Course Title: Talk the Talk: Enhancing the Art of Speaking
I.
Introduction
In this era of global competitiveness, one of the primary demand skills of
people is communicative competence, as people communicate effectively it
brings the mean of understanding and necessity. The ability to communicate
effectively is a cornerstone of academic success and personal growth.
Communicating effectively in different social contexts is the essence of
communicative competence. It is about strategically selecting and applying
verbal and non-verbal skills most specially speaking skills that fit the situation
and achieve once goals. These skills are built upon a foundation of practice and
reflection, continuously evolving with each interaction. Successful
communication requires not only timing and control but also the willingness to
adapt to your audience and collaborate for a mutually beneficial outcome.
In the dynamic landscape of secondary education, where students are
preparing for higher levels of study and shaping their future selves, developing
strong speaking skills in the English language becomes paramount. Speaking
skills are essential in every individual as it helps in building confidence,
deepening understanding, enhancing collaboration, and preparing for future
success. Engaging in oral communication fosters self-assurance and allows
students to articulate their thoughts and ideas with conviction. Also, deepening
understanding through active participation in discussions and presentations,
students grasp concepts more profoundly and refine their critical thinking skills.
Moreover, enhancing collaboration effective communication skills are essential
for building strong interpersonal relationships and working effectively in teams,
both inside and outside the classroom. Lastly, preparing for future success
whether pursuing higher education or entering the workforce, strong speaking
skills are a valuable asset in interviews, presentations, and various professional
settings.
Mastering the art of speaking in English involves a diverse set of skills,
each contributing to clear and effective communication. Fluency and
pronunciation lay the foundation, allowing students to express themselves
confidently and with clarity. A strong vocabulary and understanding of
grammatical structures empower them to craft well-structured sentences and
convey their ideas effectively. Furthermore, developing critical thinking and
analytical skills equips them to formulate strong arguments, analyze information,
and present evidence persuasively. Finally, active listening, the ability to
attentively listen to others, comprehend their perspectives, and respond
thoughtfully, forms the cornerstone of successful communication. By cultivating
these skills in tandem, students become confident and effective communicators,
ready to navigate diverse situations and achieve their communicative goals.
In a world where clear communication reigns supreme, we believe every
student deserves the opportunity to unlock the power of their voice. Recognizing
the transformative potential of strong speaking skills, we've crafted this
comprehensive curriculum design with the future of our students in mind. This
curriculum empowers both teachers and students, providing the tools and
knowledge needed to elevate teaching and learning to new heights. By embarking
on this journey together, we aim to equip students with the confidence and
eloquence they need to navigate the world with impact and achieve their dreams.
Developing strong speaking skills is not just about mastering grammar and
pronunciation. It's about cultivating the ability to think critically, analyze
information, and articulate ideas with clarity and conviction. This curriculum
goes beyond the textbook, fostering active listening, collaboration, and the
courage to express oneself with confidence. By nurturing these skills, we lay the
foundation for a future where students not only communicate effectively but also
possess the eloquence and critical thinking necessary to thrive in any
environment. This is the true legacy of effective speaking skills - a legacy of
confidence, success, and impact.
II.
Target Audience
Navigating the complexities of social interaction and developing strong
communication skills are crucial challenges for high school, specifically grade 10 students in
one of the public schools in Zamboanga del Sur. While eager to learn and grow, they often face
hurdles like self-doubt, public speaking anxiety, and difficulty communicating effectively in
diverse settings. Additionally, many students require support in formulating arguments,
analyzing information, and presenting evidence persuasively.
To address these challenges and empower students to become confident
communicators, this comprehensive curriculum design offers supportive and applicable topics.
Through engaging and interactive activities, including role-playing scenarios and group
discussions, students gain practical strategies and exercises to overcome their anxieties and
communicate effectively in various situations. It also provides guidance on public speaking
techniques, active listening, critical thinking, and argumentation, equipping students with the
tools they need to succeed both academically and personally. Ultimately, this comprehensive
curriculum design aim to foster a positive learning environment where students feel encouraged
to participate, ask questions, and learn from each other, confidently expressing themselves with
clarity and conviction.
III.
Target Outcomes
By the end of the academic year, Grade 10 students will be able to:
1. Communicate confidently and effectively in diverse settings:




Deliver clear and concise presentations with appropriate volume, pace, and body
language.
Participate actively in group discussions, expressing their ideas and responding
thoughtfully to others.
Engage in conversations with various types of people (teachers, peers, strangers)
demonstrating appropriate etiquette and respect.
Effectively adapt their communication style to different audiences and contexts.
2. Apply critical thinking and analysis skills in spoken communication:




Formulate well-structured arguments and present evidence persuasively.
Analyze information critically and draw informed conclusions.
Ask insightful questions and engage in meaningful debate.
Evaluate the effectiveness of their own communication and identify areas for
improvement.
3. Demonstrate strong active listening skills:




IV.
Focus attentively on the speaker and identify key points.
Interpret nonverbal cues accurately and respond accordingly.
Ask clarifying questions to ensure understanding.
Provide feedback to others in a constructive and respectful manner.
SCOPE AND SEQUENCE
The curriculum is organized into six modules, each building on the skills developed in the
previous one:
Module 1: Building Confidence and Fluency (4 weeks)

Week 1: Introduction to effective communication, identifying communication
anxieties.

Week 2: Vocal techniques for clarity and projection (exercises for breathing,
pronunciation, and intonation).

Week 3: Expanding vocabulary (learning context clues, synonyms, and
antonyms)

Week 4: Storytelling workshop (developing narratives, using descriptive
language, and expressing emotions).
Module 2: Persuasive Speaking and Debates (4 weeks)

Week 1: Analyzing persuasive techniques (logos, pathos, ethos) and identifying
logical fallacies

Week 2: Research and argument development skills (finding credible sources,
building a thesis statement, constructing arguments).

Week 3: Rebuttal and counter-argument strategies (responding to opposing
viewpoints, maintaining composure under pressure).

Week 4: Formal debate competition with assigned roles and audience
feedback.
Module 3: Group Presentations and Teamwork (4 weeks)

Week 1: Collaboration and communication skills for teamwork

Week 2: Research and content organization techniques (note-taking, outlining,
visual aids)

Week 3: Rehearsing and delivering presentations (timing, body language,
audience engagement)

Week 4: Formal group presentations with peer and teacher evaluation.
Semester 2: Refining and Expanding Speaking Skills
Module 4: Advanced Presentation Techniques (4 weeks)

Week 1: Exploring different presentation formats (multimedia presentations,
infographics, interactive tools)

Week 2: Mastering visual aids (designing effective slides, using visuals
strategically

Week 3: Advanced delivery techniques (handling Q&A sessions, using humor
effectively, adapting to different audiences).

Week 4: Professional presentations (simulating job interviews, conference
presentations, public speaking events).
Module 5: Creative Storytelling and Performance (4 weeks)

Week 1: Exploring different storytelling formats (monologues, dialogues,
scripts, narratives)

Week 2: Developing creative content (writing scripts, crafting characters,
building suspense)

Week 3: Rehearsing and performing (stage presence, voice modulation,
emotional expression)

Week 4: Showcase presentation (students perform their original pieces for the
class or a wider audience).
Module 6: Advanced Debates and Argumentation (4 weeks)

Week 1: Refining research and argumentation skills (analyzing complex topics,
identifying biases, building strong evidence).

Week 2: Advanced persuasion techniques (appealing to emotions, logical
fallacies, rebuttal strategies

Week 3: Cross-examination and rebuttal practice (developing
examination questions, responding to arguments effectively).

Week 4: Advanced debate tournament (final competition with formal rules and
judging).
These are the Intended learning outcomes each module
Module 1: Building Confidence and Fluency
cross-
Knowledge and Understanding:

Define effective communication and identify common communication anxieties.

Understand the importance of active listening and empathy in communication.

Analyze basic vocal techniques for clarity, projection, and pronunciation.

Recognize the power of storytelling and the elements of effective narratives.
Skills and Abilities:

Engage in active listening exercises and demonstrate understanding of nonverbal cues.

Apply vocal techniques to improve pronunciation, clarity, and intonation in
spoken communication.

Expand vocabulary through context clues, synonyms, and antonyms.

Develop and share personal stories using descriptive language and emotional
expression.
Attitudes and Values:

Value clear and effective communication in various contexts.

Demonstrate confidence and openness in spoken communication.

Embrace creative storytelling as a tool for self-expression and connection.

Develop resilience and a positive attitude towards overcoming communication
anxieties.
Module 2: Persuasive Speaking and Debates
Knowledge and Understanding:

Analyze persuasive techniques (logos, pathos, ethos) and identify logical
fallacies.

Understand the research and argument development process, including finding
credible sources and building a thesis statement.

Recognize the importance of rebuttal and counter-argument strategies in
constructive debate.
Skills and Abilities:

Conduct research and build well-reasoned arguments based on evidence and
logic.

Deliver persuasive presentations
logos, pathos, and ethos.

Employ rebuttal and counter-argument strategies to respond effectively to
opposing viewpoints.

Participate in formal debates with clarity, composure, and respect for differing
opinions.
engaging
diverse
audiences
with
Attitudes and Values:

Value critical thinking and respectful dialogue in the exchange of ideas.

Develop confidence in presenting and defending personal opinions and
arguments.

Foster open-mindedness and the ability to consider diverse perspectives.

Embrace ethical communication while advocating for one's beliefs.
Module 3: Group Presentations and Teamwork
Knowledge and Understanding:

Recognize the importance of collaboration and communication in teamwork.

Understand effective group research, content organization, and visual aid
creation techniques.

Analyze different presentation styles and their suitability for diverse audiences.
Skills and Abilities:

Collaborate
effectively
within
a
team, utilizing
listening, communication, and conflict resolution skills.

Conduct research, organize content, and design presentations with visual aids
and multimedia elements.

Rehearse and deliver presentations with effective timing, body language, and
audience engagement.

Provide and receive constructive feedback on presentations for continuous
improvement.
active
Attitudes and Values:

Value the power of collaboration and teamwork in achieving shared goals.

Develop responsibility and accountability for individual contributions in group
projects.

Appreciate the importance of constructive feedback and continuous learning.

Foster mutual respect and support within teamwork settings.
Module 4: Advanced Presentation Techniques
Knowledge and Understanding:

Analyze different presentation formats and their strengths and weaknesses
(e.g., multimedia, infographics, interactive tools).

Understand the principles of effective visual design and the strategic use of
visuals in presentations.

Recognize the importance of advanced delivery techniques like Q&A
sessions, humor, and audience adaptation.
Skills and Abilities:

Design and deliver presentations using diverse formats and multimedia
elements.

Create effective visual aids and incorporate them strategically into
presentations.

Utilize advanced delivery techniques to engage audiences, manage Q&A
sessions, and adapt to different settings.

Deliver professional presentations in simulated job interviews, conferences, or
public speaking events.
Attitudes and Values:

Develop creativity and innovation in designing and delivering presentations.

Gain confidence and poise in presenting to diverse audiences and professional
settings.

Foster critical thinking and adaptability in tailoring presentations to specific
situations.

Value clear, concise, and engaging communication in professional settings
Module 5: Creative Storytelling and Performance
Knowledge and Understanding:

Analyze different storytelling formats like monologues, dialogues, scripts, and
narratives.

Understand the elements of
development, setting, and plot.

Recognize the importance of voice modulation, emotional expression, and
stage presence in performance.
creative
storytelling, including
character
Skills and Abilities:

Develop and write original storytelling pieces in diverse formats.

Utilize scriptwriting techniques and stagecraft principles to enhance
performances.

Deliver stories with clarity, expressiveness, and emotional impact through voice
and body language.

Collaborate effectively with others to create and perform original stories.
Attitudes and Values:

Embrace creativity and imagination in exploring different storytelling formats.

Develop confidence and poise in performing for an audience.

Appreciate the power of storytelling to connect with others and communicate
emotions.

Foster collaboration and teamwork in the creative process of storytelling and
performance.
Module 6: Advanced Debates and Argumentation (continued)
Knowledge and Understanding:

Demonstrate in-depth understanding of research and argumentation skills in
complex topics.

Critically analyze diverse perspectives and identify biases in information
sources.

Effectively construct and deliver persuasive arguments based on strong
evidence.

Recognize and evaluate different persuasive techniques, including appeals to
emotion and logical fallacies.

Understand cross-examination strategies in debate and legal contexts.
Skills and Abilities:

Research and analyze complex topics from multiple perspectives, identifying
relevant evidence and biases.

