Professional Documents
Culture Documents
FALL 2014
Table of Contents
Table of Contents
Course Outline
Week One
Pronunciation Diagnostic
Metaphor Task One
Metaphorically Speaking by James Geary (Listening Comprehension L.C.)
Six-word memoir Listening Segment
Week Two
Example of a metaphor sheet (instructors example)
Introducing and Concluding Presentations
Useful Transitions for Presentations
Week Three
Those s sounds and dz sounds
Which sound is it?
Pronunciation Rule: Past Tense Endings
Revealing the Past
Content and Function Words
Pronunciation Rule: Syllables and s endings
Gambits for Discussions
Week Four
Should I or shouldnt I interrupt?
Creating the Perfect Discussion
Turn-taking and Interrupting Guidelines
Week Five
Predicting Word Stress
Week Six
Chunking the Language into Thought Groups
Guidelines for Introducing a Speaker
Week Seven
Slides that Strike a Chord: Blending Literal and Figurative Images in PPP (L.C.)
Compare/contrast Presentation Example
Week Eight
PowerPoint Practice Slide Checklist
PowerPoint Slide Practice Evaluation Form
Week Ten
Prop Gallery: Preparation for Product/Service Presentation
Product/Service Presentation Outline
Week Eleven
How to be persuasive: Activity
Useful Pronunciation Links
Online News Sources
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University of Waterloo
Fall 2014
Course number:
Course name:
Instructor:
Office:
Tel:
E-mail:
Class time
& Location:
Office Hours:
Course description:
Group discussions and presentations have become the norm in undergraduate and graduate
classes in North American universities. This course helps ESL students improve their informal
and formal speaking skills to meet current social, academic, and business practices. A focus on
pronunciation, gambits, metaphor, and vocabulary assists learners in developing strategies to
better engage in conversations, and listen to and deliver English presentations. Materials
organization, rhetorical devices, nonverbal communication, group management, and intonation
patterns are examined.
Course objectives:
By the end of this course, successful students will be able to
Text
A course pack will be made available for both presentation skills and pronunciation
improvement on LEARN. Students are expected to bring along the course pack to class. Handouts that are not part of the course pack will be made available on Learn.
Grading
Student grades will be weighted in the following manner for a total of 100%:
Participation and Professionalism (10% total): Students are responsible for attending and
engaging in all class activities in a respectful and active manner. Audience participation is as
important as presentation preparation. Students are expected to maintain regular attendance, and
to arrive to class on time. It is the sole responsibility of the student to catch up on lecture
material missed due to absenteeism and/or lateness. Cell phones and laptops must remain off
during class.
Metaphor Presentation (10% total): Students will present a five-minute talk in which they
introduce themselves by using a 6-word memoir and a cohesive metaphor.
Leading a Group Discussion (15% total): Students will choose articles about current Canadian
news events. Then they will prepare and lead a 15-minute group discussion based on the
material.
Individual PowerPoint Presentation (20% total): Students will use PowerPoint to deliver a
10-12-minute informative compare/contrast presentation. A Q & A session will follow.
Group Persuasive Presentation (15% total): In pairs, students will present a five-minute
persuasive presentation. A Q & A session will follow.
Work-in-progress Assignments & Pronunciation Assessment (10%): Two times during the
term students will be asked to submit reflections on their presentation skills. Students will also be
assessed at the beginning and end of the term and monitored on their pronunciation progress.
They will work on their pronunciation difficulties independently, submit 2 sound file
assignments and be assessed in a final interview.
Final Test (20% total): Students will take home one final test that will cover vocabulary and
listening skills. An oral test, based on the take-home tests material, general pronunciation points
and discussion strategies, will be held on the last day of class.
Attendance Policy: Each absence results in -1% of your final grade to a maximum of -5%
(five absences). If you are absent more than five classes, your instructor may not allow you to
continue with the class. Absences on assignment days do not receive the -1% penalty, however,
you must have a valid doctors note in order to make up the assignment and receive a grade.
