Speaking Module For Jesuit Scholastics 2022

CENTER OF ENGLISH FOR SPECIFIC PURPOSES
English for
Jesuit Scholastics
Speaking
Compiled by
Christine Permata Sari, S.Pd., M.Hum.
Tabita Christiana, S.S.
Language Institute of Sanata Dharma University

Jl. Affandi, Mrican, Tromol Pos 29, Yogyakarta
Phone +62 274 540739
Table of
Contents
Table of Contents ……………………………………………………………………………………………………………… I

Course Overview ………………………………………………………………………………………………………………. ii
Speaking 1 – Introduction to Public Speaking ……………………………………………………………….….. 1

Speaking 2 – Have I shown a good posture? ………………………………………..………………………….. 5
Speaking 3 – The fact is … ……………………………..…………………………………………….................……. 10
Speaking 4 – What to prepare for my first speech? …………………………………………………………. 17
Speaking 5 – The research said … ………………………………….………….……………………….............… 20
Speaking 6 – This is the best decision ……………………………………………………………………………….. 25
Speaking 7 – What opposing viewpoints does the author offer? ……………………………….……... 30
Speaking 8 – I am ready for my argumentative speech …………………………………………………… 36
References ……………………………………………………………………………………………………………………….. 39
Center of English for Specific Purposes i

Course
Overview
SPEAKING TOPIC CONTENT

1 Introduction to public • How to open a speech
speaking • Making hooks
• Mentioning the purposes of the speech
• Closing
2 Impromptu speech • Making a good posture and eye contact
• Holding the audience attention
3 Informative speech • Informative speech organization
• Important phrases for informative speech
• Listing information
• Linking ideas
• Sequencing
4 Rehearsal for their mid- • Informative speech practice
term exam
5 News reporting • Reported speech
6 Community meeting • Opening a meeting

• Managing a discussion
• Making a summary
7 Argumentative speech • Giving opinions
• Stating agreement and disagreement
• Argumentative speech organization
• Important phrases for argumentative speech
8 Rehearsal for their mid- • Argumentative speech practice
term exam
Center of English for Specific Purposes ii

SPEAKING
1
Introduction to Public Speaking
Learning objectives – Participants are able to:

1. understand the significance of presentation;
2. know some types of speech;
3. make compelling hooks.
Snapshot Discuss these following questions.
✓ Have you delivered a presentation?

✓ In what occasion(s)?
✓ How often do you deliver presentations?
✓ Do you plan your presentation?

✓ What aspects do you prepare?
✓ How important is a preparation for the presentation ?
✓ Have you ever failed in delivering a presentation?

✓ Have you ever made an outstaning one?
✓ What are the tips to make your presentation successful?
Skill Focus ABOUT PRESENTATION
There are plenty of reasons why your university might ask you to give a presentation as part of your
studies. Presentations help people in these ways.
– They encourage independent research and also group work skills (e.g. when doing group
presentations).
– While some students plagiarize in their written assignments, it is very difficult to cheat while giving
presentation.
– They help students to develop self-confidence
– By going through a process of researching, preparing and then giving a presentation, students will
learn more than by just reading information or attending a lecture.
Center of English for Specific Purposes 1

Some of the most common types of presentation are:
• Seminar and tutorial discussions • Seminar presentations
• Seminar papers • Poster presentations
CHECK YOUR LANGUAGE
introducing your ordering your Adding more ideas Adding ideas from a
presentation presentation different point of view
I’m going to talk Also,… However,…
First of all,…
about…
I’d like to present What’s more,… Then again,…
Secondly,…
about…
My presentation Besides,… Whereas,…
After that,…
concerns about…
The topic of my
In conclusion,… In addition,… On the other hand,…
presentation is…
Practice 1 Watch 3 videos and discuss the following questions.
https://youtu.be/Rr5Py1r9xjw https://youtu.be/U9cGdRNMdQQ https://youtu.be/Kh9GbYugA1Y
How do they start the

speech?
How do they deliver

the speech? (gesture,
voice, style)
What are the hooks
used by them?

Language HOOK TO SPEECH
Focus
1. The Interesting Question Hook

e.g. What is the difference between successful college students and unsuccessful college students?
2. The Strong Statement/Declaration Hook

e.g. Online college classes are cheaper and more effective than in-person college classes.
3. The Fact/ Statistic Hook

e.g. Almost two-thirds of American adults at some point in their life lived in a home with at least one
gun.
4. The Metaphor / Simile Hook

e.g. A business blog is a magnet pulling clients to a company.
5. The Story Hook
6. The Description Hook

e.g. The dog howled in pain and limped along the side of the road. His leg was cut and blood streamed
down his leg.
7. The Quotation Hook

e.g. Nelson Mandela said, “Education is the most powerful weapon you can use to change the world.”
Practice 2 HOOK GAME
Your teacher will draw a

lottery of topics. You have
to make a simple and
short hooks based on
that. Good luck!

Think of a topic based on your interest.
Practice 3 Provide a compelling hook to open your presentation.
Outline:
Hotshot SELF EVALUATION
Aspects Questions
Did I use unnecessary getures in my performance?

Confidence
Was my voice audible?
Were my opening relevant with the topic?

Content
Could my opening impress the audience?
Did I make any grammatical mistakes?

Language and diction
Was there any inappropriate term I used?

