Excuse Me, Could You Repeat That?
Topic: Speech Rate
Objective: Following the activity on speech rate the students will be able to correctly identify the difference between effective and ineffective speech rate.
Materials: None
Steps:
- Depending on the class size, split the class into two groups. For example, if the class is 25 people have a group of 12 and a group of 13. For a smaller class, say only 15 students, keep them together as a class.
- Pull three students aside on their way into the room, and explain the activity to them so they know what to do.
- Give each speaker their instructions.
- Speaker A – Instruct this person to tell the class about themselves in a speech format, (not in a list) for one minute. Have them talk as fast as possible, not thinking about form or structure, just getting the information out as fast as possible.
- Speaker B- Instruct the second speaker to tell the class about themselves in a speech format, (not in a list) for one minute. Have them speak slowly, but still get some information out to the audience.
- Speaker C- Have this person, possibly someone who has some experience speaking in front of an audience. Have this person also talk about themselves, but at a more even and consistent rate.
- During these three speeches, take notes and come up with specific questions to ask the audience members from each speech.
- I.E. – Where did Speaker A grow up? How old was speaker B when he got his dog?
- Go over the answers of the “quiz” with the class.
- Lead a discussion with the class about speech rate.
- Which speaker was the easiest to listen to?
- How difficult was it to recall information from each speaker?
- Why is it important to speak evenly and consistently?
- You could utilize technology by having a youtube video of a speaker or have them suggest some people or videos they know of to watch.
- http://www.youtube.com/watch?v=bj9e8w4vNxo
Results: As a result, students should be able to identify different speech rates and why they are effective and ineffective.
Abbie Weidner
9 September 2009
Pauses
Objective: Students will learn how to use pauses by giving a short speech.
Materials: Handout
Steps:
1. Pass out “The Use of Pauses in a Speech” handout.
2. Read the handout together.
3. Once the handout is read, tell the students to think of something they care about. It should be something that they are passionate about. Next, depending on how many students are in the class, tell them that they have to give a two minute speech about their topic of choice. They should brainstorm ideas for their speech no longer than five minutes. They should be evaluated on how they use pauses in their speech. This extemporaneous speech need not have an introduction or a conclusion. Thus, this speech does not negate the importance of an introduction or a conclusion, but rather focuses on the use of pauses so that the students can get some experience practicing them. The students may not use their notes during their speech.
Results: The students will gain some experience in using pauses in a speech.
The Use of Pauses in a Speech
In a speech, a pause can have the same effect as a comma, period, question mark, or an exclamation point does in a sentence. A well punctuated sentence helps the reader follow along better so that meaning can be assessed to the content of what is in the sentence. A poorly punctuated sentence will take more time to comprehend from the reader. In the same way, pauses help the audience understand and follow along in your speech. A speech with little or ineffective pauses will detract from the audience’s understanding or attention. Thus, the use of pauses contributes to how well the audience understands a given speech.
Pauses can also be used to emphasize a particular word or point in your speech. It is useful to pause for a brief moment either after or before one says something in order to communicate its importance without words. It is suggested that one gains eye contact with its audience during the pause. The added effect of eye contact plus a pause lets the audience know its importance. It can also communicate that the speaker wants the audience to think about what was said in the speech. Making eye contact in a pause communicates that the pause was intended and was not a mistake. During the brief pause, one might be able to regain their composure without looking like a nervous wreck. During the pause, one could quickly determine how the audience is reacting to their speech. If one notices a few people frowning or that a lot of people look confused, a pause can give the speaker time to address the audience’s needs accordingly. Pauses allow the speaker time to calm themselves while the audience digests the information the speaker just gave. A pause allows audience members a little time to contemplate and evaluate the content in the speech. A pause can also be a useful aide in transitioning between main points.
Tips for Pausing:
– Pause between important points or to emphasize a particular position.
– Pause at the end of a thought, rather than the middle of a thought.
– Do not add filler words in your pause such as “and,” “er,” “uh,” “um.” Filler words communicate nervousness and unpreparedness in one’s speech. Filler words also decrease one’s credibility.
– How long one pauses depends on the situation. It is the speaker’s judgment and is often learned through experience.
– Maintain eye contact during your pause.
Carrie Miller
9/9/09
Pauses
They’re like, way better than, you know, like, uhs and stuff
Objective: After completing this lesson, students will be conscious of meaningless filler
words, and understand how to use pauses.
Materials: This activity will require a camcorder or audio tape recorder, a monitor or
tape player of some kind to review the media, and a chalk or dry erase board.
Steps:
1. Videotape or audio record students giving speeches they’ve prepared.
2. Have the students watch or listen to the tape and count the number of times they say uh, um, like, or you know.
3. Introduce the concept of the pause, and explain its various uses:
A. The Short Pause- helps to separate your thoughts, move from one main idea to another, or
simple gives you time to remember the perfect word.
B. The Pseudo-Spontaneous Pause- makes a speech seem less rigid and rehearsed. Insert these
sparingly while you pretend to search for the right word.
C. The Emphasis Pause- used to emphasize a point, or force the audience to consider what was
just said.
4. Write some sentences on the board and have the class discuss where a pause should go and why. A good example is “Money is the root of all evil.”
Money is the root of all evil. [pause]
Money [pause] is the root of evil.
Money [pause] is the root [pause] of all evil.
5. Have the students give the same speeches again while consciously avoiding
filler words and attempting to use the different types of pauses discussed.
Results: Students should understand the value of pauses, and continue to use them in both everyday conversation and public speaking exercises.
Jon Flanagan
09/12/07
Pauses
Never Underestimate the Power of Silence
Objective: Students will distinguish between effective and ineffective pauses and will orally practice speaking with pauses.
Materials: Sentence cards prepared before hand, one for each child (If you have a large class you can divide them into two groups and use the same sets of cards for each group)
Steps:
1. Say “Good Morning,” then remain silent until you have the classes attention (this may take awhile…if the class isn’t settling down, repeat your greeting).
2. After a few seconds of silence, explain to the class that today you will be learning about how to use pauses effectively when they are speaking.
3. Discuss what pauses are. Explain that a pause is when you stop speaking for a brief time before continuing.
4. Note the differences between effective pauses that give your audience time to absorb what you have said and ineffective pauses that sometimes happen when we are nervous and forget what we are supposed to say next.
5. Tell the students that you are going to play a game dealing with pauses.
6. Give each student a card and allow them to practice it for about a minute.
7. After the students have had time to read their cards, have them take turns reading their cards with the pauses.
8. As a class, discuss whether each pause was effective or ineffective. If they are ineffective, ask the students to explain why they are ineffective and what could be done to make them better (do they need to be eliminated, shortened or lengthened, moved somewhere else, etc).
9. Wrap up the activity by discussing again the importance of pauses before moving on to the next activity.
Results:
Ideally, this activity will come after students have learned about making their speech flow when delivering. It will be followed by more fine tuning on vocal control. No homework is required, but students could be assigned practice time working with pauses in their own speeches.
Sample sentences for cards:
Sally sells seashells (pause and count to three in your head before continuing) by the seashore.
I (pause and count to 6 in your head before continuing) know why the caged bird sings.
Please remember those who have died defending our freedom. (Pause and count to five in your head before continuing). They are our greatest heroes.
Elissa Martin
6-7-07