Regular class attendance is essential as all teaching and practices are done in class. Instructors
are strict about attendance.
Activities
Assignments In class
Home Assignments
Week 1
Sept. 8
No Class on Friday
Course Introduction
Metaphors and Speaker Impact
Pronunciation Needs
Introductions
Pronunciation/Speaking
Assessment
Week 2
Sept. 15
Gambits
Nonverbal Communication
Consonants
Sound/Spelling Patterns
Metaphor Presentations
(Wednesday and Friday)
Week 3
Sept. 22
Discussion Strategies
Stress in Words
Week 4
Sept. 29
Week 5
Oct. 6
Week 6
Oct. 13
Week 7
Oct. 20
Week 8
Oct. 27
Week 9
Nov. 3
Week10
Nov. 10
Week 11
Nov. 17
Week 12
Nov. 24
Week 13
Dec. 1
Interrupting
Encouraging others
Sentence stress
Thought Groups
Importance of Body Language
Leading Group
Discussion Practice
Speaker Introduction
Practice
PowerPoint practice
Informative Presentations
Informative
Presentations
Persuasive Language
Pair-work for presentations
Group Product/Service
Presentations Practice
Group Product/Service
Presentations
Final pronunciation
interviews
Group Discussions
Pronunciation Online
Assignment 2 (Due Monday,
October 20)
Pronunciation Practice
Please note: This outline may be altered to better suit the needs of the class.
Important notes
Penalties for Late or Missed Assignments
One mark per day will be deducted from an assignment score if permission for an extension has not been
given. Illness must be verified by a medical note.
_________________________________________________________________
Final Examination Policy
For Fall 2014, the established examination period is December 4-19, 2014. The schedule will be
available in October. Students should be aware that student travel plans are not acceptable
grounds for granting an alternative final examination time (see:
http://www.registrar.uwaterloo.ca/exams/finalexams.html).
1. Learner Metaphors
I see myself as ....in the classroom.
2. Teacher Metaphors
I see my teacher as ... in the classroom.
1. The word gem is used by the interviewer. What does this word mean as a metaphor for
the six-word memoirs collected in the book called Not Quite What I Was Planning?
3. Fershleiser uses two metaphors in defining memoir. What do the following two words
mean in the context of this interview?
encapsulate (v.)
distill (v.)
4. A six-word memoir looks at a ____________ moment that may have affected your
____________ life.
5. What do you think the memoir Never should have bought that ring means?
6. Rachel Fershleiser says that these memoirs, although brief, are surprisingly deep. What
does deep mean in this context?
7. What does Larry Smith say is a common theme in many six-word memoirs?
8. What does the image of the thumb mean in the following six-word memoir?
Trains. Planes. Thumb. Then children come.
9. With your partner create two six-word memoirs to describe your experience in Canada or
at the University of Waterloo so far. You will present them to the class.
Meaning:
If you lose them in the introduction, you may lose them forever.
Do not be apologetic.
Make concluding remarks with a mood and facial expression consistent with the tone of
the speech.
Finish the speech with words that reinforce the purpose. A slogan or catch phrase is
useful.
Addition:
also, again, as well as, besides, furthermore, in addition, likewise, moreover, similarly
Consequence:
accordingly, as a result, consequently, for this reason, for this purpose, hence, otherwise, therefore
Generalizing:
as a rule, as usual, for the most part, generally, generally speaking, ordinarily, usually
Exemplifying:
especially, for instance, in particular, namely, particularly, including, specifically, such as
Illustration:
for example, for instance, for one thing, as an illustration, as an example, in this case
Emphasis:
above all, with attention to, especially, particularly
Similarity:
comparatively, coupled with, identically, likewise, similar, moreover, together with
Exception:
aside from, besides, except, excepting, excluding, exclusive of, other than, outside of
Restatement:
in other words, namely, that is, that is to say, in short, in brief, to put it differently
Contrast and Comparison:
contrast, conversely, instead, likewise, on one hand, on the other hand, on the contrary, rather, similarly,
yet, but, however, still, nevertheless, in contrast
Sequence:
at first, first of all, to begin with, in the first place, at the same time, for now, for the time being, the next
step, in time, in turn, later on, meanwhile, next, then, soon, the meantime, later, while, earlier,
simultaneously, afterward, in conclusion
Summarizing:
after all, all in all, all things considered, briefly, by and large, in any case, in any event,
in brief, in conclusion, on the whole, in short, in summary, to sum up, to summarize, finally
Diversion:
by the way, incidentally
Direction:
here, there, over there, beyond, nearly, opposite, under, above
to the left, to the right, in the distance
Rules adapted from: Grant, L. (2010), Well Said. Third edition, Heinle.