4
SPEAKING
2
Have I shown a good posture?

1. deliver the speech using the appropriate gesture and eye contact;
2. differentiate between close and open body language;
3. do peer and self evaluation on speech performance according to the checklist given.
Which one is more trusted

by the people?
According to Shakespeare
Most people are frequently more influenced by what
they see than what they hear
William Shakespeare
What do you think about the chart?
Research by a professor at UCLA
7%
93%
your vocal qualities and visual characteristics

the actual words you speak
If you're not aware of your own unconscious, habitual mannerisms or body language you could be
seriously undermining your speech with unnecessary distracting, or even inappropriate movement.

Skill Focus BODY OF PUBLIC SPEAKING
posture
eye contact
facial expressions
Your body language = your

speech patterns → reflects
how you feel about yourself →
affects how others react to
you.
It can help you convey an aura

of confidence, or it can make
you appear uncertain before
you even open your mouth.
We want to be looked A smile says 'I like being Many of us pull faces
straight in the eye → we here. I like you.’ unconsciously:
feel met and Your smile grimacing, biting our
communicated with communicates ease and bottom lip and
clearly. confidence. scrunching up our
Lack of eye contact can foreheads
It breaks the ice,
possibly interpreted as lightens the mood, completely unaware of
shyness, lack of self- connects you with your the effect it has on the
esteem, shame, deceit, audience and helps you people looking at us.
lying, and extreme relax.
anxiety.

Practice 1 Watch the video and take notes 4 points mentioned in it.
Four essential body language tips from a world champion public speaker
1. _______________________________
2. _______________________________
3. _______________________________
4. _______________________________
Credit: https://www.youtube.com/watch?v=ZK3jSXYBNak
Analyze the examples of gestures below and consider the emotions

Practice 2 & the hidden message conveyed of each gesture.
No The posture Emotion The hidden message
1 Looking down ashamed I’m timid and afraid of my own

shadow
2 Refusing to face people directly
3 Cocking your head to one side,

rounding your shoulders,
dropping your chin, clutching
your arms across your
shoulders, wrapping your arms
around your body, or clasping
your hands tightly in front of
you.
4 Standing with your spine

straight and rotate your
shoulders back.
5 Keeping your head erect, your

hands at your side with your
fingers open or slightly curled.
6 Standing naturally, both feet flat

on the floor and slightly apart;
not leaning on the lectern, but
gently resting your hands on the
sides of the lecterns.

Practice 3 Make an impromptu speech and do peer-evaluation.
An impromptu speech is one that is given on the spur of the moment, without advance notice.
Ironically, the Latin phrase in promptu (from which this word is drawn) actually means “to have
at hand, to be in readiness.”
The best impromptu speeches are not really unprepared at all, they are just given promptly.
The tips:
• Be Brief
• Be personal (Consider the audience and occasion at which you might be speaking)
• Determine what would be an appropriate:
— topic
— tone
— use of humor or pathos (emotional content)
Peer- evaluation checklist
No The points √/× Notes

1 Stand on two feet
2 Stand at ease and tall
3 Let the shoulders relax
4 Practice breathing
deeply
5 Practice looking at the

audience
6 Practice looking from the

notes to the audience
7 Practice smiling at the

audience
8 Practice consciously
relaxing the face

8
Hotshot SELF EVALUATION
From the list above, which gestures do you usually do unintentionally?

1. ____________________________
2. ____________________________
3. ____________________________
4. ____________________________
5. ____________________________
6. ____________________________

9
SPEAKING
3
The fact is …

1. prepare a draft of an informative speech;
2. perform good informative speech;
3. use the transition and sequencing transition while giving a speech.
• What is an Informative speech?

• How do you choose the topic of
your informative speech?
Practice 1 Choose the best response for the following questions.
a. A speech about process

1. Chef Robert is talking about how to b. A speech about an event
make a chocolate cheesecake. What c.A speech about an object d A speech
type of speech is this? about a concept
2. Coach Jim gathered the high school

football team together in the auditorium a. A speech about an event
to discuss the past season. He started with b. A speech about a timeline
the pre-game series and then moved on to c. A speech about people
the post-game series. What type of speech d. A speech about an object
did coach Jim give?
a.support your topic with concrete examples

b.support your topic with abstract examples
3. In order to help your audience better c.not provide specific examples for the audience
understand the topic and purpose of your d.ask the audience pre- questions to get a baseline of
speech on an abstract concept you what they have understood.
should .

Practice 2 Watch the video and discuss the outline she performed.
Introduction
Body
Closing
Hooks
Credit: https://youtu.be/H14bBuluwB8
Language
INFORMATIVE SPEECH
Focus
An informative speech is essentially a lecture. It is intended simply to inform your audience on some
topic. If you’re a student, you hear informative speeches all day long in your classes, as your teachers
and professors stand up front and lecture on various subjects. Your teachers are trying to inform you,
and their lectures are essentially informative speeches.
Some informative topics you might consider are:
• Current trends in . . .
• The future of . . .
• The history of . . .
• The pleasures of a particular hobby
• Common causes of allergies
• When to buy a home
• Famous explorers and their discoveries
• What equipment is needed for . . . [backpacking, kayaking, carpentry, etc.]
An informative speech is different from a how-to speech or a persuasive speech because it is only
intended to provide information. You will leave it up to your audience to decide for themselves what to
do with the information.

