英語演講選修課教案informativespeech-I

PAGE第10次課教學(xué)課型：理論課□實(shí)驗(yàn)課□習(xí)題課□實(shí)踐課□技能課□其它□主要教學(xué)內(nèi)容（注明：*重點(diǎn)#難點(diǎn)）：InformativespeechI:supportingmaterialsI．Examples*TipsforusingexamplesII．Testimony*TipsforUsingtestimonyIII．StatisticsTipsforusingstatisticsIv.#Samplespeechwithcommentary教學(xué)目的要求：Getstudentstoknowhowtouseexamples,testimonyandstatisticseffectivelytobackupthespeech.教學(xué)方法和教學(xué)手段：Teaching;ppt討論、思考題、作業(yè)：Whatarethefourtipsforusingexamplesinyourspeech?Explainthedifferencebetweenexperttestimonyandpeertestimony.參考資料：TheartofpublicspeakingBeagreatspeechmaker注：教案附后Lesson9 InformativespeechISupportingyourideasHeatherKolpindecidedtogiveherfirstclassroomspeechonthebenefitsofgoodnutrition.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,testimonyandstatisticsI．ExamplesExamples：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,theWaddleExamplesmayberealandfactualononehandorhypotheticalandimaginedontheother.Thehypotheticalandimaginedonesarecalledhypotheticalexamples.Identifythepeopleyouquoteorparaphrase.Theusualwaytoidentifyyoursourceistonamethepersonandsketchherorhisqualificationsbeforepresentingthetestimony.Forinstance:JohnSilber,ChancellorofBostonUniversityandChairmanoftheMassachusettsBoardofEducation,remarks:“Itisquiteclearthatremarkablecompetenceinalanguagecanbeachievedinthreeyearsifthesesyearsaretheagesthree,four,andfive.Thereisnoquestionthatfortheaveragechildtobecomebilingual,theearlierthebetter.”Afterthisstatement,thereisnodoubtaboutSilber’squalificationsorwhytheaudienceshouldrespecthisjudgmentonthesubjectofeducation.III．StatisticsWeliveinanageofstatistics.Dayinanddayoutwearebombardedwithnumbers.Whenusedproperly,statisticsisaneffectivewaytoclarifyandsupportideas.Likebriefexamples,statisticsareoftencitedinpassingtoclarifyorstrengthenaspeaker’spoint.Thefollowingexamplesshowhowthreestudentsusedstatisticsintheirspeeches:Toshowthedangersposedbyrunningredlights:“AccordingtotheU.S.DepartmentofTransportation,200,000peopleareinjuredandmorethan800arekilledeveryyearintheU.S.duetomotoristswhorunredlights.”Toillustratethegrowingpopularityoforganicfoods:“ConsumersUnionreportsthatsalesoforganiccropsnowexceed$9billionayearandareincreasingattherateof20percentannually.”Todocumenttheproblemofidentitytheft:“AsstatedbyNewsweekmagazine,identitythefthasbecometheleadingsourceofconsumerfraudintheU.S.,withanestimated500,000to700,000victimseachyear.”Whenusingstatistics,askyourselfthefollowingtwoquestion:Arethestatisticsrepresentative?Arethestatisticsfromareliablesource?TipsforusingstatisticsUsestatisticstoquantityyourideasThemainvalueofstatisticsistogiveyourideasnumericalprecision.Thiscanbeespeciallyimportantwhenyouaretryingtodocumenttheexistenceofaproblem.Examplescanbringtheproblemaliveanddramatizeitinpersonalterms.Butyourlistenersmaystillwonderhowmanypeopletheproblemactuallyaffects.Insuchasituation,youshouldturntostatistics.Researchhasshownthattheimpactofexamplesisgreatlyenhancedwhentheyarecombinedwithstatisticsthatshowtheexamplestobetypical.Supposeyouaretalkingabouttheneedfortougherdriver’slicenserequirementsforelderlydrivers.Partofyourspeechdealswiththegrowingnumberofautoaccidentscausedbydriversaged70andolder.Yougiveanexample,youpersonalizeit,youprovidemanydetails,asfollows:MarieWyman’s87thbirthdaycelebrationattheLobsterTrapandSteakhouseinWinslow,Maine,endedwithabang.AsWymanbackedoutofherparkingspot,shelostcontrolofherBuickandplowedrightthroughtherestaurant’scrowdeddiningroom.Tablesandchairsscatteredasterrifieddinersscrambledforcover.Twenty-sevenpeoplewereinjured,andpolicesayitwasamiraclethatnoonewaskilled.Thenthespeakerusedfigurestoquantitytheproblem:AccordingtotheNationalHighwayTrafficSafetyAdministration,almost5,000driversage70orolderwerekilledlastyear,a33percentincreaseoverthepast10years.Infewthan20years,therewillbemorethan30milliondriversoverage70intheUnitedStates,andhighwaysafetyexpertswarnthatthenumberofpeoplekilledincrashesinvolvingelderlymotoristsislikelytoexceedthedrunk-drivingdeathtoll. UsestatisticssparinglyNothingputsanaudiencetosleepfasterthanaspeechscatteredwithnumbersfrombeginningtoend.Insertstatisticsonlywhentheyareneeded,andthenmakesurethattheyareeasytograsp.IdentifythesourceofyourstatisticsAswehaveseen,figuresareeasytomanipulate.Thisiswhycarefullistenerskeepanearoutforthesourcesofaspeaker’sstatistics.Tellyourlistenerswhereyourstatisticsisfrom,anditisreliable.ExplainyourstatisticsStatisticsdon’tspeakforthemselves,theyneedtobeinterpretedandrelatedtoyourlisteners.AspeechmadebyUSSecretaryofStateCollinsPowellontheinternationalAIDScrisisManyspeakershavenotedthedreadfultollthatAIDSistaking….Butletmetrytomakeitmorerelevant.Thishallholdsabout2,000people.Bythetimethethreehoursofthissessionelapse,2,000peoplearoundtheworldjustaboutthesamenumberwhoareherewillbenewlyinfectedwithHIV/AIDS.That’soneforeverypersoninthisroom.Insomecountriestheinfectionrateissohighthatoneinthreeofusthedelegatetoyourright,thedelegatetoyourleft,oryou,yourselfwouldbeHIVpositive.Explainingwhatstatisticsmeanisparticularlyimportantwhenyoudealwithlargenumbers,sincetheyarehardtovisualize.Hereisanexampletoexplainthe$6.5trillionU.S.nationaldebt.Howmuchmoneyisatrilliondollars?Thinkofitthisway.Ifyouhad$1millionandspentitattherateof$1,000aday,youwouldrunoutofmoneyinlessthanthreeyears.Ifyouhad$1billionandspentitattherateof$1,000aday,youwouldnotrunoutofmoneyforalmost3,000years.Andifyouhad$1trillionandspentitattherateof$1,000aday,youwouldn’trunoutofmoneyfornearly3millionyears！RoundoffcomplicatedstatisticsSometimesyoudonothavetogivetheexactnumber;theyaretoocomplicatedtobereallyunderstoodbylisteners.Unlessthereisanimportantreasontogiveexactnumbers,youshouldroundoffmoststatistics.Forinstance,MountKilimanjarois19,341,youshouldsay,itis19,300.Themoonis238,855milesfromearth,youshouldsay:itis239,000milesfromearth.UsevisualaidstoclarifystatisticaltrendsVisualaidscansaveyoualotoftime,aswellasmakeyournumberseasiertounderstand.SamplespeechwithcommentaryThefollowingspeechillustrateshowtowoksupportingmaterialsintoapresentation.asyoureadstudyhowthespeakerusesavarietyofexamples,statistics,andquotationstomakeherideasclear,credible,andconvincing.SufferthechildrenMatthewGarveywasjust13yearsoldwhenhewashiredbyQualityCarWashinLaurel,Maryland,totowel-drycarsastheycameofftheline.Notlongafterhebeganworking,Matthewlosthisrightlegwhenitgotcaughtinanindustrialmachineusedtosuckthemoistureoutofthetowels.Afterinvestigating,theU.S.DepartmentofLaborfinedthecarwashforillegallyhiringaThespeakerbeginwithanextendedexampletogainattentionandinterestTheexampleisspecificanddetailed.WearetoldMatthewGarvey’snameandage,wherehelived,thekindofworkhedid,andhowhewasinjured.Thesearethekindsofdetailsthatbringexamplestolifeandhelpgetlistenersinvolvedinaspeech.ThisinjustoneofthemoretragicexamplesofwhatJeffreyNewmanoftheNationalChildLaborCommitteecallsthe“crisis”ofchild-laborlawabusesintheUnitedStates.Inresearchingthisspeech,IdiscoveredthatemployersfromNewYorktoCaliforniaarebreakingthelawbyhiringchildrenfromage7to17whooftenputinlong,hardhoursindangerousconditionsTodayIwouldliketoshowyoutheextentoftheproblemandhowitjeopardizestheeducationandsafetyofmillionsofyoungpeople.ThespeakermovesintotestimonysuggestingthattheopeningstoryisrepresentativeofamajorproblemintheU.S.Whenyouuseanextendedexample,itisusuallyagoodideatoprecedeorfollowtheexamplewithstatisticsortestimonyshowingthattheexampleisnotunusualorexceptional.Tounderstandtheproblemofchild-laborlawviolationsweneedtobeginbylookingattheprovisionsofthelaw.AsexplainedontheU.S.DepartmentofLaborwebsite,theFairLaborStandardsActsetsaminimumworkingageof14.Itlimits14-year-oldand15-year-oldtothreehoursofworkonschooldays,prohibitsthemfromworkingafter7atnight,andallowsthematotalof18workhoursperweekduringtheschoolyear.Thelawalsorestrictsemploymentofchildrenunder18indangerousjobssuchasconstruction,meat-cutting,andmining.Inherfirstmainpointthespeakerexplorestheproblemofchild-laborlawviolationsintheUnitedStates.Shebeginsbysummarizingtheprovisionsofthelaw.Noticehowsheidentifiesthewebsitewheresheacquiredtheinformation.Passedin1938andamendedseveraltimessince,theFairLaborStandardsActwasdesignedtopreventtheexploitationofchildlaborthattookplaceduringthe19thcentury.Yettodayviolationsofthelawareshockinglywidespread.AccordingtotheAssociatedPress,148,000minorsintheU.S.areemployedillegallyinnonagriculturaljobsduringanaverageweek,workingtoomanyhoursorinhazardousconditions.Inaddition,theNationalChildLaborCommitteereportsthatmorethan110,000childrenworkillegallyonU.S.farms.Statisticsinthisandthenextparagraphbackupthespeaker’spointthatviolationsofchild-laborlawsarewidespreadintheU.S.Ratherthangivingtheexactnumberofviolations,sheroundthemoff,makingthemeasiertograspandrecall.Someofthemostseriousviolationsoccuringarmentindustryfactorisknownassweatshopsthathireimmigrantchildrenatrateswellbelowminimumwage.TheAssociatedPressestimatesthatasmanyas2,600minorsareemployedillegallyinNewYorkCitysweatshops.ThomasCubiak,headofthecity’sgarmentdistricttaskforce,says“mostofthechildreninthesefactoriesarebelow18,someasyoungas8.”LikeFaviolaFlores,a15-year-oldMexicangirlinaManhattansweatshop,theytoillongdaysinunsafeconditionsforaslittleas$3.50anhour.“Idon’tlikeworkinghere,”Floressays,”butIhavenochoice.”Thespeakerusesacombinationofstatisticsandtestimonytosupportherpointaboutchild-laborabusesinthegarmentindustry.ThestatementformThomasGubiakisanexampleofexperttestimony;theclosingquotationfromFaviolaFloresinaninstanceofpeertestimony.Althoughtheexploitationofchildlaborhasbeenaprobleminthegarmenttradesincethe1800s,itcanbefoundinalmosteveryindustrythatemploysminors.InJanuary2000,Wagner’sMeatsofNewOrleanswasfinednearly$150,000forillegallyemploying27minorsindangerousjobsandforexceedingfederalhourlimits.InFebruary2001,ThorntonRoofingwasfined$34,000forchild-laborviolationsinconnectionwiththedeathofateenageworkerinMontgomery,Alabama.InMarch2002,theSixFlagsamusementparkspaid$Aseriesofbriefexamplessupportsthespeaker’sclaimaboutthepervasivenessofchild-laborlawviolations.BecausetheexamplesdealwithcompaniesthroughouttheU.S.andindifferentlinesofbusiness,theyprovidestrongevidencetoreinforcethespeaker’spointthatviolationsofthelawarewidespread.Likeotherbusinesscaughtbreakingchild-laborlaws,Wanger’sandSixFlagstriedtodownplaytheseriousnessoftheiroffenses.Butthegrowingepidemicofchild-laborlawviolationsthreatensboththeeducationandthephysicalsafetyofyoungworkers.Thespeakerbeginshersecondmainpoint—thatviolationsofchild-laborlawshaveseriousconsequencesfortheeducationandphysicalsafetyofyoungworkers.Theeducationalconsequencesaremostdamagingtoillegalunderageemployeeswhoworkinsteadofattendingschool.AsHughMcDaidofNewYorkCity’sgarmenttaskforcesays,illegalunderageworkers“sacrificetheireducationandliterallycommitthemselvestoalifeofworkinginasweatshop.Theyhaveonfuture.”Butevenforchildrenwhodoattendschool,toomanyhoursatworkcanharmtheireducation.IntheirbookWhenTeenagerWork,psychologyprofessorsEllenGreenbergerandLaurenceSteinbergnotethatintensivelevelsofworkamongyouthtendtoproducehighertruancyandlowergrades.AccordingtoGreenbergerandSteinberg,onestudyafteranotherhasfoundthatworkingmorethanaveryfewhoursaweekhasanegativeimpactonteenagers’academicperformance.ThequotationfromHugeMcDaidisagoodinstanceofexperttestimony.Thisquotation,likeothersinthespeech,isshortandforceful.Thereisnoreasontouseadirectquotationunlessitmakesthepointmoreclearlyandforcefullythanyoucaninyourownwords.Herethespeakerparaphrasesratherthanquotingverbatim.Noticethatshegivesthenameofthebooksheisparaphrasingfromandidentifiesitsauthors.Speakershaveanethicalobligationtoindicatethesourcesofparaphrases,aswellasofquotations.Notonlydochildworkersharmtheireducation,buttheyoftenendangertheirphysicalsafetyaswell.RecallthestoryItoldinmyintroductionaboutMatthewGarvey,the13-year-oldwholosthislegwhileworkingatacarwash.EvenmoretragicisthecaseofMichaelHurcone,a17-year-oldPennsylvaniahigh-schoolstudent.Whileemployedatasupermarket,hewasworkingwithabailer—amachinethatcrushesandbinscardboardboxesandissupposedtobeoff-limitstominors.Noticingthatsomematerialwasstuckinthebailer,Michaeltriedtofreeupthejamwhenhegotcaughtinthemachine.Itcrushedhisbodyfor30minutesbeforehesuffocated.Theexamplesinthisparagraphshowspecificcasesinwhichteenagerswereinjuredorkilledbytheviolationofchild-laborlaws.TheextendedexampleaboutMichaelHurconeisespeciallyeffective.Filledwithspecificdetailsthatmakeitinterestingandcredible,itputsthespeaker’spointinhumantermswithwhichtheaudiencecanidentify.Noraretheseisolatedexamples.USATodayreportedonJuly12,2002,that230,000teenagersareinjuredatworkeachyear.AccordingtoformerU.S.LaborSecretaryAlexisHerman,nearly70minorsarekilledonthejobannually—mostinaccidentsinvolvinginfractionsofchild-laborlaws.Inthisparagraphhespeakerpresentstestimonyandstatistictoprovethattheexamplesinthepreviousparagrapharenotatypical.Asinotherpartsofthespeech,sheisquitespecificinidentifyingthesourcesofherevidence.Inthelightofallthisevidence,therecanbenodoubtthattheviolationofchild-laborlawsiswidespreadproblemwithseriousconsequences.TheissueiswellsummarizedbyformerU.S.SenatorHowardMetzenbaumofOhio,whostatedaftercongressionalhearingsonthesubject,“Ishuddertothinkthatchildrenthesameageasmyowngrandchildrenarebeingrobbedofaneducation,theirlim