[ id ] wan/ted
When the verb ends in a voiceless consonant: p, k, f, s, ch, or sh, the ending is pronounced
[t] washed, hoped.
When the verb ends in a voiced consonant: b , g , v, z , m. n. l, r, or in a vowel sound, then the
ending is pronounced [d] showed,
begged, named, failed.
Practice : Pronounce final ed by reading the sentences aloud.
1. Jean planned (plan/d/) for her future. She saved (save/d/) up a lot of money and started
(start/d/) her own business.
2. I worked on the project for a long time. Finally, I completed it!
3. After my co-worker parked the car, I jumped out and opened the car door for our new VIP
client!
4. After I finished reading over Andreas speech, I called her and we talked for an hour on the
phone.
5. Earlier today, I cleaned out my desk drawers.
6. I washed and waxed my car over the weekend, and vacuumed the inside.
7. Giang prepared a long report for his science course. He completed it late last night.
8. I faxed the quote, crossed my fingers and hoped for good news.
9. Jackie asked a question. Susan answered it. Then she repeated the answer for everyone
else to hear.
10. I expected to hear from my professor about my thesis yesterday. I waited all day and
finally e-mailed the professor to see if we could meet.
Where is the stress when the verb is followed by a preposition? What happened when you
say the verb and then the vowel in the preposition?
Try these words..worked on, figured out, cleaned out, planned on
Can you think of other verb and preposition combinations?
achieved
attended
coached
completed
obtained
organized
owned
participated in
conducted
coordinated
evaluated
graduated
planned
researched
served
started
helped
improved
increased
managed
tested
studied
supervised
volunteered
experienced
played
visited
performed
worked on
realized
volunteered
Content Words give meaning to sentences in English and these words are stressed.
Nouns
Verbs
Adjectives
Adverbs
Interrogatives: when, where, why, who, etc.
Auxiliary Verbs contracted with not.
Possessive pronouns: mine, hers, etc.
Demonstratives: this, that, these, those
Negatives
Function Words are NOT stressed in English and the sound is reduced. These words are the
grammar of the sentences.
Articles: a, an, the
Prepositions: to, for, of, etc.
Personal pronouns: /, me, she, them, etc.
Possessive adjectives: my, your, her, etc.
Relative pronouns: which, that, who
Conjunctions: and, but, that, as, if, etc.
The expletive there There's snow on the ground.
The pronoun one the small one
Often the verb to be
Auxiliary verbs: be, have, do, will, would, should, can, could, may, might, and must. These verbs
are usually unstressed even when they are principal verbs in a sentence.
1. teaches
offices
Georges
__________
2. pays
reads
Lauras
__________
3. fits
works
Marks
__________
When the word ends in a voiced sound: b, g, v, z, m, n, r, l, w, y or a vowel sound then the
ending is pronounced [z]
Examples:
When the word ends in a noisy consonant : s, z, ch, x, (dz) g or dg (judges) then the ending is
pronounced [iz]
Examples: watches, closes, ages.
In the paragraph below, mark the content words. Which ones would you stress the most?
Which s sound do you need to say?
Marias Masters courses are in the departments of Linguistics and Education. She thinks that
studying two majors gives more opportunities for getting ESL positions in universities. ESL
jobs in high schools are fewer these days as many teachers are not retiring at young ages.
