luiss guido carli public speaking for international

M. Horrigan 2021 Public Speaking for International Relations 1

LUISS Guido Carli

Public Speaking for International Relations students

Unit 2: Presentations 2

M.Horrigan


Subskills:

A. Exploiting external information to support/deconstruct arguments;

B. Responding to and asking complex questions;

E. Expressing and supporting informed opinion;

G. Preparing appropriately for a specific public context.

Course objectives

The students will be able to... Subskills

1. contribute to group discussions even when speech is fast and colloquial.

5. suggest alternatives to hypothetical proposals.

6. answer questions about abstract topics clearly and in detail.

8. provide clarification of a complex point using reformulation and paraphrase.

10. support their opinions using linguistically complex language.

12. contribute fluently and naturally to complex or abstract topics.

13. provide a detailed elaboration on external information.

16. use linguistic techniques to encourage others to participate.

17. clarify points they are trying to make using complex language.

18. respond to, and exploit, more formal and diplomatic language.


A. Your voice...your choice

1. Chunking and pausing

1. Read the extract aloud to each other.

2. How does it sound? What problems did you have?

3. Now listen to the model extract and mark the pauses ( / ).

4. Listen again and highlight the stressed words.

5. Now try reading the extract and record yourself again. Compare recordings.

● Notice how the stressed words tend to be nouns and verbs - the content words.

● Notice also how it is generally better to pause after stressed, not unstressed, words.

If the free market is so efficient, why, in terms of its environmental consequences, is the global economy so inefficient?

The answer is simple. Marketers are brilliant at setting prices, but quite incapable of taking costs into account. Today we

have a free market that does irreparable damage to the environment because it does not reflect the true costs of products

and services. The proposals I will be outlining this afternoon all concern, in one way or another, this fundamental flaw in

the free market system.

Presentations in English, M.Powell

● Where would you pause in the following sentence? Mark the pauses ( / ) as before.

● How do the pauses change the meaning?

50% of people who took part in the survey felt it was essential to act now.

2. Sentence stress

● Look at the following sentence and repeat it with the sentence stress on a different word each time.

The Americans will never agree to that.

● In each extract below underline the main stress in the first sentence. The first one has been done for you as an

example.

1. The Americans will never agree to that. But the Germans just might.

2. The Americans will never agree to that. Not in a million years.

3. The Americans will never agree to that. But this might be ok.

4. The Americans will never agree to that. We need to compromise.


● In the following sentences underline the stressed word and write an appropriate follow up statement to justify your

previous sentence stress.

1. The voters will never vote for him.

2. The pollution levels must go down soon.

3. It takes time and effort to raise a racist.

4. Water will become the next precious commodity.

5. You have an active part to play in this.

3. Intonation

● What emotion is intended by each emoji?

● How would you say each sentence below whilst expressing one of the emotions above?

● Consider the sentence stress, pauses and intonation in each instance.

● Can your colleagues understand the emotion you are expressing?

● Is there a pattern for when the intonation rises, falls or stays flat?

● Do you have equivalent expressions in your language?

● How would you say a typical expression from your language in English?

1. Many hands make light work.

2. The easier it is to do, the harder it is to change.

3. We can catch two birds with one stone.

4. Empty cans make the most noise.

5. The human brain starts working the moment you are born and doesn't stop until you stand up to speak in public.

4. Application of strategies

● In the first unit we looked at Rory Stewart's Ted Talk about Why Democracy matters. Here is the first paragraph

from that presentation. Before listening, identify where you think he should pause, place sentence stress and vary

his intonation.

● Listen and check.

● How could you apply this strategy to your own preparation of presentations in future?

So little Billy goes to school, and he sits down and the teacher says, "What does your father do?" And little Billy says, "My

father plays the piano in an opium den." So the teacher rings up the parents, and says, "Very shocking story from little

Billy today. Just heard that he claimed that you play the piano in an opium den." And the father says, "I'm very sorry. Yes,

it's true, I lied. But how can I tell an eight-year-old boy that his father is a politician?"


