T 9. F 2. T 10. F 3. F 11. D 4. F 12. B 5. T 13. C 6. F 14. C 7. T 15. D 8. T C H A P T E R 7 1. T 9. T 2. T 10. F 3. F 11. D 4. T 12. B 5. F 13. A 6. T 14. D 7. F 15. D 8. T C H A P T E R 8 1. F 9. T 2. T 10. F 3. F 11. D 4. T 12. B 5. T 13. A 6. F 14. C 7. F 15. A 8. F C H A P T E R 9 1. T 9. F 2. T 10. F 3. F 11. B 4. T 12. B 5. F 13. A 6. T 14. B 7. F 15. C 8. F C H A P T E R 1 0 1. F 9. T 2. T 10. F 3. F 11. D 4. F 12. C 5. T 13. C 6. F 14. C 7. F 15. D 8. F

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Speech Comm Made Simple 2

SPEECH

COMMUNICATION

MADE SIMPLE

Teacher’s Manual

2

PAULETTE DALE, PH.D., PrOfESSOr EMErITUS

jAMES C. wOLf, M.A., PrOfESSOr

CONTENTS

INTRODUCTION

General Teaching Suggestions

CHAPTER-BY-CHAPTER

TEACHING

SUGGESTIONS

Developing Self-Confidence

Delivering Your Message

Putting Your Speech Together

Powerful Presentation Aids

Speaking to Inform

Understanding Interpersonal

Communication

Listen to Learn

Problem-Solving Group Discussions

Speaking to Persuade

Dare to Debate

END-OF-CHAPTER

QUIZZES

Developing Self-Confidence

Delivering Your Message

Putting Your Speech Together

Powerful Presentation Aids

Speaking to Inform

Understanding Interpersonal

Communication

Listen to Learn

Problem-Solving Group Discussions

Speaking to Persuade

Dare to Debate

CHAPTER QUIZ

ANSWER KEY

ANSWERS TO

ACTIVITIES IN

STUDENT TEXT