Construct well-reasoned arguments that address counterarguments and
anticipate opposing viewpoints.

Effectively apply
presentations.

Conduct cross-examinations in mock courtroom scenarios, strategically
questioning witnesses and challenging arguments.

Participate in formal debate tournaments, adhering to rules and procedures
while demonstrating strong argumentation skills.
advanced
persuasive
techniques
in
debates
and
Attitudes and Values:

Appreciate the importance of evidence-based reasoning and critical thinking in
argumentation.

Value intellectual honesty and ethical communication in debates.

Develop confidence and resilience in defending arguments under scrutiny.

Embrace open-mindedness and respect for diverse perspectives, even in
disagreement.

Foster a commitment to lifelong learning and the pursuit of truth through
reasoned debate.
V.
CONTENT AND MATERIALS
Module 1
 Introduction to Effective Communication, Identifying communication
anxieties.
objectives
At the end of the lesson you will be able to;

Define effective communication and its importance in various areas of life.

Recognize common communication anxieties and their potential impact.

Explore strategies for managing and overcoming communication anxieties
Effective communication is the process of exchanging ideas, thoughts, opinions, knowledge,
and data so that the message is received and understood with clarity and purpose. When we
communicate effectively, both the sender and receiver feel satisfied
process. Communication is at the heart of everything that we do and it starts with you as a
volunteer!
10 Key Elements of Effective Communication
1. Listening: Being a good listener is one of the best ways to be a good communicator. If an
individual is not having their thoughts and opinions listened to it often decreases the chances
of that individual from participating in discussions after that point. But on the other hand, if an
individual is not listening, then they will not understand the task at hand or anything that is
being said to them.
2. Non- Verbal communication: Another key form of communication are is our body language,
how we physically respond to our deliverance of messages and our response to listening to
other people. For example; eye contact with an individual will reiterate the fact that you are
concentrating on them and what they are saying.
3. Clarity and Concision: Being direct and straight to the point often makes it easier for others
to understand the message or directions you or someone is trying to convey. Rambling increases
the chances of individuals zoning out and not understanding what you are trying to say.
4. Friendliness: The tone of your voice is the make or break for clear communication. No matter
what the topic or conversation is; it is important to be friendly in all conversations.
5.Confidence: Confidence in your knowledge and understanding shows your peers and coworkers that you are very trusting in what you are saying and will follow through with what
you are saying.
6.Empathy: A simple phrase such as ‘I understand where you are coming from’ can demonstrate
to other people that you have been listening and you do respect their beliefs and opinions even
if they do not line up with your beliefs and opinions.
7. Open- mindedness: Anyone with good communication skills have the flexibility to listen and
understand the other person’s point of view without the need to discredit the other individual.
8. Respect: People are more likely to have open communication with others if they know that
their voice and opinions are taken seriously rather than discarded and pushed across to the side.
9. Feedback: being able to give feedback and receive feedback is by far one of the most vital
communication skills. Being able to give feedback demonstrates that you are listening and
taking in hat the other person is saying and can give them the feedback they may need to adjust
their questions.
10.Context: Picking the right form of communication: Understanding the different contexts
where communication is required, it is important to pick the most appropriate form of
communication to express what is being discussed in a professional manner, which in turn may
result in a more positive way.
COMMUNICATION APPREHENSION
Trait anxiety
Trait anxiety is considered a personality type, which represents that the individual has an
orientation to feel anxiety during the communication act regardless of the situation, audience
or context. This type of people will avoid exposing themselves to a communication situation,
since their communication apprehension is part of their daily behavior.
Context anxiety
Context anxiety triggers communication apprehension due to a specific context. This is
considered a psychological response caused by a specific context but not necessarily on others;
a person can have no problem talking to her best friend but can get anxiety while talking in
front of a class. The most known example for context anxiety is public speaking; almost 70%
of students have a certain level of communication apprehension triggered by public speaking.
There are other contexts that can create a similar response such as speaking in front of class,
small group discussions, or meetings.
Audience anxiety
Audience anxiety is when a specific individual or group of people creates a problem on
communication, or a reverse reaction. For some people, anxiety can be caused by familiar
peers, while for others it can be caused by unfamiliar faces. At the beginning of a speech class,
the students tend to be fearful since they see new faces which increases the levels of
communication apprehension. However, once the students get to know each other they feel
comfortable; decreasing or eliminating their levels of apprehension.
Situation anxiety
Situational anxiety is a psychological reaction of a person due to a specific situation that may
not have any relation with the person or context. This anxiety is triggered by a special
combination of audience and context that involves different dimensions and creates a unique
scenario. For an example, on a first date a person may not have communication apprehension;
however, the situation of being with a person that they have feelings for, on a new environment,
and being the first time they experience this situation, can increase the stress levels and create
communication apprehension.
How do you cope with communication anxiety and boost your confidence?
Identify your triggers
Communication anxiety can have different causes and manifestations. Some people may feel
anxious about speaking in public, while others may struggle with interpersonal communication
or written communication. Some may experience physical symptoms, such as sweating,
trembling, or blushing, while others may have negative thoughts, such as fear of failure,
rejection, or criticism. To cope with communication anxiety, you need to identify what triggers
it and how it affects you. This can help you understand your communication style, strengths,
and weaknesses, and prepare accordingly.
Prepare and practice
One of the best ways to reduce communication anxiety and increase confidence is to prepare
and practice your communication skills. Whether you have to deliver a speech, write an email,
or have a meeting, you should plan ahead and rehearse your message. This can help you clarify
your purpose, organize your ideas, and anticipate questions or objections. You can also practice
your communication skills with a friend, a colleague, or a coach, and ask for feedback and
suggestions. Practicing can help you improve your delivery, tone, and body language, and make
you feel more comfortable and confident.
Relax and breathe
Communication anxiety can make you tense and nervous, which can affect your voice, posture,
and expression. To communicate confidently and professionally, you need to relax and breathe.
Before you communicate, you can do some relaxation exercises, such as deep breathing,
progressive muscle relaxation, or visualization. These can help you calm your nerves, lower
your heart rate, and release tension. During your communication, you should also pay attention
to your breathing, and take pauses and breaks when needed. This can help you control your
pace, avoid rushing, and sound more confident.
Focus on the message and the audience
Communication anxiety can make you focus too much on yourself, your feelings, and your
performance, which can distract you from your message and your audience. To communicate
confidently and professionally, you need to focus on the message and the audience. You should
remember why you are communicating, what you want to achieve, and how you can add value
to your audience. You should also try to connect with your audience, by showing interest,
empathy, and respect, and by using appropriate language, examples, and humor. This can help
you engage your audience, build rapport, and get feedback.
Learn from your experience
Communication anxiety can make you avoid or dread communication situations, which can
limit your opportunities and growth. To cope with communication anxiety and boost your
confidence, you need to learn from your experience. You should not let your anxiety stop you
from communicating, but rather see it as a challenge and an opportunity to improve. You should
also not be too hard on yourself, but rather acknowledge your efforts, celebrate your successes,
and learn from your mistakes. You can also seek constructive feedback, advice, and support
from others, and use them to enhance your communication skills.
 Vocal Techniques for Clarity and Projection
Objectives:

Understand the importance of proper breathing for vocal control and power.

Practice basic breathing exercises to improve diaphragmatic breathing and support.

Identify and address common pronunciations errors for clearer speech..

Apply learned techniques in controlled exercises and practice speaking with clarity
and projection.
Diaphragmatic breathing is a breathing exercise that engages your diaphragm, an
important muscle that enables you to breathe
Diaphragmatic breathing is a technique that helps you focus on your diaphragm, a
muscle in your belly. It’s sometimes called belly breathing or abdominal breathing. By
“training” your diaphragm to open up your lungs, you can help your body breathe more
efficiently.
Diaphragm breathing basics




Sit or lie down on a comfortable, flat surface.
Relax your shoulders, shifting them downward away from the ears.
Put a hand on your chest and a hand on your stomach.
Without straining or pushing, breathe in through your nose until you can’t take
in any more air.
 Feel the air moving through your nostrils into your abdomen, expanding your
stomach and sides of the waist. Your chest remains relatively still.
 Purse your lips as if sipping through a straw. Exhale slowly through your lips for
4 seconds and feel your stomach gently contracting.
 Repeat these steps several times for best results.
In belly breathing, the diaphragm is activated and its dome (see figure 1 above)
descends into the abdomen, pushing the belly forward. However, in chest breathing,
the diaphragm is still active, even if its dome does not descend very far.
Top 5 Pronunciation Problems
1. Stressing individual words incorrectly
If you usually speak with native English speakers, this will be the number one reason
why they misunderstand you. It’s very hard for native English speakers to ‘translate’ a
word spoken as ‘caLENdar’ to the way they would pronounce it, ‘CALendar’.
Non-native English speakers don’t have as much of a problem with this, and will
probably still understand what you’re trying to say.
Quick fix: Listen carefully to the way people around you pronounce their words. If you
hear a pronunciation that is different from yours, check the dictionary (even if it’s a
common word) to be sure that you’re stressing it correctly. Some commonly misstressed words that I hear (with proper stress in capitals) include: PURchase,
COLleague, phoTOGraphy and ecoNOMic. You will also find a number of commonly
mispronounced words listed in the ‘How to Pronounce…’ section of this blog.
2. Stressing the wrong words in a sentence.
Remember that you can completely change the meaning of a sentence by stressing
different words in that sentence. For example, you could say this sentence in a number
of different ways:
“I didn’t say we should drive this way.”
If you stress I, you emphasize that taking that route wasn’t your idea. On the other
hand, if you stress drive, you emphasize the mode of transport.
If you don’t pay close attention to the words that you stress, you could end up sending
a completely different message than the one you intended.
Quick fix:
Think about placing added emphasis on the word that is most important to your
meaning. You can add emphasis by lengthening the word, saying it slightly louder
and/or changing the pitch of your voice slightly. Listen to Part 8 of the Pronunciation
Short Course for further discussion.
3. Pronouncing certain consonant sounds incorrectly
If people are misunderstanding you, it could very well be due to you confusing what
we call ‘voiced’ and ‘unvoiced’ sounds. You might substitute ‘p’ for ‘b’ or ‘t’ for ‘d’, for
example. These sounds are so easily confused because their only difference is
whether or not you use your voice to produce them. If you aren’t careful, you could be
making mistakes like saying ‘tuck’ for ‘duck’ or ‘pay’ for ‘bay’.
Quick fix:
Pay attention to how you use your voice when you speak. You should be able to feel
the vibration of your vocal cords when you make voiced sounds (b, d, g, v, z, r, l, m,
n, ng, dge, zh, and voiced th). You can also try to make lists of pairs of words that use
the sounds you find challenging and practice repeating those. Record yourself so you
can hear whether you’re making any progress.
4. Mixing up short and long vowel sounds
Vowel sounds, like consonant sounds, can also be confused easily. The main problem
with vowels happens when you mix up long and short vowel sounds. For example, the
long ‘ee’ sound in ‘seat’ with the short ‘i’ sound in ‘sit.’ If you confuse these sounds,
you end up saying completely different words. This can get confusing in conversation
and forces people to draw much more from the context of your speech than the speech
itself.
Quick fix:
Make practice word lists like the ones you made for the consonant sounds and practice
the sounds that are difficult for you.
5. Forgetting to finish your words
Do you have a tendency to let your word endings drop? I often hear people drop the
‘ed’ ending off of words in the past tense, for example. This is a dangerous mistake
because not only is your pronunciation wrong, but it also sounds like you’re making a
grammatical mistake. People could judge you based on this type of error.
Quick fix:
Do everything you can to articulate your word endings. One exercise that might help
is to move the word ending onto the front of the following word. This will only work if
the following word begins with a vowel sound. For example, try saying ‘talk tuh lot’
instead of ‘talked a lot’.
Tongue Twisters
Start off with some easier tongue twisters:
o She sells seashells by the seashore
o Rolling red wagons
o A proper copper coffee pot
o Peter Piper picked a peck of pickled peppers. How many pickled peppers did
Peter Piper pick?
Move on to some medium difficulty tongue twisters:
o A big black bug snoozed on a big black rug
o A pessimistic pest exists amidst us
o If two witches were watching two watches, which witch would watch which
watch?
o A big bug bit a bold bald bear and the bold bald bear bled blood badly
And finally, some difficult tongue twisters to try:
o The sixth sick sheikh’s sixth sheep’s sick
o Can you can a canned can into an un-canned can like a canner can can a
canned can into an un-canned can?
o When a doctor doctors a doctor, does the doctor doing the doctoring doctor as
the doctor being doctored wants to be doctored or does the doctor doing the
doctoring doctor as he wants to doctor?
o Betty Botter had some butter, “but” she said, “this butter's bitter. If I bake this
bitter butter, it would make my batter bitter. But a bit of better butter – that would
make my batter better." So she bought a bit of butter, better than her bitter
butter, and she baked it in her batter, and the batter was not bitter. So 'twas
better Betty Botter bought a bit of better butter.
 Expanding
antonyms)
Vocabulary
(learning
context
clues,
synonyms,
and
Objectives:





Understand the importance of a strong vocabulary in effective communication.
Identify and utilize different types of context clues to decode unfamiliar words.
Expand vocabulary through synonym exploration and understanding the power
of opposite meanings with antonyms.
Apply vocabulary learning strategies in interactive activities and games.
Build confidence in using new words in written and spoken communication.
Why a Good Vocabulary is Important
1. It Can Help You Communicate More Effectively
A well-rounded vocabulary can help you communicate more effectively with your
customers and colleagues. Whether you are speaking in a business setting or writing
an academic paper, having a strong vocabulary will allow you to express yourself more
clearly and accurately. When you use proper grammar and vocabulary, your listeners
will be able to understand you better and may even return your calls or emails.
2. It Can Help You Debate Arguments More Accurately
A strong vocabulary can help you argue more accurately and convincingly in any
debate or discussion. A well-rounded vocabulary includes words used in both
academic settings and everyday conversation. When you have access to these words,
you can engage in complex discussions without difficulty. This will not only impress
your opponents but also make it easier for you to reach a resolution or agreement.
3. It Can Help You Advocate For Yourself More Effectively
When advocating for yourself, using correct grammar and vocabulary is essential. A
well-rounded vocabulary will allow you to communicate your points more effectively
and convincingly. Furthermore, using terms commonly used in a given field can help
you build trust with your listener. Ultimately, this will make it easier for them to
understand and support your position.
4. It Can Help You Understand Complex Ideas More Easily
By understanding complex ideas, you can avoid common misunderstandings. You can
understand complex mathematical concepts or scientific theories with a well-rounded
vocabulary. Furthermore, a strong vocabulary can help you comprehend literary works
or philosophical texts. By understanding difficult concepts at a deeper level, you can
avoid embarrassment or confusion from your listeners.
5. It Can Help You Develop Your Critical Thinking Skills
A good vocabulary can help you develop your critical thinking skills. When you come
across difficult concepts or arguments, having a well-rounded vocabulary can help you
analyze the situation more clearly. This will not only allow you to make more informed
decisions, but it will also improve your critical thinking and problem-solving skills.
6. It Can Help You Express Yourself More Creatively
It is important to use proper grammar and vocabulary when writing or speaking. A wellrounded vocabulary includes words commonly used in a given field or language. When
you use these words correctly, you can express yourself more creatively. This can
help you generate more innovative ideas or expressions, which can impress your
audience.
7. It Can Help You Improved Your Memory Skills
One of the benefits of having a good vocabulary is that it can improve your memory
skills. By knowing the definitions of difficult terms, you can better remember
information later on. Furthermore, correct grammar and vocabulary will help you build
stronger chains of recall. Consequently, this will make it easier for you to retain
information during long-term memory exercises
8. It Can Help You Understand Your Fellow Man Better
You will better understand your fellow man when you have a strong vocabulary. This
is especially important when it comes to communicating with customers and
colleagues. When you can use terms that they are familiar with, you will be able to
build a stronger rapport and communicate more effectively.
9. It makes it easier for you to communicate complex ideas
A strong vocabulary includes words used in academic papers and everyday
conversation. When you have access to these words, you can engage in complex
discussions without difficulty. This will not only impress your opponents but also make
it easier for you to reach a resolution or agreement.
10. It can also strengthen your credibility as an expert in your field
Furthermore, having a good vocabulary can also strengthen your credibility as an
expert in your field. Not only will people believe what you say more easily if you have
a well-rounded vocabulary, but they will also respect you for being able to express
yourself eloquently. As such, having a strong vocabulary can go a long way toward
boosting your career and standing in the community.
12. It helps you build stronger relationships with others
With a strong vocabulary, you can build stronger relationships with others who are
important to you. This includes your customers, colleagues, and friends. When you
can communicate using terms that they are familiar with, you will be able to build a
stronger connection with them. This will help you in the long run as they may be more
likely to refer business your way or recommend you for a position.
The five types of context clues are:
1. Definition/Explanation Clues Sometimes a word's or phrase's meaning is explained immediately
after its use. Example: "Haberdashery, which is a store that sells men’s clothing, is becoming more
common today.”
2. Restatement/Synonym Clues Sometimes a hard word or phrase is said in a simple way. Example:
"Lou was sent to the haberdashery to find a new suit. He needed to wear one for his uncle’s wedding."
Because the sentence says that Lou would find a suit at the haberdashery, then it must be a place
where clothes for men are sold.
3. Contrast/Antonym Clues Sometimes a word or phrase is clarified by the presentation of the opposite
meaning somewhere close to its use. Look for signal words when applying context clues. Example:
"Lou wanted to go to the haberdashery, but Ann wanted to shop at the boutique.” The signal word but
tells the reader that an opposite thought is going to be stated.
4. Inference/General Context Clues Sometimes a word or phrase is not immediately clarified within
the same sentence. Relationships, which are not directly apparent, are inferred or implied. The reader
must look for clues within, before, and after the sentence in which the word is used. Example: “The
haberdashery was Lou’s favorite place. He loved shopping for nice suits. The people who worked there
were so kind and helpful.” Readers can also use clues of punctuation and type style to infer meaning,
such as quotation marks (showing the word has a special meaning), dashes , parentheses or brackets
(enclosing a definition), and italics (showing the word will be defined).
5. Punctuation Examples: Tom's father was a haberdasher, or men’s shop keeper, in the story. Tom's
father was a haberdasher (men’s shop keeper) in the story. In the story, Tom's father was a
haberdasher-or men’s shop keeper. Tom's father was a “haberdasher”. He had a clothing store for men.
 Storytelling workshop (developing narratives, using descriptive language, and
expressing emotions).
Objectives:
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Define the basic building blocks of a story: plot, characters, setting, and theme.
Express emotions effectively through character dialogue and actions.
Share stories confidently in bite-sized presentations.
Key Elements of a Story
 The plot is the events or actions that drive your story — it describes the
“what” of your tale. The plot lets the reader know what’s happening,
describes the problems your characters are trying to solve, and gives the
details on how they attempt to solve them.
Rising Action
The rising action is the moments in your story that lead up to the climax —
choices your main characters have made and the events happening that are
at odds with your characters’ goals. This is where your story builds and your
reader begins to invest in your characters.
Climax
This is it — the primary turning point and what your story has been building
towards. What are your main characters going to do? Will they succeed or
fail?
Falling Action
Now that the main conflict is resolved, it’s time to begin wrapping everything
up. The falling action is a great time to tie up any loose ends while also
giving your characters a chance to deal with the aftermath of the climax.
Resolution
It’s time to end your tale! If you still have unanswered questions in your plot,
answer them now. The resolution is also the time to show the next step in
your characters’ lives. Do they live happily ever after? Is a new era dawning?
Or do they just continue on with their ordinary existence with a new
experience under their belt?
The resolution of one story can also be the start of another. You can
introduce a new conflict or raise more questions for your reader. Wrap it up,
then begin again!
 The setting of your story is both the physical location and point in time in
which your plot takes place. For some stories (like the fantasy novels
mentioned above) setting is a huge part of the story. You can build a whole
new world with its own languages and creatures.
 The characters are the people, animals, beings, or personified objects
driving your story. A story can have many characters or just one main
character as the focus.
Character vs Self
In this type of conflict, your main character must overcome something within
themselves to achieve their goal. These internal conflicts may look like a
doubt, fear, or grudge. It’s whatever is holding them back from their desires.
The Lord of the Rings provides a great example of character vs self with
Aragorn. He is destined to be king, but his own doubts have taken him away
from that path.
Character vs Character
In a character vs character conflict, someone is standing in our protagonist’s
way. This is a very common conflict type in superhero tales. There’s a ‘bad
guy’ our main characters must defeat before the story ends.
Character vs Nature
Character vs nature conflicts pit our characters against some kind of natural
force. It could be a natural disaster (tornado, hurricane, wildfire, avalanche)
or any other kind of survival tale. Many post-apocalyptic stories involve both
character vs nature and character vs character conflicts.
Character vs Society
characters are battling oppressive societal norms. In character vs society,
our protagonist feels like they are at odds with the whole world.
 Conflict comes in many different forms, but will almost always involve an
antagonist of sorts. There can be one major conflict in your story, or your
characters may encounter several throughout the tale.
Module 2: Persuasive Speaking and Debates)
 Analyzing Persuasive Techniques (logos, pathos, ethos) and identifying
logical fallacies
Objectives:
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identify the three pillars of persuasion: logos (logic), pathos (emotion), and ethos
(credibility).
Recognize and analyze common persuasive techniques employed in various media.
Enhance their own persuasive skillset by understanding effective and manipulative
tactics.
The three pillars of persuasive communication
Ethos
Ethos, or the appeal to ethics, refers to the effort to convince your audience of your credibility
or character. Before you can convince an audience to accept anything you say, they have to
accept you. Whether you are creating a flier, giving a presentation, applying for a job, or
teaching a workshop, people won’t be persuaded by you unless they trust you. When it comes
to communication, trust can be built in a number of ways. It is up to you to understand how
you need to respond in each situation and adapt accordingly.
Ethos can be promoted by choosing appropriate language & vocabulary (dependent on the
audience and topic), by making yourself look honest, by paying attention to your movements
and the way you dress (for your digital presence pay attention to design details, functionality,
content, etc.) and by documenting on the areas of your expertise. Ethos finally, may be hard to
acquire and maintain, sometimes it may take years to build a strong, credible reputation which
can be lost in minutes…
Pathos
Pathos, or the appeal to emotions, refers to the effort to persuade your audience by making an
appeal to their feelings. Your audience is more receptive to being persuaded by someone with
whom they can identify. Pathos can be used in a variety of ways (to promote positive and
negative feelings) as it is the Greek word for referring both to “suffering” and “experience”.
When you use pathos to persuade your audience, you need to make them feel an emotion in
order to act. Any emotion can cause people to act, (happiness, compassion, nostalgia, anger
etc.) even in a ‘small scale’.
Pathos can be promoted by using simple & meaningful language, emotional tone of voice (oral
or written), pauses and emotional metaphors or stories. Remember however, most people are
aware of when we are trying to touch their emotions and we need to do it cautiously and
responsibly. Generally, pathos is most effective when used in the introduction and conclusion.
You want to grab readers' attention in the beginning and to leave them with conviction at the
end and emotion is a useful tool for those purposes.
Logos
Logos, or the appeal to logic, refers to the effort to convince your audience by using logic and
reason. Effective arguments should include testimonials, surveys and other supporting details
to back up your claims/positions. Logos means to document your point through storytelling,
logical arguments, facts, recorded evidence, historical data and literal analogies.
When using logos to persuade, you need to ensure that you have found facts, stories and
information that ‘matter’ to your audience and that you will present them in a way that makes
sense (to them).
logical fallacy
is an argument that may sound convincing or true but is actually flawed. Logical fallacies are
leaps of logic that lead us to an unsupported conclusion. People may commit a logical fallacy
If you are arguing, avoid fallacies of thought because they create weaknesses in an argument.
Here are some of the most common fallacies to be aware of:
Ad hominem
 Attacking one’s character rather than the issue; an insult is not addressing the concern.
 Does your reason for arguing stand on solid ground, or are you just insulting the
opponent?
Appeal to False Authority

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Using a source quote from someone who is not an expert in the field.
Who qualifies as an “expert”?
Are there credentials for your “expert”?
Do you/they have the authority?
Is your/their source biased?
Bandwagon Fallacy
 When evidence merely says that the reasoning is because others do or like it, you are
not providing solid evidence.
 Who is “everyone”?
 Are they really “all” thinking the same way?
Begging the Question/Circular Reasoning
 Affirming the claim in a circular manner that essentially supports itself.
 Is your claim supported by something other than its own concept?
Either/Or Fallacy
 Reducing complex arguments to simply right/wrong
 There are more than two sides to arguments.
 Ask yourself if someone can come up with an alternative?
Faulty Analogy
 Comparing things that are similar in some ways, but not where it matters most.
 Using a metaphor can support a claim, but are the parts of your metaphor connected?
If not, your argument will fall apart.
Faulty Causality
 Drawing the conclusion that when two events happen close together one has caused the
other.
 Has event A caused event B, or did it just happen at the same time?
Hasty Generalization
 Making a claim based on one or two examples that may not be relevant to the claims or
subject.
 Does every single American like it, really?
Slippery Slope
 Arguments that proclaim that one incident will start a chain of events leading to
devastating results.
 Are your claims over-reaching or exaggerated?
 Aren’t always completely off base, but usually inaccurate and blown out of proportion.
Vagueness, Evasions, Misstatements


