This oral communication content includes several types of common college-level presentations including an informative speech, visual aid presentation, and Monroe's Motivated Sequence persuasive speech. All of the presentations are for critique and compatible with rubrics that examine basic elements of public speaking. All presentations in this series were delivered by student volunteers as part of a technology fellowship project at the University of Alaska Anchorage. Please note that student presenter first names were included as a way to promote classroom climate and respect when critiquing. It is found that students are more likely to critique in a respectful manner when the example speech presenter is named. 

Patrick Winston's How to Speak talk has been an MIT tradition for over 40 years. Offered every January during the Independent Activities Period (IAP), usually to overflow crowds, the talk is intended to improve your speaking ability in critical situations by teaching you a few heuristic rules. Professor Winston's collection of rules is presented along with examples of their application in job-interview talks, thesis defenses, oral examinations, and lectures.
About Professor Winston
A professor at MIT for almost 50 years, Patrick Winston was director of MIT’s Artificial Intelligence Laboratory from 1972 to 1997 before it merged with the Laboratory for Computer Science to become MIT’s Computer Science and Artificial Intelligence Laboratory (CSAIL). He led CSAIL’s Genesis Research Group, which focused on developing a computational account of human intelligence and how human intelligence differs from that of other species, with special attention to modeling human story comprehension. Professor Winston passed away on July 19, 2019.

From audience analysis to giving a presentation, Stand up, Speak out: The Practice and Ethics of Public Speaking will guide students through the speech making process. The authors focus on the process of speech making because they have created this book to be a user-friendly guide to creating, researching, and presenting public speeches. While both classic and current academic research in public speaking guide this book, the authors believe that a new textbook in public speaking should first, and foremost, be a practical book that helps students prepare and deliver a variety of different types of speeches — and that is the primary goal of this book.With practicality in mind, the authors developed, Stand up, Speak out: The Practice and Ethics of Public Speaking, as a streamlined public speaking textbook. Many public speaking textbooks today contain over twenty different chapters, which is often impossible to cover in a ten-week quarter or a sixteen-week semester; this textbook is eighteen unique chapters. The fifteen chapters are divided into four clear units of information: introduction to public speaking, speech preparation, speech creation, and speech presentation.

This interpretive listening activity focuses on time and basic activity verbs. It can also be used to expose students to the third person plural "they" verbs in a concept attainment activity, in which students attempt to deduce the grammatical rule or pattern for third person plural verbs based on the context.

This resource was created by Kate Steffen, in collaboration with Lynn Bowder, as part of ESU2's Mastering the Arts project. This project is a four year initiative focused on integrating arts into the core curriculum through teacher education and experiential learning.

This page hosts five different lists of phrases grouped by categorry: introductory phrases, basic phrases and questions, and phrases related to the weather, hospitals, and internet cafes. Each phrase is written out alongside a transliteration and a translation.

This interpretive listening task aligns with a novice-level unit about families. This task is tiered by complexity of product (how students show what they know). Level A is given the most support, while level C is given the least support. An answer key is provided.

This interpretive listening and presentational writing task aligns with a novice-level unit about sports. This task is tiered by complexity of product (how students show what they know).

These materials were created by ELPA and they aling with the ELP standards. Theya re organized by grade level and domain. 

Short Description:
The title of this book is Speaking of Culture and its purpose is to define culture and many other concepts associated with it. My hope is that the readings in this book will help you to better understand the breadth of the concept of culture and provide you with a vocabulary for discussing it more articulately. Culture is one of those broad concepts that is used widely, although somewhat imprecisely, in everyday English. It also cuts across many academic disciplines, and this book draws on many of them. It touches, for instance, on anthropology, biology, history, mythology, political science, psychology, and sociology.

Long Description:
“Speaking of Culture” is a collection of instructor-authored background readings intended to accompany other activities, discussions, experiences, projects, and readings for IELI 2470 – Cross-Cultural Perspectives, a course offered by faculty in the Intensive English Language Institute at Utah State University. Its main purpose is to define culture and other concepts often associated with it.

Word Count: 46356

(Note: This resource's metadata has been created automatically by reformatting and/or combining the information that the author initially provided as part of a bulk import process.)

Students create arrangements of a melody and listen to recordings contrasting in style and genre.

The lesson informs the learner about different components of "introductory", "demonstrative", and "persuasive" speech and provides suggestions on the context in which some of these speeches should be used. Learners are expected to display their understanding and knowledge of the three types of speeches by playing a board game developed for this purpose.

These are resources created by ELPA that align to the ELP standards. They are arranged by grade band and domain. 

Practicing Public Speaking in the Theatre & Performance Classroom

Short Description:
Written by theatre educators, Public Speaking as Performance is designed to teach elements of public speaking by using the knowledge that actors bring to the work of performing before an audience.

Long Description:
Public Speaking as Performance: Practicing Public Speaking in the Theatre & Performance Classroom is an innovative public speaking textbook written by theatre educators. It combines the essential elements of speechwriting with the tried and true skills that actors learn to communicate a story to an audience. In chapters such as “Actor Tools for Public Speakers” and “From Page to Stage,” the textbook provides students with a creative and accessible approach to delivering speeches. Drawing on the tradition of teaching public speaking in theatre and drama departments—a practice that is still maintained in some institutions—this textbook emphasizes the performative nature of communication. Educators teaching public speaking in theatre and performance departments will find this a textbook particularly suited to the interests of their students.

Word Count: 61309

(Note: This resource's metadata has been created automatically by reformatting and/or combining the information that the author initially provided as part of a bulk import process.)

This public speaking lesson focuses on presenting and conveying important information, details, facts, and opinions in a concise manner. This lesson presents several different real-world situations where students are asked to share their perspectives, experiences, and stories where they are to give supporting details and facts that are important to the context of different social interactions (talking with peers, colleagues, community, interviews, etc). With the creation of this lesson, different level options of technology integration are offered to allow for flexibility and modifications for this lesson to best serve various classrooms and their students (low tech, medium tech, and high tech options). This lesson will help students analyze a social interaction and/or topic and have them clearly and concisely give an authentic response.

A chapter on listening skills from the textbook, Communication Skills, developed by the Language Communication for Development Department at the Bunda College of Agriculture, University of Malawi.

This robust set of videos, activity sheets, and short written summaries is designed for anyone to use when integrating speaking assignments and activities into college level courses. Each video highlights a specific student activity, applicable to any delivery mode, complete with a video introduction, template, and lesson plan to download. Open pedagogical opportunities are incorporated into several modules with emphasis on student led engagement. Created by Miranda Hawk at Madison Area Technical College.

The 15.821 and 15.822 Sequence
Marketing research may be divided into methods that emphasize understanding "the customer" and methods that emphasize understanding "the market." This course (15.821) deals with the customer and emphasizes qualitative methods (interviews, focus groups, Voice of the Customer, composing questions for a survey). The companion course (15.822) deals with the market and emphasizes quantitative methods (sampling, survey execution, quantitative data interpretation, conjoint analysis, factor analysis).
The methods covered in 15.821 are often used in the "front-end" of market research project, whose second-stage is a quantitative survey. The quality of information gathered in the second-stage is greatly enhanced in this way.
15.821 is designed for the nonspecialist, e.g., someone planning a career in general management, product or project management, R&D, advertising, or entrepreneurship. 15.822 teaches analytical techniques that are standard in consulting or marketing research, and is ideally suited for students planning careers in those fields.

This reading and listening activity aligns well to a novice-level unit about personal descriptions. Students listen to a song and read its lyrics. A handout is included to guide students to demonstrate their comprehension.