bhs inggris.pdf

- 1 - Academic Presentation (Bahasa Asing II)

Dadang Iskandar Sekolah Tinggi Teknologi Telkom

PREFACE

To the students Good presentation in English requires both good planning and ‘rhetoric’. Presentation is the study of speech communication dealing with one of the oldest academic subjects known Rhetoric and this study uses ‘learning by doing’ approach. This study of presentation will help you improve your knowledge, attitudes, and skills. It will help you how to do preplanning of presentation, use what language of meetings will be used, grow in self – confidence, human understanding lead you to the conclusion that more of the time you spend in meetings is effective and useful, negotiate in English, and more confident in using your English in meetings, negotiation, and presentation. This book is designed to meet the needs of advanced level ESL/EFL students and their teacher. It helps students to:

1. Develop confidence when expressing themselves before a group 2. Reason logically 3. Orally present their information, ideas, and opinions in a coherent, organized

fashion 4. Learn the basics of outlining and organizing a speech 5. Learn the basics of informative and persuasive speaking 6. Listen critically and objectively

This book consists of 3 different courses:

a. Language of meetings b. Negotiate in English c. Academic Presentation

If you study the above subjects, practice all of the exercises thoughtfully, we guarantee that your presentation will improve. We also guarantee that you can prepare and do the presentation much, much easier.



CONTENTS Page Preface To The Students …………………………………….. 1

Unit 1 Intro to Presentation in English ……………………... 3

Unit 2 Language of Meetings ………………………………. 13

Unit 3 Presenting an Argument …………………………….. 20

Unit 4 Opinions, Agreeing, and Disagreeing ……………….. 27

Unit 5 Interrupting, Clarifying, and Questioning …………. .. 43

Unit 6 Proposals and Persuading …………………………… 64

Unit 7 Importance, Certainty and Compromising ………….. 86

Unit 8 Procedure for a formal Meeting …………………….. 94

Unit 9 Negotiation, Challenging, and defending……………. 99

Unit 10 Speaking to Inform ………………………………….. 105

Unit 11 Organizing your Informative Speech ……………….. 113

Unit 12 Speaking to Persuade ……………………………….. 118

Unit 13 Organizing Your Persuasive Speech ………………... 128

Unit 14 Miscellaneous Speech Communication …………….. 139

Unit 15 Preparing The Debate ……………………………….. 144

Additional Units ……………………………………………………….. 150

Bibliography ……………………………………………………….. 154



UNIT 1 - INTRODUCTION TO PRESENTATION This unit will help you to build an effective presentation. First of all, you have to determine the type of talk you are giving: one that motivates, persuades, informs, or combination. Once you have determined which classification best suits your talk, time-tested guidelines on preconceived audience attitude, possible cautions, and areas of major and secondary emphasis will automatically surface. This in turn will lead to the development of an effective framework in which the five following ideas are included: preplanning, attention, interest, desire, and action. Speaking to inform, speaking to persuade, and speaking to motivate will be conducted after you know the basics of speaking, i.e. speaking to develop self confidence, thinking on your feet, good listening, and putting your speech together. The Three-Main Classification of Presentation:

1. To inform the audience of selected facts of figures of a given event 2. To motivate a group to take a recommended course of action 3. To persuade an audience to uyo0uir point of view. 4. Presentation Combination the above items.

1. Preparing for the Informative Speech The Major purpose of an informative speech is to give clear and correct information to listeners, which will teach them about something. Your listeners should enjoy and be interested in the information you present. Informative speaking is around us. Whenever you hear a report being made, a teacher giving an explanation, or a talk at a group meeting, you are hearing an informative speech. Please remember that the main purpose of speaking to inform is to present information to an audience so that they will understand and remember it. Preparing for the Informative Speech will include:

a. Analyzing your Audience b. Selecting your subject c. Narrowing your subject d. Gathering information e. Preparing Visual aids



2. Organizing your informative speech Organizing your informative speech will include:

a. Preparing an Attention-getting Introduction b. Preparing a preview of what you are going to talk about c. Preparing the main body of your speech d. Preparing a summary of what you spoke about e. Preparing a memorable conclusion

How to Build Your Framework: Five Key Areas There are five important categories in building your framework: preplanning, attention, interest, desire, and action. Category

Presentation Element

Preplanning

Covers all five elements (Power opener, Connector, Main Body, Power Close, and Audience Questions)

Attention

Correlates with the Power Opener, which secures early attention from audience and builds early rapport. Concludes with the connector, which bridges the Power Opener to the main Body of the talk.

Interest

Begins with reinforcing the connector and develops into the main body of the presentation

Desire

Starts with a reinforcement of the main body (facts, figures, and content) and paves the way for the Power Close.

Action

Focuses on the Power Close (or what the speaker expects the audience to do) and concludes by setting the stage for the audience questions that will follow the presentation.

SUGGESTIONS FOR DELIVERING YOUR SPEECH

1. Stage fright 2. Have good posture 3. Facial expression 4. Movement and Gestures

a. Make size clear b. Emphasize an idea c. Symbolic action d. Show location



5. Eye contact 6. Speak with enthusiasm 7. Vary your speaking rate 8. Practice

Preparing for your personal experience speech We have all had: An embarrassing Experience a frightening experience A funny experience an interesting experience A happy experience a unique experience An uncomfortable experience a sad experience An education experience an exciting experience A Dangerous experience a surprising experience Assignment A 1. Choose a personal experience you have had as an adult 2. Prepare an interesting speech to present about your experience 3. Include all-important details that will help your audience feel and understand your experience. Some details you might tell include:

a. Where you were b. Who was with you c. What you were doing d. What you were feeling e. What other people were doing f. Why you felt the way you do g. Exactly what happened h. How you reacted i. Why you will never forget this experience

SAMPLE SPEECH DESCRIBING A PERSONAL EXPERIENCE AS AN ADULT One of our students, Francisco, made an adulthood experience speech that we have never forgotten. Here are some sections of his speech:



Introduction Do you thing it is possible to have an experience which is dangerous, happy, sad, uncomfortable, and very scary at the same time? I did, and I’ll never forget it for the rest of my life.

Body I escaped from Cuba three years ago at the age of 18 with my 15-year-old brother Jose. My father wanted us to live in a free country, get good education, and have many opportunities. In Cuba, there was no hope for a good future. My father put Jose and me in an old leaking rowboat in the middle of the night. He told us that a city called Key West in the United States was only about ninety miles north of Cuba. Our trip from Havana to Key West took three days. We were all alone without food or water. I thought we were going to die. I tried to comfort my brother Jose by telling him how much better our lives would be when we finally got to Miami. I made myself feel better by thinking that we would go to heaven and meet my parent there one day. By some miracle, we finally got to Key West. The immigrations authorities notified relatives of ours in Miami and we went to live with them. After two years, we saw our parents again. They finally escaped from Cuba also. That was a very happy day for me.

Conclusion Now that you know my experience, I think you can understand why it was scary, sad, dangerous, uncomfortable, and finally happy all at the same time. I didn’t know it then but it was also the most important personal experience of my life. It was important because without that experience, I wouldn’t be here today in a free and wonderful country talking to all of you. Thank you. Assignment B

1. Choose in incident or personal experience your had as a child 2. Prepare a speech about this incident 3. Tell your audience what it was and then describe what happened to you. Include all

details that will help the listeners relive this event with you. Some possible childhood experiences

a. The time I was lost b. My most memorable birthday c. My first bicycle d. A terrible lie I told e. My first pet f. My first childhood sweetheart



g. The day I played hokey h. The night I ran away form home i. An important lesson I learned j. Convincing my parents to let me wear lipstick

SAMPLE SPEECH DESCRIBING A CHILDHOOD EXPERIENCE A Malaysian student of ours made a very entertaining and interesting childhood experience speech that we remember well. Here are some sections of her speech.

Introduction In my hands I have a jar of honey. If you look closely, you can see part of the honey beehive in the jar. You are probably wondering why I brought a jar of honey to show you today. Every time I see honey, it reminds me of a ‘stinging’ experience I had when I was in the sixth grade.

Body As a child I grew up on a farm not far from Kuala Lumpur, Malaysia. One warm summer day my friend and I were walking home from school. We happened to see a beehive in a tree. We had just studied in school about bee colonies and how bees make honey. This was my big chance to show off to my mother and father about what I learned in school. It looked easy! I found a stick about two meters long. I handed it to my friend and told her to sneak up to the tree and hit the hive with the stick. I said I would wait until the bees came out and then I could grab the hive and run away with it. I soon learned a very important lesson. I learned that this don’t always work out the way you plan them. My friend pushed the hive down from the tree, and then ran at full speed up a nearby hill. The bees did not go after her. However, they were all over me instantly. They stung my arms; they flew down my blouse and stung me. They flew up my skirt and stung me; they got in my hair and stung me.

Conclusion That was the first and last beehive that I have ever touched! Maybe now you can understand why this jar of honey I brought to show you reminds me of a very “stinging” experience!



SPEECH ABOUT SOMETHING MEANINGFUL Bring something to class that has special meaning for you. It can be anything – a painting, picture, item of clothing, piece of jewelry, or any other object. Be prepared to make a short speech about it. In your speech you should:

I. Describe what you brought to class. You might give the audience information like: a. What is it? b. Where is it from? c. When did you get it? d. How did you get it? e. Who gave it to you? f. How old is it? g. What is it made of?

II. Describe why it has special meaning for you. You might tell the listeners:

a. Why do you like tit? b. Why is it important to you? c. When did you discover it? d. Why do you feel strongly about it? e. Why do you want to share it with the class?

SAMPLE SPEECH ABOUT SOMETHIHNG MEANINGFUL A Navajo Indian student of ours from a reservati8on in Arizona made a very touching speech about an object that had special meaning for him. Here are some sections of his speech.

Introduction In my hand I have an object in which spirits live! They float through bluish green stone and live forever. Would you like to see the object in which spirits live? I’ll now show it to you.

Body This is a turquoise gemstone. It is from the southwestern United States. My father gave this to me when I was a child. We were living in our Hogan on the Navajo reservation. My grandfather first polished this turquoise stone when he was a young man in the summer of 1831. I want you to know what turquoise is a mineral of aluminum and copper: when it is polished it becomes a brilliant bluish green gemstone.



This turquoise stone has a very special meaning for me because it represents the Navajo way of life. For the Navajo, all thins of our earth contain the spirits of all the life forms that have touched them. When I look at this stone, its spirits help my mind to see scenes from the past: my grandfather’s mud Hogan, white flocks of sheep, the cedar wood fires, our struggle for survival, the desert in the summer, desert flowers and cactus, the human spirit of the Navajo. All these things belong to me in the memory of this stone.

Conclusion I wanted to share this turquoise stone with all of you because we all need to realize that man must work with nature to change life for the better. I think you now understand why this magnificent object has special meaning for me. In this gemstone my wonderful memories and spirits from the past live again. SPEECH TO PRESENT A PERSONAL OPINION Certain issues, situations, attitudes, or points of view make us feel angry or worried, while we might agree with others. Every day we express our feelings about various topics to friends, family members, and others. We all have opinions about many different subjects. For example, you and your classmates probably feel strongly about one or more of the following: Cruelty to Animals Learning a Second Language Preventing Child Abuse Reducing Crime The School You Attend Achieving World Peace Bringing Up Children Drunken Drivers Dishonest People Drugs The City You Live in Rude or Impolite People Serving in Your Country’s How Criminals Should Be Punished Military Remember; put a lot of emotion into your personal opinion speech. If you are angry about something, we should feel your anger. If you are sad, we should feel your sorrow. If you are worried, we should feel your concern. If you are pleased, we should feel your approval. SAMPLE SPEECGH PRESENTING A PERSONAL OPINION Here some sections of a speech made by a student from Iran. He had been in the United States approximately three years when he gave this presentation.



Introduction The other day I heard an American student say,” All foreign students are the same! They can’t understand me and I can’t understand them.” This comment bothered me. In my opinion, American students should give other people a chance and not assume all students from other countries are alike.

Body I believe that all people are unique and different. We all look different, we like different foods, some of us are shy and some are brave, and we all have different food and bad thins bout us. I say that just because we don’t speak perfect English yet, all foreign students are not the same. I may be from another country but I understand what Americans say and every day I’m learning to speak English much better. People should not jump to conclusions about other people. We all must learn to be patient and give each person a chance.

Conclusion Foreign students cannot be put together and called the same. American students are not the same either. We are all different and we all have our own problems to face and solve. We must all learn to be more patient with one another and realize that no one is perfect. That’s my opinion. SPEECH DESCRIBING A SPECIFIC FEAR We all have some fears and worries about something or someone. It is often helpful to talk about our fears and to hear other people talk about theirs. You might be surprised to learn that others are afraid of the same thing you are afraid of! For example, many people have a fear of: Flying in Planes Being in the Dark Public speaking going to a New Country Meeting New People Interviewing for a Job Snakes Large Dogs Taking Tests Going to Hospitals

1. Choose a personal fear that you have. 2. Prepare a speech about your fear to present to the class. 3. Include all-important details that will help your audience really understand your fear

and the reasons for it.



Some details you might tell include:

a. How old were you when this fear first developed? b. What caused you to develop this fear? c. How do you react when faced with this fearful situation? d. What do you friends and family say about this fear of yours? e. Have you ever tried to overcome this fear? If so, how? If not, why not?

Remember, it is perfectly normal to have a fear of some type. Anyone who says, “I’m not afraid of anything” is not telling the truth! The ability to talk about something you are afraid of and share your feelings with the class is a good way to help you gain confidence when speaking before an audience. SAMPLE SPEECH DESCRIBING A SPECIFIC FEAR Here are some sections of a speech made by a student from Mexico. Humberto had flown in single-engine airplanes.

Introduction The earth was far below us. The weather was very bad. I looked at the instrument panel of the plane and saw a red warning light flashing. The pilot was very nervous. As the moment, the engine of the plane became silent!

Body This happened to me last year when I was flying from Cancun to Conzumel in the Yucatan, Mexico. I will explain exactly what happened so you can understand why I now have a great fear of flying in planes. Right after we took off from the airport in Cancun, the weather turned very bad. There was a lot of thunder and lightning. It was raining very hard. It was impossible for the pilot to see out the windows of the plane. I was the only person in the plane with the pilot. After being in the air for fifteen minutes, the plane started to shake and make strange noises. All of a sudden the engine just stopped. When red-warning lights started flashing, I became very afraid. I began to tremble and was soaked with sweat. I remember thinking that my life was about to end. I thought about how young I was and knew I didn’t want to die. All of a sudden, the engine started to work again. The pilot turned to me, smiled, and said, “No te preoccupies!” (That means “don’t worry.”) My mother and father do not want me to fly in small planes ever again. The say I should fly on the big airlines or take a boat! I promise myself, from now on, I will do what they told me.



Conclusion I don’t think I will ever fly in a small plane again. I get upset every time I think about it. I know that I will never be able to overcome this fear.



UNIT 2 – LANGUAGE OF MEETINGS General Language Points We always say exactly what we mean: a. in life b. in meetings Do you agree? Can you give some examples? Discuss Work in pairs or small groups. How have the speaker changed the way they express themselves so that their message is more effective? This language may seem ridiculous when you read it, but in a diplomatic or business discussion, this language is perfectly normal and only takes a few seconds to say. Can you give some examples from your own language of how a basic message is presented in different language to make it more socially acceptable or effective? Effective communications in meetings is partly a matter of knowing certain special expressions. Many of these are given on the book. Some of the way we change the basic message are, however, generalisable. Look again at the example above: how many of these features did you notice? 1. Using would, could, or might to make what you say more tentative 2. Presenting your view as a question not a statement 3. Using a grammatical negative (adding n’t) to make a suggestion more open and

therefore more negotiable 4. Using an introductory phrase to prepare the listener for your message 5. Adding I’m afraid to make clear that you recognize the unhelpfulness of your

response 6. Using words which qualify or restrict what you say to make your position more

flexible (a bit difficult. A slight problem) 7. Using not with a positive word instead of the obvious negative word (not very

convenient. I don’t agree) 8. Using a comparative (better, more convenient) to soften your message 9. Using a continuous form (I was wondering) instead of a simple form (I wondered)

to make a suggestion more flexible 10. Using stress as an important way of making the message more effective (It is

important…) All of these features are common in the language in this book. Before studying the specific language needed for effective communications in meetings, here is an



opportunity to practice the most general features of English which occur again and again in the book. 1. Using would Would is often added to make any statement more tentative. It takes away the dogmatic tone of many statements.

That is unacceptable

That would be unacceptable That does not meet our requirements

That would not meet our requirements We need further reassurance

We would need further reassurance Put would in the following: 1) That is too late 2) I prefer to met before that 3) We accept them to accept our proposals 4) We hope to be able to complete before the end of the year 5) Flying has definite advantages 6) I’m not able to give a guarantee at this stage 7) Finance is no problem 8) I don’t agree 9) I’m afraid I don’t accept that 2. Questions Often suggestions are presented in question form: That is too late Is that too late? That would be too late Would that be too late? Change these suggestions into questions 1) Flying would have advantages 2) Friday would be convenient 3) We would need another meeting fairly soon 4) We could ask the UN to finance the project 5) It would be a good idea to involve the French 6) We could cancel 7) We’ve got to increase our offer 8) They can raise some of the finance them selves 3. Adding n’t to suggestion The examples above all sound more tentative and negotiable if they are grammatically negative: Isn’t that too late? Wouldn’t that be too late?



Change the other examples in the same way 4. Introductory phrases Often we introduce our reaction with a word or phrase which tells the listener what kind of comment we are going to make. In particular some phrases warn the listeners that disagreement follows. Here are the most common introductory phrases. Which ones are warnings? Actually, With Respect, In those circumstances, Well, To be honest, In fact, Frankly, As a matter of fact, To put it bluntly, 5. I’m afraid The most common phrase in spoken English to show that the speaker recognizes that his/her reaction is in some way unhelpful or unwelcome is I’m afraid. It may warn of disagreement, but its general meaning is wider and indicates the speaker sees his/her reaction is unavoidably unhelpful: Could I speak to Jack please? I’m afraid he’s out of the country at the moment. Would next Tuesday be convenient? I’m afraid I’m tied up all day. Reply to this naturally but using I’m afraid. 1) Can we meet again later in this week? 2) Couldn’t we ask the IMF to fund us? 3) Wouldn’t it be good idea to involve the Americans? 4) Could you guarantee delivery by late September? 5) Do you know the chairman personally 6) Have you got last year’s figures yet? 7) Where’s the report? 8) I thought you were going to bring the details today?

6. Qualifiers Successful meetings often depend on avoiding direct disagreement. The more general the statement, the more likely it is to produce disagreement. Not surprisingly, therefore, good negotiators often restrict general statements by using qualifiers. Here are some of the most common qualifiers in English: slight misunderstanding a short delay little bit too early a bit of a problem some reservations a little more time



Add qualifiers to these: 1) That would leave me with a problem 2) I have doubts about that 3) We need more time 4) We have productions difficulties 5) We have had a disagreement with our German colleagues 6) We need changes before I can give the proposal my unqualified support

Now say these things in an acceptable way using similar language: 1) I don’t want to meet as early as that 2) If you do that you’ll leave me in mess with my Personnel Manager 3) I can’t accept such a tight schedule 4) How could you possibly think that’s what I mean!

7. Not + very + positive adjective Often English avoids negative adjective preferring not + positive equivalent: The hotel was dirty The hotel wasn’t very clear The hotel was cold The hotel was not very hot Change this in a similar way: 1) That’s inconvenient 2) That’s unsuitable 3) That’s a stupid suggestion 4) This year’s figures are bad 5) That’s a negative way of looking at the problem 6) That proposal is insensitive to local conditions 7) That suggestion is impractical 8) That was an unhelpful remark 9) That’s a destructive approach 10) That’s a useless line of argument 11) I’m unhappy with that idea This feature is not only true with an adjective construction. Notice these examples: I disagree completely I don’t agree at all I dislike that idea I don’t like that idea at all I reject what you say I don’t accept what you say

8. Comparatives In offering an alternative suggestion, the comparative is often used. Wouldn’t the 31st be more convenient? It might be cheaper to go by air The implications is that the other person’s suggestion is acceptable, bit yours is more acceptable. For this reason the use of the comparative is more tactful.



Offer these proposals using a comparative and an appropriate verb form including. for example: would, might, etc. 1) It’s appropriate to wait two weeks 2) An earlier date is helpful 3) It’s good idea to take along term view 4) It’s dangerous to delay a decision 5) Mr. Carlos is a good person to approach 6) The World Bank is anxious to support this kind of project

Sometimes comparative phrases, not including adjectives, are used. You will need them in these examples: 1) NGO’s provide funds for project like this 2) The Belgian Plant has capacity in the short term 3) Research is needed before we make a decision 9. Continuous forms In English, the simple past is used if the speaker sees the event as a single whole, while the past continuous is used if the speaker sees the event “stretched out” in time. For this reason the continuous form of the verb is more flexible, because the event can be “interrupted”, while the simple past is more often used to express facts or events seen as finished and complete. Look at these pairs. Can you see any differences between them? Discuss them in small groups, and then compare your ideas with the whole groups and with your teacher. 1) I tried to ring you yesterday

I was trying to ring you yesterday 2) We intended to make new arrangements for next year

We were intending to make new arrangements for next year 3) I wondered if you’d come to a decision yet

I was wondering if you’d come to a decision yet 4) We hoped you’d accept 8%

We were hoping you’d accept 8% 5) We discussed the problem yesterday

We were discussing the problem yesterday Notice in every case the simple past gives the impression that the speaker means “this is what I/we did before we started our present discussion”; it gives the impression that the person she/he is speaking to is excluded. In contrast, the continuous form, used with verbs like hope, discuss, etc, gives the impression of including the other partner in the discussion. For this reason continuous forms seem more friendly and open, and are often appropriate if you are trying to engage the other person in an open negotiation.



