SPEEuCH-AnnnnND-LANGUAGE-PROGRAM haahahahahahahahahha

Speech and theater arts

1. SPEECH
THEATER ARTS
JhecelleAnn L. Aguilar–Instructor

2. 1.Write an introduction that will get
your audience interest.
2.Avoid an apologetic opening.
3.Develop the body of your talk
according to your planned
approach.
4.Liven up your talk with apt illustrations,
examples, and anecdotes. Avoid too long
anecdotes.

3. 5.Don’t copy someone else style. Your
talk should reflect your personality. However,
study others speeches to get ideas from
which you can evolve your own style.
6.Avoid jargon. Use terms that are
familiar to your audience. If you have to use
some technical terms, explains them in
laymen’s language.
7.Avoid meaningless words and phrases
such as: etc., and so forth, something or
other.

4. 8.Avoid useless expressions such as:
Before I begin, I would like to say… I could
talk on this for hours.
9.Prefer concrete words to abstract;
specific terms to general; familiar words to
the unfamiliar.
10.In using enumerations, guide your
listeners by saying: First, Second. Avoid using:
Firstly, Secondly…

5. 11.Prefer shorter words and simple
sentences. Long sentences may be
effectively presented in parallel structures.
12.If appropriate, use emotional appeals.
13.Write an effective conclusion to
reinforce the main thought. Conclude only
once. False conclusions will render the real
one anti-climactic.

6. 14.Edit your draft.
a)Are there gaps in your
presentation? Supply the necessary
transitions and additional
information or explanation.
b)Check errors and grammar,
structure and logic.

7. c)Does it repeat words unnecessarily?
d)Liven up dull parts.
e)Omit all irrelevant examples and
quotations.
15.Read it aloud for fluency. Some
phrases may be hard to understand in oral
communication. Rephrase them.
16.See that the length of your talk is within
your allotted time, with allowance of adlibs
and repetitions that you might wish to make
during your talk.

8. BEGINNING THE SPEECH:
A good introduction should
accomplish at least three things;
a)It should gain attention
b)Ot should secure goodwill and
respect for you as a speaker.
c)It should prepare for the
audience for the discussion that
is to follow

9. To help you gain these ends,
there are a number of well-
established means for
developing the introduction of a
speech, namely:
a)Referring to the subject
b)Referring to the occasion
c)Using a personal reference or
greeting

10. d)Asking a rhetorical
question
e)Making a startling
statement
f)Telling a humorous
anecdote
g)Using a quotation

11. •ENGING THE SPEECH
1. The main function of the conclusion or
ending of a speech is to focus the
thought of the audience on your central
theme and purpose.
2. If you are presenting a one-point
speech, you may bring your speech to a
close by restating that point in a manner
that makes the manner that makes the
meaning clearer and more forceful.

12. 3. If your speech is more complex,
you may bring its most important
points together in a condensed
and uniform way; or you may spell
out the action or brief which these
points suggest.

13. Some frequently used endings:
a)Issuing challenge or an
appeal
b)Summarizing
c)Using a quotation
d)Using an illustration

14. Some frequently used endings:
e)Supplying an additional
inducement to belief or
action
f)Stating a personal
intention

15. Some frequently used endings:
e)Supplying an additional
inducement to belief or
action
f)Stating a personal
intention

16. LANGUAGE PROGRAMS
AND POLICIES IN
MULTILINGUAL SOCIETIES

17. I. What does ESP mean?
In the advent of content-based
language instruction and skills-based
syllabus, more and more teachers
have realized the effectiveness and
practicality of teaching what the
students NEED and not what the
syllabus or the curriculum dictates.
Hence, the birth of English for Specific
Purposes.

18. Hutchinson and Waters (1987) suggest
that “the foundation of ESP is the
simple question: “Why does this
learner need
to learn a foreign language?”
The answer to this question relates to
the learners, the language
required and the learning context,
and thus establishes the primacy of
NEED in ESP.

19. II. What are the Basic Features of ESP?
1. ESP is goal oriented-Because students
study English for a specific purpose, i.e. to
survive in an academic setting or in a
workplace, topics and activities are
specified on the goal of the student.
Hence, the program should not be
geared towards a general
approach to teaching the English
language.

20. 2. ESP is based on needs analysis-
Relevant to the first criteria, the
topics and activities embedded
within an ESP course is based on
the analysis of students’ needs,
i.e. initial needs, learning needs,
and target or end-of-course
requirements.

23. 3. ESP is time-bound-Because
students study English for a specific
purpose, they do not intend to spend
too much time engaging to indirect
learning activities and exercises.
Each session aims to contribute to the
end goal, which should be met at a
specified time or duration.

24. 4. ESP is for adults-Although there
may be some people taking up ESP
courses, most often the students are
adults, simply because they are the
ones who are opting to learn English
as a preparation for higher learning or
for the workplace.

25. 5. ESP is discipline specific-Most often
than not, ESP courses are written to fit
a particular group of students who
belong to the same field of study. If
you’re a nurse, you would not
enroll in an English for Engineers
course, would you?

26. III. What are the types of ESP?
ESP is basically divided into two types: EOP
(English for Occupational Purposes) and EAP
(English for Academic Purposes).
To develop English in preparation for work or
job (EOP)
and improve language proficiency to survive
and function better in a higher academic
setting (EAP).

27. It requires students to be able to
pronounce written words correctly.
The rate at
which students
read is
important
because slow
reading hinders
comprehension
.
Prosody means
reading with
expression – with
the appropriate
rhythm, tone,
pitch, pauses, and
stresses for the
text.