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Vagueness is simply lies in truth’s clothing.
Misstatements often take a quote out of context to “prove” a point.
Are you clearly interpreting the information/evidence?
A misstatement would suggest that “billions” of people are happy with the product just
because billions were served the product.
 Argument Development Skills
 Develop a clear and concise thesis statement that sets the direction of an
argument.
 Construct well-structured arguments with strong evidence and logical
reasoning.
 Communicate arguments effectively through oral presentation.
A thesis statement:
tells the reader how you will interpret the significance of the subject matter under
discussion.
is a road map for the paper; in other words, it tells the reader what to expect from
the rest of the paper.
directly answers the question asked of you. A thesis is an interpretation of a
question or subject, not the subject itself. The subject, or topic, of an essay might
be World War II or Moby Dick; a thesis must then offer a way to understand the
war or the novel.
makes a claim that others might dispute.
is usually a single sentence near the beginning of your paper (most often, at the
end of the first paragraph) that presents your argument to the reader. The rest of
the paper, the body of the essay, gathers and organizes evidence that will
persuade the reader of the logic of your interpretation.
AVOID GENERALIZATIONS, CLICHÉS, QUESTIONS, OR “STATING THE
OBVIOUS”:
Wishy-washy openings are the hallmark of an under-confident writer.
ion is bad for the environment.
reduce the federal funds rate?
WHAT MAKES ONE CLAIM MORE EFFECTIVE THAN THE OTHER?
Ask yourself these three simple questions—when you can say yes to all, you have
an effective claim:
1. Have you asserted a position about a topic?
2. Is your assertion as specific as possible?
3. Can you prove your assertion with evidence?
The purpose of argument writing is to convince a reader that a point of view is valid
or to persuade the reader to take a specific action. Information is used, but it is
organized based on these major components of an argument: claim, reason,
evidence, counter-claim, and rebuttal.
Here are simple descriptions of these components to share with your students:
Claim: the position taken by the writer; what the writer is trying to prove or argue
Reason: provided to support a claim; reasons are supported by evidence
Evidence: use to support or prove a reason; statistics, facts, quotations, surveys,
etc.
Counterclaim: opposing position, counterargument
Rebuttal: refutes or disproves the counterclaim; addresses the criticism of the claim
And here’s an even simpler set of questions students can ask themselves to help
remember each component:
Claim: What do I think?
Reason: Why do I think it?
Evidence: How do I know (proof)?
Counterclaim: What is the other side?
Rebuttal: My response to the other side?
 Rebuttal and counter-argument strategies
Objectives:
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Define the difference between rebuttals and counter-arguments in debates
Develop strategies for constructing respectful and impactful counterarguments, avoiding personal attacks and focusing on logic and evidence.
Practice delivering rebuttals and counter-arguments with confidence and
clarity, engaging the audience and maintaining a positive tone.
COUNTERARGUMENT & REBUTTAL
Counterargument:
A counterargument is an argument (point/reason/view/evidence) that your
opponent would make.
Rebuttal:
A rebuttal is when you respond directly to your opponent’s argument/point to
explain/show how/why they are wrong.
STRATEGIES FOR REBUTTAL
There are many different ways that you can rebut someone’s argument. Take a
look at the example below.
If your argument was: “We should get a cat.”
And your parents’ counterargument was: “But your sister Susie is allergic to cats.”
Here are some rebuttal strategies you could use:
1.
Point out the flaws [errors] in the counterargument
Ex. Well, I heard you say that Susie is allergic, but there’s actually a problem with
that because Lisa was around a dog yesterday and she was fine.
2. Agree with the counterargument but give them a new point/fact that contradicts
their argument
Ex. I agree that’s Lisa’s allergic to cats, but there are some breed of cats that are
hypo-allergenic and won’t cause people’s allergies to act up.
3.
Agree with the other side’s support but twist the facts to suit your argument
Ex. I know that you said Lisa is allergic, but couldn’t owning a pet also build up her
tolerance?
4. Make an emotional plea that outweighs their argument (This should be your
LAST resort)
Ex. Well you said that we can’t have a pet because of Lisa, but are Lisa’s allergies
really as important as rescuing that cat at the shelter who’s trapped in the cage
and will be killed if he doesn’t find someone to adopt him??
COUNTERARGUMENT & REBUTTAL IN SPEAKING
Use the following sentence starters in order to incorporate counterarguments and
rebuttals in your speaking
Although...
Even though...
While it may be true that..., ...
In spite of the fact that..., ...
Some people may argue...but...
A possible concern is...
A common counterpoint is...
For example, they [proponents/opponents] contend that...
Those who believe...claim that...
That is an understandable concern, however...
This argument is wrong because...
Although some people think/believe...others understand...
The evidence, however, supports/disproves the argument that...because...
9 Ways to Construct a Compelling Argument
1. Keep it simple
Almost all good essays focus on a single powerful idea, drawing in every point
made back to that same idea so that even someone skim-reading will soon pick up
the author’s thesis. But when you care passionately about something, it’s easy to
let this go.
2. Be fair on your opponent
One of the most commonly used rhetorical fallacies is the Strawman Fallacy. This
involves constructing a version of your opponent’s argument that is much weaker
than the arguments they might use themselves, in order than you can defeat it
more easily.
3. Avoid other common fallacies
It’s worth taking the time to read about logical fallacies and making sure that you’re
not making them, as argument that rest of fallacious foundations can be more
easily demolished.
4. Make your assumptions clear
Every argument rests on assumptions. Some of these assumptions are so obvious
that you’re not going to be aware that you’re making them – for instance, you might
make an argument about different economic systems that rests on the assumption
that reducing global poverty is a good thing. While very few people would disagree
with you on that, in general, if your assumption can be proven false, then the entire
basis of your argument is undermined.
5. Rest your argument on solid foundations
If you think that you’re right in your argument, you should also be able to assemble
a good amount of evidence that you’re right. That means putting the effort in and
finding something that genuinely backs up what you’re saying; don’t fall back on
dubious statistics or fake news.
6. Use evidence your readers will believe
One thing you can do is to choose your evidence with your audience in mind. For
instance, if you’re writing about current affairs, a left-wing audience will find an
article from the Guardian to be more persuasive (as they’re more likely to trust its
reporting), while a right-wing audience might be more swayed by the Telegraph
One thing you can do is to choose your evidence with your audience in mind. For
instance, if you’re writing about current affairs, a left-wing audience will find an
article from the Guardian to be more persuasive (as they’re more likely to trust its
reporting), while a right-wing audience might be more swayed by the Telegraph
7. Avoid platitudes and generalizations, and be specific
Platitudes are likely to annoy your readers without helping to persuade them.
Because they’re meaningless and uncontroversial statements, using them doesn’t
tell your reader anything new.
8. Understand the opposing point of view
As we noted in the introduction, you can’t construct a compelling argument unless
you understand why someone might think you were wrong, and you can come up
with reasons other than them being mistaken or stupid. After all, we almost all
target them same end goals, whether that’s wanting to increase our understanding
of the world in academia, or increase people’s opportunities to flourish and seek
happiness in politics.
9. Make it easy for your opponent to change their mind
t’s tricky to think of the last time you changed your mind about something really
important. Perhaps to preserve our pride, we frequently forget that we ever
believed something different.
Module 3: Group Presentations and Teamwork
Week 1: Collaboration and communication skills for teamwork
Objectives:
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Identify key elements of effective teamwork: clear goals, active listening, open
communication, and shared commitment.
Develop communication skills for collaborative environments: expressing ideas
clearly, listening actively, and providing constructive feedback.
Appreciate the strengths and weaknesses of diverse perspectives within a team.
Developing a good, collaborative team takes hard work and active cultivation, both from
leaders and members. Here are some characteristics of an effective team:
 There’s camaraderie throughout the team, and members share healthy bonds both
inside and outside the classroom
 Everyone works together to resolve conflicts and problem-solve quickly, putting
their egos aside
 Team members practice active listening when their coworkers speak or share ideas
 The team employs productive and respectful internal communication strategies
 Leaders include the team in the decision-making process and listen to individual
input
 People feel comfortable taking ownership of their mistakes, without fear of
judgment or retaliation
7 tips for building a successful team
1. Brainstorm with the entire team
2. Establish mutual respect
3. Stress the importance of communication
4. Foster good company culture
5. Stay organized
6. Set team goals
7. Promote ownership and accountability
 Rehearsing and Delivering Presentations
Objectives
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Practice effective transitions between points and avoid exceeding allotted time
Explore the impact of posture, facial expressions, and gestures on audience
perception
Adapt delivery style and language to resonate with the specific audience
How to deliver a presentation in 8 steps
1. Consider your audience
Making sure you understand your audience is essential to preparing, structuring and giving
presentations. It's usually the first step to take, as in many cases, the audience determines what
styles of presenting you can choose from. For example, presenting important annual reports to
higher-level management requires a different approach than presenting weekly project updates
to your colleagues. To better understand your audience and identify their needs, think about the
level of information they already have. You can also consider their familiarity with any
technical terms you want to use when presenting.
3. Use simple language
It's important when delivering a presentation to speak in a way that's easy to follow and
understand. If you're preparing a presentation from a research paper that uses a lot of
complicated technical terms, it may be a good idea to simplify the spoken language. For
example, you can use contractions and more casual speech. If including complex terms and
phrases is essential, consider explaining them verbally as you introduce each slide or graph.
4. Engage your audience
As you go through your slides and notes, consider incorporating some visual or audio elements
to break up more significant sections of your speech. You may also ask your audience some
questions. This way, you can make sure they're engaged and understand the information. If
you're delivering a lot of technical information, consider giving your audience an option to ask
you any questions they may have before you move to the next topic or slide.
5. Memorize the presentation
Memorizing your presentation, including some of the most important numbers or statistics, is
a great way to prepare for delivering information to an audience. This way, you can look them
directly in the eyes while you speak and quickly react to any questions that they may have.
Paying attention to the audience's facial expressions can show you if what you're saying is
interesting to them or if they need more clarification to better understand what you're
presenting.
6. Work on your body language
Your body language tells your audience a lot about how you're feeling. Using common tricks
and working on your body language allows you to appear more professional and deliver a
dynamic, interesting speech. In addition to keeping eye contact with your audience, remember
to maintain an open and communicative posture. You can also use gestures to make some
statements or parts of your presentation clearer. For example, if you're presenting a contrast
between something big and small, you can use hand gestures to show that.
7. Practice
Spending a substantial amount of time practising your presentation can help you feel more
confident when you're delivering it in front of an audience. After you've finished writing your
script or taking notes on what you want to cover during your presentation, practice it repeatedly
so that you more easily remember the most important points you want to make, the links
between those points and the phrases that most clearly express them. Check the timing of your
presentation with the slides. You can also practice referring to your slides while you're
speaking.
8. Focus on your movements
If you're delivering a presentation on a big stage, it may be a good idea to move around a little
to create some visual interest and keep people engaged. This also allows you to speak directly
to different parts of the audience. Scanning through the audience and looking at people's faces
is a great way to identify if they can easily understand what you're saying.
Physical Delivery and the Face
We tend to look at a person’s face when we are listening to them. Again, this often makes
people feel uncomfortable and contributes to their overall speaking anxiety. Many speakers
don’t like the feeling of having “all eyes” on them, even though having a room full of people
avoiding making eye contact with you would be much more awkward. Remember, it’s a good
thing for audience members to look at you, because it means they’re paying attention and
interested. Audiences look toward the face of the speaker for cues about the tone and content
of the speech.
Facial Expressions
Facial expressions can help bring a speech to life when used by a speaker to communicate
emotions and demonstrate enthusiasm for the speech. As with vocal variety, we tend to use
facial expressions naturally and without conscious effort when engaging in day-to-day
conversations.
Eye Contact
Eye contact is an important element of nonverbal communication in all communication
settings. Eye contact holds attention because an audience member who knows the speaker is
making regular eye contact will want to reciprocate that eye contact to show that they are
paying attention. This will also help your audience remember the content of your speech better,
because acting like we’re paying attention actually leads us to pay attention and better retain
information.
Tips for Having Effective Eye Contact
 Once in front of the audience, establish eye contact before you speak.
 Make slow and deliberate eye contact, sweeping through the whole audience from left
to right.
 Despite what high school speech teachers or others might have told you, do not look
over the audience’s heads, at the back wall, or the clock. Unless you are in a huge
auditorium, it will just look to the audience like you are looking over their heads.
 Do not just make eye contact with one or a few people that you know or that look
friendly. Also, do not just make eye contact with your instructor or boss. Even if it’s
comforting for you as the speaker, it is usually awkward for the audience member.
 Try to memorize your opening and closing lines so you can make full eye contact with
the audience. This will strengthen the opening and closing of your speech and help you
make a connection with the audience.
Physical Delivery and the Body
Anxiety can lead us to do some strange things with our bodies, like pacing, that we don’t
normally do, so it’s important to consider the important role that your body plays during your
speech. Extra movements caused by anxiety are called nonverbal adaptors, and most of them
manifest as distracting movements or gestures. These nonverbal adaptors, like tapping a foot,
wringing hands, playing with a paper clip, twirling hair, jingling change in a pocket, scratching,
and many more, can definitely detract from a speaker’s message and credibility. Conversely, a
confident posture and purposeful gestures and movement can enhance both.
Posture
Posture is the position we assume with our bodies, either intentionally or out of habit. Although
people, especially young women, used to be trained in posture, often by having them walk
around with books stacked on their heads, you should use a posture that is appropriate for the
occasion while still positioning yourself in a way that feels natural. In a formal speaking
situation, it’s important to have an erect posture that communicates professionalism and
credibility. However, a military posture of standing at attention may feel and look unnatural in
a typical school or business speech. In informal settings, it may be appropriate to lean on a
table or lectern, or even sit among your audience members. Head position is also part of
posture. In most speaking situations, it is best to keep your head up, facing your audience. A
droopy head doesn’t communicate confidence. Consider the occasion important, as an
inappropriate posture can hurt your credibility.
Gestures
Gestures include arm and hand movements. We all go through a process of internalizing our
native culture from childhood. An obvious part of this process is becoming fluent in a language.
Perhaps less obvious is the fact that we also become fluent in nonverbal communication,
gestures in particular. We all use hand gestures while we speak, but we didn’t ever take a class
in matching verbal communication with the appropriate gestures; we just internalized these
norms over time based on observation and put them into practice.
Emphatic gestures are the most common hand gestures we use, and they function to emphasize
our verbal communication and often relate to the emotions we verbally communicate. Pointing
with one finger or all the fingers straight out is an emphatic gesture. We can even bounce that
gesture up and down to provide more emphasis. Moving the hand in a circular motion in front
of our chest with the fingers spread apart is a common emphatic gesture that shows excitement
and often accompanies an increased rate of verbal speaking. We make this gesture more
emphatic by using both hands. Descriptive gestures function to illustrate or refer to objects
rather than emotions. We use descriptive gestures to indicate the number of something by
counting with our fingers or the size, shape, or speed of something. Our hands and arms are
often the most reliable and easy-to-use visual aids a speaker can have.
Movement
Sometimes movement of the whole body, instead of just gesturing with hands, is appropriate
in a speech. I recommend that beginning speakers hold off trying to incorporate body
movement from the waist down until they’ve gotten at least one speech done. This allows you
to concentrate on managing anxiety and focus on more important aspects of delivery like vocal
variety, avoiding fluency hiccups and verbal fillers, and improving eye contact. When students
are given the freedom to move around, it often ends up becoming floating or pacing, which are
both movements that comfort a speaker by expending nervous energy but only serve to distract
the audience. Floating refers to speakers who wander aimlessly around, and pacing refers to
speakers who walk back and forth in the same path. To prevent floating or pacing, make sure
that your movements are purposeful. Many speakers employ the triangle method of body
movement where they start in the middle, take a couple steps forward and to the right, then
take a couple steps to the left, then return back to the center. Obviously you don’t need to do
this multiple times in a five- to ten-minute speech, as doing so, just like floating or pacing,
tends to make an audience dizzy. To make your movements appear more natural, time them to
coincide with a key point you want to emphasize or a transition between key points. Minimize
other movements from the waist down when you are not purposefully moving for emphasis.
Speakers sometimes tap or shuffle their feet, rock, or shift their weight back and forth from one
leg to the other. Keeping both feet flat on the floor, and still, will help avoid these distracting
movements.
Credibility and Physical Delivery
Audience members primarily take in information through visual and auditory channels. Just as
the information you present verbally in your speech can add to or subtract from your credibility,
nonverbal communication that accompanies your verbal messages affects your credibility.
Personal Appearance
Looking like a credible and prepared public speaker will make you feel more like one and will
make your audience more likely to perceive you as such. This applies to all speaking contexts:
academic, professional, and personal. A Avoid clothes that are too tight or too loose. Looking
the part is just as important as dressing the part, so make sure you are cleaned and groomed in
a way that’s appropriate for the occasion. The “Getting Real” box in this chapter goes into more
detail about professional dress in a variety of contexts.
Visual Aids and Delivery
Visual aids play an important role in conveying supporting material to your audience. They
also tie to delivery, since using visual aids during a speech usually requires some physical
movements. It is important not to let your use of visual aids detract from your credibility. I’ve
seen many good speeches derailed by posters that fall over, videos with no sound, and
uncooperative
PowerPoint presentations.
The following tips can help you ensure that your visual aids enhance, rather than detract, from
your message and credibility:
 Only have your visual aid displayed when it is relevant to what you are saying: insert
black slides in PowerPoint, hide a model or object in a box, flip a poster board around,
and so on.
 Make sure to practice with your visual aids so there aren’t any surprises on speech day.
 Don’t read from your visual aids. Put key information from your PowerPoint or Prezi
on your speaking outline and only briefly glance at the screen to make sure you are on
the right slide. You can also write information on the back of a poster or picture that