Discuss what you think the speaker means: 1. We have sent you the details already 2. We could meet again tomorrow 3. It is five o’clock 4. We are waiting for your decision 5. We are expecting a prompt reply 6. We have tried to keep you fully informed 7. We were disappointed 8. We do need at least four months notice 9. We did expect to make a decision today 10. This question died need to be resolved very soon The language points discussed in this unit are general features of English. The features in English may be very different from your own language. It is up to you to decide if you want to use all of the language points discussed here. It is essential; however, if you are going to use English in meetings with native speakers, you are aware of the way they use English to make their message more direct, more tactful, more diplomatic, etc.

Group Work Work in small groups. Look at the following basic dialogues. Using some of the language features discussed in this unit try to write the dialogue in language which is more suitable for the language of meetings 1. My price is fair.

I agree. 2. A bridge is better than a tunnel.

I prefer the tunnel. 3. That is acceptable if you promise to deliver by the end of August.

Impossible! But we promise the end of September. 4. We hope you’ll allow us 10% margin.

We can’t. We expected you to suggest 5%. 5. What’s the maximum you’ll offer?

What’s the minimum you’ll accept? Be more helpful! Be more helpful yourself! …………………………………………………



Working in English – Advantages and

Disadvantages Work in groups of 3 or 4 and decide whether you agree with the following statements. If you do, decide if it is an advantage or disadvantage for you.

1. Foreigners can ask for a repetition more than any native speaker could.

2. You’re shown more respect because you are working in a foreign language.

3. Native speaker have more patience with foreigners. 4. Non-native speakers can always change their minds

later by saying that they misunderstood. 5. You may not understand everything that is said to

you. 6. You may have problems expressing what you want to

say. 7. Native speakers notice, and are affected by, all your

grammatical mistakes. 8. You may not understand all the non-verbal behavior

of native speakers. 9. Some of your non-verbal behavior will not be

understood by native speakers. 10. You understand English (or American) culture more

than the English (or Americans) understand your culture.

Discussion

What do you think are the main effects advantages and disadvantages of international groups using English when they meet together?



UNIT 3 - PRESENTING AN ARGUMENT Language Awareness How do you: 1. Begin to present what you want to say?

___________________________________________________________________

2. Change to a new point? ___________________________________________________________________ 3. Add another point to your argument? ___________________________________________________________________ 4. Give an example? ___________________________________________________________________ 5. Contrast one point with another? ___________________________________________________________________ 6. Make generalization? ___________________________________________________________________ 7. Say you prefer one thing to another? ___________________________________________________________________ 8. Finish what you want to say? ___________________________________________________________________



Beginning

1I would like to begin by… I would like to make a few remarks concerning……. I would like to comment on the problem of… I would like to 2mention 3briefly that… There are 4three points I’d like to make. The most important point seem to me to be …

1. would like wish – most formal should like – more formal want –informal

2. Suggest you are not going to speak for a long time Touch upon

3. Suggest that you are not going to speak for long

4. Two Several A number of

Ordering

First of all, we must 1bear in mind… At the 2outset… To begin with… 3Firstly… Secondly… Thirdly… Finally…

Simple, but important, as they help the listener to understand your view 1. Consider Often used in the passive

There are three points which should be borne in my mind.

2. Beginning 3. Do not confuse with at first which

contrasts with later. At first I hated English but now I love it.

First, second, etc – more formal

Introduction a New Point

I would now like to turn briefly to the problem of… The next 1issue I would like to 2focus on is… Turning to…

1. Question 2. Concentrate

Adding

In Addition… I 1might add that… As well as…, there is also… Not only…, but also… Furthermore… Moreover…

1. could – less definite



Giving an Example

1Let me give an example… To illustrate this point, let us consider… 2A case in point is…

1. Let is followed by infinitive without to 2. An example

Balancing

On the one hand…, but on the other hand… Although…, we mustn’t forget… 1Whereas…, we have to remember… 2In spite of…, I still think… 2Despite the fact that…, I …

1. Expresses contrast 2. in spite of and despite are

interchangeable. despite is more formal

Generalizing

On the whole, … In general, … 1Generally speaking, … By the large, … All in all, … All things considered, …

1. broadly

Stating Preferences

I’d rather… than… I prefer … to… I tend to favor…as opposed to… …has an advantage over… in that… The main advantage of… is that…

Concluding

Let me conclude by saying…. I’d like to conclude by stating that… Allow me to conclude by 1highlighting the fact that… In conclusion, I would like to 2reiterate that… I would now like to conclude my comments by reassuring you that we are fully aware of the fact that…

1. Highlighting Emphasizing Stressing

2. Repeat



Mini-Meeting 1 PART 1 Work in groups of 2. Think of a subject about which you can talk without too much difficulty. Now you should present your argument using at least one phrase from each of the sections above. You may do the functions in any order you want. Your partner will not interrupt, but he/she will put a tick in the box provided every time you use one of the phrases correctly. Remember you are practicing the language of meetings - don’t worry too much about the content of what you say! If you like, you can use the ideas given below. PART 2 Change roles and repeat the exercise PART 3 Change partners but keep the same subject and repeat the exercise

Student A Student B

1st time 2nd time 3rd time

BEGINNING

ORDERING

INTRODUCTION A NEW POINT

ADDING

GIVING AN EXAMPLE

BALANCING

GENERALISING

STATING PREFERENCES

CONCLUDING



Euthanasia

Murder Often a cure Modern medicine progresses fast Who does it?

Mercy Killing Human vegetable The right to die Better than unbearable pain

Saving Money

Savings give you freedom Responsibility for family Future problem – for a rainy day Better retirement

Might die tomorrow Live now pay later Why let others waste it later? Socially irresponsible

Skill at negotiations is

essential to the manager. It can mean life or death

for his carrier

If you explain so clearly that nobody can misunderstand,

somebody will

Most managers talk for 80% of the time during

meetings and then thank everybody for their



Mini-Meeting 2 PART 1 Think of a one word subject, your own, or one of them suggested below. Write your subject on a small piece of paper and give it to your teacher. Your teacher will then mix up the papers and give one to each student. The object of one exercise is to talk on this subject for 60 seconds using as many of the phrases for Presenting an Argument as you can. You have one minute to prepare your talk. Then form pairs and give your talk to your partner. When you’ve finished, change roles. PART 2 Change partners and subjects. PART 3 Think of a new subject and repeat the exercises, but now you should talk for two minutes

POSSIBLE SUBJEC

Money Death Banking

Children Marriage Management

Onions Research Aid



Discussion Complete the questionnaire individually and then discuss your answers together with the teacher

1. When somebody speaking, what do you do? In your culture In British culture

Look at your paper Look at the person

Look around the room Stare blankly into space

2. When you are speaking, where do you look? In your culture In British culture

At one particular person At your papers

Generally at everybody present Into space

3. How do you show that you have finished talking? In your culture In British culture

By the words you use By sitting back in your chair

By looking at the other people By looking away from other people

4. How can you interrupt someone speaking? In your culture In British culture

By raising a finger and waiting By jumping in at the moment

By waiting until there is a pause By waiting until you are asked to speak

5. Which response do you expect to see from other people when

somebody is talking and what does each one signify? In your culture In British culture

Nodding of the head Shaking of the head Facial expressions Eye movements

Gestures with hand



UNIT 4 - OPINIONS, AGREEING, AND DISAGREEING

Opinion Language Awareness How do you: 1. Ask someone for their opinion? ___________________________________________________________________ 2. Ask someone for their reaction to what has been said?

___________________________________________________________________ 3. Give an opinion?

___________________________________________________________________ Is your phase strong, neutral, or tentative?

4. Bring someone into the discussion to answer a question?

___________________________________________________________________ 5. Bring someone into the discussion to comment?

___________________________________________________________________ 6. Begin to summarize what has been said?

___________________________________________________________________



Asking for an opinion

What’s your opinion of ………….? What’s your 1position on ……………….? What do you think of ………………? I’d like to hear your views on …………….

1. view

Asking for a reaction

Could I ask your reaction to …………..? I was wondering where you 1stood on this question? Where 2exactly do you stand on this issue? I wonder if you’d like to command, Mrs. Lang?

1. Here “what is your point of view” 2. Can show impatience

Giving strong opinions

I 1firmly believe that ……. I’m absolutely convinced that ………. It’s my belief that ………….. There is no doubt in my mind that ………. It’s 2quite 3clear that ………………. I’m 4certain that …………. It’s my 5considered opinion that …..

1. Strongly sincerely

2. Here completely 3. evident 4. sure 5. Suggests that you have thought about

the subject

Giving Neutral Opinions

I 2think that ….. In 1my 3opinion ……… It’s 1my 3opinion that ………. As 1I see it …….. As far as 1I’m concerned …….. 4From 1my point of view ……..

1. In all these phrases I/my/our is using stressed

2. think believe – more formal feel – less

3. view 4. Note the Preposition from my point of

view but in my view



Giving tentative opinions

It’s 1seems to me that ……. I 2would say that …… As far as I’m able to 3judge ….. I think it 2would be fair to say that …….

1. would seem – more formal 2. using would give more flexibility in

case you need to change your view late is diplomatic and avoids offending listeners (see page chapter 1 using would)

3. Here from an opinion

Bringing in to Answer a Question

I’d like to ask my colleague Ms Davis to give us her views on that. If I may, I’d like to ask my colleague Mrs. Wang to reply to that. I think Mr. Doll is more qualified than I am to deal with this question. I would like to bring in Ms Short who has studied this matter more 1detail than I have. Perhaps Mr. Bird would 2care to answer that.

1. No “s” at the end of detail: It is part of the phrases in detail

2. like

Bringing in to Present a Point

Ms Sheppard, would you like to come in here? Allow me to 1give the floor to Ms Redgrave. I would like to invite Mr. Wells to present his views on …... I’d like to call 2on Ms Kelly to present her views on ……… Mr. Right, would you care to comment? I think Mr. Douglas would like to make a point.

1. Give permission to speak 2. upon – more formal



Summarizing

Well, if I could just sum up the discussion ……. To summarize, I think we are in agreement on …. To sum up, there seems to be …… In short, ….. Briefly, the main points that have been made are …… Well, at this 1stage I feel I should summarize the matter as it 2stands …….. If I may just 3go over the main points, 4raised so far?

1. Stage point juncture

2. After all that has been said do far 3. Repeat 4. Short for “the main points which have

been raised.”

Check yourself Here are the most important expressions. Fill in each blank with an appropriate word. It is best to do this orally without writing in your books as you may want to check yourself again later. You can use this page as an aide memoire while taking part in the Mini Meetings. Asking for an opinion 1. What’s your ___________of ………….? 2. What’s your ___________ on ……………….? 3. What do you ___________of ………………? 4. I’d like to ___________your views on ……………. Asking for a reaction 5. Could I ask your ___________to …………………..? 6. I was ___________where you ___________on this question? 7. Where ___________do you ___________on this issue? 8. I ___________if you’d ___________to ___________, Mrs. Lang? Giving strong opinions 9. I ___________ believe that ……. 10. I’m absolutely ___________that ………. 11. There is no ___________in my ___________that …………….



Giving neutral opinions 12. I ___________that ….. 13. As ___________as I’m ___________…….. 14. ___________my ___________ of view …….. Giving tentative opinions 15. It’s ___________ to me that ……. 16. I would ___________that …… 17. As ___________as I’m able to ___________….. Bringing in to answer a question 18. I’d like to ___________my ___________Ms Davis to ___________us her

___________on that. 19. If I ___________, I’d like to ___________my ___________Mrs. Wang to

___________to that. 20. I think Mr. Doll is more ___________than I am to ___________with this

___________. Bringing in to present a point 21. Ms Sheppard, ___________you like to ___________in ___________? 22. ___________me to ___________the ___________to Ms Redgrave. 23. I would like to ___________Mr. Wells to ___________his views

___________………. Summarizing 24. ___________, if I could ___________sum up the discussion ……. 25. Well, at this ___________I feel I should ___________the matter as it

___________…….. 26. If I may just go ___________the main points, ___________so far? Mini-Meeting 1 PART 1 Work in groups of 3. Ask your partner for his/her opinion on any subject that comes to mind. Be prepared to give your own opinion as well. Do not get involved in long discussion as the object of the exercise the phrases as much as possible. PART 2



Changes roles and repeat the exercise. If you rub out of ideas, feel free to use the topic below—or any other from elsewhere in the book. Usually language is about content, but remember you are practicing the important language of meetings, and the subject matter is less important than becoming fluent in the language of meeting. PART 3 Change partners, but keep the same subjects and repeat the exercise. STUDENT A STUDENT B STUDENT C

English as a World Language

Already is Richest of world’s languages Shakespeare Most flexible

Cultural domination Goethe. Dante. Moliere Not clear, accurate, philosophical Esperanto easier to learn

ASK FOR AN OPINION

BRING INTO PRESENT

SUMMARIZE

BRING INTO ANSWER

GIVE A TENTATIVE

OPINION

GIVE A STRONG OPINION

ASK FOR A REACTION

GIVE A NEUTRAL OPINION



Mini-Meeting 2 PART 1 In groups of 3, briefly discuss the following list of subjects. At the end of your short discussion take it in turns to summarize what has been said. 1. Pop music 2. Sunbathing 3. Cooking 4. Keeping fit 5. Gardening 6. Monarchies 7. Private Education 8. Hire Purchase 9. Fast Food 10. Computers PART 2 Now change partner and repeat the exercise.

A conference should consist of 3 men. Two of whom are absent.

A committee is twelve men doing the work of one.

When you are right no one remembers; when you are wrong no one forgets.



Discussion Are you a good negotiator? Fill in this questionnaire individually then compare your answers with the other in your group.

What order qualities can you think of a good negotiator? Which, if any, do you think you need to improve yourself?

The Good Negotiator

Put the following qualities in order to importance. Number the most important for you 1, the next 2, down to 10 for the factor you consider least important.

o Expresses him/herself well o Is sensitive to body language o Is a good partner o Prepare well beforehand o Works well under pressure o Never show annoyance or anger o Is able to say nothing very convincingly o Asks the right questions o Deals well with difficult questions o Can say “I Don’t understand that” five time after five explanations



Agreeing and Disagreeing Language Awareness How do you: 1. Say you agree with someone?

___________________________________________________________________ Is your phrase acceptable in all situations?

2. Say you agree but…. ___________________________________________________________________

3. Say you disagree? ___________________________________________________________________ Is your phrase strong, neutral, or tactful?

4. Say you disagree but ….. ___________________________________________________________________

5. How you can make your disagreement more acceptable? ___________________________________________________________________



Strong Agreement

I 1completely agree I agree entirely with your point of view 2I’m of exactly the same opinion I’m in 3total 4agreement

1. completely Thoroughly entirely

2. I have 3. complete 4. accord – very formal

Neutral Agreement

I agree. I think we are in agreement on that. I think you are right. I think we 1can accept your position on that.

1. could – less certain

Partial Agreement

1I would tend to agree with you on that. I agree with you on the 2whole, but it could be said that I agree in 3principle, but… 4By and large I would accept your views, but…. Although I agree with most of what you’ve said, I find it difficult to agree with your point about…….

1. Shows agreement but still leaves for maneuver. Often followed “but…”

2. Taking everything into consideration 3. In general, usually followed by the

details on which you still disagree or when you need more information

4. To a great extent

Softening Strong Disagreement

1Frankly….. 1To be quiet frank……. To put it 2bluntly…… 3With respect…….

Strong disagreement is relatively rare English. Often introduced by various “softeners” before phrases of strong disagreement. Any of the phrases “softening” may be used before any of the phrases of Strong Disagreement. 1. These are ways of showing your

thoughts and feelings clearly and honestly

2. Directly – without wasting time being unnecessarily diplomatic about it

3. with respect with due respect – more form with all due respect – even

more formal



Strong Disagreement

I 1totally disagree with you. 2I don’t agree at all. You’re completely mistaken. I disagree entirely 3Under no circumstances could I agree to that. What you are saying is just not 4feasible.

1. totally completely wholly utterly – only used in the negative

way 2. Not as strong as disagree 3. After under no circumstances the

auxiliary and the subject are inverted 4. possible

Softening Neutral Disagreement 1I’m afraid….. 1I’m sorry…… With respect…… I respect your opinion, of course, however….

Similar to Softening Strong Disagreement except that you not obliged to used these phrases with Neutral Disagreement. It is however, a good idea to soften any disagreement in English. 1. These two phrases are included here and

not in Softening Strong Disagreement as they are not as powerful as the other phrases.

Neutral Disagreement

I don’t 1completely agree with you on that. I really can’t agree with you on that. I can’t say that I share your view. 2We’ll have to agree to differ. I’m not 1totally convinced by your argument. I can’t accept your point of view. I can’t help feeling that… I feel I must disagree. I really must take 3issue with you here.

1. Although this suggests you agree to a large extend, it usually means the contrary.

2. A convenient way to stop the argument if there doesn’t seem to be any way to reach argument on the subject.

3. Argue.



Tactful Disagreement

I agree up to a point, but… To a certain extent, I agree with you, but… You have a point there, but… I 1take your point, Mr. Hoffman, but have you considered…? I can see your point of view, but surely… I have some sympathy with your 2position, but…

The main difference between this and Partial Agreement is that these phrases are on the negative side. They suggest below 50% agreement whereas the phrases in Partial Agreement suggest agreement above 50%.

1. see 2. position

argument view

Check Yourself Here are the most important expressions. Fill in each blank with an appropriate word. It is best to do this orally without writing in your books as you may want to check yourself again later. You can use this page as an aide memoire while taking part in the Mini Meetings. Strong agreement 1. I ___________________ agree. 2. I agree ___________________ with your ____________of ____________. 3. I’m of ___________________ the same _________________. 4. I’m in ____________________________.

Neutral agreement 5. I think we are in ______________________________ that. 6. I think we can ________________________ your ____________________on that. Partial agreement

7. I _____________________________________to agree with you on that. 8. I agree with you on the ______________________but it _____________be said that… 9. By and _______________________________ I would your view but

_______________. 10. _______________________________ I agree with _______________ of that you said.

I ________________ it difficult to agree with your ___________ about…



Softening strong disagreement 11. ___________________ … 12. To be _________________ frank… 13. To _____________________ it ___________________...

Strong disagreement 14. I ________________ disagree with you. 15. _________________ no _______________ could I agree to that. 16. What you are _____________________ is just not _________________.

Softening neutral disagreement 17. I’m ______________________... 18. ____________________ respect… 19. I ___________________ your opinion of _________________however. Neutral disagreement 20. I don’t _________________ agree with you __________________that. 21. I really _________________ agree with you __________________ that. 22. I can’t __________________ that I _____________________ your view. 23. We’ll _____________________ to agree to _____________________. 24. I ______________ must ______________ issue ____________ you here. Tactful disagreement 25. I _____________________ up to a __________________ but… 26. To a ________________________________ I agree with you, but … 27. I have some __________________ with you, but…



Mini-Meeting 1 PART 1 Working groups of 3. Think of two subjects about which you can give fairly extreme opinions. When you have finished your first subject, change roles with your partners. Keep changing roles until all the subjects are finished. PART 2 Change groups but use the same subjects. STUDENT A STUDENT B STUDENT C

GIVE AN OPINION

AGREE NEUTRALLY

DISAGREE STRONGLY BUT

SOFTLY

AGREE PARTIALLY

RESTATE OPINION

DISAGREE NEUTRALLY BUT SOFTLY

DISAGREE TACTFULLY

AGREE STRONGLY



Nuclear Weapons Danger of accidents Waste of moneys, thousands starving Threaten our existence Encourage war

Maintains balance of power Disarmament unrealistic Reduce possibility of global conflict Can’t undercover something

Computers

Time saver Fewer staff Create opportunities As cheap as a typewriter

Time waster Impersonal Bought without thought Do what manufactures want, not what customers want

Mini-Meeting 2

Work in groups of 3 or 4. Take it in turns to give your opinions about the following subject. The other students should agree or disagree.

1. Cats or Dogs. 2. Football or Tennis. 3. Bach or Beethoven. 4. Plastic or Real flowers. 5. Honesty or Diplomacy. 6. One piece swimming suits or bikinis. 7. The cinema or Television. 8. Frame or Anonymity. 9. Beauty or intelligence. 10. Fact or Fiction.

When you’ve finished, change partners and repeat the exercise.

We like a man to come right out and say what he thinks -- if we agree with him.

My idea of an agreeable person is a person who agrees with me.

There are two sides to every question, my side and the wrong side.



Discussion

Does this seem to be a realistic example of a meeting? Would the description above fit meetings in your country?

The Negotiating Process

Anyone observing or participating in negotiations for the first time can not fail to be struck by the ritual of it all. Indeed, if the participants themselves were not so serious and the issues at stake so important, the set-up might have its amusing side. For there may be as many as 20 or 30 people sitting at either side of a large table and yet for long periods it seems that one person of each side is actually speaking. Usually they are extremely polite and formal; they speak slowly and deliberately, and their language is full of rhetoric. From time to time there are outbursts of anger, with appeals for voiceless support from the other members of their party. But it is often difficult to believe that they are genuine. One makes a point and then the other responds. Some points seem relevant to the issues or problems which appear on the agenda but they are continually hit backwards and forwards with the monotony of a long rally on the Centre Court at Wimbledon. The repetition, like the meeting, seems to be endless. The only respite is afforded by the adjournments which seem to increase in number as the meeting progresses. After each adjournment, it is as if the meeting begins a fresh. If the observer is listening attentively he will realize that some of the stronger statements have now been watered down; and offers and claims which were ‘final’ have been imperceptibility adjusted. Gradually many of the points fall by the wayside. The end often comes suddenly although sometimes it is difficult to see why, since nothing firms seems to have been agreed. The meeting breaks up and people shake hands. From Negotiating in Practice by K. Sisson, Institute of Personal Management Publications.



UNIT 5 - INTERRUPTING, CLARIFYING, AND QUESTIONING

Interrupting Language Awareness How do you: 1. Interrupt someone?