The best approach when giving an informative speech will be to get the audience involved. Here are a
few ways to do this:
Ask questions You can use this to illustrate that most people have misconceptions on
your topic, or to find out what they already know.
Rather than pushing questions to the end of your talk (which is normally
preferable), urge your audience to raise their hands as you go along if a
Invite questions question occurs to them. This helps them pay attention, and helps you
to meet their needs.
You will want to provide examples and visual aids in your speech, but
Solicit examples you can also ask the audience if they’ve had experience with what
you’re talking about.
Remember that you want to provide practical application to your
Make them apply information. An ingenious way of doing this is to ask the audience what
the information: they will do with the information you’ve provided.
The steps of preparing an informative speech

Informative Speech Outline Example

Practice 3 Make an Make an informative speech.
1) Using the Informative Speech Preparation Worksheet and Checklist, prepare notes for your presentation.
2) Using the guidelines to write a speech, outline your speech.
3) Read the rubric of the Informative speech.
4) Give a four to five minute persuasive speech.

14
Word Power TRANSITION WORDS IN A SPEECH
To open To shift between disagreeing points
There are three key points I'll be Conversely...

discussing... Despite this...
This presentation is divided into four parts... However...
To get started, let's look at... On the contrary... Now
Now that you're aware of the overview, let's let's consider... Even
begin with... so...
First, let's begin with... My Nonetheless... We
first point covers… can't ignore...
On the other hand...
To emphasize importance To describe cause and effect
More importantly... More importantly...

This is essential... This is essential...
Primarily... Primarily...
Mainly... Mainly...
To elaborate/to describe To introduce an example
Also... Besides... This is demonstrated by... For

What's more... instance...
In addition/additionally... Take the case of... For
Moreover... example...
Furthermore... To show/illustrate/highlight this... Let me
illustrate this by...
To conclude
Let's recap on what we've spoken about today... Let me

briefly summarise the main points...
In short... To
sum up...
In a nutshell... To
summarise... In
conclusion...
I'd like to leave you with this...
What you should take away from this is... Finally, I
want to say...

Hotshot Complete the reflection below.
Statement Sentence Completion
I am angry if my audience….
I am disappointed if my
audience…..
I am energized if my audience…..
I am contented if my audience….

16
SPEAKING
4
What to prepare for my first speech?

1. evaluate peer in delivering informative speech;
2. practice delivering an informative speech.
Refer to your own preparation in delivering an informative speech

Snapshot and check the following items.
Introduction
❑ Attention getter starts the speech
❑ Starts with the big picture and narrows to the thesis
❑ Orients audience to topic (defines terms and acronyms)
❑ Provides WIIFM (explains why audience should care)
❑ Speaker establishes credibility
❑ Last part of introduction is one sentence that directly previews each main point (thesis --- VERY
clear preview
Main Body
❑ Contains 2 – 5 five main points
❑ Each main point has 2 – 3 forms of support (sub-points)
❑ Contains no less than 5 different source citations
❑ Transitions link one main point to the next point (no questions)
❑ Signposts link sub-points (first, second, etc.)
Conclusion
❑ Signals the end of your speech (avoid “In conclusion” and “in Summary”)
❑ Reviews the main points
❑ Does not introduce any new material or information
❑ Makes a final appeal to the audience
❑ Closes speech with a clincher (NOT “Thank you” and NOT “Any questions?

Evaluate your peer’s informative speech using this rubric. Share any
Practice 2 comment to Improve his speech.
5 pts 4 pts 3 pts 2 pts 1 pts
Attention getter Attention device gains Device gains attention Devices gains minimal Attention device is No central idea is
attention of audience. but the device is not attention. unrelated to the topic. stated.
Device is creative and creative. Devices gains
appropriate to topic and minimal attention.
audience.
Central idea Central idea is clearly Central idea is clearly Central idea is clearly Central idea is not No central idea is
informative in nature. informative in nature informative but not clearly informative. stated.
States central idea clearly and is clearly stated. clearly or concisely
and concisely. Central idea Central idea is not stated.
is original. concisely stated.
Central idea is not
original.
Credibility Provides detailed Provides some Minimally establishes Attempts to establish No credibility
information to establish information to credibility with credibility with established.
credibility with audience. establish credibility audience. audience but is
with audience. unconvincing.
Main points Main points are effective Main points support Some main points Some main points are Some main points are
and strongly support the the central idea. overlap or are unclear. missing.
central idea. redundant.
Main points are strongly Main points are Support for main No support for the
supported with convincing supported with Main points are points is below the main points is
evidence from at least convincing evidence supported with minimum presented.
three sources. from at least three evidence from at least requirement.
sources. three sources.
Transition Complete transitions Complete transitions Attempts to use Some transitions or Transitions are
between main points between main points. transitions between parts of transitions missing.
create effective flow. main points. are missing.
Conclusion Clearly and concisely Clearly and concisely Clearly reviews thesis Missing review of Review of central idea
reviews central idea and reviews central idea and main points. central idea or review and main points is
main points of speech. and main points of of main points. missing. Closure
Provides a memorable, speech. Provides a Conclusion may be statement is missing.
compelling closing closure statement. poorly worded.
statement.
Oral style Conversational style flows Mostly While much of the Attempts to be Not conversational;
easily; engages and conversational; speech is in written conversational; reads the entire
enthralls the audience; fluid throughout most of style there are times reading most of the speech.
speech. Speaker appears the speech you that you talk to us - do speech. Nervousness
relaxed and confident. engage the audience. this more often so we apparent.
Work just a bit to can connect more
excite and enthrall the fully.
audience more fully.
Language Language is vivid, enhances Language is Language is plain, Language has many Language is offensive/
clarity; grammar/ understandable with a uninteresting; several grammar/pronunciati marginalizing.
pronunciation correct. few grammar/pronunciati on errors.
grammar/pronunciati on errors.
on errors.
Eye Contact Effectively, consistently Consistently engages Attempts to establish Eye contact is minimal Eye contact is almost
engages audience with audience with eye eye contact but and fleeting. non-existent.
sustained eye contact. contact. sometimes appears
distracted an/or tied
to notes.
Body movement Natural use of body Body movement and Attempts to use body Body movement and No attempt made to
and gestures movement and gestures gestures appropriate movement and gestures appear use body movement
reinforce speech but infrequent. gestures. Appears robotic or distracting. or gestures to
throughout presentation. uncomfortable. enhance message.
Content All content directly related Content directly Demonstrated basic Few facts related to Facts not used.
to the topic. Opinions were related to the topic. understanding of the the topic. Most
always supported by fact if Almost all opinions topic. Many opinions information was
possible. were supported by were not supported opinion.
facts. by facts.