Furthermore, government cuts to programs have affected the number of schools with ESL
classes.
Practice
Pick 8 of the following words or use other words you can think of that end in s and create
sentences using the words in the plural about your usual day at Waterloo. Say your sentences to
a partner, who judges how clear your endings are. In your sentences, remember to focus on the
content words as well as the endings of the words.
advantage
time
method
page
procedure
system
graph
case
box
consequence
note
fact
fix
adapt
friend
approach
dollar
tax
glass
keyboard
3. Expressing agreement:
That's a good point.
I couldn't agree more.
That's my feeling exactly.
I tend to agree with you.
Summary of the
Article
2 Key Words
3 Questions
(start with something
familiar; move to
recommendations or
more global questions)
Gambits (for questions,
agreement, polite
disagreement,
encouraging others)
Non-verbal
Communication
(gestures, facial
expressions, eye
contact)
Concluding Statement
(summary of
discussion)
According to
Name:
As the speaker
Offering a turn to the listener:
As the speaker
Offering a turn to the listener:
Slowing down
Pausing
Falling intonation
Gesture with head or arm
Rising eyes
Asking a question
Not pausing
Speaking faster
Using high key
Gesture with head or arm
As the listener
Signaling to get a turn:
Inhalation
Gesture with head or arm
Clearing his/her throat
Starting at a pause
Slightly overlapping as speaker ends
Higher Key
Speaking faster
Slowing down
Pausing
Falling intonation
Gesture with head or arm
Rising eyes
Asking a question
Not pausing
Speaking faster
Using high key
Gesture with head or arm
As the listener
Signaling to get a turn:
Inhalation
Gesture with head or arm
Clearing his/her throat
Starting at a pause
Slightly overlapping as speaker ends
Higher Key
Speaking faster
-ity
-ic
-ical
-ify
-ia
-ial
-ibie
-ion (-ation)
-ion (-tion)
-ion (-sion)
-ional
-ian
-logy
-graphy
-ium
-ual
-ious, -eous,
-uous
-lent, -ience,
-iency
-inal
criminal, subliminal
-omy
-ize, -ise
-graph
-ate
-ist
-ous
-ary
-sis
Type C:
Stress is on suffix
-ique
technique, unique,
-eer -
-ee
-arily
photographer,
photographic
economy
economical
economization
family
familiar
familiarization
Look at how the stress moves down the words as they change endings and also parts of speech.
I have said that great men are a mixed lot but there are orders of great men there are
great men who are great men amongst all men but there are also great men who are
great amongst great men and that is the sort of great man whom you have amongst
you tonight I go back 2,500 years and how many of them can I count in that period
I can count them on the fingers of my two hands Pythagoras Ptolemy Aristotle
Copernicus Kepler Galileo Newton Einstein and I still have two fingers left vacant
my lords ladies and gentlemen are you ready for the toast health and length of days
to the greatest of our contemporaries Albert Einstein.
Listen again and underline the stressed words. What is the effect of pausing? When do we
pause? Now you try the speech!
Guidelines for introducing a speaker
1. Begin with Our speaker today and give some background (such as nationality,
education )
2. Give some facts that give the person some credibility such as achievements that make the
person qualified to speak to us on a specific topic.
3. Say how these credentials qualify the person and give the name of the talk
4. Then introduce the speaker. Ladies and gentlemen, please warmly welcome our speaker
..XXXXX
5. Make sure to give both first and last names
6. Speak slowly and clearly, make sure all can hear you, chunk the language and be sure to
stress important words.
WEEK 7 - Slides that Strike a Chord: Blending Literal and Figurative Images in PowerPoint
Presentations
Watch the first 3 minutes of Erin McKeans Redefining the Dictionary at
http://www.ted.com/talks/view/id/161. Think about McKeans use of analogy, what she calls metaphor,
in her talk.