___________________________________________________________________ Is your phrase acceptable in all situations? 2. Say that you want to say something?

___________________________________________________________________

3. Say that you want to comment on what someone has said? ___________________________________________________________________

4. Return to the subject after an interruption? ___________________________________________________________________

5. Stop someone interrupting you? ___________________________________________________________________ Is your phrase offensive?

6. Reduce the change of someone interrupting you? ___________________________________________________________________



Interrupting

May I interrupt you for a 1moment? Sorry to 2interrupt, but… If I may just interrupt you for a 1moment, I’d like to… I don’t want to interrupt, but…

This is acceptable when the interruption is made at right moment, i.e. a pause in what the speaker is saying, may be the speaker hesitate when he/she is changing from one side to another. To interrupt somebody in sentence is normally impolite. 1. Suggests that you are not going for a

long time. This makes interruption more acceptable

2. break in – less formal

Taking the Floor

1Could I come in at this point? 1Could I say something about…? If I 1could just come in here….? If no one’s 2objects, I’d like to say a view words about…. If I 1could say a word about… I have a point to 3make here.

1. could can – informal may – more formal might – even more formal

2. It is unlikely that anyone will object 3. raise

Commenting

I wonder if I 1could comment on that last point. Excuse me, but I’d just like to point out that… I’d like to add something here. If I may? May I just draw your intention to the fact that… Excuse me, but I think it’s relevant to add that… Before we go any further, may I point out …

These are all phrases which introduce comment. A comment is normally relevant to what the speaker has said. 1. might – more formal



Coming Back to a Point

As I was saying… 1Coming back to what I was saying… Perhaps I could 2resume… If I may just go back to the point I was making… If I 3could continue… 4Your question leads us back to… To return to…

Many interruptions are clarifications and as soon as you have given the necessary information, you return to what you were saying by using one of these phrases.

1. Going 2. Continue after being interrupted 3. may 4. This sometimes used even if the

question has nothing to do with the subject

Preventing an Interruption

Perhaps I could 1return to that point later on… If I 2might just finish… With your permission, I’d rather finish what I was saying… 3With respect, I should like to finish the point I was making… If you would allow me to continue… 4If you would be as kind as to let me finish…

All of these can be impolite, but so can many interruptions. It very often depends on the intonations you use. Don’t be sarcastic. 1. This does not necessarily mean that

you will 2. might

could – less formal can – even less formal

3. This allows you to be a little impolite. It is the sort of phrase you could use when you want to this agree with your boss. Some bosses could be offended by a phrase such as I disagree. However, if you say With respect I disagree, it is less likely that he/she will be offended.

4. Too formal expression, this easily gives an impression of rudeness.



Pre-empting an Interruption

There are 1two points I would like to make. First, I would like to reply to Mr. Hawk and then I would like to comment on… 2Very briefly… I’d 3just like to…

These are ways of making it difficult for someone to interrupt you. They are used at the beginning of what you want to say. 1. Mentioning the number of

points makes it very difficult for someone to interrupt you

several 2. Even if you are not brief, this

phrase should allow you to keep the floor

3. Suggests you are only going to talk for a short time

Check Yourself Here are the most important expressions. Fill in each blank with an appropriate word. It is best to do this orally without writing in your books as you may want to check yourself again later. You can use this page as an aide memoire while taking part in the Mini Meetings. Interrupting 1. _________________ I _____________ you for a moment? 2. _________________ but _____________ but… 3. If I may ____________________ you are for a ________________ I’d like to… 4. I ________________ want to ___________________ but… Taking the floor 5. __________________ I ______________ in at this _________________? 6. __________________ I say _______________________ about…? 7. If I ____________________________ come _________________ here. 8. If no one ___________________ I’d like to say a _________________ about… 9. If I could ________________a ___________________ about… 10. I have a ____________________ to ________________ here. Commenting 11. I ______________ if I _____________________________________ on that last point? 12. _______________ me but I’d __________ like to point _______________ that… 13. I’d like to ______________________ something ______________ if I ___________? 14. May I just _____________ your __________________ to the fact that…



15. Excuse me, but I _______________ it’s ____________________ to add that… 16. ______________ we go any ________________ may I ___________________ out… Coming back to point 17. ___________________ I was ________________________. 18. ___________________ back to what I was _______________. 19. Perhaps I could ______________... 20. If I may just ______________________ to the point I was __________________. 21. Your question _________________ us _____________________ to… 22. To ____________________ to… Preventing an interruption 23. Perhaps I could __________________ to that point ______________________ on. 24. If I _________________________ just _______________________. 25. With your _______________ I’d _____________________ finish what I was saying. 26. With ______________ I should like to ________________ the point I

was____________. 27. If you ____________________________ me to continue. 28. If you would be _____________ kind _______________ to me __________ finish… Pre-empting an interruption 29. There are ________________________ I would like to ___________________. 30. Very _______________________... Mini-Meeting 1 PART 1 Work in groups of 2. Think of two subjects you can talk about without having to think too much. When you’ve finished your first subject, change roles with your partner. Then change roles again until all four subjects are finished. PART 2 Change partners but use the same subjects.



STUDENT A STUDENT B

Drinking

Social habit Enjoyable Helps shy people Matter for individual choice

Alcoholics often aggressive Drinking and diving Religious often to some Addictive

Qualifications

Objective test of competence Provide motivation No other system Usually mean something

Paper Qualifications Don’t reflect ability Nervous people Experience better

COMMEN

TAKE FLOOR PREVENT

COME BACK

COME BACK

INTERRUPT

PRE-EMPT



Mini-Meeting 2 PART 1 Your teacher is going to give you a short talk on the history of language teaching. You are asked to interrupt as often as possible. PART 2 Now choose a subject about which you are reasonably, well informed, and prepare a short talk on it. When you are ready, get into groups of 3 and follow the same procedure as in PART 1. You should reply to the questions asked as briefly as possible. Mini-Meeting 3 PART 1 Work in groups of 3. One student chooses a subject and starts talking about it; the other students try to interrupt and continue talking about the same subject. Be careful to interrupt only when there’s a pause. PART 2 Change roles until everybody ha had a turn. Reminder The topics you choose are not important. You are practicing the language of meetings –any meetings, so feel free to choose serious topics about your job, or more light-hearted topics, such as some of those suggested in this book. The important thing is to practice the language of meetings.

Say no, then negotiate

It is not necessary to understand things in order

to argue about them

Don’t say yes until I’ve finished talking



Discussion Which if any of the above have you tried? How do you survive boring meetings – share your good ideas!

How to Survive a Boring Meeting

Here are some of the tried and tested ways of keeping your sanity and avoiding falling sleep during the sort of meeting you wouldn’t wish on your worst friend.

1. Imagine the Chairman/Chairwoman with no clothes 2. Start a lottery for the time the meeting will finish 3. Write a love poem 4. Write a shopping list for next six months 5. Catch upon all your correspondence – remember to look up

occasionally 6. Photocopy the next 50 pages of the novel you are reading and

put them between the pages of the report 7. Fantasize about what absent members doing 8. Philosophize as follows: Am I really sitting here in this

meeting? Is this all there is to existence 9. Draw caricatures of the members you hate 10. Note one of the favorite phrases of the Chairman/Chairwoman

or any other verbose speaker and count how many times he/she uses it

11. Pick a vogue word like, ”transparent” and count how many times it comes up

12. Send a note to someone who came late saying, “Pity you weren’t here to defend your self”.

13. Ask one or all the following questions: But it is really relevant? But isn’t it only the tip of the Iceberg? May I play the devil’s advocate for a moment? Could we adjourn the meeting for a few minutes?



Clarifying

Language Awareness How do you:

1. Check what someone has said? ________________________________________________________________ Is your phrase too direct?

2. Ask someone to repeat what they’ve said? ________________________________________________________________ Is your phrase acceptable in all situations?

3. Tell someone they haven’t understood you? ________________________________________________________________ Is your phrase diplomatic enough?

4. Say you’re going to repeat yourself in different words? ________________________________________________________________



Asking for Confirmation

1Would I be 2correct in saying that? If I’ve understood you correctly, you’re saying that…? 2Correct me if I’m wrong, but… 1Am I 2correct in assuming that…? When you say…., do you mean that…? Are you saying that…? 3Basically, what you are saying is…

One was of avoiding misunderstanding is by checking what someone has is very difficult to react in an appropriate way if you are not clear about what have been said. It is also important in the refreshing their position. You should realize that you have not only listened to the confirmation but also that you attach importance to what they have said. 1. This invites a correction and then

shows your openness 2. right 3. Can show impatience, especially

previous speaker was not very sure.

Asking for a Repetition

I’m afraid I’m not 1quite clear what you mean by that. I’m sorry I didn’t 1quite 2follow what you say about… I’m afraid I don’t understand what you mean. I’m afraid I didn’t 1quite 3get your last point, could you go over it again please?

1. Completely. Suggests you’ve understood nearly everything when in fact you may have understood very little.

2. follow catch understand get

3. get understand catch

Correcting Misunderstandings

I’m afraid there seems to have been a 1slight misunderstanding 2We seem to be talking at cross proposes I think you’ve misunderstood me That isn’t quite what I meant 3With respect, that is not what I say

All of these phrases would normally be followed by a phrase from re-phrasing below 1. Suggest there has not been a

“complete” misunderstanding 2. This is used when someone has

misunderstood you and has reacted to his/her impression of what you said.

3. Even though you are using the phrase “with respect”. You should still be careful not to offend



Re-phrasing

Perhaps I haven’t made myself clear. 1Basically, what I’m trying to say is… Sorry. I’m probably not making my self clear. Let me put it another way… Perhaps I should make that clearer by saying… Allow me to rephrase that. To be more specific…. Put simply…

These phrases can either be used in reply to a request for clarification, or as a way of reinforcing your point by putting it in other words. Notice that it is more polite and diplomatic to say that it is your fault even if it isn’t. Avoid phrases like You didn’t understand. 1. Here means you are attempting a

simplification of your previous point.

Check Yourself Here are the most important expressions. Fill in each blank with an appropriate word. It is best to do this orally without writing in your books as you may want to check yourself again later. You can use this page as an aide memoire while taking part in the Mini Meetings. Asking for confirmation

1. ______________________ I be ___________________ in saying that… 2. If I’ve _____________________ you ______________ you’re saying that… 3. _______________________ me if I’m ___________________ but… 4. Am I _______________________ in ___________________ that… 5. _________________________ you say…, do you _________________ that… 6. Are you _________________________ that… 7. ______________________ what you’re _________________________ is…

Asking for a repetition 8. I’m afraid I’m not _________________ clear what you _____________ by that. 9. I’m sorry. I didn’t _______________________________ what you said about… 10. I’m ____________________ I don’t ____________________ what you mean. 11. I’m afraid I didn’t ____________ your last point. Could you___________ it again

please?

Correcting misunderstandings 12. I’m afraid ____________________ seems to have been a _________________. 13. We seem to be _______________at __________________ purposes. 14. I think you’ve __________________________________ me. 15. That isn’t ________________ what I _____________.



16. With ___________________, that is not what I ________________.

Rephrasing

17. Perhaps I haven’t ____________ myself _______________ what I’m __________

to say is… 18. _________ I’m probably not ________________ myself _________________ Let

me _____________ it _________________ way … 19. Perhaps I should make that ____________________ by _________________ ... 20. ____________ me to ________________ that. 21. To be more _________________________ ... 22. Put ___________________ …

Mini-Meeting 1 PART 1 Working groups of 2. Think of two subjects you can talk about without having to think too much. When you’ve finished your first subject, change roles with your partner. Then change roles again until all four subjects are finished. PART 2 Change partners but use the same subjects. Remainder In all this Mini Meetings, you can use your own topics, or any of the topics suggested in any unit of the book. There are three or two topics in each unit for variety – but use any topic. The important thing is the language of meetings. STUDENT A STUDENT B

CORRECT

REPHRASE

ASK FOR REPETITION

CONFIRM

TALK



Nuclear Energy

Conventional sources running out Alternative sources in sufficient Cheap and clean Relatively safe

Enough coal and oil Alternative sources renewable Danger of accidents Waste disposal

Marriage

Provides Stability Encourages responsibility Most divorces get remarried Good for children

1 in 3 ends in divorce Just financial contract One partner not realistic Not flexible enough

Mini-Meeting 2 PART 1 You teacher is going to choose a topic and tell you about it. As well as choosing a subject which will be both difficult and complicated. Your teacher will speak at normal speed making no allowances for a non-native audience. You should ask for clarification whenever you don’t understand. Possible topics: Cricket The Class System in England The British or American Political System

If you’re not confused, you’re not paying attention.

To deceive a diplomat speak the truth: he has no experience of it.

I have suffered from being misunderstood, but I would have suffered a hell of a lot mora if I had been understood.



PART 2 Choose a subject, perhaps something about your country which is not easily understood by foreigners, perhaps one of your hobbies or a sport. Think about your subject for a couple of minutes and then form groups of 2 and repeat the exercise. PART 3 Work in groups of 2. Choose conflicting parts of the views below. As you give your “views” on the subject, your partner will interrupt to clarify what you are saying as much as possible. When you reply, use the phrases in Correcting Misunderstanding and Rephrasing. When you’ve finished, change roles.

Traditional Family

Stability for children ‘Normal’ Makes a stable society Morally correct

Denies wife many possibilities No mobility Restricts development of individuals Out-of-date



Discussion

Communication

There are three big problems with communication. First, negotiators may

not be talking to each other, or at least not in such a way as to be understood. Frequently each side has given up on the other and is no longer attempting any serious communication with it. Instead they talk merely to impressed third parties or their own constituency. Rather trying to dance with their negotiating partner toward a mutually agreeable outcome, they try to trip him up. Rather than trying to talk their partner into a more constructive step, they try to talk the spectators into taking sides. Effective communication between the parties is all but impossible if each plays to the gallery.

Even if you are talking directly and clearly to them, they may not be hearing you. This constitutes the second problem in communication. Note how often people don’t seem to pay enough attention to what you say. Probably equally often, you would be unable to repeat what they said. In a negotiation, you may be so busy thinking about what you are going to say next, how you are going to respond to that last point, or how you are going to frame your next argument, that you forget to listen to what the other side is saying now. Or you may be listening more attentively to your constituency than to the other side. Your constituents, after all, are the ones to whom you will have to account for the results of the negotiations. They are the ones you are trying to satisfy. It is not surprising that you should want to pay close attention to them. But if you are not hearing what the other side is saying, there is no communication.

The third communication problem is misunderstanding. What one says, the other may misinterpret. Even when the negotiators are in the same room, communication from one to the other can seem like sending smoke signals in high wind. Where the parties speak different languages the change for misinterpretation is compounded. For example, in Persian, the word “compromise” apparently lacks the positive meaning it has in English of “a mid way solutions both sides can live with”, but only has a negative meaning as in “her virtue was compromised” or “our integrity was compromised.” Similarly, the word “mediator” in Persian suggest “meddler”, someone who is barging in uninvited. In early 1980 U.N. Secretary General Waldheim flew to Iran to deal with the hostage question. His efforts where seriously set back when Iranian national radio and television broadcast in Persian a remark he reportedly made on his arrival in Tehran: “I have come as a mediator to work out a compromise. “Within an hour of the broadcast, his car was being stoned by angry Iranians. From Getting to Yes, Fisher and Ury. Penguin Books.



How far do you agree with the above? Can you think of any misinterpretations between English and your language?

Questioning

Language Awareness How do you: 1. Ask a general question?

___________________________________________________________________ Is your question acceptable in all situations?

2. Ask someone to give you more information about a subject? ___________________________________________________________________

3. Give yourself time to think of an answer? ___________________________________________________________________

4. Refuse to answer? ___________________________________________________________________ Is your phrase diplomatic enough?

5. Give yourself time to think by asking a question? ___________________________________________________________________



Asking General Question

Would you mind…? I was wondering if you …? I wonder if you could… May I ask…? Would you mind if I asked…?

Asking for Further Information

Could you be a little more precise? I’m sorry, but could you explain in a little more detail? Could you give us some details about…? Would you care to elaborate on that? Could you expand on that?

Playing for Time

That’s a very interesting question. That’s a difficult question to answer. I’m glad you asked that question. You have raised an important point there. I’m sure you will appreciate how complicated this matter is.

Saying Nothing

1Well, It’s rather difficult to say at 2present 1I’m afraid I don’t have enough Information at my disposal to answer that. 3I’m afraid I’m not in a position to comment on that just 2yet. 4I think we can leave the problem of… a side for a moment, the real issue is… 5I don’t think we have enough time at our disposal to consider all the 6implementations of this particular aspect of the problem.

All of these phrases are ways of avoiding giving an answer. 1. These mean that you don’t know enough

to give an answer. 2. Suggest you will be able to answer the

question in the future, which makes refusal to answer more acceptable.

3. This either means the same as note 1 above, or that you do not have permission to say.

4. Suggests you consider the question to be either irrelevant or insignificant.

5. Lack of time prevents you answering. 6. ramifications.



Questioning

1It depends what you mean by… I’m not quite sure what you mean by that. I’m afraid I don’t quite follow… 2I don’t think it’s quite as simple as that…

This Phrases again give you time to think an answer. 1. This is a way of throwing the question

back at the speaker who is then obliged to explain in more detail what he/she means

2. This either gives you opportunity to explain something which is more complicated than people think, or it allows you to complicate the issue so much that no body understands it or you anymore

Check Yourself Here are the most important expressions. Fill in each blank with an appropriate word. It is best to do this orally without writing in your books as you may want to check yourself again later. You can use this page as an aide memoire while taking part in the Mini Meetings. Asking general questions 1. _______________you mind…? 2. I was _____________________ if you… 3. I _________________________ if you could…? 4. ______________________ I ask…? 5. Would you ___________________ if I ______________________ …? Asking for further information 6. Could you be a ______________________________ more __________________? 7. I’m sorry, but could you _________________ in a ______________ more

___________? 8. ___________________you give us some _______________________ about…? 9. Would you _______________ to __________________________ on that? 10. _____________________you ___________________ on that?

Playing for time 11. That’s a very ___________________________________. 12. That’s a ______________________ question to ________________.



13. I’m __________________________ you asked that __________________. 14. You have ________________________ an important ___________________ there. 15. I’m ________________ you will __________________ how complicated this matter is

Saying nothing 16. __________________ it’s ____________________ difficult to say at

________________. 17. I’m afraid I don’t have ______________ information _________ my ______________

to answer that. 18. I’m afraid I’m ______________ in a ____________ to comment on that ___________

yet. 19. I think we can _________________ the problem of … ___________ for a moment. 20. I don’t think we have enough time at our ____________to consider all the

____________ of this particular _____________________ of the problem.

Questioning 21. It ____________ what you _______________ by… 22. I’m not __________________ sure ________________ you mean _____________ that. 23. I’m afraid I don’t ___________________________ … 24. I don’t __________________ it’s _____________________ as _____________ as that.

Mini-Meeting 1 PART 1 Work in groups of 2. Think of two subjects you can talk about without having to think too much. When you’ve finished your first subject, change roles with your partner. Then change roles again until all four subject are finished. PART 2 Change partners, but use the same subjects.



STUDENT A STUDENT B

Classical Music

Moving Relaxing Great Achievements Like Shakespeare, help us Understand life

Pretentious Socially elitist Nobody can like Wagner! Not better than jazz, just different

Big Cities

Cultural life Shopping More possibilities Make economic sense

Dirty and polluted Violence Traffic and wasted time Unnatural

QUESTION

SAY NOTHING

ASK FOR FURTHER

INFORMATION

SAY NOTHING

PLAY FOR TIME

TALK

REPLY

ASK A GENERAL QUESTION

TALK



Discussion

Does your language/culture use something similar to ums? Can you think of any other ways of communicating the same thing?

UMS

UMS are sounds made in the nose that often seem to – um punctuate English speech. They can express – um different things; hesitation, disagreement, embarrassment, or deliberation. These sounds are neither meaningless nor unnecessary; nor are they the sign of an ineffective speaker. Look at these examples: I think we could – um – live with that. I’m – um – sure we can – um – come to some sort of – um – agreement. This carries a very different meaning from: I think we could live with that. I’m sure we can come to some sort of agreement. The first examples, said with a worries look, a hesitant forcing out of the words, show the speaker is not very sure and that he/she would like you to offer something more acceptable. The second examples, said with a confident smile, and in a very relaxed way, imply that there are no serious problems, just a view detail to clear up. Obviously understanding ums will help in any negotiation with an Anglo-Saxon; using ums may help you to make your meaning clearer, and encourage acceptance of your conditions. In addition, when reply to a question, ums make it seem as if you had not foreseen the question, which in turn put the person asking at ease. If you reply in a firm, direct way, it can appear premeditated and appear as a challenge, prompting the other party to go on the defensive. You may have wanted to show your decisiveness but the result may be an attack! It’s sometimes better to be – um – more hesitant, and less – um – dogmatic.



UNIT 6 - PROPOSALS, PERSUADING, AND COMPROMISING

Proposal

Language Awareness How do you:

1. Propose something? ________________________________________________________________ Is your phrase strong, neutral, or tentative?

2. Say you support a proposal? ________________________________________________________________ Is your phrase strong or weak?

3. Say you support a proposal but…?

________________________________________________________________

4. Say you are against a proposal? ________________________________________________________________ Is your phrase strong or direct?

5. Say you are against a proposal but…?



Proposals, Recommendations, and Suggestions – Strong

I strongly recommend that… I suggest most strongly that… I advise you most strongly to… In our view, it is 1high 2time that… In my view, the only 3viable solution is…

1. Used for emphasis 2. Use the past time 3. Realistic

Proposals, Recommendations, and Suggestions – Neutral

I 1propose that… My 2proposal is that…

1. propose recommend suggest

2. proposal recommendation suggestion

Proposals, Recommendations, and Suggestions – Tentative

I would 1propose 2that… If I 2may make a suggestion, we could… I would like to put forward a proposal that… I wonder if I might suggest… Wouldn’t it be a good idea to…? Wouldn’t it be better to…?

All of these uses would, could, or might. These are all tentative which means that you don’t commit yourself as much as when you use the phrases from neutral or strong proposals. 1. propose

recommend suggest

2. might – more formal

Expressing Total Support

I am fully in favor of… This proposal has my full support. I can’t 1thoroughly recommend that… I should like to express my 2total support for this… I 3totally agree with… I entirely approve of….



Expressing Support

I am in favor of… I would certainly give my 1backing to… I would certainly 2endorse such a proposal. I 3see no objection to that. I 4would not be opposed to that.

Expressing Partial Support

My 1initial reaction is favorable, but… With certain 2reservations, I would support your proposal. I shouldn’t like you to think that I’m necessarily against this in any way, but I can’t help wondering

1. First 2. Conditions

Expressing Total Opposition

I am 1totally opposed to the proposal. I see no 2valid reason for supporting the proposal. 3Frankly, I think that’s 4out of the question. 5I’m afraid this proposal leaves a great deal to be desired.

1. totally completely wholly definitely

2. good/real 3. Honestly –used to introduce

something which is almost certainly disagreeable.

4. impossible 5. This means that you don’t think the

proposal is good enough.

Expressing Opposition

I am opposed to the proposal. I’m afraid I can’t support the proposal. 1As it stands, I would not be 2able to give it my backing. Without substantial changes, I can not give the proposal my support.

1. As it is. This implies that it should be changed.

2. Considerable / large.



Expressing Tentative Opposition

1On the face of it, this seems quite a good suggestion, but… I can see 2many problems in adopting this. I’m not sure the proposal is 3feasible. This proposal is likely to present difficulties. I am not convinced that this proposal is really 4worthwhile.

1. This implies that in-depth study o the proposal will show it is not as good as it looks.

2. many certain some

3. Possible to do 4. Worth the time or the effort

Check Yourself Here are the most important expressions. Fill in each blank with an appropriate word. It is best to do this orally without writing in your books as you may want to check yourself again later. You can use this page as an aide memoire while taking part in the Mini Meetings. Strong proposal etc. 1. I __________________ recommend that… 2. I __________________ most _____________ that… 3. In our __________________, it is high ______________ that… 4. ___________________ my view, the only ____________________ solution is…

Neutral proposal etc. 5. I ______________ that… 6. My ________________________ is that…

Tentative proposal etc. 7. I __________________________ that… 8. If I make a ________________________, we could… 9. I would like to __________________________ a proposal that… 10. I _________________ if I __________________ suggest…

Expressing total support 11. I am __________________ in _____________________ of… 12. This ______________________ has my full __________________. 13. I can thoroughly __________________ that…



Expressing support 14. I am _______________________ of … 15. I _____________________ certainly ________________ my ______________ to… 16. I would __________________ endorse _________________ a proposal. Expressing partial support 17. My __________________ reaction is ____________________, but… 18. With certain _________________, I would __________________ your proposal.

Expressing total opposition 19. I am ________________ opposed __________________ the proposal. 20. _______________. I think that’s ____________________ of the question. 21. I’m afraid this proposal leaves a _________________ deal to be ______________ Expressing opposition 22. I’m afraid I ______________________ the proposal. 23. As it ________________. I _________________ mot able to give it my _________.

Expressing tentative opposition 24. On the ______________ of it, this seems _______________ a good __________, but… 25. I can ____________________ many problems in _____________ this. 26. I’m not ____________________ that this proposal is really _____________. Mini-Meeting 1 PART 1 Work in pairs. Think of two or three proposals you would like to make to improve the efficiency of your organization or company. Make these proposals to your partner. PART 2 Change partner and repeat the exercise.



Mini-Meeting 2 Work in groups 3. Students A choose one of the proposals below. You should propose the same thing three times, each time you should make it more acceptable to the group. When student A has finished his first proposal, change roles. Keep changing roles. Student B and C are reacting to student A’s proposal not to each other. Use the pattern for your discussion given on page Remember it is more important to practice the language of meetings than to worry too much about the content of your discussion.

1. To restrict smoking in public places 2. To maintain or reintroduce capital punishment 3. To introduce flexible working hours 4. To increase holidays from 4 weeks to 6 weeks a year 5. To allow citizens to choose whether to wear seat belts or not 6. To prohibit tobacco advertising 7. To ban violence on television 8. To reduce the speed limit on motorways to 80 km s/h 9. To maintain or reintroduce military service 10. To cancel all space exploration programs.

If you wish to be a success in the world, promise everything, deliver nothing.

A diplomat is somebody who can tell you to go to hell in such a way that you look



STUDENT A STUDENT B STUDENT C

PARTIAL SUPPORT

PROPOSE STRONGLY

TOTAL OPPOSITION

PROPOSE NEUTRALLY

SUPPORT

OPPOSITION

PROPOSE TENTIVELY

TOTAL SUPPORT

TENTIVE OPPOSITION



Discussion

Do you agree with the author’s of tactics? Why does the author consider that the pig is not showing good sense?

The Proper Place of Tactics?

Consider two announcements made to passengers waiting on aircraft for take off. The first ‘We regret to have to inform you that because… and because…there will be a delay of five minutes in our departure.’ And the alternative; ‘We are pleased to tell you that there will be no more than five minutes’ delay in our departure, which is due to…’ In the first example, the passengers do not know what is going to follow the ‘We regret to have to inform you…’ It could mean a long delay, even having to change planes, etc. In the second case, the minor delay is immediately announced as such. In doing anything, there is rarely in neutral position; something is done in a good way or bad way. Tactics can be the art of doing something in the best way. But from whose point of view? Clearly from the point of view of the person operating the strategy, but this includes morals and also considerations for other parties. The war of combat analogy can be taken too far. We can get into the habit of thinking only in terms of win-lose situations; ’I only can win if the other party loses.’ Yet in many situations the purpose of negotiation or tactics is to ensure all parties benefit: a win-win situation. In the example of the air announcement, the second version is better for all parties. A powerful general tactic is to align your interests with those of the other party so that both parties are working in roughly the same direction. Nor should it be assumed that tactics only involve other parties. There may be tactics in building up a business or doing a scientific experiment. Tactics refer to the implementation of the overall strategy – not just to beating the opponent. A key element in tactics (or it may be part of strategy) is to provide a ‘fallback’ position. If things do not worked out as desired where does that leave you? This may seem to be the opposite of risk-taking and commitment, but it is not. The better is a saying (attributed to Martina Navratilova among others) that in a plate of ham and eggs the hen is involved but the pig is committed. I am not convince that shows good sense on the part of the pig. From Tactics, The Art and Source of Success by Edward the Bono, Fontana/Collins.



Persuading Language Awareness How do you: a. Ask questions to persuade someone?

___________________________________________________________________ Is your phrase acceptable in all situations?

b. Add information to make your argument more convincing? ___________________________________________________________________

c. Say that someone’s argument is not very sound? ___________________________________________________________________ Is your phrase acceptable in all situations?

d. Say that you’re not convinced? ___________________________________________________________________ Is your phrase very direct?

e. Tell someone not to worry about something? ___________________________________________________________________



Asking Questions Have you taken into account …? Has it occurred to you that …? Do you realize that …? If you wondering if you thought of …? Wouldn’t you agree that …? Wouldn’t it be a good idea to …?

Adding Information

There are, if I may say so, certain points you should bear mind … There are other considerations, for example, … If we look at it in another light … Seen from another angle, one could say … I wonder if you’d considered …

Challenging I wonder if that view is justified in the light of … I don’t think you fully appreciate the fact that …It would be in your own interest to … I would be inclined to …, if I were you.

Expressing Reservation I have 1certain 2reservation about … I think we should give our selves time to 3reflect on … I rather 4worried about … 5Under no circumstances 6should we come to a 7hasty decision in this? I am afraid such a decision might lead to … I feel that in view of … it would be 8prudent to … I can’t feeling that …

1. serious – stronger 2. Limiting conditions

Misgivings – which means doubts 3. Reflect on

think about consider

4. skeptical - stronger 5. in 6. Inversion of subject and auxiliary after

under no circumstances 7. Made too quickly 8. Sensible



Reassuring There’s no 1cause for concern as far as … is concerned. Let me 2assure you straight away on that point. I can assure you that … We understand your concerned about … and we assure you that we will do everything in our power to … We share your concern about this, and you may 3rest assure that … You need have fears about …

1. Reason 2. Reassure 3. Feel Confident

Check yourself Here are the most important expressions. Fill in each blank with an appropriate word. It is best to do this orally without writing in your books as you may want to check yourself again later. You can use this page as an aide memoire while taking part in the Mini Meetings. Asking questions 1. ______________ you _________________________ into account ... 2. Has ______________ occurred ____________________ you that ... 3. Do you ___________________ that ... 4. I was ______________________ if you’d _____________________ of ... 5. Wouldn’t you _____________________ that ... 6. ___________________ it __________________ a good idea to ... Adding Information 7. There are _____________ I may _______________ so, certain points you should

____________ in mind ... 8. __________ are other _______________________. For example ... 9. If we ___________ at in another ________________ ... 10. __________________ from another ______________ one _____________ say ... 11. I wonder ______________________ you’ve ___________________ ... Challenging 12. I ____________________ if that view is ____________ in the ___________ of ... 13. I don’t ______________ you fully ________________ the fact that ...



14. It would be in _________________ own ___________________ to ... 15. I would be ______________ to ... if I ____________________ you. Expressing Reservation 16. I have ______________ ______________ about ... 17. I think we should _________ ourselves time to _____________ on ... 18. I’m rather ______________________ about ... 19. _______________ no circumstances _____________ we come to a ___________

decision on this. 20. I am ______________ such a decision might ____________ to ... 21. I feel that in _______________ of ... it would be __________________ to... 22. I can’t ____________________ feeling that ... Reassuring 23. There’s no _______________ for ______________ as far as ..… is concerned 24. Let me ____________ you ______________ away ______________ that point. 25. I can _____________ you that … 26. We __________________ your concern about … and we _______________ you that

we will _______________everything in our ____________ you that we will _________________ everything in __________________________ our to …

27. We ________________ your concern about this, and you ____________ rest 28. ________________ that … 29. You need _______________ no _____________________ about …

Mini-Meeting 1 PART 1 Work in groups of 2. Think of two subjects about which you can try and persuade your partner. When you’ve finished your first subject, change roles wit your partner. Keep changing roles until all four subjects are finished. PART 2 Change partners but use the same subjects



STUDENT A STUDENT B

TELEVISION

Keeps us informed Education Helps the lonely Top quality entertainment

Violence Replaces hobbies Kills conversation Affects children

ASK A QUESTION

ADD INFORMATION

CHALLENGE

REASSURE

EXPRESS RESERVATION

EXPRESS RESERVATION

EXPRESS RESERVATION



Mini-Meeting 2 PART 1 Work in groups of 2. You and your partner are thinking of going on a holiday. Unfortunately, you do not see things in the same way. Using the list below, try and persuade your partner to change his/her mind. PART 2 Now change partners and roles STUDENT A

Overcrowded

Sea polluted

Noisy discos

Hotel expensive

Too far away from sights

Hiring too expensive

Not hot enough

Not sale at night

Costs too much

Taking the dogs

STUDENT B

Not in September

Not in the little village I’ve found

Only two discos and both close early

It’s a small, family hotel

We can hire a car

I checked, small cars are cheap

Average temperature of 30 degrees

As sale as here

No more than last year

Be no trouble

We are more easily persuaded, in general, by the reasons we ourselves discover, than by those which have been suggested to us by others.

The secret of success in life consists in knowing how to change men’s minds.

Negotiation is a process in which both sides win.



Discussion

Do you agree with the above? Could this be said of negotiating in your country?

Negotiators are people first A basic fact about negotiation, easy to forget in corporate and international transactions, is that you are dealing with abstract representatives of the “other side,” but with human beings. They have emotions, deeply held values, and different backgrounds and viewpoints, and they are unpredictable. So are you. This human aspect of negotiation can be either helpful or disastrous. The process of working out an agreement may produce a psychological commitment to a mutually satisfactory outcome. A working relationship where trust, understanding, respect, and friendship are built up overtime can make each new negotiation smoother and more efficient. And people’s desire to feel good about themselves, and their concern for what others will think of them, can often make them more sensitive to another negotiator’s interests. On the other hand, people get angry, depressed, fearful, hostile, frustrated, and offended. They have egos that are easily threatened. They see the world from their own personal vantage point, and they frequently confuse their perception with reality. Routinely, they fail to interpret what you say in the way you intend and do not mean what you understand them to say. Misunderstanding can reinforce prejudice and lead to reactions that produce counter-reactions in a vicious circle; rational exploration of possible solutions become impossible and a negotiation fails. The purpose of the game becomes scoring points, confirming negative impressions, and apportioning blame at the expense of the substantive interests of both parties. Falling to deal with others sensitively as human beings prone to human reactions can be disastrous for a negotiation. Whatever else you are doing at any point during a negotiation, from preparation to follow-up, it is worth asking yourself, “Am I paying enough attention to the people problem?” From Getting to Yes, Fisher and Ury, Penguin Books.



COMPROMISING Language Awareness How do you: 1. Offer a compromise to someone?

___________________________________________________________________ Is your phrase tentative?

2. Ask if a compromise is acceptable? ___________________________________________________________________ Is your phrase tentative?

3. Accept a compromise but add a condition? ___________________________________________________________________

4. Reject a compromise but leave a chance for another compromise? ___________________________________________________________________

5. Accept a compromise? ___________________________________________________________________

6. Reject a compromise? ___________________________________________________________________ Is your phrase very direct?



Offering a Compromise

We are prepared to …, on condition that … I think we could …, 1provided that … We are ready to …, on the understanding that … We are willing to …, with the proviso that … We are 2more than ready to …, as long as … I believe we can …, if …

Asking if it’s Acceptable

Is that acceptable? 1Would that be acceptable? 1Would that be satisfactory? Is that acceptable as compromise solution? We hope that this will be acceptable.

Adding a Condition Positively

We see no objection 1whatsoever, provided that … 2If we agreed, it would be conditional on … Our agreement 3is conditional on … 2If we agreed, we hope you would 4reciprocate by … If you would be prepared to … then we could …

Adding a Condition Negatively

We’d be 1rather 2reluctant to … 3unless … I don’t think we could …, unless … We wouldn’t be prepared to …, unless … We have certain reservations about …, and 4unless … 5Only if you …, would we be prepared to…

1. This softens the phrase. Stress reluctant not rather

2. Means you are not ready to do something

3. Can be followed by a present tense or a past tense. The past tense is more tentative.

4. The condition first sounds more threatening or aggressive.

5. Note that the subject and auxiliary verb of the second clause are inverted. Only if is totally different from. If only which means I wish : if only I’d brought my camera.



Accepting a Compromise

I think that would be 1perfectly acceptable. We see no objection to that. That seems to be a 2reasonable compromise. 3In a spirit of compromise, we would be willing to accept your offer. To meet you half way on this, I think we could agree to your condition.

1. Completely. 2. Neither more nor less than what is

acceptable. 3. So that we can reach a compromise.

Rejecting a Compromise

We are not entirely convinced that this is a 1viable solution to the problem. Although we want to avoid a 2deadlock as much as you do we find you offer unacceptable. 3You leave us with little alternative but to … In that case, we should very reluctantly have to … In which case, we would be 4virtually obliged to … You put us in a difficult position.

1. Here possible. 2. A complete failure to reach

agreement. 3. This means you have no choice. 4. Similar to almost.

Check yourself Here are the most important expressions. Fill in each blank with an appropriate word. It is best to do this orally without writing in your books as you may want to check yourself again later. You can use this page as an aide memoire while taking part in the Mini Meetings. Offering a Compromise 1. We are _________________ to …on _____________________ that … 2. I think we _______________ … _________________________ that … 3. We are ___________________ to … on the __________________ that … 4. We are ___________________ to … with the ________________ that … 5. We are _________________ than ____________ to …, ____________ long as … 6. I ____________________ we can … if … Asking if it’s Acceptable

7. Is that ______________? 8. _____________________________ that be _________________? 9. Would that be ____________________?



10. Is that _________________ as a __________________ solution? 11. We ________________ that this will be ___________________. Adding a Condition Positively

12. We see no … ___________________ provided that … 13. If we _________________ it would be _______________ on … 14. Our _________________ is ___________________ on… 15. If we agreed, we ____________ you would _______________ by … 16. If you would be _________ to … then we could … Adding a Condition Negatively

17. We’d be _________ ______________ to …, unless … 18. I don’t think we ______________ …, _______________ … 19. We wouldn’t be _______________ to …, unless … 20. We ____________ certain ____________ about … and unless … Accepting a Compromise

21. I think that would be _________________ _______________. 22. We _______ no ____________ to that. 23. That seems to be a _____________________ _____________________. Rejecting a Compromise 24. We are not entirely ___________ that this is a ______________ solution

___________ the problem. 25. Although we want to ______________ a ___________ as much as you do, we

_____________ you offer ______________. 26. You __________ us with ___________ alternative _______________ to … 27. In that _________________, we should very _________ have to … 28. In ___________ case, we would be _________ obligated to … 29. You __________ us in a ______________ position. Mini-Meeting 1 PART 1 Work in groups of 2. Think of two subjects you can use to practice compromising. When you’ve finished your first subject, change roles with your partner and choose a new subject. PART 2 Change partners. Use the same subjects or choose new ones.



STUDENT A STUDENT B

Possible Subjects

Selling your car to colleague Negotiating a salary Buying a house

Negotiating your children’s disco with the neighbors Choosing viewing channels for the evening’s TV

OFFER

ADD POSITEVELY

ASK IF ACCEPTABLE

ACCEPT

REJECT

OFFER TENTATIVELY

ASK IF ACCEPTABLE

ASK IF ACCEPTABLE

ADD NEGATIVELY

ASK IF ACCEPTABLE



Mini-Meeting 2 Work in groups of 2. One of you will represent the unions while the other will be the representative from the management. Each of you has a list of 5 items you want from the other side and another list of 10 items which you are prepared to accept. Your partner can either accept or reject it, or add another condition. Each time you reach agreement cross off the items on your list.

MANAGEMENT

YOU WANT PREPARE TO ACCEPT 1. Increased efficiency 2. Reduction in sick leaves 3. Shorter tea breaks 4. Shorter lunch breaks 5. Increase in production 6. Less time-wasting 7. Willingness to work overtime when

needed 8. 10 % reduction in the workforce 9. No personal telephone calls 10. No strikes

1. Increase in salary 2. Flexi time 3. More training courses 4. Better retirement plan 5. More sports facilities

Draw a line between the two columns when a compromise is reached.

UNION

YOU WANT PREPARE TO ACCEPT 1. Increase in salary 2. Longer holidays 3. Flexi time 4. Better gathering facilities 5. More training courses 6. Better retirement plan 7. No redundancies without consultation 8. A special club 9. A bonus scheme linked to

productivity 10. More sports facilities

1. Increased efficiency 2. Shorter tea breaks 3. Less time-wasting 4. Willingness to work overtime when

needed 5. No personal telephone calls



Discussion The table below shows three ways of negotiating: soft, hard, and principled. Which of the three do you think is the most common in your country? Which of the three do you think is the most effective? PROBLEM Positional Bargaining: Which Game Should You Play?

SOLUTION Change the Game – Negotiate on the Merits

SOFT Participants are friends The goal is agreement Make concessions to cultivate the relationship Be soft on the people and the problem Trust others Change your position easily Make offers Disclose your bottom line Accept one-sided looses to reach agreement Search for the single answer the one they will accept Insist on agreement Try to avoid a contest of will Yield to pressure

HARD Participants are adversaries The goal is victory Demand concessions as a condition of the relationship Be hard on the people and the problem Distrust others Dig in to your position Make threats Mislead as to your bottom line Demand one-sided gains as the price of agreement Search for the single answer: the one you will accept Insist on your position Try to win a contest of will Apply pressure

PRINCIPLE Participants are problem-solvers The goal is a wise outcome reached efficiently and amicably Separate the people from the problem Be soft on the people, hard on the problem Proceed independent of trust Focus on interests, not positions Explore interest Avoid having a bottom line Invent options for mutual gain Develop multiple options to choose from: decide later Insist on using objective criteria Try to reach a result based on standards independent of will Reasoned and be open to reasons: yield to principle, not pressure

From Getting to Yes, Fisher and Ury, Penguin Books



UNIT 7 - IMPORTANCE AND CERTAINTY

Language Awareness How do you: 1. Say something is important?

___________________________________________________________________ Is your phrase very strong?

2. Tell someone that something is not important? ___________________________________________________________________

3. Say something is certain? ___________________________________________________________________

4. Say something is probable? ___________________________________________________________________

5. Say something is possible? ___________________________________________________________________

6. Say something is impossible? ___________________________________________________________________

7. Say something is uncertain? ___________________________________________________________________



Degrees of Importance

Emphatic Views

I particularly want to 1emphasize the fact that… It is 2essential to realize that… This issue is highly significant. I feel this is a 3vital issue. I consider this point of the 4utmost importance.

1. Emphasize Highlight. Underline. Stress.

2. imperative 3. vital

very important crucial

4. greatest

Neutral Views

I 1attach considerable importance to… Allow me to importance at this 2juncture that… We mustn’t 3underestimate the importance of… It is well worth nothing that… 4We can not stress too much the importance of… Let me say again how much importance I attach to…

1. Give 2. juncture

point stage

3. Give something last value than deserves

4. The idea is because “it is so important.”

Tentative Views

I would like to remind you that… I wish to draw your attention to… We 1can not 2overlook the fact that… I believe this 3warrants further discussion.