Hotshot Reflect on your informative speech practice using the following guidelines.
1. How well did you perform your speech?

2. What were the good points that you should maintain in delivering your speech?
3. What were your obstacles in delivering the speech?
4. What could you do to perform better?

SPEAKING
5
The research said …

1. understand the structure of reported speech;
2. report other people's utterances in daily conversation;
• Do you like to watch news on TV or

read news on newspaper?
• What kind of tenses are used in
reporting news?
Read the dialogue find the reported speech from the dialogue and
Practice 1 discuss the structure.
Principal : Why were you absent yesterday?

Bob : Sir, I was unwell. I wrote an application for leave.
Principal : I know, but I phoned your father this morning and found out you
were not sick. Do you have anything to say?
Bob : I'm sorry, Sir. I had to attend a friend's birthday celebrations.
Principal : It's all right to be absent in that case to, but what I want to remind
you is that you should always tell the truth.
Boy : I'll not cheat again, Sir. Principal
: Go to your class now.

Watch the video and take notes of any important information about
Practice 2 reported speech.
Credit:
https://www.youtube.com/watch?v=cetrt
FDN2Zg
Language
REPORTED SPEECH
Focus
When transforming statements, check whether you have to change:

• pronouns
• tense
• place and time expression
1- Pronouns
In reported speech, you often have to change the pronoun depending on who
says what.
Example:
She says, “My dad likes roast chicken.” – She says that her dad likes roast
chicken.
2- Tenses
• If the sentence starts in the present, there is no backshift of tenses in
reported speech.
• If the sentence starts in the past, there is often backshift of tenses in
reported speech

Direct Speech Reported Speech
Simple forms
Simple Present Simple Past
Simple Past
Present Perfect Past Perfect
Past Perfect
will would
Progressive forms
am/are/is was/were
was/were
has been had been
had been
3. Time and place

If there is an expression of time/place in the sentence, it may be changed, depending on the situation.
Direct Speech → Peter: “I worked in the garden yesterday.”
Reported Speech → Peter said (that) he had worked in the garden the day before.
Direct Speech Reported Speech
this evening that evening
today/this day that day
these days those days
now then
a week ago a week before
last weekend the weekend before / the previous weekend
next week the following week
tomorrow the next/following day
here there

Watch the video. Write down 10 sentences using reported speech about what the
Practice 3 speaker say from the video which you think are interesting. Share your answer to the
class.
1.
2.
3.
4.
Credit: https://www.youtube.com/watch?v=6P2nPI6CTlc
5.
6.
7.
8.
9.
10.
Word Power REPORTING VERBS

Read the speaking card from your teacher and interview your friend using the
Hotshot question written on that card. Later, try to report the result of interview using
reported speech to your class.

24
SPEAKING
6
This decision is the best

1. apply skills in giving opinion, interrupting and negotiating;
2. make compare contrast statement;
3. perform community meeting properly.
Snapshot Discuss these questions.
✓ Have you ever planned, arranged or managed a meeting?

✓ What does each of these tasks involve?
✓ What is the most difficult part?
✓ How tightly does the chairperson need to control the meeting?
What do you think are the

functions of the
chairperson during a
meeting?
Look at this introduction to a meeting.

Practice 1 What does the chairwoman mean by the phrases in bold?
Right … I think we should start now. Robert, Alice … could you …? Robert
…? Thanks.
OK, so, is everybody here? Who are we waiting for? Hmmm … well, I think we’ll have to make a start
without them. We’ve got a lot to get through this afternoon.
Right, well, as you know, the purpose of today’s meeting is to see where we are with the marketing
plan, and to work out what we still need to do before the launch, which is now just six weeks away.
By the end of the meeting, we need to have a list of firm action points for the next month. Hopefully
we’ll then need only one more meeting next month to tie up any remaining loose ends.