B. The venue

In unit one we considered the audience, one of the 'who' of the context of any presentation, as a key factor when preparing to

present. Now we can consider the 'where', the venue for the presentation. Answer the following questions:

● What point is the cartoon above making exactly?

● What other issues can arise if you are not familiar with the venue?

● What can you do to become more familiar with the venue if you aren't physically there?

● What about if you are physically there?

● What if you are virtually there?

C. Visuals, graphs and realia

Hans Rosling (Swedish pronunciation: /hɑːns ruːslɪŋ/; 27 July 1948 – 7 February 2017) was a Swedish physician, academic, and public

speaker. He was the Professor of International Health at Karolinska Institute. He held presentations around the world, including

several TED Talks in which he promoted the use of data to explore demographic issues.

● Watch the video and take notes here:

● Which visual representation did you prefer and why?


D. Describing graphs

1. Match the verb with the trend it is describing on the left. 2. Try to complete the table as much as possible with matching nouns for the verbs 3. What adjectives and adverbs could combine with 2 nouns and 2 verbs from each trend?

Trends Verbs Nouns Adjectives Adverbs

1. Going up bottomed out, reached a low An improvement A gradual Increase

Quickly soaring

2. At the top

rise, increase, grow, go up, improve, jump, surge, shoot up , soar, rocket

3. Going down fluctuate, zig-zagged, flutter

4. At the bottom

remain stable/constant, stay at the same level, stabilize

5. No change

reach/hit a low (point), hit/reach its/their lowest point,

6. Low points

fall, decrease, drop, decline, go down, slump, plummet

7. Frequent change reach a peak, peak., reach its/their highest point


4. Take turns describing these graphs together:

a. Population in millions

b. Top 5 biggest cities by population (millions)

c. World population in billions

5. Complete the following descriptions of the graphs above:


Text 1: The bar graph compares the population in ________ metropolitan areas during 1970 and 2010 while the table outlines the top five cities with the _________ population. Finally, the line graph compares __________and ___________population distribution from 1980 to 2010.

Generally speaking, the population ____________ in Bombay and Jakarta was faster than that of other cities and Tokyo had the highest residents in 2010. Moreover, a ___________ number of people started living in urban areas than in rural areas after 2005. According to the bar graph, more than 15 million people lived in Tokyo in 1970 and that was ___________ than that of New York and Shanghai. Population in Bombay was ___________ than that of Tokyo and Jakarta had only 2.5 million residents, the___________ among the five cities. The population in Tokyo ______________to 27.6 million in 2010 and this was the city with the highest population. However, population growth in Bombay and Jakarta, almost 5.5 times, was higher than any other city listed. The table data shows that New York was the most populous city in the world in 1950 with exactly 12.5 million people. London and Tokyo stood at the____________ and third position in this list while Moscow with its 5.3 million people was in 5th position. In 2010, Tokyo ____________ the rank followed by Bombay and Lagos. Finally, globally 3 billion people lived in rural areas in 1980 while less than 2 billion in cities. In 2010, the number of city-living-residents _____________ to over 4 billion while it was slightly over 3 in villages. Text 2: The bar graph compares the population ____________in five large cities between 1970 and 2010 while the table lists down the five most populous cities in the world both in 1950 and 2010. In addition, the line graph analyses the global population in rural and urban areas. Overall, Tokyo had the largest population in 2010 but the population growth in Bombay and Jakarta _____________ other cities. Finally, more people started to live in cities after 2005 despite a different scenario in earlier years. As the data suggests, Tokyo had over 15 million residents in 1970 which was three and ____________ times higher than that of Bombay and Jakarta respectively. New York and Shanghai had approximately 14 and 12 million inhabitants in this year. After two decades, New York witnessed a ___________ population growth while it was dramatic both in Jakarta and Bombay. It is evident that population growth in Jakarta and Bombay ____________all other cities. In 1950, New York, London, Tokyo, Paris and Moscow were the top five populous cities in the world. In 2010 Bombay, Lagos, Shanghai and Jakarta ranked in the list by eliminating all other cites except Tokyo which stood_______ on the chart with over 27 million citizens. Finally, the global urban population in 1980 was _________ 2 billion while 3 billion lived in villages. The population in cities ____________ ___________ and went over 4 billion in 2010 at which point 3 billion global population resided in rural areas. © https://www.ielts-mentor.com


D. Presenting

1. Research demographic information about a European country of your choice in groups. Using the notes you took there and making use of the language to describe demographic trends you need in order to present to your peers.