1. mustn’t 2. ignore 3. is worth

calls for

Playing Down a Point

These are mirrors issues when one considers… But this is only of secondary importance. But this is, 1after all, a relatively small point. I’m afraid I 2regard that as of relatively minor significance. I’m afraid I’m not totally convinced of the importance of…

1. Nevertheless 2. See



Degrees of Certainty

Certain

I’m 1certain that… It’s 2certain that… There’s no 3doubt that… Without 3doubt… Undoubtedly…

1. certain 2. obvious 3. question

Probable

I’m 1almost that… It’s 2highly probable that… It’s 3quite likely that…

1. virtually – more certain 2. very 3. probable

Possible

This 1could well… It’s possible that… It’s not out of the question that… It’s not impossible that… I think there is 2every possibility that…

1. could might – more possible may – most possible

Here very little difference between them

2. Here all/ complete

Unlikely

It is 1highly improbable that… It is 2highly unlikely that… There’s very little 3likelihood of…

1. Most 2. Highly

Extremely Very Most

3. Probability

Uncertain

I’m not 1certain that… I have doubts about… I doubt 2if… There is some doubt as whether this… I’m uncertain about…

1. Certain Sure Convinced

2. Whether



Check yourself Here are the most important expressions. Fill in each blank with an appropriate word. It is best to do this orally without writing in your books as you may want to check yourself again later. You can use this page as an aide memoire while taking part in the Mini Meetings. Emphatic Views 1. I ___________________ want to ____________________ the fact that… 2. It is __________________ to realize that … 3. This _______________ is highly ____________________. 4. I ________________ this is a _______________ issue. 5. I ______________ this point of the __________________ importance. Neutral Views 6. I _______________ considerable ________________ to … 7. _________________ me to ________________________ at this juncture that … 8. We _____________________________ the importance of … 9. It is ________________ worth __________________ that … Tentative Views 10. I would like to __________________________ you that … 11. We can not __________________ the _______________________ that … 12. I believe this _____________________ further _______________. Playing Down a Point 13. ________________ are ________________ issues when one considers… 14. But this is only of ___________________________. .. 15. But this is after _________________ a ___________ small ______________. Certain 16. I’m ______________ that … 17. There’s no _________________ that … Probable 18. I’m ___________________ certain that… 19. It’s ___________________ probable that…



Possible 20. This _____________ well… 21. It’s not _________________ of the ___________ that… Unlikely 22. It is _________________ __________________ that… 23. There’s very ____________ _________________ of… Uncertain 24. I’m not _______________ that… 25. I ________ doubts ____________... 26. There is some ________________________ as to _____________ this…

Mini-Meeting 1 PART 1 Work in groups of 2. Think of two subjects you can talk about without having to think too much. When you’ve finished your first subject, change roles with your partner. PART 2 Change partners but use the same subjects



STUDENT A STUDENT B

Possible Topics

Public transport Private Education Censorship of the press Best System of Management

EXPRESS TENTATIVE

VIEW

ESPRESS A NEUTRAL

VIEW

POSSIBLE

UNCERTAIN

PROBABLE

PLAY DOWN

EMPHASIZE STRONGLY

UNLIKELY

CERTAIN



Mini-Meeting 2 Work in groups of 2. Using the list of predictions below, tell each other how certain or uncertain you think they are. You should also justify your answer. Student A should say how certain he/she about number 1; student B should reply saying how much importance he/she gives to such a prediction. Then student B should decide about number 2.

1. There will be no more nuclear power stations built. 2. England will win the nest World Cup. 3. Cars will be obsolete by the year 2200. 4. The United Nations will no longer exist by the year 2000. 5. Life expectancy will continuo to rise. 6. People will be able to shop by computer. 7. People will be able to go to the moon for a holiday. 8. Unemployment will cease to exist. 9. Soon over 50% of the world’s population will be over 65. 10. All factories will be fully automated. 11. Europe will become one country with one parliament. 12. Smoking will be illegal. 13. English will become the world language. 14. A world government will be established. 15. The world will blow it self up before the year 2025. 16. A cure for cancer will be found. 17. Marriage will be a thing of the past. 18. Computers will put most of us out of work. 19. Family size will be restricted by law. 20. Learning a foreign language will only take a week.

I wish I could be half as sure of anything of some people are of everything.

I am not young enough to know everything.



Discussion Look at the following lists in groups of 3 or 4 and decide which would annoy or irritate you. Which ones if any are you personally guilty of? Can you think of any others?

Other People’s Mannerisms

1. Banging the table to emphasize important points. 2. Learning back in your chair. 3. Drumming your fingers or a pencil on the table. 4. Biting your nails. 5. Biting your lips. 6. Chewing gum. 7. Eating sweets. 8. Smoking. 9. Cleaning your fingernails. 10. Tapping your foot on the floor. 11. Doodling in a piece of paper. 12. Staring into space while talking. 13. Ratting keys or money in your pocket. 14. Keeping your hands in your pockets. 15. Twisting a ring on your finger. 16. Supporting your head on your hand. 17. Wetting your lips with your tongue. 18. Scratching you head. 19. Adjusting Spectacles. 20. Thinking you’re the only one in the room with no

mannerisms at all!!



UNIT 8 - PROCEDURE FOR A FORMAL MEETING

This unit is different from the others in this book. It is concerns with meetings or conferences directed by a chairman/chairwoman. Much of the language used to control the meeting is very stylist so that the identical words are used on all occasions. The language presented here is subdivided into more and less formal, those after it are less formal. Even so, because this language is used only in meetings which are controlled from the chair, it is all, by normal standards, formal. Much of the language presented below is for the exclusive use of the person controlling the meeting from the chair. One important introductory point must be made. In recent years, there has been much discussion of the language appropriate to addressing the person in the chair. For many years, Chairman was standard, and if the person in the chair was a woman, Madam Chairman was used. Some people found this last phrase ridiculous, and preferred Chairman. In recent years the situation has become more complicated. Now, all of the following are used:

Chairman, chairperson, chair, chairwoman All except maybe applied to either a man or a woman, while the last is used only if the person is known to be female. To address the person in the chair the following will all be found: Mr. Chairman, may I make a point here? With the Chairman’s permission … With the Chair’s permission … The first is used only if the person is male; the other two maybe used to anyone. Madam Chairman now seems old fashioned. In Who Cares about English Usage (Penguin Books 1984) David Crystals says, among other things, the following:

Chairman is one of the word which has caused most fuss, along with a few others ending in-man. …Chairman attracted special criticism, presumably because of a distinctive and influential social role involved in taking the chair at a meeting. Some people suggested chairwoman as a parallel to chairman – but it didn’t catch on. The word which in the end, come to be most widely used, especially in the USA, was chairperson. It’s nowadays very widely used in publicity for academic conferences and the like … On the other hand, the association of the new word with the extreme views of some feminists makes it a source of humor to some people. It still has only limited standing in the world of industry and commerce, where male domination evidently continues to be the norm.

Probably the best and most courteous course of action is to ask anyone who is in the chair hoe they wish to be addressed, and what term they wish to use to describe their own



function. In the examples below, Chairman is used, but the other alternatives discussed above can be substitute.

Opening

1Ladies and Gentlemen, I declare the meeting open. 1Right, shall we get started? 1Let’s get down to business, shall we?

The Minutes

1May I read the minutes? 2Would someone move that the minutes of the last meeting be accepted? 3Has everyone seen the minutes? 3Can we take the minutes as read?

The Agenda

Has everyone received a copy of the agenda? The first item on the agenda today is … I would like to add an item to the agenda. 1Could we delete item 5 from the agenda?

The Subject

The purpose of today’s meeting is … The first problem we have to consider is … Perhaps we should first look at …

Giving the Floor

I’d like to 1give the floor to 2Miss Hinton Mrs. Williams, would you like to say something about this? Mr. Brown. I think you know something about this problem. Have you got anything to say, Jhon? What are your views on this, Anne?



Taking the Floor

Excuse me Mr Chairman, may I say something please? With the Chair’s permission, I’d like to 1take up the point about … Could I just make a point about …? Could I say something here, please?

1. This means that the point was mentioned among others and that you don’t want to comment on all the points but just this one.

Finishing a Point

Has anyone anything further 1they wish to add before we move on to the next item on the agenda? Has anyone anything further to add?

1. Note the use of a plural pronoun here. This is to avoid using the pronoun “he” which may offend the female participants.

Directing

1We seem to be loosing sight of the main point. The question is … This isn’t really relevant to our discussion. What we’re trying to do is … Could you 2stick to the subject, please? Let’s not get 3sidetracked. The issue under discussion is …

These phrases are used when the discussion starts to wander and become irrelevant. 1. You are moving too far away from

the subject. 2. Stay on and not move away from. 3. Keep to the main line of discussion,

not digress.

Keeping Order

We can’t all speak at once; Mr. Newby, would you like to speak first? 1Mrs. Wilson, would you mind addressing your remarks to the Chair, please? 2I shall have to call you to order Mr. Simpson.

1. This means that Mrs. Wilson replied to someone without asking permission from the chairman/chairwoman

2. This means Mr. Simpson has broken the rules in some way.

Moving to a New Point

Could we move on to item 4 on the agenda? Now, I’d like to turn to … Can we go on now to …



Postponing Discussion

Well, Ladies and Gentlemen, 1with your approval, I propose to 2defer this matter until we have more information at our disposal. If no one has any objections, I suggest that we leave this matter until our next meeting. Perhaps we could leave this for 3the time being. We can come back to it later.

Proposing

With the Chair’s permission. I 1move that … 2Mr. Chairman I’ll second that 3motion. I would like to propose the motion that … Would anyone like to second the motion?

Moving to a Vote

Perhaps we should take a formal vote on this. 1Can I ask for a show of hands? Let’s put it to the vote. Could we take a vote on it? Can we move to a vote on this?

Voting

In the event of a 1tie, I would like to remind you that I have the 2casting vote. Those for the motion, please? Those against? 3Any abstentions? The motion 4is carried 5unanimously. The motion has been rejected by 6 votes to 5.

Consensus

It seems that we have a 1consensus. Can I take it everyone’s in favor? Are we all agreed on that? Well, it looks as if we’re 2broadly in agreement on this.

1. General agreement. 2. Generally.



Any Other Business

1Is there any other business? Any further points? Is there anything else to discuss?

1. Comes at the end of a meeting. Often abbreviated on the agenda to A.O.B.

Closing

I declare the meeting 1closed. Thank you Ladies and Gentlemen. That concludes our business for today. Thank You. Well, I think that 2covers everything. That’s all for today. Thank you.

1. Adjourned until 3 pm. (i.e. the meeting will resume at 3).

2. Everything has been discussed.

Mini-Meeting 1 Work in groups of 3 or 4. Take it in turns to be the Chair and hold a meeting Mini-Meeting 2 Work in groups of 3 or 4. Take it in turns to be the Chair and hold a meeting

AGENDA 1. Minutes 2. Matters Arising 3. Clothing during the summer (a) office (b) weekly meetings (c) outsiders (d) A.G.M. 4. A.O.B

AGENDA 1. Minutes* 2. Matters Arising 3. Date for Xmas Party 4. The Coffee Machine 5. Any Other Business * already circulated



UNIT 9 - NEGOTIATION, CHALLENGING, AND DEFENDING

I. Negotiation This is an introductory unit designed to give students an appreciation of negotiating strategy. It contains oral and written exercises which help students acquire the necessary vocabulary and negotiation functions. These exercises are practices as individual, pair, group, class activities. This unit is rather different from succeeding units. It contains no new language items and concentrates on the mechanics of negotiation as an activity. This unit consists of a series of discussion and exercises designed to impress upon participants, by experience, certain guidelines as aid to successful negotiation. It is based on a simple negotiating situation. There are no sums of money involved, but a system of points instead. There are no new language items. The unit aims to concentrate on the actual activity and mechanics of negotiation. 1. Class Discussion A a. What ways is a negotiation different from everyday conversation? b. Negotiations often arise out of conflict. What can you do, as negotiator, to reduce

the atmosphere of conflict? c. You will be negotiating in English. As a foreign speaker of the language, do you

have any special advantages or disadvantages? d. Are there any differences between nego0tiating with someone who has been

English-speaking from birth and someone who has learnt English as a second language?

2. Group Work: preparing to negotiate The object of this exercise is to help you plan your part in a negotiation which you will shortly perform face-to-face with one other student. Read through the following role card allocated for the seller and the buyer. THE SELLER (representing Ovni – Truck) You represent Ovni-Truck, an overseas goods vehicle manufacturer. Your firm has only a very limited distribution network ∈ the United Kingdom: ∈ fact, the procedure at present is that trucks are collected, or if necessary delivered, from the port of entry on



the south coast. You have been sent to develop links for a distribution network, ∈ preparation for a major exporting drive aimed at the British market. You will be visiting a potential customer, interested ∈ purchasing six articulated vehicles. You have submitted what you consider being a competitive price and do not wish to lower this any further. However, you know that the potential customer is likely to ask for better terms (for example, further discount, shorter delivery period, delivery points, vehicles to be painted ∈ customer’s livery). Your object now is to minimize your concessions. To identify your priorities a points system has been attached: System A System B No color change 1 point No color change 1 point Delivery to port of Delivery to port of Entry only 2 points Entry only Delivery time: Delivery time: More than 90 days 3 points More than 90 days 3 points 90 days 2 points 90 days 2 points 80 days 1 point 80 days 1 point Further discount: 0 % 4 points 0 % 4 points 1 % 3 points 1 % 3 points 2 % 2 points 2 % 2 points 3 % 1 point Of course you will not be able to score all ten points, as you will have to make tactical concessions; but your aim is to score the highest number of points that you can. Your opponent’s points system may not necessarily be the reverse of your own.

The Buyer (Representing Emery Ltd.) You are in charge of vehicle purchase for a food distribution company based in northern and central England. As your requirements are quite specific, you have had to look closely at the available vehicles and have decided on a foreign model, new to the British market, made by Ovni-Truck. You informed them of your intention to purchase six articulated vehicles. Their initial price was quite competitive, but nevertheless you are meeting them now in order to try to obtain better terms (for example, having the vehicles painted in your company’s livery, further discount, delivery to each of your main distribution centers,



shorter delivery periods): but of course you have no wish to pay more money. Thee meeting is in your office. Remember that you are, potentially, a major customer. If you are satisfied with the vehicles, you may buy more at some future date. So give the Ovni-Truck representatives a difficult time! Below are the conditions on which you will try to insist. To show their relative importance to you a system of points has been attached:

System A System B Color change 1 point Color change 2 points Delivery to three Delivery to three delivery points 2 points delivery points 2 points Delivery time: Delivery time:

80 days 3 points 60 days 3 points 90 days 2 points 70 days 2 points

more than 90 days 0 point 80 days 1 point Further discount: Further discount: 3 % 4 points 3 % 3 points 2 % 3 points less than 3 % 0 points 1 % 2 points 0 % 0 point

Your aim is to score a maximum number of points. Of course, you will not be able to score all ten, as you will have to make tactical concession in order to win certain points. Your opponent’s score system is not necessarily the reverse of your own. Use points system A on the role-card. Then consider the following point in your presentation for the negotiation. The items

a. You know which points you wish to negotiate. It may be important to know how many items your opponent will wish to discuss. How can you find this out?

b. Do you consider any of the items as being related in any way (financially or otherwise)?

c. Could these relationships be useful to you ion your handling of the negotiation?



Your target Can you say how many points (i) you can realistically hope to score and (ii) you consider the minimum acceptable score? Your opening moves

a. Is there any way in which, given the situation at the start, you can make it appear that you have already shown greater co-operation than your opponent (and therefore deserve a concession in return)?

b. Will you begin with a demand, or a concession, or will you propose an exchange? c. In order to win a concession of a certain value, would you first ask for more or less

than that value? Does this principle apply to any of the items on your card? Your Strategy

a. Instead of having a coherent plan, have you considered waiting to see what your opponent asks for and reacting accordingly? What are the advantages and disadvantages of such an approach?

b. Now consider possible strategies for your negotiation, in its main stages. For example, a buyer (with a different points system from both A and B) might plan the following, even though he knows that the seller may resist his strategy.

Strategy: Step 1: Claim to deserve a concession: ask for color change (2 points) Step 2: Suggest exchange delivery points item for minimum delivery time (3 points) Step 3: Ask for 4 % discount, accept 2 % (2 points). Now try to draw up a strategy for yourself, according to the role you have been given.

3. Pair work: First Negotiation

Each buyer will negotiate with one seller, in the office of Emery ltd (the buyer). You must try to reach agreement, each negotiator trying to obtain maximum benefit for his company. After the negotiation, you will be asked to record your score and to report on you approach. There are two rules which you much observe:

Five minutes social conversation This applies to every negotiation in this book. No real business negotiation ever begins without some initial social conversation. People talk about business, the economy, their tow companies, even about their journey and the weather. It is an opportunity to meet your opponent and perhaps – by what you say – to create a climate of co-operation to ignore in the coming talks.



Respect Remember that you are representing your company. This is not a personal argument. Listen to what your opponent says. Let him finfish. Never just say ‘No’. Be polite at all times. Do not offend him, or use disrespectfully language or slang. Try to obtain his respect, and remember that you may have to work together again in the future. 4. Class Discussion B You will soon be negotiating not alone, but in teams of two. First consider the following questions.

a. What are the possible disadvantages of working in a team of negotiators? b. What are the possible advantages? c. Is it necessary to have a team leader? If so, what are his functions? d. In team negotiations, one team sometimes leaves the table for a consultation,. What

are the dangers of such a move?

5. Team Work: Second Negotiation You will now work with in teams of two. Two buyers should jo9n together to form a team to negotiate against a team of two sellers. Consult your role-cards again and as before plan thoroughly for your negotiation. This time use points system B. First look at some approaches to team negotiation. When two people (A and B) negotiate together to form a team, they have several possibilitie3s. Division of Labor : A may handle one aspect (for example, financial) and B another (for example, technical). Hot and Cold A may appear friendly and encouraging. B rather more sever and demanding, so that the team can present a range of attitudes and reactions whenever convenient. Consecutive negotiating Many salesmen have spent an hour or two negotiating a good price with buyer A, only to be invited afterwards into the office of the senior buyer (B) who then renegotiates, using the suggested price no longer as a finishing line but as a starting point. Picture:



This technique can be used at the same table: A does the preliminary negotiating, and then a dissatisfied B demands more concessions. The salesman, anxious not to let the agreement fail, usually concedes. ‘Divided Front’ A negotiator faced with opponents who seem to be interested in different terms may think that he has the advantage, and can divide his opponents team. In fact, however, this ‘divided front’ may be deliberate: if both A and B maintain their positions, their opponent can only progress by giving way (at least partially) to both their demand. 6. Written follow-up No negotiation is ever complete until a contract has been signed, or a letter written, to confirm what has been agreed. Write a letter to your opponents in the last negotiation to confirm the terms upon which you finally agreed. 7. Conclusion Try to draw up a list of ‘dos’ and ‘don’ts’ (i.e. advice and warnings) under the following headings: Language Behavior Social conversation Strategy Working in teams 8. Written Work You are the Senior Buyer for a large company. What advice would you pass on to a new and inexperienced employee who will be involved in negotiating on your company’s behalf, sometimes alone and sometimes as a member of a team?



UNIT 10 – SPEAKING TO INFORM In unit one, you have been told about the meaning of “informative speaking,” anyway, we have to know when we make informative speech. We make informative speeches all the time! We might be asked to direct a stranger to his destination: we might need to explain to an auto mechanic exactly what is wrong with our car; or we might need to describe an illness to a doctor; Our goal in such informative talks is to state our ideas as simply and as clearly as possible. Classroom Activity Now let’s try an informal and fun information-sharing activity. Arrange your chairs in a large circle. Your teacher will call on you to choose one of the following questions to answer. Remain seated and relax as you share your information with the class.

1. Describe how birthdays are celebrated in your country. 2. Inform us about the educational system in your country. 3. Explain what are the national sports of your country. 4. Describe the climate in your country. 5. Inform the class about the geography of your country. 6. Describe the procedure for being admitted to this college. 7. Inform the class about your country’s major cities. 8. Describe the procedure for registering for classes at this school. 9. Inform us about your country’s important industries. 10. Explain how Christian is celebrated in your country. 11. Describe the typical foods people eat in your country 12. Inform us about a popular tourist attraction in your country. 13. Inform the class about the most important holidays in your country. 14. From the building you are now in, inform a “lost” student how to get to the:

a. Library e. admissions office b. Gymnasium f. advisement of counseling department c. College bookstore g. college auditorium d. Cafeteria h. international student department

Preparing and building the framework for the Informative Speech: 1. Analyzing your audience You should start preparing for your informative speech by looking at your future audience. Your job is to get as much information about your audience as you can. This information will help you prepare a speech, which is relevant and interesting to your listeners. So – what do you need to know about your audience?



a. Age: What is the age range of your audience? If they are young, an appropriate speech topic might be “Choosing a Career.” If they are middle-aged, a good topic might be “Planning for Retirement.”

b. Sex: What is the sex distribution of your audience? If there are both males and females in your class, choose a speech topic that will be interesting to both men and women.

c. Occupation: Is your audience made up of college students who don’t work? Or do most of your classmates have jobs? If members of your audience have occupation in common, you could build your speech on this common background.

d. Economic Level: What is the general financial position of your audience? 0u would not, for example, try to inform the average college student about “How to Build a Sauna in Your Jet Plane.” However, it might be a great topic for a group of Texas oilmen or Arabian sheiks!

e. General background: it’s also important to know something about your audience’s general background, attitudes, and even religious beliefs. It would be inappropriate, for example, to talk to people who practice the Hindu religion about “ The Best Steak restaurants in Buenos Aires.” People who are against smoking would not be interested in a speech about “Different Types of Cigarettes and Cigar.”

FOR HOMEWORK This speech class will be your audience for the rest of the semester. You should have already learned some important information about your classmates. Write a specific and complete analysis of your class “audience” which will help you in preparing your future speeches. FOR CLASSROOM DISCUSSION Discuss which of the following informative speech topics would be appropriate for presentation to an audience of

a. Businessmen b. High school students c. Working mothers d. Unemployed workers e. Single parents f. College students g. Young professionals

Be sure to explain why each of the above “audiences” would or would not be interested in hearing the following speeches.



A Foolproof Diet Ways to Fight Inflation A European Vacation Marriage Customs in Saudi Arabia Home Decorating hints New Fall Fashions Stamp Collecting The Use of Computers in Business Planning Your Career Choosing a College Coping With Divorce Applying for a Part-time Job Writing a Resume Hazards of Smoking Investing for Retirement Importance of a Good Education Raising a New Baby How to Tune your Car’s Engine Taking an African Safari The Ancient Aztec Civilization 2. Selecting Your Subject Your first reaction might be “What shall I talk about?” This problem is not as big as you think it is. The truth is that there is a quick and easy way to select a topic for an informative speech. What is this “secret” that will help you? Just this: Pick a topic that you know a great deal about or that really interests you! Try to talk about something that you have had some experience with. Example One: A student in out speech class made a speech to inform entitled “Problem Facing Immigrants in a New Country.” This student came to the United States from Poland at the age of 18. He experienced a variety of problems adjusting to life in America and was able to make his informative speech about a topic he personally experienced. Example Two: Another student made a terrific speech about “Emeralds.” In Colombia, she had worked for her father, who bought and sold emeralds. She too had experience with and a strong interest in her topic. Example Three: A third student made an excellent speech about “The History of the Postage Stamp.” His favorite hobby was stamp collecting, which he started at the age of 9. For this reason, he was very knowledgeable and interested in his topic. The informative speeches describe above were particularly good because the students chose topics they were really interested in and that they already knew something about. So- think about your special interest, hobbies or personal experiences. You will have no terrible choosing a topic!



3. Narrowing Your Subject Now that you have a topic for your informative speech, you must narrow it down. If you pick a topic that you know a great deal about, you probably know more about your subject than the audience does. That is important, but-there is a danger in this. You might want to tell all you know about your subject. Trying to tell all you know about a particular subject in one speech would be a very bad idea, for two reasons: First: Your teacher will probably give you a time limit of bout five minutes for your speech. Let’s say you were going to talk about your favorite subject, “Soccer.” It would be impossible to say everything there is to say bout soccer in five minutes. You would have to limit your topic. For example, you could limit your talk to “The History of Soccer,” or “The Worldwide Popularity of Soccer,” or “The World Cup Tournament,” or “Basic Rules of Soccer.” Second: Your audience will not remember many details or much information after just one speech. You must limit your topic so that your audience will understand and remember it. For example: let’s say you wanted to talk about Mexico City. If you tried to tell too much about Mexico City (its history, climate, geography, social and political problems, restaurants, museums, etc.) your audience would never remember it all! You could limit your topic to: ”Mexico City’s Fascinating History,” or Shopping in Mexico City,” or “Popular Tourist Attractions in Mexico City.” There are three things to remember about limiting your topic: I. A good informative speech topic should be specific. II. A good informative speech topic should contain one idea. III. A good informative speech topic should be achievable. What do we mean by “The Topic Should be Specific”? We mean that you must limit tour topic (as previously discussed) and know your specific purpose in giving your speech. Be sure to avoid topics that are too general. Example: The topic “Hurricanes” is much too general The topic “Preparing for a Hurricane” is specific. The topic “Causes of Hurricanes” is specific. The topic “Dangerous Effects of hurricanes” is specific. What do we mean by “The Topic should Contain One Idea”? We mean that your speech should have just one purpose. Most audiences would be very confused if you made a speech that was about two different subject. Example:



The topic: “Choosing a Hotel and Buying a Car in a Foreign Country” contains more than one idea. It would not make a good speech. The topic “Choosing a Hotel in a Foreign Country” contains one idea. The topic “Choosing a car in a Foreign Country” contains one idea. What do we mean by “The topic Should be Achievable”/ We mean that your audience must actually be able to do something or understand and remember specific information after your speech is over. If you try to speak about something very complicated and difficult to understand, your audience will feel completely lost after your speech is over. Example: The topic “How to Weave an Oriental Rug” is not achievable. Your audience would not be able to weave an Oriental rug after your speech. The topic “How to buy an oriental Rug” is attainable. Your audience would actually be able to use this information if they ever went shopping for an Oriental rug. They would remember what to look for. The topic “building a Computer” is not attainable. The audience would probably not understand your information or be able to build a computer after your speech. The topic “The use of Computers in Education” is attainable. Your audience could learn valuable and relevant information about the importance of computers. FOR CLASSROOM DISCUSSION Some of the topics listed below would not make for good informative speeches because they are either too general, contain more than one idea, or are not achievable. Some would make good topics. Discuss each of the following and decide which would make appropriate speech topics and which would not. Be sure to explain why you feel the way you do. Example A: “South America” (This Topic is too general.) Example B: “How to Become a Concert Pianist” (This topic is not achievable.) Example C: “The Significance of Dreams” (This topic is specific and something the audience would understand and remember.) Musical Instruments Writing Resume Buying a Used Car Child Abuse How to Fly An airplane The Best Way to Lose Weight Applying for a Bank Loan The use of Marijuana in Medicine Ecuador The Galapagos Islands Choosing and Caring for Chinese New Year Traditions



A Parrot Birds Basic Technique of Dog Snakes Life Saving Uses of Snake The Celebration of Three Kings in Mexico The History of the Hawaiian and Christmas in Germany Islands and Alaska 4. Gathering Information Now that you have selected and limited your topic, you need to gather information so you can prepare the actual speech. There are two places to look for material for your speech:

a. Look within yourself for information b. Look outside of yourself for information.

Your goal should be to find more information about your subject than you can use! This will make you even more knowledgeable about your topic. You will then have a choi8ce about what information to use and what to ignore. Your teacher will give you guidelines about looking outside of yourself. You might be required to consult a minimum of two printed sources (books, periodicals, magazines) for information ant to turn in a completed copy of the “Outside Sources Consulted” form on the next page.



Student’s Name -------------------------------------- Date ------------------------- Outside Sources Consulted Title of Book or Periodical ---------------------------------------------------------------------- Name of Author ---------------------------------------------------------------------------------- Pages Read ---------------------------------------------------------------------------------------- Publisher and year ------------------------------------------------------------------------------- Title of Book or Periodical ---------------------------------------------------------------------- Name of Author ---------------------------------------------------------------------------------- Pages Read ---------------------------------------------------------------------------------------- Publisher and Date ------------------------------------------------------------------------------- (If you used a person as an additional outside source, provide the information requested below.) Name of Person Consulted --------------------------------------------------------------------- Person’s Occupation ---------------------------------------------------------------------------- Date of Interview -------------------------------------------------------------------------------- Describe why this person is qualified to provide information about your topic: ---------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- 5. Preparing Visual Aids Pictures, charts, models, and diagrams help to make a speech clear and interesting. They help audience to actually see and experience what you are talking about. Example 1: If you were making your speech to inform about “Funeral Customs in Japan,” this picture of an actual Japanese hearse would make your speech more interesting. Example 2: If you were speaking about “Marriage Customs in Japan,” this picture of a Japanese bride and groom in traditional dress would help your audience understand what you were describing.



We hope you will use visual aids when making your informative speeches. The following guidelines about using visual aids are important for you to know:

1. Your visual aids must be large enough for everyone to see. 2. Do not pass out objects or papers during your speech. If people are looking at

objects or reading papers, they will not be listening to what you are saying. 3. Keep charts, maps, and graphs very simple. Don’t try to show too many details in

one visual aid. 4. Look at your audience-not at your visual aids! When you are showing a picture,

graph, etc., be sure to maintain eye contact with your listeners. 5. When you are finished using your visual aids, put them away. If your were starting

to speak about Retire Park in Madrid, it wouldn’t make sense to have your audience continue looking at a picture of a bullfight!



UNIT 11 - ORGANIZING YOUR INFORMATIVE SPEECH 1. Preparing an Attention-Getting Introduction The opening of your speech is very important. You must have your audience’s immediate attention and get them interested in your speech at the very beginning. Your must make them want to listen to your speech. If this sounds like a difficult task, it is! But-it’s not impossible! We will now teach you different ways to prepare an interesting, attention-getting introduction.

a. Make your audience curious. Ask your audience a question. They will immediately be interested in knowing the answer. For example, one of our students started her speech with their series of questions:

What can cost ten dollars or a thousand dollars? What can be every color of the rainbow? What can you wear on your arm, your cheek, your leg, or even your back? What do famous movie stars and authors have? Are you curious? We are sure that you would like to hear more of the speech. This student made her informative speech about “Tattoos.” b. Begin your speech with a story. People like to listen to a story. They want to find

out what it is all about. For example, a boy from Colombia started his speech with this story:

A guard took me to a square room with no lights. The room was so black I couldn’t even see my own feet. All of a sudden a hidden electric wall slid closed behind me. There was no way out. I thought I was in a tomb. All of a sudden bright lights came on. I was surrounded by gold on all four sides. Did this story make you interested in hearing this speech? Of course it did! This student made his speech about “The Gold Museum” in Bogotá, Colombia. c. Begin your speech with a well-known quotation. One of our students began her

speech about “The Disadvantages of Borrowing” with the famous quotation from Hamlet by William Shakespeare:

Neither a borrower now a lender be, for loan oft loses both itself and friend. d. Begin your speech with a starling or shocking fact. Example:

You can get almost anything you want without cash! And you can begin today.



This statement got your attention, didn’t it? A student of ours used this striking statement to begin his speech “The Billion Dollar Business of Bartering.” (He talked about ways to use your skills or services to get almost anything you want without cash.) 2. Preparing a Preview of What You are Going to Talk About

After your terrific attention-getting opener, you must provide your audience with a preview of what your are going to talk about. The best way to do this is to tell your listeners exactly what you are going to say. Example 1: In a speech entitled “Surviving a Hurricane” you could use the following preview: My purpose today is to tell you what to do in the event of a hurricane. I will talk about:

a. How to prepare for a hurricane b. Safety measures to take during the hurricane, and c. What to do after the storm is over

Example 2: In a speech about “Left-Handed People” you could use the following preview: In discussing left-handed people, I will:

a. Explain the causes b. Talk about problems that left-handed people have, and c. Tell you about some world-famous “lefties.

3. Preparing the Main Body of Your Speech Now that your listeners know exactly what you are going to talk about, it is time to present your information. Be sure to present the main parts of your speech just the way you said you would. Example 1: If you said that you were going to talk about the three most dangerous effects (wind, water, and pressure buildup) of a hurricane, you must keep your promise! The main body of your speech must contain the following sections:

i. The Winds of a Hurricane ii. The Rain of Hurricane

iii. The Pressure Build-up Inside Buildings Example 2: If you said in your preview that you were going to talk about the past, present, and future of the Olympics, you cannot change your mind! The main body of your speech should have the corresponding sections:

I. The History of the Olympics II. The Olympics Today III. The Future of the Olympic Games



4. Preparing a Summary of What You Spoke About Although you have finished presenting all your information in the main body of your speech, you are not ready to sit down. Every good speech should have a summary of the information is to remind your audience about what you said. Help your listeners remember what you spoke about by repeating the main points covered in the main body of your speech. Example 1: In the speech about “Surviving a Hurricane” you could use the following summary: Well, I’ve given you some very important information today. You now know:

1. How to prepare if a hurricane is coming 2. Various safety measures to take during the storm. 3. What to do after the hurricane is over

Example 2: In the speech about “The Olympics” you might use a summary like this: As you can see, the Olympic Games are very important to people all over the world. I hope you learned some interesting information about:

A. The history of the Olympics B. The Olympics today C. The future of the Olympic Games

5. Preparing a Memorable Conclusion You still aren’t ready to sit down! You must do one more thing before your speech is finished. You must end your speech effectively. Never end your speech with “That’s all I have to say …..” The final words of your speech are the ones your audience will remember. It’s important to conclude with a statement that will leave your audience thinking about what you said. The Techniques for concluding speeches are the same as those for beginning speeches. Refer to “Preparing an Attention getting Introduction. These suggestions will also help you when preparing your memorable concluding remarks. Use the following worksheet in the preparation of your speech. Refer to the sample outline for “Stage Fright” as necessary.



Informative Speech Preparation Worksheet

1. Decide on some possible topics that interest you. Write them here.

2. Explain how you would narrow or limit your topics. Discuss the above with your teacher. Decide on one topic and get to work!

3. Divide your topic into two or three important points to discuss in the main body of your speech.

Point 1: ------- Point 2: --------------------- Point 3: ------------- (If you are unsure about the main points you’ve decided to talk about, show the above to your teacher. She or he will help you make your final decision. 4. Prepare your interesting-getting opener. 5. Prepare a preview of the main points you will talk about. 6. Prepare a summary of the main points in the body of your speech. 7. Prepare a memorable conclusion.



We expect that you will change the information on your worksheet several times. That’s natural! After you are really pleased with it, you are ready to prepare your working outline. Use the format on that following page as your guide. Speech Title Attention-Getting opener: Preview of what you are going to say: Main Body of Speech: Point 1: ------------------------------------------------------------------------ (Write your supporting information for Point 1 below) Point 2: ------------------------------------------------------------------------ (Write your supporting information for Point 2 below) Point 3: ------------------------------------------------------------------------ (Write your supporting information for Point 3 below) Summary of Main Points: Memorable Conclusion:



UNIT 12 - SPEAKING TO PERSUADE WHAT DO WE MEAN BY “PERSUASIVE SPEAKING”?

The major purpose of a persuasive speech is to get others to change their feelings, beliefs or behavior. Your goal in making a persuasive speech is to convince your listeners to do what you want them to do or to change their opinion about something to agree with yours. We are all faced with persuasive speaking on regular bases. Whenever a sales person tries to convince you to buy a product, a political leader tries to get you to vote a certain way, or your teacher lectures about why a history class should be required, you are hearing a persuasive speech. WHEN DO WE MAKE PERSUASIVE SPEECHES?

We make persuasive speeches all the time. We might ask a friend to lend us money, ask our teacher for a higher grade, try to convince our sister to lose some weight, or try to persuade our father to buy a new car. Our goal in all such persuasive talks is try to change or influence others. CLASSROOM ACTIVITY

We will now try to practice our persuasive speaking skills in some possible real-life instances. Your teacher will ask for a volunteer to “role-play” the following situation. You will need an informal persuasive speech in order to accomplish your propose. Be sure to give as many reasons as possible in order to convince the other person to agree with you. 1. You want to go on an overnight camping trip with friends. Convince your parents to let

you go. 2. Your little brother doesn’t want to do his homework. Convince him to do it. 3. A friend of yours thinks watching TV is a waste of time. Convince him or her it is not. 4. A classmate received an F on an assignment and thinks it is because the teacher doesn’t

like him. Convince him that that is not the reason. 5. You’ve had the same job for two years. Convince your boss to give your promotion. 6. Your father wants you to get married. Convince him you are too young. 7. Your teacher thinks someone else wrote a composition for you. Convince him/her you

wrote it yourself. 8. You are running for president of the senior class. Convince a group of students to vote

for you. 9. You just had your car repaired and you think the bill is too high. Convince the manager

of the lower the bill. 10. Your friend smoke too many cigarettes. Convince him or her to cut down. 11. You bought a radio that you decided you didn’t really need. When you try to return it to

the store the owner didn’t want to refund your money. Convince the store owner to give you your money back.



12. Your mother believes all unmarried girls should be chaperoned when they date. Convince her that this is not necessary.

13. You prepare a dinner for an American friend who wouldn’t try some of the food you cooked. Convince your friend to taste what you made.

14. Your friend is too shy to ask a girl for a date. Convince him to call her up and invite her out.

15. Your parents don’t want you to work while you are going to school. Persuade them to let you get a part-time job.

Preparing For the Persuade Speech

There are several steps you will need to follow when preparing your “Speech to Persuade”. This will include:

1. Determining your specific purpose 2. Deciding on possible topics 3. Analyzing your audience 4. Gathering information 5. Preparing visual aids

1. DETERMINING YOUR SPECIFIC PURPOSE

There are three common purposes of persuasion that we will discuss in this chapter. Of course, you already know that the general goal of the persuasive speaking is to convince your listeners to change a belief, opinion, or behavior. However, when preparing a persuasive talk, you must narrow this down further and decide on one of the following specific persuasive purposes:

I. To Convince Listeners to Change Their Belief That a Stated “Fact” is Actually

True or False. If this is your specific purpose, your goal is convince the audience that a reported

fact is either true or not true, that something actually will happen or won’t happen that an event was represented correctly or incorrectly. For example: a speaker with this specific might try to convince to believe:

A. Mexico City is the largest city in the world. B. The defendant committed the crime. C. Capital punishment is the deterrent to crime. D. There is life after death.

On the other hand, a speaker with the same specific purpose might try to convince you that the above “facts” are not true!



EXAMPLES:

A. Tokyo is the largest city in the world. B. The defendant is innocent. C. Capital punishment does not prevent crime. D. Life after death does not exist.

II. To convince Listeners to Change Their Opinion about the Value of Something.

If this is your specific purpose, your goal is convince the audience that something is good or bad, important or unimportant, fair or unfair, better or worse than something else, helpful or not helpful. For example, a speaker with this specific purpose might try to convince you to have the opinion:

A. It’s unfair to foreign students to pay higher tuition. B. Required courses in college are not important. C. Dogs make better pets than cats. D. A foreign language should be requires of all high school students. E. New York is more interesting than San Francisco.

III. To Convince Listeners to Change Behavior.

If this is your specific purpose, your goal would be to convince your listeners to do something they are not doing or didn’t intend to do or to stop some behavior they currently practice. For example, a speaker with this specific purpose might try to convince you to: A. Donate blood for the campus blood drive. B. Stop drinking caffeinated coffee. C. Watch TV for a maximum of one hour daily. D. Learn to scuba dive for a hobby.

REVIEW TEST

Read the following list of the persuasive speech topics. Write the letter of the choice which best identify the specific purpose of each topic on the line to the left of each number.

A. To convince listeners to believe that a stated fact is actually true or false. B. To convince listeners to change their opinion about the value of something. C. To convince listeners to change a behavior.

- 1. Everyone Should Learn to Give Artificial Respiration. - 2. Airplane Travel in the U.S. is the Safest Way to Travel. - 3. Soccer is a More Exciting Sport than Baseball. - 4. The Government should Prohibit All Cigarette Advertising. - 5. Lower High Speed Limits Save Lives. - 6. Single Parent Should be Allowed to Adopt Children. - 7. History is a More Important Subject than Biology.



- 8. Donate at Least $50.00 a Year to Your Favorite Charity. - 9. Alcoholic Beverages should not Be Sold in Sunday. - 10. Parrots Make Wonderful Pets. 2. DECIDING ON POSSIBLE TOPICS

As with some of your previous speeches, your first worry is probably “What will I talk about?” Well, don’t worry! We have several suggestions to help you decide on a few topics which would be appropriate to use for the actual persuasive speech you will present before the class.

As with your other speeches, it is important to select a topic that really interests you or that you have strong feelings about. Start with yourself. Look for things that concern you as a person. EXAMPLE 1: One student’s persuasive speech topic was: “The Use of Seat Belts in Cars should be required by Law.” This student had been in the serious car accident in Germany. He suffered only minor injuries because he was wearing a seat belt. EXAMPLE 2: An oriental student who had a brown belt in karate made is persuasive speech on the topic “Everyone Should Learn Karate as A Form of Self-Defense.”

The persuasive speeches describe above were good because the speakers chose topics

about which they had already formed firms opinions and beliefs. Think about your own attitudes and feelings. Be sure to choose a topic that you, too, feel strongly about. There are two other things to consider when selecting your persuasive speech topic: 1. People are more likely to change their beliefs, opinion or behavior if the change you

suggest isn’t too large. It is much easier to convince an audience to change their feelings or behavior a little bit

than to persuade to completely change their minds.

EXAMPLE 1: It would be very difficult to convince a heavy cigarette smoker to stop smoking completely. However, you might be able to persuade him or her to cut down to one pack a day.

EXAMPLE 2: It would be unrealistic to try to persuade a person of Buddhist religion to become of a follower of the Hindu religion. But – you must be able to convince him or her to read about Hindu customs.

EXAMPLE 3: It would be much easier to persuade someone who is afraid of heights to learn tennis than to persuade that person to try sky-diving as a hobby.



2. Choose a topic that is arguable or controversial. Your topic should be one with which a large portion of the class has reservations or disagrees. Do not choose a topic that most people already agree with.

EXAMPLE 1: The topic “Exercise Is Good for You” is not a good topic. Most people already agree with this statement. However, “Jogging Is Healthier than Swimming” or “Everyone Should Enroll in an Exercise Class” are topics that are arguable or controversial. Not all people agree with these claims, while most people already agree that “Exercise Is Good for You”. EXAMPLE 2: The topic “English Is Spoken All Over the World” is not controversial. Most people already know that. However, the topic “Everyone Should Learn English as a Second Language” or “English Should be Required in South American Schools” are topics which could be argued. Many people might not agree with these opinions. FOR HOMEWORK For your next class meeting, be prepared to present at least three possible persuasive speech topics that you might like to use. Following are several general subjects for you to consider. What are some of your personal views about these issues and subjects? If you have a strong opinion about any of the following, you may have just discovered a topic for your persuasive speech! (You are not limited to the following suggested subjects’ areas. They are merely presented as “food for thought.” Try considering one of the many political, economic, educational, or social issues which are always in the local, state, national, or international news.) Abortion Racial Equality Prostitution Capital Punishment Arranged Marriages Nuclear Weapons Gun Control Donating Money to Charity Working Mothers Drunken Drivers Animal Experimentation Pornography Women’s Rights Sex Education in Elementary School

Separation of Church and State College Entrance Requirements Legalization of Marijuana Boycotting and Olympic Games Opportunities for the Handicapped Smoking in Public Places Living Together before Marriage The Legal Drinking Age Punishment for Dishonesty Mercy Killing Violence and Television Highway Speed Limits Requires College Courses Students Evaluating Teachers

My Three Possible Persuasive Speech Topics Are: 1. ________________________________________________________________ 2. ________________________________________________________________ 3. ________________________________________________________________



3. ANALYZING YOUR AUDIENCE We previously discussed audience analysis in Chapter 5: Speaking to Inform. Now it is important to explain audience analysis for the purpose or persuasive speaking. It will be necessary to learn as much as possible about your audience’s feelings and opinions toward the topic you choose. You will need to know how they feel and why they feel that way in order to do a good job preparing your persuasive speech. You can expect your listeners to feel one of three ways about the topic you choose for your persuasive speech: 1. They Might Agree Completely.