Did everyone get a copy of the agenda I sent round? OK, good.
As I say, we’ve got a lot to get through, so please let’s stick to the agenda. I’ve set aside two hours for
this meeting, and we really can’t afford to run over. Ideally, we can cover everything in an hour and a
half. Does that sound reasonable?
Ah, Helena, come and take a seat. We started without you.
So perhaps we can get the ball rolling by going through the list of action points from the last meeting.
Borys, you were going to look into the costs of the various options that
came up last time. Could you tell us what you found out?
Practice 2 Discuss these questions with a partner.
1. What body language do you think the chairwoman used to interrupt the small talk? Why didn’t she
finish her request?
2. Why do you think the chairwoman decided not to criticise people for being late? Do you agree with
her decision?
3. The chairwoman referred to action points for the next month and a meeting next month. What’s the
difference between the next month and next month?
4. Why didn’t the chairwoman go through the agenda step-by-step? Do you agree with her decision?
5. Why did the chairwoman set both a maximum time limit and an ideal time limit?
6. What verb form did the chairwoman use to refer to an action point from the last meeting?
7. Do you think the chairwoman’s language was too idiomatic at times?
Skill Focus EXPRESSIONS USED IN A DISCUSSION
1. Stating opinions
Supporting statement(s): ____________________
Your opinion:
_________________
Conclusion/Reiteration: _____________________
An opinion can be opened with:

I have no doubt that…
As far as I’m concerned… How to support an opinion?
Speaking personally… Support it with logical explanation
In my opinion/perspective… and evidences/examples
I hold the opinion/view that…

2. Expressing Agreements / Disagreements
Supporting statement(s): ____________________
Your stance
(Agree / Disagree):
_________________
Conclusion/Reiteration: _____________________
Common expressions used:

I couldn’t agree more…
I have no objection…
We are on the same page…
I don’t share the same view…
I take a different view…
I think otherwise…
3. Interrupting a conversation 4. Negotiating

Asking for Directly interrupting Common expressions used:
interruption
We’d like to propose that…
Do you mind if I Excuse me for
come in here? interrupting, but… We propose/ suggest…
I think the best deal is…
Can I just butt in Before you move on,
for a second? I’d like to say How about we…
something
Practice 3 Make a negotiation by following the instructions below
Instructions:
1. One of you will act as the spokesperson
of environmentally-friendly Non-
Governmental Organization (NGO)
called Green Peace.
2. One of you will act as a corporate owner

who would like to construct a
developmental project that is needed
by the country, however the project
comes at the expense of inflicting
certain harm to the country, including
environmental degradation.
3. In pairs, please make a negotiation in

order to reach a win-win solution
regarding this issue.

Practice 4 Island Adventure
CHALLENGE UPGRADED!
The island is devoid of dangerous animals, but there is a very strong storm every eight
hours that destroys any structures and leaves everything soaking wet.
Hotshot LANGUAGE AND SKILL CHECKLIST
LANGUAGE CHECKLIST SKILLS CHECKLIST

Chairing and Leading Discussion Preparation for meetings
Opening the meeting Chair
Thank you for coming… • Decide objectives
It’s ten o’clock. Let’s start… • What type of meeting (formal or informal,
We’ve received apologies from… big or small, short or long, regular or ‘one
Any comments on our previous meeting? off’
• Study subject for discussion
• Anticipate different opinions
Introducing the agenda Secretary
On the agenda, you’ll see there are three items. • Obtain agenda and list of participants
There’s one main item to discuss... • Inform participants and check the room,
equipment and accommodation

28
LANGUAGE CHECKLIST SKILLS CHECKLIST
Chairing and Leading Discussion Preparation for meetings
Stating Objectives Participants
We’re here today to hear about plans for… • Study subjects on agenda, work out
Our objective is to discuss different ideas… preliminary options
What we want to do today is to reach a • If necessary, find out team or
decision… department views
• Prepare own contribution, ideas, etc
Controlling the meeting The Role of Chairperson:
Sorry Hans, can we let Magda finish? • Start and end on time
Er, Henry, we can’t talk about that. • Introduce objectives, agenda, speaker
• Define time limits for contribution
Closing the meeting
• Control discussion, hear all views
I think we’ve covered everything.
• Summarize discussion at key points
So, we’ve decided…
• Ensure that summary and decision are
That’s it. The next meeting will be…
clear and understood
• Define actions to be taken and individual
responsibilities.

29
SPEAKING
7 What opposing viewpoints does
the writer offer?

1. write their opinion on issues clearly;
2. show their stand either to agree or to disagree on certain subject;
3. identify the argumentative essay organization;
4. understand important phrases for argumentative essay;
Snapshot Match the speech topic with the type of speech provided.
Informative Essay? / Argumentative Essay?
“Technology is
making people “Food
Shortage” “About
less creative” ALS”
“Internet “Genetic research

Privacy” is destroying
humanity”
“Three Common
Symbols in “First World
Dreams” Problems”
How can you categorize them?
What is the purpose of each speech type here?
Skill Focus ARGUMENTATIVE ESSAY
Discuss these questions for a few minutes with in pairs

• What is the difference between discussing something and arguing about something? What is the
difference between a discussion and an argument?
• What did you last discuss at work? What did you last argue about?
• How can someone make a convincing argument? What should they do and what should they say?
Argumentative speeches generally concern topics which are currently being debated by
society, current controversial issues. The audience should be challenged to re-examine their long-held
values, and will be asked to alter deeply held convictions based on new evidence or viewpoints on the
issue. As an effective argument writer you must enable the reader to clearly see and understand your
point of view. Your POV should be based on strong reasons and solid information.

Purpose:
– The aim is to present compelling evidence so that the reader acknowledges the validity of the
argument. It is to demonstrate the writer’s position, belief, or conclusion in a reasoned, logical way
and to appeal to the reader to accept it. It begins with an issue statement that explains the topic.
From there, it makes a claim, a statement of support or opposition to the topic.
– This more formal and academic genre requires that the writer support his or her argument with solid
evidence. Argumentative writing must cite scientific studies, statistics and quotes from experts. It
also highlights evidence that the author has generated with his/her own surveys and questionnaires.
An argument speech is characterized by:
• An introduction that clearly states the author’s claim (particular stand) to the issue being raised.
• Several paragraphs presenting main reasons and evidence
• A conclusion that restates the claim and highlight the most important argument.
Express your opinion
expressing your
opinion I believe strongly …
Provide supporting
arguments
sequencing Firstly, … ; Finally, …
providing
supporting What is more, …
Argument 1 Argument 2 Argument 3 arguments
I am aware that you
acknowledging are in two minds
other views about …
Acknowledge
showing contrast however, …
your opposing view
I am convinced
that flexi-time will
create a happier
Show contrast workplace and
reformulating result in higher
staff retention
levels.
Reformulate your argument
summarizing All things considered, …
Summarize

Practice 1 Read the example and identify the language used.
‘I believe strongly that introducing a flexi-time system would be beneficial. Firstly, it would
facilitate a better work–life balance. What is more, it would allow employees to attend
language classes. Finally, not only would it would increase job satisfaction but it would also
boost productivity. I am aware that you are in two minds about introducing this system;
however, I am convinced that flexi-time will create a happier workplace and result in higher
staff retention levels. All things considered, it seems a productive step for us to take.’
expressing your opinion
sequencing
providing supporting
arguments
acknowledging other
views
showing contrast
Reformulating
summarizing
Compose your claim statement and main reason on issues based on

Practice 2 your interest.
ISSUE: ISSUE:
CLAIM STATEMENT: CLAIM STATEMENT:
MAIN REASON: MAIN REASON:

Practice 3 Read the example and answer these questions.
To Chew or Not to Chew

Is it right to ban gum in school? Many people would agree that gum should be banned. Nasty gum stuck
in unlikely places is a nuisance for both teachers and students. Teachers and administrators alike say it
is distracting, and it creates a janitorial nightmare. But wait-if schools are interested in improving
student achievement, they will rethink their policy against chewing gum. Research shows that chewing
gum actually improves learning by increasing brain activity and focus.
Gum chewing helps students stay alert and ready to learn. Students in my classes sometimes have
trouble staying awake, much less keeping alert. If they chew gum, the movement of the jaw can help
keep students awake. Even better, research done by Kathleen Melanson, from the University of Rhode
Island, has shown that chewing gum raises your metabolism by 20 percent
(www.medicalnewstoday.com). This increase in metabolism shows a direct link between physical
alertness and chewing gum.
Some people think that gum is an unhealthy habit, but when examined closely, this idea is not
supported by research. As a matter of fact, gum is a healthy option to avoid overeating. Others say that
chewing sweet gum causes tooth decay. However, many gums contain xylitol, which makes them sugar
free. Research by the Trident Company, a chewing gum manufacturer, shows that chewing sugar-free
gum can reduce cavities by 70 percent. According to Trident, chewing gum is like chewing fluoride in its
cavity-prevention power.
Most importantly, gum promotes learning by helping students work better and longer. The Wrigley
Company, which has produced chewing gum for decades, claims that soldiers have chewed gum since
World War I to improve concentration during stressful situations. In addition, research conducted by
the American Society for Nutrition found that students who chewed gum during class over a 14-week
period had a significant increase in test scores and received a better final grade compared to those who
had not chewed gum. By now it should be clear that chewing gum has real benefits. One last piece of
evidence indicates chewing gum increases brain power and the ability to concentrate. Chewing gum
makes the brain think it is going to get food. As a result of this chewing motion, research has shown
that insulin, which enhances learning and memory, is released to the brain and helps it to concentrate
and focus (Andrew Scholey, Swinburne University, www.medicalnewstoday.com).
Students do not have to chew gum to do well in school, but the evidence clearly shows that chewing
gum may help students do better in school. Schools should do all they can to support student learning.
Please urge our school administration to change its thinking on banning gum in school.
1. What is the writer’s purpose for writing this argument?
2. Who do you think the writer had in mind as an audience for this argument? To whom do the
reasons and evidence seem addressed?

3. What facts, examples, and personal experiences does the writer present as evidence to
support the argument? What evidence is most relevant and effective, and why?
4. What opposing viewpoints does the writer offer?
5. Organization: How does the writer set up the organization of the essay?
6. Transitions: What words does the writer use to connect thoughts and guide the reader
through the essay?
7. Sources: What sources does the writer cite? How do those sources support the writer’s claim
with relevant evidence? Do the sources appear credible? How does the source of the evidence
affect its relevance?
Source: https://springboard.collegeboard.org/sites/default/files/writing-workshop-G7.pdf
Practice 4 Discuss these following topics using the argumentative speech structure
Animal testing should be Climate change is the Eating meat should be

banned greatest threat facing ruled strictly.
humanity today.
To get married with no

Boys and girls will never
intention to have any
be best friends
children is acceptable
Watch this video and notice the argumentative speech elements

Practice 5 involved.
______________________________________
______________________________________
______________________________________
______________________________________
______________________________________
______________________________________
Credit: https://youtu.be/ka6_3TJcCkA

34
Practice 6 Outlining Argumentative Speech
Now, it is time to arrange your argumentative essay based on your interest. Consult the chart of
argumentative speech structure to guide you.
Later on, your friends, as the audience, will give you some feedback.
OPINION:
ARGUMENTS (SUPPORTING ARGUMENT 1, 2, 3):
OPPOSING VIEW:
SHOW CONTRAST:
REFORMULATING ARGUMENT:
CONCLUSION:
ADVICE FOR FORMULATING ARGUMENT.