1. Erin McKeans career is as a ____________________. The adjective form of this profession is
________________________. This profession is known as ________________________.
2. McKean uses 2 strong analogies at the beginning of her talk. Name these 2 analogies.
3. Briefly describe the pictures or images that the speaker uses in her slides to present these 2
analogies.
4. What source does McKean cite for these photographs, and where does she show this citation
information?
5. How does McKean use the word compile? What does she mean by compile instead of carve
out of stone?
7. What do you think of McKeans body language as to how she presents her slides?
Background Information:
The United States of America is located in North America between Canada and Mexico.
The state of Alaska is located in the north western part of North America bordering British
Columbia and the Yukon Territory in Canada. The USA does not have a national official
language but the two most prominent languages spoken are English and Spanish.
Canada is located in the northern part of North America. It extends from the Atlantic to
the pacific and northward to into the Arctic Ocean. Canada has two official languages; English
and French. French is most widely spoken in Quebec and New Brunswick.
By PresenterMedia.com
Using the given thesis you have been given and information provided, create a very brief block
style compare/ contrast presentation. Each paragraph should include 3-4 sentences. You will then
present your information in front of the class.
In the next class, you will bring ONE PowerPoint slide on a USB stick to class and present it to us as if
you were really doing the presentation. You will then receive feedback on its effectiveness and your
presentation skill. . You can bring any part of your presentation for us to see.
Here is a checklist you can use to measure the quality of the PowerPoint slides that you will prepare for
your presentation.
The Presenter
used legible type size (Titles should be at least 36 to 40 points, bulleted text or body copy at least
24 points.)
was brief (A good rule of thumb is to cut paragraphs down to sentences, sentences into phrases,
and phrases into keywords.)
enhanced readability (Dont crowd the slides. Use normal case, not all caps, and punctuate
sparingly.)
made every word and image count (Each one should help convey the message in the strongest
possible way.)
limited the number of slides (A good rule of thumb is one slide per minute.)
didnt overuse special effects (Minimize sound, animation, and other effects to emphasize
major points, and dont let them become distracting.)
didnt use more than eight words per line or eight lines per slide
Topic:_____________________________________
Evaluation Descriptors
used legible type size (Titles should be at least 36 to 40
points, bulleted text or body copy at least 24 points.)
was brief (A good rule of thumb is to cut paragraphs down
to sentences, sentences into phrases, and phrases into
keywords.)
Comments
Sensory Description
Real Function
Fabricated
Function
Benefit
A. INTRODUCTION
Tells your audience what you are going to tell them and establishes the foundation for your
speech. A good Introduction 'draws the map' for the journey. For a Persuasive Speech, an
Introduction consists of ...
1. Attention-Getter:
.
3. "Credentials" of Speaker (Credibility):
.
4. Destination / Objective Sentence:
Today I am here to show a product that is going to change your life....
5. Speech Preview.....(a map) YOUR THESIS: Briefly outline what you will cover in
your persuasive speech.
Tell what you are going to tell them
This product has two great advantages which are (1) and (2) and\
(possibly 3). (You must have two points.... and a third is optional)
YOUR THESIS:
Transition: A transition is how you move from one section or point to the next. It is a linking
idea.
You could say Lets begin by ..., Lets start with ... or I prefer Lets consider
1. Main Point #1
State Point 1
State a Reason
Give an Example
Restate the Point
Transition: Create a linking statement to Point 2
2. Main Point #2
State Point 2
State a Reason
Give an Example/ Give evidence
Restate the Point
Transition: Create a linking statement to Point 3 (as above.) You may not have time!
Transition: Create a linking statement to the Conclusion, eg Lets summarise ..." or Can we
consider these main points ..."
C. CONCLUSION
Tell them what you have told them
1. Restate thesis:
2. Restate main points:
3. Call-to-Action: eg I encourage you to , Lets all contribute , Sign
now, Make a decision now to change your life by buying
4. Decision-Maker (optional):
This Persuasive Speech Outline is exceptionally powerful. Use it to write YOUR speech.
Topics:
Audiences: