Chapter 3 Recap/Lecture
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What is the difference?
Listening + Critical Thinking
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Textbook gives 4 as examples:
 Appreciative Listening
 Empathic Listening
 Comprehensive Listening
 Critical Listening
Focus of Chapter;
Most connected with
Public Speaking
CAUSES OF POOR LISTENING
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Not concentrating
Listening too hard
Jumping to conclusions
Focusing on delivery and
personal appearance
WAYS TO IMPROVE LISTENING
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Take it serious
Use active listening
Resist distractions
 Including appearance or
delivery
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Hold off on judgment
Focus
 Main points, evidence,
technique
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Take notes
 Ex: keyword note-
taking/outline
Complete the Listening Self-Evaluation Worksheet on page 54:
-Since listening skills can differ based on the type of listening, let’s compare
appreciative listening to comprehensive/critical listening
-Fill out one worksheet, imagining that you are answering the questions about
listening to your favorite comedian doing their stand-up routine
-Fill out the second worksheet, imagining you are answering the questions
about listening to a class lecture (on a topic that isn’t necessarily your favorite)
-Where do you need to improve? How will you work on it? Share responses
with a classmate.
Chapter 4 Lecture/Recap
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Tuesday, January 1/29
2-4 Minutes
Visual Aid - Object
Introduction Speech
 Interesting facts? Event? Most important things? General
overview?
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Worth 50 points
Speech materials: Topic/Audience handout (will
discuss next week) and notecards
Start thinking of topic ideas; bring list on Tuesday
Not expecting perfection!
Speech sign ups: Thursday, January 24th
Most print critique sheets from faculty webpage
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Topic (select, focus, develop)
Organization
 Introduction (tell them what you’re gonna tell them)
▪ How are you going to get our attention?
▪ How are you going to tell us why you are here?
 Body (tell them)
▪ How are you going to organize the information in a way to help us
understand?
▪ How will you keep our interest?
▪ What are your main points?
▪ How will you help us know that you are moving to the next point?
(transitions)
 Conclusion (tell them what you told them)
▪ How will you provide us with a memorable close?
▪ How will you remind us of your central idea?
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Focus more on these elements in week 6
For first speech, will look more for general
layout, topic selection, and creativity
In future speeches, will look harder at
organization; remember skills should improve
with each speech
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Extemporaneous Delivery
 Not code for “wing it”
 Do not write entire speech out
 Use keywords on note cards (make sure info is visible)
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Rehearse
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Practice out loud
Practice in front of mirror and/or others
Ask for feedback
Watch samples of speeches
Time your speech
On Presentation Day
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Be calm
Avoid distracting behaviors
Voice: speak loudly, slowly, and clearly
Watch out for space fillers: “like, uhhh, ummm”
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Focus more on these elements in week 8
Again--For first speech, will look more for
general layout, topic selection, and creativity
Will look to see if you paid attention to what
has already been said about delivery (e.g. eye
contact)
 Will note areas for improvement to focus on
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In future speeches, will look harder at
delivery; remember skills should improve
with each speech
What did they do well? What did they need to work on?
Example 1: http://www.youtube.com/watch?v=V-18KJ_HPe8
Example 2: http://www.youtube.com/watch?v=Hc3CzrBuF8g
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Activity for Thursday
 Speeches in pairs
 Topic: “The reasons we chose Gordon College” or
“The reasons why Gordon College is a good
school” or “The reasons we enjoy living in
Georgia” (Other topics: negotiable)
 Will have class time to prepare, present, and have
peer critique sessions
 During critique sessions—will address “key areas”
to work on; will set goals for first speech