you’re going to display so you can reference it while holding the visual aid up, since
it’s difficult to hold a poster or picture and note cards at the same time.
Triple check your technology to make sure it’s working: electricity, Internet connection,
wireless clicker, sound, and so on.
Proofread all your visual aids to find spelling/grammar errors and typos.
Bring all the materials you may need to make your visual aid work: tape/tacks for
posters and pictures, computer cables/adaptors, and so on. Don’t assume these materials
will be provided.
Have a backup plan in case your visual aid doesn’t work properly.
Module 4: Creative Storytelling and Performance
 Exploring different storytelling formats (monologues, dialogues, scripts,
narratives)
Objectives:



Define and examine the unique characteristics of monologues, dialogues,
scripts, and narratives, highlighting their strengths and limitations.
discover their natural story preferences and match their ideas to the most
effective format.
appreciate different unique characteristics of monologues dialogues script
narratives
Monologue Powerhouse:
(From "Hamlet" by William Shakespeare):
https://youtu.be/r9lpnMoxrhw?si=0bdzAk12Vv7y7e_P
"To be, or not to be, that is the question:
Whether 'tis nobler in the mind to suffer
The slings and arrows of outrageous fortune,
Or to take arms against a sea of troubles,
And by opposing end them?"
What is a Monologue?
A monologue is a speech given by a single character in a story. In drama, it is the
vocalization of a character’s thoughts; in literature, the verbalization. It is traditionally
a device used in theater—a speech to be given on stage—but nowadays, its use
extends to film and television.
II. Example of a Monologue
A monologue speaks at people, not with people. Many plays and shows involving
performers begin with a single character giving a monologue to the audience before
the plot or action begins. For example, envision a ringleader at a circus…
Example 1
Ladies and Gentleman, Boys and Girls!
Tonight, your faces will glow with wonder
As you witness some of the greatest acts ever seen in the ring!
Beauties and beasts, giants and men, dancers and daredevils
Will perform before your very eyes
Some of the most bold and wondrous stunts
You’ve yet beheld!
Watch, now,
As they face fire and water,
Depths and heights,
Danger and fear…
III. Types of Monologues
A. Soliloquy
A speech that a character gives to himself—as if no one else is listening—which voices
his inner thoughts aloud. Basically, a soliloquy captures a character talking to himself
at length out loud. Of course, the audience (and sometimes other characters) can hear
the speech, but the person talking to himself is unaware of others listening. For
example, in comedy, oftentimes a character is pictured giving themselves a lengthy,
uplifting speech in the mirror…while a friend is secretly watching them and laughing.
The soliloquy is one of the most fundamental dramatic devices used by Shakespeare
in his dramas.
B. Dramatic Monologue
A speech that is given directly to the audience or another character. It can be formal
or informal, funny or serious; but it is almost always significant in both length and
purpose. For example, a scene that captures a president’s speech to a crowd exhibits
a dramatic monologue that is both lengthy and important to the story’s plotline. In fact,
in TV, theater ,and film, all speeches given by a single character—to an audience, the
audience, or even just one character—are dramatic monologues.
C. Internal Monologue
The expression of a character’s thoughts so that the audience can witness (or read, in
literature) what is going on inside that character’s mind. It is sometimes (depending on
the style in) referred to as “stream-of-consciousness.” In a piece of writing, internal
monologues can often be easily identified by italicized blocks of text that express a
character’s inner thoughts. On TV and in films, internal monologues are usually
spoken in the character’s voice, but without seeing him actually speak; thus giving the
feeling of being able to hear his thoughts.
IV. Importance of Monologues
Monologues give the audience and other characters access to what a particular
character is thinking, either through a speech or the vocalization of their thoughts.
While the purpose of a speech is obvious, the latter is particularly useful for
characterization: it aids the audience in developing an idea about what the character
is really thinking, which in turn helps (or can later help) explain their previous (or future)
actions and behavior.
How to write Monologue Scripts
As we’ve shown in the examples above, it’s important to consider how you can express
your own or your character’s thoughts. When crafting scripts for monologues, consider
what type of story you want to tell, the message you are trying to convey, and the
reaction you’d like.
Who is your audience?
What is of interest to them?
If you’re writing for a character, have the person look inward and discuss an issue
that’s relevant and top of mind because it’s motivating an action of some kind, or they
are reminiscing about the potential outcome of an action taken.
Be sure to use language that is vivid and engaging, and make sure that each element
of your script is purposeful. Focus on creating a narrative that is both meaningful and
impactful, and remember to add elements of humor or surprise to keep the audience
engaged.
Here are a few tips to help you write an effective and engaging monologue script:
 Start by brainstorming ideas and then build a narrative around them. Think
about your character, the setting, and the plot.
 Make sure to use vivid descriptions and interesting dialogue to bring the story
to life.
 Make sure the monologue is both relevant and believable to your audience.
 Avoid using language that is too formal or too informal. Aim to keep the
monologue natural, conversational, and easy to understand.
 Pay attention to pacing. Make sure to vary the speed and tone to keep the
audience spellbound!
Dialogue
What is dialogue?
Dialogue refers to written conversations between characters in novels, short
stories and scripts. For dialogue to occur, two or more characters must talk with
one another to further a story.
Witty Wordplay:
(From "His Girl Friday" directed by Howard Hawks):
https://youtu.be/UN9M6jkgOsM?si=nJxE4kh7EBqSCEzG
Hildy: "Walter, if you don't print an editorial, I'll run your picture over the front page
with the caption: 'Walter Burns, Newspaperman, Asleep at the Switch.'"
Walter: "That wouldn't be news, Hildy. It's been there the last ten years."
Reasons for Using Dialogue in a Story
1. It makes the story advance
A major feature of dialogue is that it moves the story forward in a more straightforward way than a narrator’s explanation would. In the example, Ford and Arthur
have barely escaped the demolition of the Earth, and the conversation they hold
puts us into the scene and pushes the plot to the next episode. Moreover, the
attitude of Ford, who doesn’t look directly at Arthur but suddenly changes the tone
of his voice and stands up with a start, makes us have a feeling that something
else is going on or is about to happen.
2. It develops the characters.
Characters can also evolve through dialogue. In fact, in every good dialogue, at
least one of the characters should undergo a change of mood. In the example,
Arthur is at first intrigued, questioning Ford about his past. He then suddenly
remembers what happened a few minutes ago and returns to a state of shock,
moving toward panic. The remembrance makes him angry, and he finally admits
that he’s panicking. By the end of the conversation, Arthur is somehow resigned.
As you can see, the character goes through a lot of different moods which would
lose their effect if they were described by a narrator
3. It brings dynamics
Dialogue increases the story’s pace and makes it more dynamic. It will always be
harder to read a whole paragraph where the narrator explains step by step the
same things a dialogue can transmit in a few lines. It is clear that the sample
dialogue would be very different if a narrator had to explain how Ford recalls the
guy with whom he came to the Earth fifteen years ago and how a scared Arthur
realizes his planet has just disappeared.
4. It provides realism.
Dialogue shows what is happening instead of telling it. It portrays a scene vividly
and breathes life into the characters. A good dialogue engages our attention very
quickly as it lacks value judgments or lengthy explanations by the narrator.
Dialogue enables us to have first-hand experiences and be direct witnesses of
what is happening in the story in order to draw our own conclusions about it.
5. It defines characters.
Dialogue is one of the methods used to depict characters and the way they relate
to each other. What they say, how they say it, and the tone in which they speak
provides us with a lot of information. In the dialogue by Douglas Adams, we can
infer that Ford, besides not having a terrestrial origin, is a calm and optimistic guy
whose personality is very different from Arthur’s, a neurotic man who feels lost
after his planet’s disappearance. But from the way they speak to each other, we
can also guess that there is some familiarity between them.
6. It provides information.
Dialogue provides information that the reader senses (often unconsciously) about
the relationship between the characters, their personalities, and their moods, etc.
Apart from that, it gives specific data about the plot, so all of the information
provided in a dialogue must be justified.
Creating a dialogue
1. Determine the reason for the dialogue
It's often helpful to first determine why you're adding dialogue to a piece of writing.
Think about whether the dialogue enhances the story by developing character
relationships or backgrounds, advancing the action of the plot or revealing
information to your audience. You may place your dialogue strategically
throughout your piece to ensure an even flow from narration, action and character
voice. Remember to only include dialogue if necessary and avoid dialogue that
adds little to your written work.
2. Decide which characters are speaking
There must be at least two characters having a conversation for a dialogue to
exist. Understanding the goal of the conversation can help you decide which
characters are speaking, what they're saying and why they're saying it. Once
you've decided on the characters in your dialogue, remember to think about their
voice and how they might deliver information with their personality and style of
speech. To keep your audience's attention, try to add only a few characters to a
conversation to improve readability and make it clear which character is speaking.
3. Use quotation marks to start and end spoken dialogue
Quotation marks are the standard punctuation for communicating written dialogue
in novels and short stories. If you're writing one of these pieces, use quotation
marks at the start and end of a character's speech to set their dialogue apart from
the rest of the text. Using quotation marks effectively improves the clarity of a
written piece by separating a character's speech from the narrative text and
helping a reader keep their place in your story.
4. Create a new paragraph for each speaker
Every time a different character speaks, it's important to start and indent a new
paragraph. This helps you and your readers understand who is speaking and
makes your story or script look more visually appealing and easy to read.
Separating each character's speech may avoid confusion about what each
character is saying, which can be useful in stories with characters who have
conflicting values, roles or levels of information.
Example of multiple speakers: "I want to go on a picnic," Karla said, "but I don't
want to go alone."
"Why don't we go together?" Jenna replied.
Karla said, "I'd like that."
5. Write the dialogue
Within your quotation marks, you can write the dialogue between your characters.
Consider the reason you're adding it to your story and which characters are
speaking the words as you write. Since dialogue is a conversation, the style in
which you write it may sound different from the narrative parts of your story or
script. Adjust your style based on the setting, characters' personalities and your
goal. For example, if your goal is to show two characters meeting for the first time,
their conversation may be more formal than if they had been friends for a long
time.
6.Start with the action
It's a good idea to give every piece of dialogue a purpose, and starting with the
action or most important information of a conversation is an excellent way of
achieving that purpose. Although real conversations may have small talk and filler
words, dialogue conversations must often be more straightforward and direct for
audiences to easily grasp their meaning and intention. To accomplish this, keep
your dialogue concise and include only the information that moves your story
forward, strengthens connections between characters or offers new knowledge to
readers.
7. Use dialogue tags to show who's speaking
Dialogue tags are brief descriptions of who is speaking a piece of dialogue. These
tags can come before or after the quotation marks of a character's speech and
often include the name or pronoun of the speaking character and a verb describing
that they spoke. You can use dialogue tags in many ways to increase the
readability of your work and show readers which character is speaking. One way
to add visual diversity to your piece is by including dialogue broken up by dialogue
tags, which can increase suspense and reader interest.
Example of a dialogue tag before dialogue: Ken said, "That sunset is incredible!"
Example of a dialogue tag after dialogue: "I prefer sunrises," Joe replied.
Example of a dialogue tag breaking up dialogue: "If you want to see a sunrise,"
Ken said, "we can go hiking in the morning next time."
8. Include action beats
Action beats are one way to enrich your dialogue by adding narrative descriptions
of a character's movements and emotions. This can help readers better
understand your dialogue, the setting of the conversation and how the characters
feel. You can add action beats in dialogue tags, before or after dialogue and in the
middle of dialogue to break up long conversations and make characters feel more
real.
Example of an action beat in a dialogue tag: "I studied really hard for this test,"
Jimmy said with a smile.
Example of an action beat before dialogue: Yolanda sipped her drink. "This is the
best cafe I've been to in a while," she said.
Example of an action beat after dialogue: "After the power went out, I had to reset
the clock," his mother said, and she shook her head.
Example of an action beat breaking up dialogue: "There used to be many species
of birds here," the tour guide said as he waved his hands toward the trees, "but
many have migrated to warmer climates."
9. Remember the setting
When writing dialogue, it's easy to focus on your characters and their
conversation, so try to remember to add information about the setting where the
dialogue takes place. This helps keep your story balanced and helps readers or
viewers feel like the characters in your novel, short story or scripted production
are really interacting with their world. You can include the setting in small ways,
like having the characters mention how time has passed or noticing a branch fall
from a tree nearby. Doing this may help keep your dialogue brief and grounded.
Types of story Telling
Oral Storytelling
Oral storytelling, the primal form of narrative, predates the written word. Passed down
through generations, these tales were shared around campfires, in marketplaces, and
amidst gatherings. They intertwined history, culture, and wisdom into spoken word
performances that captivated listeners. The power of oral storytelling lay in the
storyteller’s voice, gestures, and presence.
Visual Storytelling
Visual storytelling embraces images and symbols to convey narratives. It harks back
to ancient cave paintings and hieroglyphics that communicated stories visually. Over
time, it evolved to encompass art forms like paintings, photographs, and films,
transporting audiences through the power of sight.
Visual storytelling engages your senses, allowing for immediate emotional resonance.
However, it’s open to interpretation, as viewers bring their own experiences and
perspectives to the visual narrative. To master this art, focus on composition, color,
and symbolism to evoke specific feelings and thoughts.
Written Storytelling
Written storytelling, borne from the advent of writing systems, captured stories in a
tangible form. From ancient scrolls to modern novels, written narratives encompass a
vast array of genres and styles.
Explore the depths of literary classics like Jane Austen’s “Pride and Prejudice,”
immersing yourself in intricate character development and social commentary.
Written storytelling offers a deeply personal experience, allowing readers to savor the
narrative at their own pace. However, it relies solely on the reader’s imagination to
bring the words to life. To excel, hone your writing style, craft vivid descriptions, and
build compelling plots.
Digital Storytelling
Digital storytelling emerged with the digital age, leveraging technology to combine
various mediums into immersive narratives. It integrates text, images, audio, and video
to create engaging experiences.
Consider interactive online novels where readers make choices that shape the story’s
outcome, like “Choice of Robots.”
Digital storytelling allows for dynamic engagement, catering to various learning styles
and preferences. Yet, it can be overwhelming, with the potential for sensory overload.
To excel, embrace multimedia platforms, harness interactivity, and maintain a
coherent storyline.
Transmedia Storytelling
Transmedia storytelling spans multiple platforms, weaving a cohesive narrative across
mediums like books, films, games, and more. Each platform contributes to a larger,
interconnected story.
Marvel’s cinematic universe epitomizes transmedia storytelling, with characters and
plots intertwining across movies, TV shows, and comics. The story of “The Matrix”
franchise unfolds through films, animated shorts, and video games, creating a
multifaceted universe.
Video Storytelling
Video storytelling combines visual and auditory elements to convey narratives. From
short films to YouTube vlogs, this format amplifies emotional impact through moving
images and spoken word.
Explore the emotional rollercoaster of Pixar’s animated shorts, like “Piper,” which
communicates without a single word. Alternatively, immerse yourself in TED Talks,
where speakers share personal stories to drive their messages home.
tips on how to become a better storyteller
1. Know your audience
There are plenty of types of stories that you can tell. And depending on the
audience, some stories will be better received than others.
2. Think about the goal of your story
Every story has some sort of goal, whether you recognize it or not. The best
storytellers fashion their stories with the desired end result in mind. For some, it
might be to make the audience laugh (like comedians). For others, it might be to
help drive behavior change. For others, it might be to help educate or drive
awareness about a specific issue.
3. Choose the right time (and the right place)
I can tell you from personal experience that every story has the right time and the
right place. Stories aren’t always appropriate in the right setting — and stories
need to have the right voice.
4. Use a hook to get your audience’s attention
What is it that will capture your audience’s attention? What will keep them
engaged and interested in the story? Is there a good hook to the story?
Think of ways you can creatively present your information that will keep your
audience absorbed. By employing this storytelling technique, you’ll be sure to
captivate your audience.
5. Be clear and concise
Be as clear and concise as you can with your story. Try asking yourself what
details are important for the reader or the listener to understand. If they’re not
critical to the story, why are you including them? What about those details make it
a more compelling story?
As best you can, try to filter out what information is “must-have” versus “nice-tohave.”
6. Get personal
Think about ways you can incorporate personal details into your story. For
example, I was fundraising for NAMI while I was training for the New York City
Marathon. I really felt passionate about the cause but I wasn’t sharing much detail
about why I cared about this organization.
7. Be aware of your body language
Body language is big. It can send messages to your audience about your
demeanor, your attitude, and your approachability.
If you’re telling a funny story with a scowl on your face and your arms crossed,
your audience might not know it’s supposed to be a funny story. If you’re working
on your public speaking skills but never make eye contact, your audience might
not connect with you.
8. Practice often
At its core, practice is about learning. It’s about getting up close and personal with
your mistakes and adjusting. It’s about trial and error, figuring out what works (and
what doesn’t).
9. Ask for feedback
Make sure that you ask for feedback from someone you trust. Feedback is an
opportunity for us to grow. And feedback means that the person cares about you
because they want to see you succeed. They want you to have your own success
story. Don’t be afraid to ask for feedback.
Module 6: Advanced Debates and Argumentation (4 weeks)
Refining research and argumentation skills (analyzing complex topics, identifying
biases, building strong evidence).
Objectives
 Develop critical thinking skills to identify and dismantle common logical
fallacies used in persuasive arguments.
 Hone the ability to dissect and counter arguments using a diverse repertoire of
rebuttal strategies, remaining factual and respectful.
 Cultivate an awareness of the ethical considerations in persuasion, focusing
on authenticity, transparency, and responsible influence.
What are logical fallacies?
Logical fallacies are reasoning errors that often lead to false arguments. Many of these
statements may sound reasonable or factual, but they have fundamental flaws in
syntax or logic. Depending on their flaw, fallacies can be formal, meaning there is an
error in the phrasing, or informal, signaling an error in the content of the argument
7 fallacies of relevance
1. Ad hominem attack
An ad hominem, or personal, attack is a form of rhetoric that criticizes or praises the
person making an argument instead of the actual argument. It tries to reason that
someone’s claim is factual or wrong based on the person’s reputation instead of the
facts they present. It’s a fallacy because the individual making a statement is irrelevant
to the accuracy of the statement.
2. Appeal to force
This is the use of force or a threat to use force against the audience to make them
accept an argument. People often use it as a last strategy in an argument or debate,
and it’s a logical fallacy because the threat has nothing to do with the facts of the
argument.
3. Genetic fallacy
The genetic fallacy happens whenever someone dismisses a claim or argument
because of its origin or history. It’s important to look at its merit rather than judging a
claim on who said it first or who popularized it.
4. Appeal to popularity
This is the use of popular opinions to create an argument, and it relies on a rumor to
gain support. It does this by trying to provoke emotions and excitement of the audience
rather than articulating an argument. There are several ways people can argue with
this fallacy, such as:
The bandwagon argument: This approach claims that because most people believe in
an argument or choose a specific route, it must be true and others also should believe
it.
The patriotic argument: This claim says a viewpoint is correct because it embodies
patriotism, and those who disagree are unpatriotic, meaning their opinion isn’t valid.
the snob argument: This approach claims if people who have a strong reputation,
whether socially or financially, believe in an idea, it must be true.
5. Appeal to tradition
This is the assumption that an idea is correct because people believed it for a long
time. It’s a logical fallacy because, in reality, what people believed in the past has no
impact on whether their view is true.
6. Appeal to authority
This type of fallacy occurs when someone wrongly claims the source for the evidence
or facts in an authority on the subject. This could include claiming a medical finding by
someone with a doctorate in economics is factual simply because they have a
doctorate. Another example may be saying one brand of soda is better than another
because a popular athlete endorsed the first.
7. Appeal to emotion
This fallacy relies on emotions, such as pity or sympathy, to persuade people to accept
an argument or conclusion. An example of this may be someone telling you a popular
product is bad because the company that made it laid off their friend.
11 component fallacies
Component fallacies include arguments that rely on faulty reasoning. Component
fallacies include:
1. Circular reasoning
This argumentation uses two or more sentences that validate each other without any
evidence. This is a fallacy because in this argument, each claim's validity depends on
the previous one, which isn’t true. An example of this may use the structure: “A is true
because B is true. We know B is true because A is true."
2. Hasty generalization
Hasty generalizations happen when someone uses inductive reasoning with evidence
or a sample size that’s too small to prove their point. This is a logical fallacy because
using a small sample to draw general conclusions can lead to a mischaracterization
of the larger group from which the sample came.
3. Fallacy of accident
This fallacy occurs when someone assumes a general rule always applies in a
particular situation, even when a unique circumstance makes the rule irrelevant. An
example of this may be that since doing drugs is bad, patients who take medicine to
overcome a medical challenge or bad. This argument ignores the context about the
types of drugs and the reason people take them, ignoring exceptions to general rules.
4. False cause
This fallacy happens when someone cites a nonexistent cause-and-effect relationship
to make their argument. An example of this is mistaking a certain correlation with
causation without any evidence that links the two. For instance, someone might
wrongly argue that because crime increases in summer months and ice cream sales
peak during the summer, people eating ice cream makes them commit crimes.
5. Irrelevant conclusion
This happens when someone creates an argument that leads to a specific conclusion,
even though they use their argument to create a different conclusion. One of its
common forms is the red herring fallacy, which is a deliberate attempt to deviate a
discussion from its primary argument to a related and irrelevant side point.
6. Straw man argument
A straw man argument is when a person takes another person's argument,