In this event, your audience already feels the same way you do. They already agree with your belief or point of view. (If this is the case, you must choose a different topic for your speech.)

2. They Might Br Indifferent. In this event, your audience may have the attitude “Who cares?” (If this is the case, you must find out why they are indifferent or uninterested in your topic.) In your speech, you will need to convince them: (a) to be interested in the opinion you are presenting, (b) that is important to consider, and (c) that they should adopt their opinion.

3. They Might Disagree Completely. In this event, your audience simply does not agree with your point of view. They have the opposite opinion from yours or one which is completely different. They probably have definite reasons for feeling the way they do. If this is the case, you must find out their specific reasons for disagreeing with the claim you are making are not goods reasons.

CLASS ROOM ACTIVITY Now that you have several topics in mind for your persuasive speech, you are ready to analyze your audience. Your teacher will ask you to present your topics for groups discussion to determine hoe your classmates feel about them. Use the following Survey of Opinions Form as a guide. Fill it out as your proposed topic are discussed.



4. GATHERING INFORMATION Gathering Information for your persuasive speech will take a little work – but it is well worth your effort. Before you can organize your material, you must first collect it! A good way to begin is to write down what you already know about your topic. Remember, start with your self. Think about your own observations or personal experiences which relate to the point you wish to make. Once you’ve done this, you’re ready to gather additional information necessary for an effective presentation. You are probably thinking, “How do I do this?” or “Where can I get the information I need?” There are several ways to obtain good evidence to use in your speech. General Sources of Information: Ask the librarian to help you find material for your speech. He or she will probably provide more sources than you will need! There are many government publications which cover almost unlimited topics. The editorial pages in your local newspaper frequently discuss controversial subjects and provide excellent sources for you to quote in your speech. The Readers’ Guide to Periodical Literature: This guide lists the names of hundreds of topics and subjects and the different popular magazines which have articles written about

SURVEY OF OPINIONS FORM

Persuasive Speech Topic: ________________________________________________

General Audience Reaction to Opinion (Circle One)

If your classmates are indifferent, they are indifferent because: (circle the reasons) 1. They don’t think your topic is important. 2. They don’t feel your topic affects them. 3. They never heard of your topic. 4. They have never given your opinion any thought. 5. Other __________________________________________________________ If several of your classmates disagree with your opinion, you will find they probably disagree for different reasons. Ask them their specific reasons for disagreement. List below: 1. __________________________________________________________________2. __________________________________________________________________3. __________________________________________________________________4. __________________________________________________________________



those areas. For example: a student‘s persuasive speech topic was “There is a Great Need for Strict Gun Control Laws in the United States.” By looking up “gun control” in The Readers’ Guide to Periodical Literature, he was directed to relevant articles in past issues of such magazines as Newsweek, Time Magazine, and Ladies’ Home Journal. He used the information from these articles in his speech. The New York Time Index: This index lists thousands of different subject areas. It will give you the date and page number of the issue of New York Times newspaper which printed an article about your topic. Personal Interviews: Talk to qualified people to have knowledge or opinions about your topic. Calling specialist on your subject and asking them question might give you valuable material to use in your speech. Sometimes a personal interview with a specific person will be necessary. Call them in advance; explain what you would like to talk to them about, and schedule an appointment. EXAMPLE 1: A student’s persuasive topic was “The College Should Increase the School Library’s Budget.” She called the head librarian, who felt the library needed additional books, more staff, and longer hours to serve better the students’ needs. EXAMPLE 2: Another student tried to convince the class that “More Scholarship Should be Available for International Students.” He interviewed the financial aid director at the university. The director agreed with him and provided specific information about the limited funds available to help international students with financial difficulty to continue their educations. Whenever you use information from newspapers, magazines or books, or quote-specific people in your speech, be sure to tell your audience the source of your information. This will make your evidence and arguments more believable and impress your listeners. Hopefully, this will help you persuade them to agree with your persuasive claim. As with the informative speech, your teacher might require you to consult a minimum of two outside sources (at least one should be printed; the other may be a person). Be prepared to turn in a completed copy of the Outside Sources Consulted Form on the next page.



5. PREPARING VISUAL AIDS At times, the spoken word is not enough. Visual aids (pictures, graphs, or actual objects) can make your subject more interesting and be very powerful persuasive techniques. An audience is more likely to be convinced if they actually “see” the importance and seriousness of the situation you are describing. EXAMPLE 1: One student from France was trying to persuade us that “France Has the Highest Alcoholism Rate in the World.” He said that one in ten of France’s entire population suffers from alcoholism while in the United States; only one American in 30 has a drinking problem. He used the following graph to help the class “see” his statistics.

Student’s Name ____________________________________ Date _______________

Outside Sources Consulted Title of Newspaper or Magazines: __________________________________________ Name of Article: _________________________________________________________ Pages Consulted: ________________________________________________________ Date of Publication: ______________________________________________________ Title of Newspaper or Magazines: _________________________________________ Name of Article: ________________________________________________________ Pages Consulted: _______________________________________________________ Date of Publication: _____________________________________________________ Title of Book: ___________________________________________________________ Author’s Name: _________________________________________________________ Pages Consulted: ________________________________________________________ Publisher and Year: _____________________________________________________ (If you used a person as an outside source, provide the information requested below.) Name of Person Consulted: _______________________________________________ Person’s Occupation: ____________________________________________________ Date of Interview: _______________________________________________________ Describe why this person is qualified to provide persuasive evidence supporting your claim: ______________________________________________________________________________________________________________________________________________ What specific information used in your speech may be credited to this person?



EXAMPLE 2: In a speech to persuade students to complain to university officials about the polluted lakes on the campus, one of our students held up a large bottle of dirty brown water with a dead fish in it. He explains that the dead fish came from one of the nearby lakes. The students in the class were certainly convinced that this was the serious problem that should not be ignored. EXAMPLE 3: If you were making a speech to persuade your classmates to donate money to a charity that helps handicapped people, this pictures of handicapped children would probably cause them to react emotionally and want to make a donation to help.



UNIT 13 - ORGANIZING YOUR PERSUASIVE SPEECH Organizing your speech to persuade will include: 1. Preparing An-Attention Getting Opener 2. Preparing A Clear Statement of Your Specific Purpose 3. Preparing the Main Body of Your Speech 4. Preparing a Summary of Your Main Points 5. Preparing a Memorable Conclusion

1. PREPARING AN ATTENTION GETTING OPENER The introduction to a persuasive speech is very important. In order to convince listeners to agree with you, you must first make them trust you and see you as a person who thinks as they do. You must do this before you attempt to change their minds about something with which they currently disagree. The best way to do this is to begin your speech by talking about areas of agreement, which are common to everyone. You can do this by first discussing: A. Common Goals (We all want the same basic things in life.) B. Common Problems (We all face this problem together; we are all concerned about this

particular problem.) C. Common Experiences (We all know what it is like to …) EXAMPLE 1: In a speech to convince people that “Highway Speed Limits Are Too High,” you might begin: “Most of us know people who have had friends or family injured or killed in terrible car accidents on the highways. Certainly, we’ve all read or heard about these tragedies in the news. We all want to live long, happily, healthy lives, and not worry about the possibility of accidents. No one wants to worry whether he or she will arrive at their destination safely every time he or she gets in a car.” EXAMPLE 2: In a speech to convince people that “Capital Punishment should Be Illegal,” you could first discuss the following common areas of agreements: “I’m sure every one here is concerned about crime in our community. Many of us know that it isn’t always safe to go out alone at night or even to walk through a dark parking lot to get to out car. All of us want to feel safe in our homes, cars, and on the streets. We would like all to see the amount of crime reduced.” EXAMPLE 3: In a speech to persuade the class to donate money to the International Red Cross, a student began with the following areas of agreement:” Although we take many things for granted, we all know how fortunate we are to haw nice clothes to wear, a place to live, and plenty of food to eat. We all realize that many people in the world aren’t so lucky. There are many starving and homeless people on every continent. Most of you would be willing to help people less fortunate than yourselves if you knew what to do.”



2. PREPARING A CLEAR STATEMENT OF YOUR SPECIFIC PURPOSE

Now that you have discussed common areas of agreement and shown your audience that you are a sensible person with the same values and beliefs they hold, you are ready to clearly state your specific speech purpose. The audience should not have to guess what your persuasive purpose is, or wait until you are halfway through your speech to find out. Now is the time to tell them! EXAMPLE 1: After building on areas agreement about every one’s desire to avoid car accidents, etc. (Example 1, page 133), it would be effective to specifically state “There is a way to reduce the number of accidents and our concerns about highway driving: The Maximum Speed Limit on U.S. Highways Should be 50 Miles Per Hour.” EXAMPLE 2: After discussing how lucky we all are to have good food, clothes, shelter, etc. (Example 3, page 134), it is time to state your specific persuasive purpose:” Every one in This Class Should Donate $5.00 to the International Red Cross, which will use the money to buy food and clothing for needy people.” 3. PREPARING THE MAIN BODY OF YOUR SPEECH

Now that your listeners know exactly what your specific persuasive purpose is, you

must present support and evidence which will convince them to agree with you. This is where you must use the results of your Audience Analysis. At this point, some members of the audience will be indifferent to your topic or will disagree for specific reasons. Review your Survey of Opinions Form carefully before organizing this section of your speech.

I. Convincing Indifferent Listeners People are indifferent about a topic because they do not see how it relates to them. In order to persuade listeners with the “Who cares?” attitude, you must get them interested in your topic. You must prove that your topic is important to think about, or that it directly affects them in some way. EXAMPLE 1: Pretend that your persuasive purpose is to convince the audience to buy water purifications systems for their homes. Listeners are likely to be uninterested in this topic because they never gave it any thought and don’t believe it is important. However, you could tell them that the newspaper ran a story saying the quality of water in your community is the worst in the United States. Expert doctor warn that drinking this water could increase the risk getting cancer. This type of information would certainly develop interest in your information would certainly develop interest in our topic and get people to consider your suggestion.



EXAMPLE 2: After doing the audience analysis, one student found that several classmates were indifferent to her topic.” Casino Gambling Should be Legal in Miami” for the following reasons: Several students said it doesn’t matter to them because they don’t gamble; Some international students said that they don’t care because they will only live in Miami for a couple of years. The speaker showed them why they should be interested. She explained that casino gambling would help the city’s finance and proposed sales tax increase would not be necessary. She proved that everyone (gamblers and non gamblers; permanent residents and students on temporary visas) would benefit because price in all stores and restaurants would be lower if the city sales tax was not increased. This type of evidence showed the indifferent students how this topic really does affect them. II. Convincing Hostile Listeners

A “hostile” listener is one who completely disagrees with your opinion or belief. In order to persuade these listeners, you mist know their reasons for disagreeing with you (Your Audience Analysis give you these), and convince them that their specific reasons for disagreeing are not valid.

EXAMPLE 1: Your specific persuasive purpose is to convince your classmates to donate blood to the blood bank of a local hospital. Your Audience Analysis shows that many people do not want to be blood donors. They are “hostile” or opposed for the following reasons: A. One classmate is afraid to donate blood for fear of catching a disease from a dirty hypodermic

needle. You must convince him or her not to worry about this. In your “Gathering Information” step you called the hospital to get evidence to prove that this is not a valid excuse. Explain to the class that you interviewed the nurse in charge of the blood bank at the hospital. She explained that a different individually wrapped and sterilized needle is used for every blood donor. Needles are thrown away after each use and new one used each time. Therefore, it is impossible to catch a disease from a dirty needle. B. Another classmate doesn’t have a car and thinks it is too much trouble to get to the hospital.

You must convince the person that this is not a good reason. In your “Gathering Information” step you learned it is very easy to get to the hospital and there are two choices: (1) There is a bus leaving from campus every fifteen minutes which goes directly to the hospital, and (2) If you call the hospital, they will send someone to drive you. This is free of charge of all blood donors.

EXAMPLE 2: Your specific persuasive purpose is to convince your listeners that “Capital Punishment should be Legal throughout the United States.” Your Audience Analysis shows that several of your classmates strongly disagree with this persuasive claim. They are “hostile” or opposed for the following reasons:



A. Capital punishment does not reduce crime. You must try to prove this is not a good reason for a disagreement. You could present

evidence (based on your information-gathering research) that there are few murders committed in states that have the death penalty than in states that do not. You could also quote an expert in law enforcement who has stated that criminals are less likely to commit murder if they fear the death penalty.

B. Another classmate believes that murderers should not be put to death; they should be

rehabilitated. Again, you must convince this listener that his or her reason is not a good one. In your

“Gathering Information” step you read about various rehabilitations programs for criminals that have been tried in different parts of the country. The result of studies designed to determine the effectiveness of attempts to rehabilitate criminals is not encouraging. You could report the result of specific studies which showed that the majority of law-breakers released from jail after participating in rehabilitations program continue to commit the same crimes over and over.

C. Another classmate feels that life imprisonment is more humane than the death penalty.

You must present support showing why this isn’t necessarily true. In your “Gathering

Information” step, you learned that psychologists have surveyed hundreds of prisoners who are serving life sentences. The prisoners themselves said the thought of spending the rest of their lives in jail is unbearable; they wish they could have received the death penalty instead of a life sentence. 4. PREPARING A SUMMARY OF YOUR MAIN POINTS

Although you have finished presenting your persuasive support and evidence, you are not yet finished. An effective persuasive speech should summarize the support presented. You will do a better job of convincing people to agree with you if you briefly remind them why they should. Help your audience remember your information by repeating the main persuasive points you made in your speech.

EXAMPLE 1: In the speech to convince others to become blood donors, you could summarize your main persuasive support like this: I’m sure you now realize that donating blood is: A. Rewarding and worthwhile

a. Think of a dying person whose life you might save. b. Think of the great personal satisfaction you’ll have.

B. Perfectly safe and painless a. Donating blood doesn’t hurt a bit. b. There is no change of catching any kind of disease.

C. Very convenient a. It will only take a few minutes of your time. b. Free round-trip transportation to the hospital is available.



EXAMPLE 2: In the speech to convince that casino gambling should be legal in Miami, you could have a summary like this: As you can now see, legalizing casino gambling in Miami would greatly benefit you and all residents of the city: A. A proposed sales tax increase will not be necessary. a. This will keep prices you pay in restaurants lower. b. This will keep prices you pay in retail stores lower. B. Miami’s finance will improve.

a. More money will be spent the roads you use. b. More money will be spent to improve the public parks and beaches you enjoy. c. More money will be spent on educational materials for children in public schools.

5. PREPARING A MEMORABLE CONCLUSION

You are almost home free! You have just one more part of your speech to prepare: the conclusion. The conclusion of a persuasive speech should remind people to believe or do what you want them to. Try to make people think about the future and end with a short, direct reminder for them to take some type of action.

EXAMPLE 1: In the speech “You Should Buy a Water Purification System for Your Home, “ a conclusion which makes people think about the future and reminds them to what you want them might be: You might healthy now, but think about your health in a few months or several years. We all know that the water in this city can kill us! With a home purification system, you’ll never worry about drinking polluted water again. For lass than $20.00 turn your kitchen faucet into an ocean of fresh water. Buy a water purification system for your sink today! EXAMPLE 2: In the speech to persuade people “Everyone Should Enroll in an Exercise Class, “ you could get people to visualize the future and remind them to take some kind of action with this conclusion: Be the best you can be! Just think – in a few short weeks a beautiful, slender, athletic body can be yours. Heads will turn as you walk down the street. Be sure to make an appointment at your local health club right away!

LET’S REVIEW HOW A PERSUASIVE SPEECH SHOULD BE ORGANIZED

Introduction

Build on Areas Agreement Common to Everyone

Statement of Specific Purpose

Tells the Audience Your Specific Persuasive Claim



Main Body of the Speech

Contains Your Evidence to Convince People to Agree With You

Summary Statement

Reinforces Main Persuasive Points Presented in Your Speech

Memorable Conclusion

Remind Listeners to Believe or Do What You Want Them To

SAMPLE PERSUASIVE SPEECH OUTLINE The following is a sample outline of a persuasive speech. You can see that this speech has all the important parts that have been described in this chapter.

Make your Next Vacation Chengde, China Introduction Which Builds Area on Agreement Have you ever wanted to go on vacation somewhere exciting but worried that it would cost too much? Or, haven’t you ever worried that you might be bores once you got there? Of course, we all have! Everyone is nervous about these things before a vacation. We all want the same thing from vacation. We want adventure, excitement, great foods, nice hotels, and we don’t want to spend a lot of money! Clear Statement of Specific Purpose PLAN A TRIP TO CHENGDE, CHINA FOR YOUR NEXT VACATION

Transition to Main Body:

The magnificent city of Chengde will amaze and delight you. If you are worried that such a vacation will cost too much, you will be interested to know:

Main Body – Presentation of Evidence to Convince People I. Chengde, China is very inexpensive

A. The best hotel cost only $25.00 a night for a double room. B. You can eat three delicious meals a day for less than $5.00.

Transition: You might think that Chengde is ugly

and you’ll be bored there. Let me assure you this is not true.



II. There are many things to see and do in Chegde A. See the most beautiful and unusual temples in the world.

1. The Lamaist Temple of University Tranquility. a. It was built by Emperor Qian Long in the 18th century. b. It has the largest wooden image of the Buddhist Goddess of Mercy,

Guanyin. 2. The Temple of Universal Joy was built in 1766.

a. It has an incredible double terrace. b. See its fabulous double roof of yellow tiles.

3. The Chinese Temple of Universal Love was built in 1713. B. Walk in and photograph the most beautiful gardens in China. C. Rent a rowboat and ride on one of Chengde’s magnificent lakes. D. You can always go on a shopping spree.

1. Visit one of the unique shops or department stores. 2. Chengde is famous for several products.

a. silk b. fires c. wood carvings d. hand-made Oriental rugs

Transition: Some people fear getting ill and not

finding a doctor if they travel to a small city in China. This should not be a concern.

III. Medical care in China is excellent

A. Chinese hospitals and doctor provide excellent care. B. There are many local clinics in all cities. C. Standard antibiotics and medications are available.

Summary of Main Persuasive Points I hope I’ve convinced you to make your next vacation Chengde, China. Remember: A. Chengde is a very in expensive place to visit. B. You’ll never get bored because there is so much to see and do. C. In the unlikely event you need it, excellent medical care is available. Memorable Conclusion You can stand on the same spot where China’s most powerful emperors have stood. Your eyes will see the same green mountains they saw. You will be amazed by the spectacular scenery, cool breezes, and striking sounds. You will find your trip was worth the time and money you spent to get there. So, see your travel agents and make plans to visit Chengde, China soon!



GRADED PERSUASIVE SPEECH PRESENTATION

Due Date: Time Limit: 3 – 5 minutes (Practice and time yourself) GUIDELINES Choose a Persuasive Topic that: 1. You feel strongly about. 2. You truly want others to believe. 3. Is arguable or controversial.

Every speech must have the following: Introduction: The first thing to do is to make us trust you and view you as a person who has the same basic beliefs and values we do. Begin by discussing common areas of agreement. Clear, Specific Purpose: After building on common ground, tell us exactly what you want us to believe or do. Main Body: This is where you present the support and evidence you gather to prove your topic is relevant and important and to convince those who disagree with you to change their minds. Use visual aids when appropriate. Summary: After presenting your final piece of persuasive support, you must review with us all the main point in your speech. Memorable Conclusion: Your final remarks should make people think about the future and remind them to believe in your persuasive claim or take some type of action. Use the following worksheet in the preparation of your speech.



Persuasive Speech Preparation Worksheet 1. Decide on some possible arguable or controversial topics that you feel strongly about. Write them

below. _____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

2. Determine your specific speech purpose for each of the above topics. (Refer to p. 120 as necessary.) Explain below. ___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

3. Clearly state what your specific persuasive claim for each of the above topics would be in youractual speech. (Refer to p.134 as necessary.) ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Discuss the above with your teacher. Choose one f the persuasive claim and start gathering information. 4. List the most common reasons people have for disagreeing with or being indifferent toward your

topic. Disagreement 1: __________________________________________________________________Disagreement 2: __________________________________________________________________Disagreement 3: __________________________________________________________________

5. Prepare an introduction which discusses areas of agreement. ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

6. Clearly state your persuasive claim. _______________________________________________________________________________

7. Describe possible visual aids you could use to better convince your audience to agree with your claim. ____________________.______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________



The purpose of the above worksheet is to start you thinking about the kind of information you will need and how you will gather and organize material for your persuasive speech. After consulting a few different information sources, you will be ready to prepare your working outline. Use the following format to guide you.

_________________________________

(Speech Title)

Introductions That Builds on Common Ground: Specific Persuasive Claim: Main Body of Speech: Persuasive Support 1: ____________________________________________________________

(Write your support to convince indifferent listeners that your topic is relevant and affects them)

Persuasive Support 2: ____________________________________________________________ (Write your support to answer or refute Disagreement 1) Persuasive Support 3: ____________________________________________________________ (Write your support to answer or refute Disagreement 2) Persuasive Support 4: ____________________________________________________________ (Write your support to answer or refute Disagreement 3) Summary of Persuasive Points: Memorable conclusion:



The Persuasive Speech is an important presentation which will be evaluated and graded. The following are some aspects your teacher will consider. I. Delivery

A. Eye Contact B. Volume of Voice C. Rate of Speech

II. The Speech

A. Adherence to time limits B. Introduction (Did you build on common areas agreement? C. Clear Statement of Specific Purpose D. Organization of Ideas E. Sufficient Persuasive Support F. Summary of Main Points G. Memorable Conclusion

III. Other Your teacher will also consider your use of visual aids (if any), your confidence and

enthusiasm, and the overall quality and quantity of your research.