2. Please refer to the useful expressions for meetings in appendix 1 while you prepare your role.

3. Highlight key words on your slides

4. Please keep in mind the acronym S.P.E.A.K.I.N.G. :

Scene: remember that you are ‘performing’ to a live audience at all times. Lighting is always important! Participants: this is your audience, keep them involved! Energy: keep it contained, no wild gestures. Expressions and gestures should be intentional and clear. Alert: watch out for distractions and glitches in technology-be prepared to problem solve! Key: think of a musical key here and work on your language and voice as an instrument-pausing, intonation and word stress. Study key terminology! Interest: Show that you are following, nod, smile-even when you are not speaking yourself! Nominate: label others by names or titles to include/cite them when you need backup/information. Goal: keep the aim of the presentation in mind at all times-some sidetracking is natural and good for spontaneous speech but can be time-wasting if too lengthy or frequent.

5. Make notes on one of your peers’ performance during the presentation using the acronym above to guide your comments.

Record your feedback here:

6. Give feedback to each other on your ‘performances’.


Blend: Conducting research using a PEST analysis approach

1. You are working in groups of four for this blend

2. Look at the video and choose any single country to take brief notes on while watching of significant changes in that

country’s demography

3. Research the country using a PEST analysis (examples can be found online)

4. Each member of the group should research a specific part of the PEST

5. Share any graphs and visuals that you find for your presentation

6. Unite your findings into a single presentation document which addresses the connection between the demography of the

country you have researched and climate change. The title of the presentation should be 'The future of _________ and

climate change'

7. Video record your presentation and write a critique of your performance

8. Save all documents and the video recording from this unit in your online portfolio


Appendix 1 Language of presentations

Introduction

● Good morning/afternoon everyone and welcome to my presentation. First of all, let me thank you all for coming here today.

● Let me start by saying a few words about my own background. ● As you can see on the screen, our topic today is...... ● My talk is particularly relevant to those of you who.... ● This talk is designed to act as a springboard for discussion. ● This morning/ afternoon I’m going to take a look at the recent developments in.....

Presentation structure

● In my presentation I’ll focus on three major issues. ● This presentation is structured as follows.... ● The subject can be looked at under the following headings..... ● We can break this area down into the following fields....

Timing

● It will take about X minutes to cover these issues. ● Handouts ● Does everybody have a handout / copy of my report? ● I’ll be handing out copies of the slides at the end of my talk. ● I can email the PowerPoint presentation to anyone who would like it. ● Don’t worry about taking notes, I’ve put all the relevant statistics on a handout for you

Questions

● If you have any questions, I am happy to answer them ● If you don’t mind, I'd like to leave questions until the end of my talk /there will be time for a Q&A session at the end...

Sequencing phrases

● My first point concerns... ● First of all, I’d like to give you an overview of.... ● Next, I’ll focus on.....and then we’ll consider.... ● Then I’ll go on to highlight what I see as the main points of.... ● Finally, I’d like to address the problem of..... ● Finally, I’d like to raise briefly the issue of....

Highlighting information

● I’d like to put the situation into some kind of perspective ● I’d like to discuss in more depth the implications of.... ● I’d like to make more detailed recommendations regarding.... ● I’d like you to think about the significance of this figure here ● Whichever way you look at it, the underlying trend is clear

Conclusion

● I’d just like to finish with the words of a famous scientist/ politician/ author....... ● Now let’s go out and create opportunities for...! ● Thank you for your time today.

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luiss guido carli public speaking for international

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