exaggerates or alters it in some way and then critiques their exaggeration as if it were
the original claim. This is an attempt to incorrectly characterize the opposing viewpoint
or the people making it.
7. Non sequitur argument
An argument that isn’t a natural follow-up of a previous argument is a non sequitur.
This usually happens when a person begins an argument on a certain topic and then
concludes with an opinion that isn’t directly connected to the initial argument. For
example, someone may argue that because you’re a good person, this means they’re
also a good person, even though there’s no logical connection between those claims.
8. Either/or fallacy
This is the incorrect assumption that a certain can have only two possible conclusions,
even though there are multiple possible conclusions. It’s a logical fallacy because it
falsely narrows down the discussion to two options.
9. Slippery slope
This is the baseless assumption that once someone has taken a step, the next steps
automatically occur. It’s a logical fallacy because it may be incorrect to assume one
action always leads to a certain outcome.
10. False analogy
This fallacy claims that because two things are similar in one way, they must be similar
in other ways. For example, someone may claim that because cars and houses both
have doors in windows, they both also have engines.
11. Fallacy of the undistributed middle
This is the faulty assumption that the minor and major premises of a three-part
argument fully overlap. People who make this argument claim, “If all As are Bs and all
Bs are Cs, then all As are automatically Cs.” It’s a logical fallacy because there’s no
evidence the A and the C group overlap.
2 ambiguous fallacies
Ambiguous fallacies happen when people use vague words or phrases to mislead
people. Two types of ambiguous fallacies are:
1. Composition fallacy
This reasons that if all parts of a whole have certain characteristics, it must mean the
object those parts make up shares those characteristics. For example, someone might
wrongly argue that an entire car is rubber because its ties are.
2. Division fallacy
This is the opposite of the composition fallacy and assumes if a whole has certain
characteristics, then all its components must share them. For example, someone
might claim that because a certain country is the richest in the world, every person
who lives in that country is rich
Research strategy guide for finding quality, credible sources
Get organized
Being organized is an essential part of effective research strategy. You should create
a record of your strategy and your searches. This will prevent you from repeating
searches in the same resources and from continuing to use ineffective terms. It will
also help you assess the success or failure of your research strategy as you go through
the process. You also may want to consider tracking and organizing citations and links
in bibliographic software such as Zotero. (See this helpful resource guide about using
Zotero.)
Articulate your topic
Next, write out your topic in a clear and concise manner. Good research starts with a
specific focus.
For example, let’s say you are writing a story about the long-range health effects of
the explosion at the Chernobyl Nuclear Power Plant based on a study published in
Environmental Health Perspectives titled, “The Chernobyl Accident 20 Years On: An
Assessment of the Health Consequences and the International Response.” (The study
is summarized in Journalist’s Resource here.)
A statement of your topic might be, “Twenty years after the Chernobyl disaster,
scientists are still learning the affects of the accident on the health of those who lived
in the surrounding area and their descendants.”
Locate background information
If you have a good understanding of the Chernobyl disaster, proceed to the next step,
“Identify the information you need.” If not, it’s time to gather background information.
This will supply you with the whos and the whens of the topic. It will also provide you
with a broader context as well as the important terminology.
Identify the information you need
What information do you need to write your story? One way to determine this is to turn
your overall topic into a list of questions to be answered. This will help you identify the
type and level of information you need. Some possible questions on consequences of
the Chernobyl accident are:
What are the proven health effects?
What are some theorized health effects?
Is there controversy about any of these studies?
What geographic area is being studied?
What are the demographic characteristics of the population being studied?
Was there anything that could have been done at the time to mitigate these effects?
Looking at these questions, it appears that scientific studies and scholarly articles
about those studies, demographic data, disaster response analysis, and government
documents and publications from the Soviet Union and Ukraine would be needed.
List keywords and concepts for search engines and databases
Now you need to determine what words you will use to enter in the search boxes within
resources. One way to begin is to extract the most important words and phrases from
the questions produced in the previous step. Next, think about alternative words and
phrases that you might use. Always keep in mind that different people may write or
talk about the same topic in different ways. Important concepts can referred to
differently or be spelled differently depending on country of origin or field of study.
For the Chernobyl health story, some search keyword options are: “Chernobyl,”
“Chornobyl”; “disaster,” “catastrophe,” “explosion”; “health,” “disease,” “illness,”
“medical conditions”; “genetic mutation,” “gene mutation,” “germ-line mutation,”
“hereditary disease.” Used in different combinations, these can unearth a wide variety
of resources.
Consider the scope of your topic
Next you should identify the scope of your topic and any limitations it puts on your
searches. Some examples of limitations are language, publication date, and
publication type. Every database and search engine will have its own rules so you may
need to click on an advanced search option in order to input these limitations.
Conduct your searches
It is finally time to start looking for information but identifying which resources to use
is not always easy to do. First, if you are part of an organization, find out what, if any,
resources you have access to through a subscription. Examples of subscription
resources are LexisNexis and JSTOR. If your organization does not provide
subscription resources, find out if you can get access to these sources through your
local library. Should you not have access to any subscription resources appropriate
for your topic, look at some of the many useful free resources on the internet.
Here are some examples of sources for free information:
PLoS, Public Library of Science
Google Scholar
SSRN, Social Science Research Network
FDsys, U.S. Government documents and publications
World Development Indicators, World Bank
Pubmed, service of the U.S. National Library of Medicine
More quality sites, and search tips, are here among the other research articles at
Journalist’s Resource.
Evaluate the information sources you found
As you only want information from the most reliable and suitable sources, you should
always evaluate your results. In doing this, you can apply journalism’s Five W’s (and
One H):
Who: Who is the author and what are his/her credentials in this topic?
What: Is the material primary or secondary in nature
Where: Is the publisher or organization behind the source considered reputable? Does
the website appear legitimate?
When: Is the source current or does it cover the right time period for your topic?
Why: Is the opinion or bias of the author apparent and can it be taken into account?
How: Is the source written at the right level for your needs? Is the research welldocumented?
Analyze and adjust your research strategy
Were you able to locate the information you needed? If not, now it is time to analyze
why that happened. Perhaps there are better resources or different keywords and
concepts you could have tried. Additional background information might supply you
with other terminology to use. It is also possible that the information you need is just
not available in the way you need it and it may be necessary to consult others for
assistance like an expert in the topic or a professional librarian.
A debate is a discussion or structured contest about an issue or a resolution. A formal
debate involves two sides: one supporting a resolution and one opposing it. Such a
debate is bound by rules previously agreed upon. Debates may be judged in order to
declare a winning side. Debates, in one form or another, are commonly used in
democratic societies to explore and resolve issues and problems. Decisions at a board
meeting, public hearing, legislative assembly, or local organization are often reached
through discussion and debate. Indeed, any discussion of a resolution is a form of
debate, which may or may not follow formal rules (such as Robert’s Rules of Order).
In the context of a classroom, the topic for debate will be guided by the knowledge,
skill, and value outcomes in the curriculum. Structure for Debate. A formal debate
usually involves three groups: one supporting a resolution (affirmative team), one
opposing the resolution (opposing team), and those who are judging the quality of the
evidence and arguments and the performance in the debate. The affirmative and
opposing teams usually consist of three members each, while the judging may be done
by the teacher, a small group of students, or the class as a whole. In addition to the
three specific groups, there may and audience made up of class members not involved
in the formal debate. A specific resolution is developed and rules for the debate are
established.
Debate Preparation:
• Develop the resolution to be debated.
• Organize the teams.
• Establish the rules of the debate, including timelines.
• Research the topic and prepare logical arguments.
• Gather supporting evidence and examples for position taken.
• Anticipate counter arguments and prepare rebuttals.
• Team members plan order and content of speaking in debate.
• Prepare room for debate.
• Establish expectations, if any, for assessment of debate.
Conducting Debate:
Debate opens with the affirmative team (the team that supports the resolution)
presenting their arguments, followed by a member of the opposing team. This pattern
is repeated for the second speaker in each team. Finally, each team gets an
opportunity for rebutting the arguments of the opponent. Speakers should speak
slowly and clearly. The judges and members of the audience should be taking notes
as the debate proceeds. A typical sequence for debate, with suggested timelines, is
as follows:
• the first speaker on the affirmative team presents arguments in support of the
resolution. (5 – 10 minutes)
• The first speaker on the opposing team presents arguments opposing the resolution.
(5 – 10 minutes)
• The second speaker on the affirmative team presents further arguments in support
of the resolution, identifies areas of conflict, and answers questions that may have
been raised by the opposition speaker. (5 – 10 minutes)
• The second speaker on the opposing team presents further arguments against the
resolution, identifies further areas of conflict, and answers questions that may have
been raised by the previous affirmative speaker. (5 – 10 minutes)
• The rules may include a short recess for teams to prepare their rebuttals. (5 minutes)
• The opposing team begins with the rebuttal, attempting to defend the opposing
arguments and to defeat the supporting arguments without adding any new
information.(3 – 5 minutes)
• First rebuttal of the affirmative team (3 – 5 minutes)
• Each team gets a second rebuttal for closing statements with the affirmative team
having the last opportunity to speak. (3 – 5 minutes each)
• There cannot be any interruptions. Speakers must wait their turns. The teacher may
need to enforce the rules.
Post-debate Discussion and Assessment
When the formal debate is finished, allow time for debriefing and discussion. Members
of the
audience should be given an opportunity to ask questions and to contribute their own
thoughts and opinions on the arguments presented. Members of the debate teams
may also wish to reflect on their performance and seek feedback from the audience,
including the teacher. If some form of assessment was part of the debate plan, it would
be conducted at this time. Assessment could be conducted by the teacher, the judging
team, or the entire class.
VI.
INSTRUCTIONAL STRATEGIES
Direct Instruction:
Lecture: Clear and concise explanation of key concepts, often supported by visuals or handouts.
Demonstration: Teacher models a skill or procedure for students to observe and imitate. Direct
explanation: Providing step-by-step instructions or guidance for completing tasks. Recitation:
Students orally recall and practice important facts or information.
Indirect Instruction:
Discovery learning: Students explore and experiment to draw their own conclusions and construct
knowledge.
Problem-solving: Students analyze and solve problems to apply their understanding of concepts.
Inquiry-based learning: Students pose questions, gather information, and form hypotheses to
investigate a topic.
Case studies: Students analyze real-world scenarios to develop critical thinking and decisionmaking skills.
Experiential Learning: Role-playing: Students simulate real-life situations to gain perspective and
understanding.