Hotshot Which are appropriate? Which are inappropriate?
The Role of Chairperson:

1.
•
Have a clear standpoint – make sure that your audience knows what your opinion is.
Start and end on time
❑
2. • Don’t makeobjectives,
Introduce your argument clear until
agenda, just before you conclude.
speaker
3. • Define time
Present limits
a logical for contribution
sequence of reasons for your argument so that it is easy to follow. ❑
• Control discussion, hear all views
4. • Provide supporting
Summarize arguments
discussion at keyand evidence to strengthen your view.
points ❑
5. • Ensure that summary and decision are clear and understood
•
Give many different examples of why your opinion is valid.
Define actions to be taken and individual responsibilities.
❑
6. If you refer to other people’s opinions, you can contrast them with your own.
❑
7. Always agree with other people’s opinions.
❑
8. Use insults to make your partner’s argument weaker.
❑
9. Make sure to reformulate your argument so the audience hears it one more time.
10. Summarize your main point at the end of your argument.
❑
❑
❑

35
SPEAKING
8
I am ready for my argumentative speech

1. evaluate peer in delivering argumentative speech;
2. practice delivering an argumentative speech;
Refer to your own preparation in delivering an argumentative

Snapshot speech and check the following items.
In an Argumentative Speech, the speaker:

• Presents an issue.
• Takes a position on the issue.
• Develops an argument to convince the listeners/ audiences that this position is correct.
Argumentative speech often require research: you must collect evidence that relates to the topic, such
as facts, statistics, and quotations from expert sources.
Your goal is to convince your audiences that your opinion about an issue (your thesis statement) is
valid and important. To accomplish this goal, your speech must state your opinion about the issue
clearly. Your introduction should:
• Grab your audiences' attention with a hook.
• Clearly introduce and define your topic.
• Give any necessary background information.
• Make a claim about the issue (thesis statement) this presents a strong argument and clearly indicates
your purpose for speaking.
Then you must persuade the audiences that this position is right. Your body of speech should:
• Clearly present the main arguments that support your thesis statement/ main idea.
• Include facts, evidence, and examples that support each main argument.
You should include at least one reference to an outside source. This could be a direct quote, a
paraphrase, a summary, or a reference to a specific research study which you can show on
your PPT slides.
• Present one or more counterarguments to show that you have considered opposing opinions.
a. Your speech needs to be balanced to show that you understand the issue completely. One
way to do this is to include an opposing viewpoint, or counterargument. Even though you are
arguing one side of an issue, you must think about what someone on the other side of the
issue would argue.
b. Discussing only your opinion makes your speech sound biased, and your audiences may not
be convinced of your viewpoint.
• Acknowledge counterargument(s) where appropriate and respond to them with refutations.
After giving your opponent's point of view, you offer a refutation. This means that you refute
the other point of view, or show how it is wrong.
Finally, your conclusion should summarize all the arguments you have stated. It may also give a
warning, a prediction, or a suggestion about what should happen next.

Evaluate your peer’s argumentative speech using this rubric. Share any
Practice 2 comment to Improve his speech.
5 pts 4 pts 3 pts 2 pts 1 pts
Attention getter Attention device gains Device gains attention Devices gains minimal Attention device is No central idea is
attention of audience. but the device is not attention. unrelated to the topic. stated.
Device is creative and creative. Devices gains
appropriate to topic and minimal attention.
audience.
Central idea Central idea is clearly Central idea is clearly Central idea is clearly Central idea is not No central idea is
informative in nature. informative in nature informative but not clearly informative. stated.
States central idea clearly and is clearly stated. clearly or concisely
and concisely. Central idea Central idea is not stated.
is original. concisely stated.
Central idea is not
original.
Credibility Provides detailed Provides some Minimally establishes Attempts to establish No credibility
information to establish information to credibility with credibility with established.
credibility with audience. establish credibility audience. audience but is
with audience. unconvincing.
Main points Main points are effective Main points support Some main points Some main points are Some main points are
and strongly support the the central idea. overlap or are unclear. missing.
central idea. redundant.
Main points are strongly Main points are Support for main No support for the
supported with convincing supported with Main points are points is below the main points is
evidence from at least convincing evidence supported with minimum presented.
three sources. from at least three evidence from at least requirement.
sources. three sources.
Transition Complete transitions Complete transitions Attempts to use Some transitions or Transitions are
between main points between main points. transitions between parts of transitions missing.
create effective flow. main points. are missing.
Conclusion Clearly and concisely Clearly and concisely Clearly reviews thesis Missing review of Review of central idea
reviews central idea and reviews central idea and main points. central idea or review and main points is
main points of speech. and main points of of main points. missing. Closure
Provides a memorable, speech. Provides a Conclusion may be statement is missing.
compelling closing closure statement. poorly worded.
statement.
Oral style Conversational style flows Mostly While much of the Attempts to be Not conversational;
easily; engages and conversational; speech is in written conversational; reads the entire
enthralls the audience; fluid throughout most of style there are times reading most of the speech.
speech. Speaker appears the speech you that you talk to us - do speech. Nervousness
relaxed and confident. engage the audience. this more often so we apparent.
Work just a bit to can connect more
excite and enthrall the fully.
audience more fully.
Language Language is vivid, enhances Language is Language is plain, Language has many Language is offensive/
clarity; grammar/ understandable with a uninteresting; several grammar/pronunciati marginalizing.
pronunciation correct. few grammar/pronunciati on errors.
grammar/pronunciati on errors.
on errors.
Eye Contact Effectively, consistently Consistently engages Attempts to establish Eye contact is minimal Eye contact is almost
engages audience with audience with eye eye contact but and fleeting. non-existent.
sustained eye contact. contact. sometimes appears
distracted an/or tied
to notes.
Body movement Natural use of body Body movement and Attempts to use body Body movement and No attempt made to
and gestures movement and gestures gestures appropriate movement and gestures appear use body movement
reinforce speech but infrequent. gestures. Appears robotic or distracting. or gestures to
throughout presentation. uncomfortable. enhance message.
Content All content directly related Content directly Demonstrated basic Few facts related to Facts not used.
to the topic. Opinions were related to the topic. understanding of the the topic. Most
always supported by fact if Almost all opinions topic. Many opinions information was
possible. were supported by were not supported opinion.
facts. by facts.

Hotshot Reflect on your argumentative speech practice using Self-Assessment Checklist.
Does my introduction include:

___ A hook
___ The topic
___ Background information
___ A strong thesis statement
Do my body of speech include:

___ A clear presentation of the main arguments (that support my thesis statement)
___ Facts, evidence, or examples to support each argument
___ At least one reference to an outside source
___ At least one counterargument and refutation
___ Transitions so that my ideas flow together in a logical order
Does my conclusion include:

___ Summarize my arguments
___ Remind my audiences why they should agree with my position
___ Give my audiences something to think about

References
Candace, M. (1994). Speaking solution: Interaction, presentations, listening and pronunciation skills.
New Jersey: Prentice Hall Regents.
Cullen, P., French, A., & Jakeman, V. (2014). The official Cambridge guide to IELTS: Student's book.
Cambridge: Cambridge University Press.
Dale, P. and Wolf, J.C. (2000). Speech communication made simple. New York: Longman. Public
Speaking Success. 2010. Learning Express, LLC.
Sweeney, S. (2003). English for business communication (2nd ed.). Cambridge: Cambridge University
Press.
Wallwork, A. (2016). English for presentation at international conference (2nd ed.). London: Springer
International Publishing.

Speaking Module For Jesuit Scholastics 2022

Uploaded by

Copyright:

Available Formats

You might also like

Speaking Module For Jesuit Scholastics 2022

Uploaded by

Document Information

Original Description:

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Speaking Module For Jesuit Scholastics 2022

Uploaded by

Copyright:

Available Formats

CENTER OF ENGLISH FOR SPECIFIC PURPOSES

Language Institute of Sanata Dharma University

Table of Contents ……………………………………………………………………………………………………………… I

Speaking 1 – Introduction to Public Speaking ……………………………………………………………….….. 1

Center of English for Specific Purposes i

SPEAKING TOPIC CONTENT

6 Community meeting • Opening a meeting

Center of English for Specific Purposes ii

Learning objectives – Participants are able to:

Snapshot Discuss these following questions.

✓ Have you delivered a presentation?

✓ Do you plan your presentation?

✓ Have you ever failed in delivering a presentation?

Skill Focus ABOUT PRESENTATION

Center of English for Specific Purposes 1

CHECK YOUR LANGUAGE

Practice 1 Watch 3 videos and discuss the following questions.

https://youtu.be/Rr5Py1r9xjw https://youtu.be/U9cGdRNMdQQ https://youtu.be/Kh9GbYugA1Y

How do they start the

How do they deliver

Center of English for Specific Purposes 2

1. The Interesting Question Hook

2. The Strong Statement/Declaration Hook

3. The Fact/ Statistic Hook

4. The Metaphor / Simile Hook

5. The Story Hook

6. The Description Hook

7. The Quotation Hook

Practice 2 HOOK GAME

Your teacher will draw a

Center of English for Specific Purposes 3

Hotshot SELF EVALUATION

Did I use unnecessary getures in my performance?

Were my opening relevant with the topic?

Did I make any grammatical mistakes?

Center of English for Specific Purposes 2

Learning objectives – Participants are able to:

Snapshot Discuss these following questions.

Which one is more trusted

What do you think about the chart?

Research by a professor at UCLA

your vocal qualities and visual characteristics

Center of English for Specific Purposes 5

Your body language = your

It can help you convey an aura

Center of English for Specific Purposes 6

Analyze the examples of gestures below and consider the emotions

No The posture Emotion The hidden message

1 Looking down ashamed I’m timid and afraid of my own

2 Refusing to face people directly

3 Cocking your head to one side,

4 Standing with your spine

5 Keeping your head erect, your

6 Standing naturally, both feet flat

Center of English for Specific Purposes 7

Peer- evaluation checklist

No The points √/× Notes