英语演讲选修课教案informativespeech Idoc资料Word格式文档下载.docx

英语演讲选修课教案informativespeech Idoc资料Word格式文档下载.docx

《英语演讲选修课教案informativespeech Idoc资料Word格式文档下载.docx》由会员分享，可在线阅读，更多相关《英语演讲选修课教案informativespeech Idoc资料Word格式文档下载.docx（11页珍藏版）》请在冰豆网上搜索。

理论课□实验课□习题课□实践课□技能课□其它□

主要教学内容（注明：

*重点#难点）：

InformativespeechI:

supportingmaterials

I．Examples

*Tipsforusingexamples

II．Testimony

*TipsforUsingtestimony

III．Statistics

Tipsforusingstatistics

Iv.#Samplespeechwithcommentary

教学目的要求：

Getstudentstoknowhowtouseexamples,testimonyandstatisticseffectivelytobackupthespeech.

教学方法和教学手段：

Teaching;

ppt

讨论、思考题、作业：

Whatarethefourtipsforusingexamplesinyourspeech?

Explainthedifferencebetweenexperttestimonyandpeertestimony.

参考资料：

Theartofpublicspeaking

Beagreatspeechmaker

注：

教案附后

Lesson9InformativespeechI

Supportingyourideas

HeatherKolpindecidedtogiveherfirstclassroomspeechonthebenefitsofgoodnutrition.Adedicatedfitnessenthusiast,shehadrecentlyswitchedtoahigh-proteindiet.Partofherspeechranlikethis:

“Foryearswe’vebeentoldthatmeat,eggs,andcheesearebadforusandthatweshouldeatmorecarbohydrateslikecereal,grains,pasta,andrice.Buttoomanycarbohydratescanunbalancethebodyandmakeyoutiredandoverweight.Doyouwantmoreenergy?

Doyouwanttoconcentratebetterandgethighergrades?

Doyouwanttoenjoyrealmealsandstilllosethoseunsightlypounds?

Ifso,youshouldeatmoreprotein.I’vebeenonahigh-proteindietforsixmonths,andI’veneverfeltbetterordonebetterinmyclasses!

”

Afterthespeech,Heather’sclassmateswereinterestedbutskeptical.Asoneremarked，“Iknowhigh-proteindietsarepopularrightnow,butHeatherisnoexpertonnutrition.Besides,therearelotsofdietsaround,andtheyallclaimtoworkwonders.Personally,I’dbemoreconvincedifHeathergavesomescientificevidencetobackupheropinion.”

Goodspeechesarenotcomposedofhotairandgeneralizations.Theyneedstrongsupportingmaterialstobolsterthespeaker’spointofview.InHeather’scase,althoughthereisplentyofevidenceontheneedtobalanceproteinandcarbohydrateconsumption,manynutritionistshavewarnedaboutthedangersofoverloadingonprotein.SoHeather’slistenerswererighttobeskeptical.Heathermadeamistakeofgeneralizingfromherownexperiencewithnothingconcretetosupportherideas.

Theproblemwithgeneralizationsisthattheydonotanswerthethreequestionslistenersalwaysmentallyaskofaspeaker:

“Whatdoyoumean?

”,“WhyshouldIbelieveyou?

”“Sowhat?

Theskillfuluseofsupportingmaterialsoftenmakesthedifferencebetweenapoorspeechandagoodone.Usingsupportingmaterialsisnotamatteroftossingfactsandfiguresintoyourspeech.Youmustdecidewhichideasneedtobesupportedgivenyouraudience,topic,andspecificpurposes.Youmustdoresearchtofindmaterialsthatwillbringyourideasacrossclearlyandcreatively.Andyoumustevaluateyoursupportingmaterialstomakesuretheyreallydobackupyourideas.

Asyouputyourspeechestogether,youwillneedtomakesureyoursupportingmaterialsareaccurate,relevant,andreliable.Youwillfindyourselfaskingsuchquestionsas,“Aremyexamplesrepresentative?

”，“AmIquotingreputable,qualifiedsources?

Therearethreekindsofsupportingmaterialsweusemostoften,theyare:

examples,testimonyandstatistics

I．Examples

Examples：

aspecificcaseusedtoillustrateortorepresentagroupofpeople,ideas,conditions,experiencesorthelike.

Inthecourseofaspeechyoumayusebriefexamples—specificinstancesreferredtoinpassing—andsometimesyoumaywanttogiveseveralbriefexamplesinarowtocreateastrongerimpression.Extendedexamples—oftencalledillustrations,narratives,oranecdotes—arelongerandmoredetailed.

Examplesareusefulwhenyouwishtomakeanabstractconceptorideaconcrete.Forexample,itisdifficultfortheaudiencetoseeexactlywhatyoumeanbysuchabstractconceptsaspersecution,denialoffreedom,friendship,andloveunlessyouprovidespecificexamplesofwhatyoumean.

Hereisoneexampleastudentusedinaspeechaboutleadpoison.

‘WhenDeniseWaddleandherfamilymovedtoanice,middle-classsectionofJerseyCity,NewJersey,theyhaddreamsofhealthyliving,blockparties,evenabigbackyardsotheirkidcouldmakemudpies.Inlessthanoneyearintheirnewhome,theirtwo-year-oldsonhadbeenpoisoned,andtheirnewbornshowedhighlevelsofpoisoninginhisbloodstream.Unknowingly,theWaddle’shadbeenpoisonedbytheirownbackyard,forhighlevelsofleadcontaminatedtheirwaterandtheirlives.”

Examplesmayberealandfactualononehandorhypotheticalandimaginedontheother.Thehypotheticalandimaginedonesarecalledhypotheticalexamples.

Hypotheticalexample:

anexamplethatdescribesanimageryorfictitioussituation

Hereisonestudentusedahypotheticalexampletoillustra