UNIT 14 - MISCELLANEOUS SPEECH COMMUNICATION ACTIVITIES

By now this speech class has been in progress for many weeks. No doubt, you’ve already made quite a few speeches to your classmates. You have developed your self-confidence and the ability to speak before a group. This chapter contains suggestion for various miscellaneous speech communication activities. It present guidelines for conducting a problem-solving group discussion, an intercultural/interpersonal communication interchange, a debate, a speech of introduction, and a “pick it up from here” speech.

Your teacher might assign or ask you to participate in one or more of the activities described in this chapter. Problem-Solving Group Discussion This is one of the most common types of small informal discussion groups. It consists of a small group of individuals seated around a table. The group members share their information and ideas in an informal and spontaneous manner. Their main goal is to get together in order to discuss a common problem and find solutions to it. GUIDELINES

Due Date for Discussion: _____________________

Time Limit: 20-25 minutes

Number of Members Per Group: 4-5 (including group leader)

After the groups are formed, two very important things must be done before you can begin gathering information to use in the actual in class discussion: You must choose a problem which is of interest and concern to all group members, and you must select a group leader. CHOOSING A PROBLEM TO DISCUSS Select a problem in which all group participants are interested, the discussion will be much livelier and more active if all members feel personally involved and committed to the group topic. Consider problems which currently affect you as students or as residents of your community, city, etc. you might also consider problems which might affect you now but could at some future point in time.



Suggested Problems for Group Discussion

Unfair Teachers Students Who Cheat High School Drop-outs International Terrorism Alcoholism Drug Abuse Divorce Rate Inflation Teenage Suicide Rising College Costs

Campus Crime Child Abuse Juvenile Delinquency Airplane Hijackings Students Parking on Campus Highway Automobile Accidents World Hunger Drunk Driving Dirty Public Beaches Apathetic Voters

Responsibilities of the Group Leader The group leader has several responsibilities. In addition to participating with the other members in the discussion, he or she must:

a. introduce the participants b. briefly state the problem to be discussed c. take responsibility for starting the discussion d. encourage all group members to participate the discussion e. make sure the organizational pattern is being followed f. bring the discussion to a close after 20 or 25 minutes

ORGANIZATIONAL PATTERN Before conducting the group discussion in front of the class, each member will have to gather information on the problem. In order to make sense and accomplish your problem-solving purpose, your information must be organized. All group discussions should follow the format outlined bellow.

1. Prove a Problem Exists

You must present evidence that your problem truly exists. Find statistic, refer to your own experience, interviews authorities, give examples of specific incidences of the problem.

2. Explain the Causes Problem You must present information that reveals the causes of the problem and explain why or how this problem developed.

3. Explain the Future Effects of the Problem If Left Unsolved You must predict what is likely to happen if the problem is not solved. Explain why it is important to solve this problem and show how people or society and general will be affected if this problem is allowed to continue.



4. Present Possible Solution of This Problem Discuss the ways the problem might be solved. Present suggestions made by authorities and/or concerned or involved individuals. Give your personal opinions about hoe to solve the problem. Discuss the advantages and disadvantages of the proposed solutions.

All members are to inform themselves about the entire topic and all are responsible for the forward movement of the discussion. Everyone should feel free to comment, ask question and share information without being prompted by the group leader. Remember, in order to follow all the steps of the organizational logically and thoroughly, all participants must be prepared and alert through out the entire discussion. Your instructor will be advice you as to hoe this group discussion will be graded. You may graded individually or receive a group grade for your efforts. In either case the following criteria will be considered: I. Responsibility of Each Individual

A. Evidence of Preparation B. Sufficient Number of Contribution C. Value and Constructiveness of Contribution D. Ability to Interact In Group Situation

II. Group Dynamics A. Group members felt free to express their opinion. B. The group stayed on the subject. C. All members participated. D. The group leader was helpful. E. No one person dominated the discussion. F. The leader introduced the problem clearly.

III. Organization A. The existence of a problem was proven. B. The causes of the problem were explained. C. The future effects of the unsolved problems were predicted. D. Possible solutions to the problem were presented. E. There was agreement on the solutions to the problem.

Happy problem-solving! Intercultural/Interpersonal Exercise We all have beliefs (some correct, other incorrect) about other cultures and customs. The following informal classroom activity is designed to help you better understand and appreciate the different personalities of people from various cultures.



GUIDELINES I. Select a coin from your country that best represents you as a person.

A. Bring the coin you choose to class. B. It should not be worth more than $1.00 in American money.

II. You should have good reasons for choosing your coin. They might be any of the following:

A. The value of the coin B. The size or shape of the coin C. The color of the coin D. The inscriptions or picture on the coin E. The significance of the coin F. Various personal reasons

III. On the day of the activity, the class will be sitting in large circle. You will be asked to:

A. Explain your reasons for selecting your particular coin. B. Write the name of one of your classmates who you feel is the most worthy or

receiving the coin. C. Give your coin to the person whose name is on your paper. You will do this

without speaking, one student at a time, until all students have given away their original coin.

IV. Be prepared to answer these questions: A. How did you feel if you received coins? B. How did you feel if you didn’t receive any coins? C. Why do you think you received or didn’t receive coins? D. Can you think of any “real-life” situations that are like this exercise? E. What have you learned about other cultures from this exercise?

Debating A debate is a speaking situation in which opposite points of view are presented and argued. Each of the speakers participating attempts to influence the audience and convince them to agree with his or her ideas or beliefs. Basically, a debate as described in this chapter consists of two opposing speeches to persuade. A debate is an educational game; we know that you will find debating interesting and enjoyable! RULES OF THE GAME: There will be two speakers in each debate: an affirmative speaker, and a negative speaker. The affirmative side always speaks in favor of the topic or proposition being debated; the negative side always disagrees with and speaks against the proposition. Each speaker takes turns speaking. When both are finished, the audience will decide which side won the debate. The debate will consist of two distinct parts: the main speeches and the rebuttal. In the main speeches, debaters present their evidence and information to convince people to agree with them. In the rebuttal, the debater concentrates on attacking the opponent’s position and



tries to prove that his or her evidence should not be believed. Your debate will be organized as follows: Affirmative speaker : 4 minutes Negative speaker : 8 minutes Affirmative speaker’s rebuttal : 4 minutes The format is fair as it gives each debater an equal opportunity. GUIDELINES: Due Date for Debate: _____________________ Time Limit: 8 minutes total for each speaker Number of speakers: Each team will consist of one speaker. CHOOSING A TOPIC TO DEBATE Because both teams will be involved, pairs of opponents must consult each other and agree on the subject to be debated. You must form a proposition and decide who will speak in favor of it and who will argue against it. Refer to:”Deciding on Possible Topics” (p.122) in Chapter 7: Speaking to Persuade. These guidelines and suggested subject areas on page 124 will prove very helpful in your effort to select an appropriate debate topic.

Additional Suggested Debate Topic Highway Speed Laws should be Lowered Hitchhiking Should Be Legal Students Caught Cheating Should Be Expelled From School Professors Should Not Have Reserved Parking Spaces Capital Punishment Should Be Abolished Worldwide The Government Should Impose Rent Controls on Landlords Student Should Drive Cars, not Motorcycles Interracial Marriages Should Be Illegal The Use of Cocaine Should Not Be Legalized Sex Education Should Be Taught in Elementary School Required Courses in Collage Should Be Abolished Prostitution Is Not Immortal International Students’ Tuition Fees Are Too High



UNIT 15 - PREPARING THE DEBATE As previously mentioned, a debate is really too opposing speeches to persuade. Your main purpose is to convince your listeners that your ideas are correct and that they should agree with your point of view. Reread Chapter 7: Speaking to Persuade, to review information about making persuasive speeches. ORGANIZING THE DEBATE SPEECH The following is an outline of part of a sample debate. Remember, the affirmative speaker always agrees with the proposition, the negative speaker always disagrees with it.

PREPOSOTION: Used Car Salesmen Are Dishonest

Affirmative Speaker (4 minutes) I. Introduces the proposition and clearly defines or explains it.

A. Defines his or her meaning of “used car salesmen” B. Defines his or her meaning of “dishonest”

II. Establishes the problem: Most used car salesmen will cheat you if they can. A. Personal Example: My friend lost $500 when he sold his car last year. The salesmen

told him it was worth $1000 on a trade-in. He could have sold it himself for $1500 B. A used car salesmen didn’t tell my friend that the dealership wouldn’t service the

car after he bought it. (This was explained in the contract in very fine print that no one can see.)

C. A used car salesmen never mentions that the car you want has a history of mechanical problems.

III. Summarize the affirmative view: In summary, most used car salesmen are dishonest. A. People lose hundreds or thousands of dollars when they buy or sell cars through

used car dealerships. B. Used car salesmen are known to tell lies to convince you to buy.

Negative Speaker (8 minutes) I. Summarizes his or her disagreement with the affirmative speaker’s information.

A. Accepts or rejects the other speaker’s explanation or definition of the proposition. B. Disagrees with the opponent’s arguments: I disagree completely (and so should

you) with what my opponent just presented: 1. that used car salesmen want you to lose money 2. that used car salesmen tell you lies

II. Disagrees with the proposition: Used car salesmen do not purposely cheat people. A. I admit some people lose some money, but it is their own fault, not the salesmen’s.

A car dealer is in business to make the profit. They will pay you a fair price for your car. If you think it is worth more, you should try to sell it on your own.



B. A used car salesmen doesn’t force anyone to sign a contract without reading it. The affirmative speaker’s friend should nit have signed anything without reading it. If he had looked at it more closely, he would have known the dealership wouldn’t service the car.

C. There is no rule that a salesman must volunteer information about a car’s problems. 1. A salesman may use “omission.” He doesn’t have to supply information if you

don’t ask for it. It’s the buyer’s responsibility to ask specific question about possible problems.

2. A buyer must do his or her homework and not rely on a salesperson to supply all the information. A buyer who doesn’t do this is like an ostrich with his head buried in the sand!

III. Summarizes the negative view: In summary, used car salesmen are as honest as any

group of sales professionals. A. A salesman is in business to make as much money as he can. B. A businessman would be crazy to say “That’s too much profit for me, you should

pay less money”! C. People must think and argue for themselves. It’s our own responsibility to learn to

get the best deal we can when we buy or sell a used car. If we don’t, it is our own fault.

Affirmative Speaker’s Rebuttal (4minutes) The affirmative speaker now has one more opportunity to reemphasize his or her own ideas and destroy the negative speaker’s information. The affirmative speaker should now:

A. Look at his or her first speech point by point. B. Reiterate each point made. C. Briefly restate how the negative speaker tried to attack it. D. Reemphasize the point and give more evidence to reestablish it. E. Briefly summarize and remind the audience to agree with the affirmative side of the

issue.

Example of Affirmative Speaker’s Rebuttal

I. The facts I presented in my opening speech still hold! I stated that: A. Most used car salesmen are dishonest. B. They will cheat you if they can. C. They will tell lies to convince you to buy an old car.

II. The negative speaker tried, but could not prove me wrong! A. The negative speaker gave no evidence or examples to prove used car salesmen do

not purposely cheat people. B. The negative speaker claims it was my friend’s responsibility to read the fine print

in the contract. a. If the contract was honest, it would be easy to read. b. If the contract was honest, it would be in large print.



C. The negative speaker claims a salesman may use omission. a. A deliberate “omission” is a lie! b. One can’t know everything about every car.

III. I know of two other people in this school who have been cheated by used car salesmen. A. Example 1: Humberto’s experience B. Example 2: Ulrich’s experience

IV. In summary, the negative speaker did not prove me wrong. A. Used car salesmen are dishonest. B. Please vote for the affirmative side of the proposition.

Speech of Introduction A speech of introduction is one in which a person introduces a speaker to an audience. This type of speech has several important purposes: to acquaint the audience with the guest speaker, to help make the speaker comfortable, to interest the audience in the speaker and his/her subject, to announce the subject, and to give the speaker’s name. GUIDELINES: Due Date for Speech: __________________________________ Time Limit: 1-2 minutes (Practice at home and time your self) Your assignment is to introduce a “speaker” to your class mates. You will need to use your imagination and pretend that he or she is actually going to make a speech to the class. Your speaker maybe some other person or one of your own classmates. Once you choose the person to introduce, you will need to decide for your self the topic of your speaker’s imaginary speech.

Suggested Speakers to Introduce

A movie Star A Famous Scientist A Political Leader An Inventor A war Hero

An Expert on any Subject An Explorer An Artist A classmate

A good introduction shouldn’t be long – preferably two minutes or less. You owe it to the person you are introducing to be enthusiastic and to make your introduction sparkle. The best way to do this is to use the “T.I.S.” formula. “I” IS FOR IMPORTANCE

1. Tell your audience why this topic is important to them. 2. Explain why this group of listeners will be particularly interested in

the topic.



“S” IS FOR SPEAKER Give the audience information which explains why the speaker is qualified to talk about this topic. Relevant background information might include information about the speaker’s:

1. education 2. special training 3. travel experience 4. special honors 5. membership in clubs 6. professional experience 7. any other related achievements

The final words of your introduction should be the speaker’s name. Be sure to pronounce the person’s name correctly and to say it clearly and distinctly!

SAMPLE SPEECH OF INTRODUCTION The following contains sections from a student’s speech of introduction. Observe how well she used the T.I.S formula!

“Topic” Our speaker today is going to talk about “Why Small Business Fail.”

“Importance”

Since this audience is composed mainly of business majors, you will find our speaker’s information quite valuable. As many as you are planning to open your own business after graduation, or help run the family business, it is very important to learn how to prevent this problem from happening. You should be most eager to hear what our guest has to say.

“Speaker”

Our speaker today has studied business law and administration in Venezuela. He has a degree in business administration from the University of Caracas and graduated from there with honors. He is currently majoring in accounting at our university and is the president of the accounting society on campus. Our speaker helped supervise his father’s import/export company for five years. As you can see, he is most qualified to speak on the topic. It is with great pleasure that I now introduce to you, Mr. Carlos Alvarez. “Pick It Up From Here” Speech The “pick it up from here” speech is a fun and informal classroom speaking activity which encourages you to think on your feet and use your imagination. One of your classmates will start a speech and talk for about one minute on any topic. He or she will



then call on a classmate to continue the “speech” and talk for another minute. That student will call on one last person to speak for a final minute and conclude the speech. GUIDELINES: Due Date for Activity: __________________________ Time Limit: 1 minute per speaker. Number of Speakers: 3 per topic. 1st Speaker : a. Determines the topic or subject b. Begins the speech and speaks for the first minute 2nd Speaker : a. Continues from where first speaker left off b. Speaks for the second minute 3rd Speaker : a. Continues from where second speaker left off b. Speaks for the third minute and concludes the speech Your assignment is to prepare the first minute of a speech on any topic. Be prepared with this speech opener on the date set by your teacher. You might consider beginning your “pick it up from here” speech with one-minute introduction about: A Personal Experience A Pet Peeve An Opinion about an Issue An Unpleasant Happening

An Exciting Activity Particularly Annoying People A Family Argument An Incident that Arranged You

SAMPLE “PICK IT UP FROM HERE” SPEECH

The following contains sections from a sample “pick it up from here” speech.

First Speaker

My best friend called one Saturday to ask if I would like to do two really fun things. First, take a drive in his new sports car, and second, go boating at the end of our drive. I said “Sure”! It was a beautiful sunny day and we were driving with the sun roof open. The sun was shining and a cool breeze was blowing. We talked about how great the sailing would be when we got his sail boat out on the ocean. Then, without warning, something happened…

Second Speaker

What happened was that a highway patrol policeman stopped the car my friend and I were driving. The patrol car pulled along side of us and pointed to the side of the road. We did not know what we did wrong because we were driving at the legal speed limit. After we were pulled over on the side of the road, the trooper told us that the trailer with the boat had



no tall light. The trooper then became suspicious of us – probably because my friend was Colombian. He searched our car and boat and found two burlap bags in the back of the car. The trooper asked us what the bags contained and we told him that…

Third Speaker

The two burlap bags contained Colombian coffee. My friend had just arrived two days before from a visit to a Bogotá, Colombia. His father owned a large coffee exporting company in the country. The policemen didn’t believe us. He took us to the state police station. They took our coffee and let us go. We never did go sailing that day, but we did learn a new lesson about living in America. Never, never carry your coffee in a burlap bag that says “Colombian” on the side!



ADDITIONAL UNITS I. SPEAKING TO DEVELOP SELF-CONFIDENCE Confidence Building Speech # 1: SPEECH TO INTRODUCE YOURSELF The best way for people to get to know one another in a class like this is to share autobiographical information. Your first assignment will be to make a speech about yourself. Because you should be very natural and spontaneous as you speak, you will not be allowed to write your speech and read it to the class. We will describe two different methods (see work book) for you to use when preparing and presenting your speech to introduce yourself. Brainstorming for Speech Topics Think of experiences you’ve had while growing up, different opinions and fears you have, and people, places, or objects that have played an important role in your life. Use the worksheet below and list, as many possible speech topics you can think of, Be specific. Your teacher will help you choose which topics will make for the most interesting classroom presentations. Below are some general examples of topics for your list. Be sure to think of at least ten more of your own. My opinion of This City Serving in My Country’s Military Why I Like College My Fear of Boats An Embarrassing Moment Learning to Fly a Plane A Day I’ll always Remember My Most Pleasant Memory My First Date My First Job The Time I Ran Away from Home TOPICS I’M PREPARED TO SPEAK ABOUT Personal Experiences I’ve had Opinions I Feel Strongly About Fears/ Concerns I Have Activities I’m Good At Confidence Building Speech # 2:



SPEECH DESCRIBING A PERSONAL EXPERIENCE GUIDELINES: Due Date for Speech: --------------------------------------- Time Limit: 2 – 3 minutes (Practice it at home and time yourself) Confidence Building Speech # 3: SPEECH ABOUT SOMETHING MEANINGFUL GUIDELINES: Due Date for Speech: -------------------------------------- Time Limit: 2 – 3 minutes (Practice it at home and time yourself) Confidence Building Speech # 4: SPEECH TO PRESENT A PERSONAL OPINION Due Date for Speech: -------------------------------------- Time Limit: 2 – 3 minutes (Practice it at home and time yourself) Confidence Building Speech # 4: SPEECH DESCRIBING A SPECIFIC FEAR Due Date for Speech: -------------------------------------- Time Limit: 2 – 3 minutes (Practice it at home and time yourself) II. THINKING ON YOUR FEET What do we mean by “thinking on your feet”? Of Course, thinking is something we do all day long whether we are working or playing, sitting in a chair or standing on our feet. When we say “thinking on your feet” we are talking about the need to organize your ideas qu9ckly and speak about a subject without being given advance time to prepare. This type of “thinking on your feet speech” has a name: impromptu speaking. You must organize your thoughts quickly and depend on what you already know and can think of to talk bout on the spur of the moment.



When do we make impromptu speeches? Believe it or not, we make impromptu speeches all the time! Most of our conversations with friends, parents, teachers, employers, etc. are really short “thinking on your feet” talks. We make these talks at work, home, school, parties, etc. These impromptu talks might include answering questions, giving opinions, or sharing our knowledge about the many topics we discuss with people on a daily basis. So as you can see, you already have some experience and should find that making impromptu speeches is fun and easy! Classroom activity – see workbook Preparing for the Impromptu Speech The best preparation for an impromptu speech is to be well informed about people, places, and news events happening in your city, state, around the country, and even around the world. This type of information will give you many topics of conversation to talk about with people in many different situations. The best way to prepare for an impromptu speech is:

1. To watch the evening news on TV. Be prepared to describe the details of news story to the class.

2. Listen to a radio news station for 10 minutes. Choose a news item that you found very interesting and describe it to the class. Explain why you feel this is an interesting story.

3. Read the editorial page of your local newspaper. Choose one of the controversial issues written about and be ready to tell why you agree or disagree with the editor’s opinions.

4. Look through a national newsmagazine like Time, Newsweek, or US news and world report. Choose an article you feel is very important. Be prepared to talk about the article in class and explain why it contains information which is important for everyone to know about.

5. Describe a news event to three different people (outside of class). Ask them their opinions about what you read or heard. Be ready to discuss your friends’ opinions and why they do about the issue or news story.

6. Learn different methods to develop and organize your thoughts. If your are prepared with a variety of possible ways to approach an unknown topic, you will find your information easy to understand and remember.

Impromptu Speech Approaches

1. Past-Present-Future Sequence This approach can be use to discuss how events, issues, customs, technology, etc. once were, how they have changed or improved, and how they will be in the future.



Example: In discussing “ The Olympics” you might organize your information under the following three headings:

I. The history of the Olympics II. The Olympics Today III. The Future of the Olympics Games

2. Time Sequence This approach can be used to describe how processes, personal experiences, events, activities, etc. happen by the hour, part of the day, week, month, year, etc. It can be also be used to explain the proper order of steps to follow to complete an activity.

Example: In speaking about “Making Speech” you might organize your information under the following headings:

I. Choosing A Topic II. Gathering Information III. Making an Outline IV. Presenting the Speech.



BIBLIOGRAPHY

1. Malcolm Goodale, 1987, THE LANGUAGE OF MEETING, English Language teacher at the United Nations in Geneva with illustration by Mike Gordon, LTP.

2. Gerald Lees, Nelson, 1983, NEGOTIATE IN ENGLISH.

3. Clark Lambert, BUSINESS PRESENTATION, Prentice Hall.

4. Robert G. Bander, 1983, AMERICAN ENGLISH RHETORIC, 3rd edition – a Writing Program in English as a Second Language.

5. Aulette Dale – James C. Wolf, 1988, Speech Communication for International students, Prentice Hall Regents.

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