Simulations: Students engage in interactive activities that model complex systems or processes.
Project-based learning: Students work collaboratively on extended projects to solve problems or
address challenges.
Interactive Learning:
Group discussions: Students exchange ideas, debate perspectives, and build consensus through
facilitated discussions. Cooperative learning: Students work together to complete tasks and
achieve shared goals, promoting teamwork and communication.
Games and simulations: Interactive activities engage students and reinforce learning in a fun and
engaging way.
Debates and presentations: Students argue opposing viewpoints or present their learning to an
audience, developing critical thinking and public speaking skills.
Independent Learning:
Journaling and reflection: Students write about their learning experiences and insights, promoting
self-awareness and metacognition.
Guided reading: Students independently read materials with instructional support and scaffolding.
Independent research: Students explore topics under their own direction, developing research
skills and self-motivation.
Practice tasks and exercises: Students apply their understanding through individualized activities
and assessments.
VII.
ASSESSMENT AND EVALUATION
SUMMATIVE ASSESSMENT
QUARTERLY EXAMS
QUARTER 1
1. What is the key element that describes the events or actions that drive a story?
a) Climax
b) Rising Action
c) Plot
d) Falling Action
2. Which type of communication anxiety is triggered by a specific context, such as public
speaking?
a) Trait anxiety
b) Context anxiety
c) Audience anxiety
d) Situation anxiety
3. How can you cope with communication anxiety and boost confidence?
a) Ignore triggers
b) Avoid communication situations
c) Identify triggers and prepare/practice
d) Never seek feedback
4. Which breathing exercise engages the diaphragm and helps improve breathing
efficiency?
a) Shallow breathing
b) Chest breathing
c) Diaphragmatic breathing
d) Quick breathing
5. What is the primary purpose of tongue twisters?
a) Improve vocabulary
b) Enhance pronunciation
c) Boost confidence
d) Practice deep breathing
6. Why is a good vocabulary important in communication?
a) It impresses opponents in debates
b) It helps you build stronger relationships
c) It improves critical thinking skills
d) All of the above
7. What is the main function of the rising action in a story?
a) It leads to the climax
b) It resolves conflicts
c) It introduces the setting
d) It provides the resolution
8. In the character vs self conflict, what does the main character need to overcome?
a) External obstacles
b) Society norms
c) Internal struggles
d) Natural forces
9. What are definition/explanation clues in the context of vocabulary?
a) Clues that provide an antonym
b) Clues that offer a synonym
c) Clues that explain the definition
d) Clues that infer meaning
10. What is the purpose of the falling action in a story?
a) It introduces the setting
b) It builds tension towards the climax
c) It ties up loose ends after the climax
d) It resolves the main conflict
11. What type of communication apprehension involves anxiety triggered by a specific
individual or group of people?
a) Trait anxiety
b) Context anxiety
c) Audience anxiety
d) Situation anxiety
12. How does practicing communication skills with others, like friends or colleagues,
contribute to improvement?
a) It reinforces anxiety
b) It provides no benefit
c) It helps improve delivery and tone
d) It hinders self-confidence
13. What is the term for the technique that engages the diaphragm during breathing
exercises?
a) Chest breathing
b) Quick breathing
c) Diaphragmatic breathing
d) Shallow breathing
14. Which type of conflict involves characters battling oppressive societal norms?
a) Character vs Self
b) Character vs Character
c) Character vs Nature
d) Character vs Society
15. What is the primary purpose of the resolution in a story?
a) Introduce new conflicts
b) Tie up loose ends after the climax
c) Build tension towards the climax
d) Introduce new characters
16. In pronunciation, what is a common mistake related to stressing individual words?
a) Stressing words randomly
b) Pronouncing consonant sounds incorrectly
c) Mixing up short and long vowel sounds
d) Stressing words with incorrect emphasis
17. Which type of context clue involves the presentation of the opposite meaning?
a) Definition/Explanation Clues
b) Restatement/Synonym Clues
c) Contrast/Antonym Clues
d) Inference/General Context Clues
18. How does a strong vocabulary contribute to effective communication?
a) It confuses the audience
b) It impresses opponents in debates
c) It creates misunderstandings
d) It allows for clearer expression
19. What is the purpose of tongue twisters in language practice?
a) Enhance pronunciation
b) Improve critical thinking
c) Boost vocabulary
d) Practice deep breathing
20. Which element of a story describes the physical location and point in time in which the
plot takes place?
a) Characters
b) Setting
c) Conflict
d) Resolution
21. What does Ethos refer to in persuasive communication?
a) Appeal to emotions
b) Appeal to logic
c) Appeal to ethics
d) Appeal to authority
22. How can Ethos be promoted in communication?
a) Using complex language
b) Attacking opponents
c) Building credibility and trust
d) Ignoring the audience
23. Pathos in persuasive communication is primarily related to:
a) Appeal to logic
b) Appeal to emotions
c) Appeal to ethics
d) Appeal to authority
24. How can Pathos be promoted?
a) Using vague language
b) Engaging in logical arguments
c) Creating emotional connections
d) Avoiding emotional tone
25. What does Logos focus on in persuasive communication?
a) Appeal to ethics
b) Appeal to emotions
c) Appeal to logic
d) Appeal to authority
26. What is essential for effective Logos?
a) Emotional metaphors
b) Logical fallacies
c) Supporting details and evidence
d) Vague language
27. What is a logical fallacy?
a) A valid argument
b) Flawed reasoning that may sound convincing
c) A well-supported claim
d) A strong emotional appeal
28. Which fallacy involves attacking one's character instead of addressing the issue?
a) Ad hominem
b) Appeal to False Authority
c) Bandwagon Fallacy
d) Faulty Analogy
29. What is the purpose of a thesis statement?
a) Provide a summary of the essay
b) Pose questions to the reader
c) Clearly state the author's position
d) Avoid making a claim
30. Which component of an argument addresses the opposing position?
a) Claim
b) Reason
c) Counterclaim
d) Rebuttal
31. How can you make your argument more effective?
a) Use clichés and generalizations
b) Keep it complex and unclear
c) Be fair to your opponent
d) Avoid evidence
32. What is a common strategy for rebuttal?
a) Agreeing with the counterargument without providing new points
b) Pointing out flaws in the counterargument
c) Avoiding a response
d) Making emotional please
33. Why is understanding the opposing point of view important in constructing a
compelling argument?
a) To mock opponents
b) To strengthen logical fallacies
c) To dismiss opposing views
d) To provide well-rounded reasoning
34. What is the purpose of appealing to emotions in the introduction and conclusion of an
argument?
a) Confusing the audience
b) Grabbing attention and leaving a lasting impression
c) Focusing solely on logical reasoning
d) Ignoring emotional connections
35. What should you avoid in argument writing?
a) Logical fallacies
b) Well-supported claims
c) Assumptions
d) Platitudes and generalizations
36. When constructing an argument, why is it crucial to make assumptions clear?
a) To confuse the audience
b) To undermine the entire argument
c) To avoid logical fallacies
d) To strengthen the counterargument
37. What is the purpose of evidence in an argument?
a) To confuse the reader
b) To support or prove a reason
c) To introduce logical fallacies
d) To ignore the opposing viewpoint
38. What is a common mistake to avoid in argument writing?
a) Being specific
b) Understanding the opposing viewpoint
c) Using clichés and generalizations
d) Providing well-supported claims
39. Why should an argument be easy for opponents to change their minds?
a) To maintain pride
b) To avoid a compelling argument
c) To dismiss opposing views
d) To strengthen logical fallacies
40. What is the primary purpose of the introduction in persuasive communication?
a) Confusing the audience
b) Grabbing attention and leaving a lasting impression
c) Focusing solely on logical reasoning
d) Ignoring emotional connections
QUARTER 2
1. What is the primary focus of effective team characteristics?
a) Individual achievements
b) Camaraderie and bonds
c) Ego-centric conflicts
d) Competitive atmosphere
2. Which tip emphasizes collaboration in building a successful team?
a) Establishing rigid hierarchy
b) Stressing individual achievements
c) Fostering good company culture
d) Ignoring communication
3. What is a crucial consideration when delivering a presentation?
a) Ignoring the audience
b) Memorizing every word
c) Understanding the audience
d) Avoiding eye contact
4. What does the use of simple language in a presentation promote?
a) Confusion
b) Clarity and understanding
c) Complexity
d) Technical terms
5. How can a speaker engage the audience during a presentation?
a) Maintaining a monotonous tone
b) Avoiding visual and audio elements
c) Asking questions and incorporating visuals
d) Ignoring questions from the audience
6. Why is memorizing a presentation important?
a) To confuse the audience
b) To maintain distance from the audience
c) To establish credibility
d) To show lack of preparation
7. What is emphasized in the tip "Work on your body language"?
a) Avoiding eye contact
b) Neglecting facial expressions
c) Maintaining an open and communicative posture
d) Ignoring the audience
8. Why is practice essential in delivering a presentation?
a) To increase anxiety
b) To ignore the timing
c) To feel more confident
d) To limit audience engagement
9. What is the purpose of eye contact in a presentation?
a) To make the audience uncomfortable
b) To avoid connecting with the audience
c) To enhance engagement and show attention
d) To create a sense of disinterest
10. What does facial expression contribute to in a speech?
a) Increasing confusion
b) Demonstrating emotions and enthusiasm
c) Maintaining a monotone delivery
d) Avoiding eye contact
11. How does stress affect nonverbal adaptors in a speech?
a) Eliminates nonverbal adaptors
b) Enhances credibility
c) May cause distracting movements or gestures
d) Improves audience engagement
12. What does posture communicate in a formal speaking situation?
a) Lack of preparation
b) Professionalism and credibility
c) Unnaturalness
d) Overconfidence
13. What do descriptive gestures illustrate in a speech?
a) Emotions
b) Objects and concepts
c) Key points
d) Fluency hiccups
14. When is movement of the whole body appropriate in a speech?
a) When pacing aimlessly
b) When distracting the audience
c) When purposeful and tied to key points
d) When avoiding eye contact
15. Why is personal appearance important in public speaking?
a) It has no impact on credibility
b) It affects the speaker's confidence and audience perception
c) It distracts the audience
d) It is irrelevant to the message
16. What is a key consideration for using visual aids in a speech?
a) Constant display irrelevant to the content
b) Reading directly from the visual aid
c) Keeping visual aids hidden throughout the speech
d) Displaying aids only when relevant
17. Why is practicing with visual aids important?
a) To create surprises for the audience
b) To ensure they don't work on speech day
c) To make the audience dizzy
d) To avoid surprises on speech day
18. What should a speaker avoid when using visual aids during a speech?
a) Reading directly from the aids
b) Briefly glancing at the screen
c) Memorizing every detail
d) Hiding the aids throughout the speech
19. What does personal appearance in public speaking include?
a) Irrelevant details
b) Unprofessional dress
c) Grooming and appropriate attire
d) Lack of preparation
20. What is the primary role of visual aids in a speech?
a) Distracting the audience
b) Enhancing credibility
c) Conveying supporting material
d) Creating surprises for the audience
21. What is the primary focus of effective team characteristics?
a) Individual achievements
b) Camaraderie and bonds
c) Ego-centric conflicts
d) Competitive atmosphere
22. Which tip emphasizes collaboration in building a successful team?
a) Establishing rigid hierarchy
b) Stressing individual achievements
c) Fostering good company culture
d) Ignoring communication
23. What is a crucial consideration when delivering a presentation?
a) Ignoring the audience
b) Memorizing every word
c) Understanding the audience
d) Avoiding eye contact
24. What does the use of simple language in a presentation promote?
a) Confusion
b) Clarity and understanding
c) Complexity
d) Technical terms
25. How can a speaker engage the audience during a presentation?
a) Maintaining a monotonous tone
b) Avoiding visual and audio elements
c) Asking questions and incorporating visuals
d) Ignoring questions from the audience
26. Why is memorizing a presentation important?
a) To confuse the audience
b) To maintain distance from the audience
c) To establish credibility
d) To show lack of preparation
27. What is emphasized in the tip "Work on your body language"?
a) Avoiding eye contact
b) Neglecting facial expressions
c) Maintaining an open and communicative posture
d) Ignoring the audience
28.Why is practice essential in delivering a presentation?
a) To increase anxiety
b) To ignore the timing
c) To feel more confident
d) To limit audience engagement
29. What is the purpose of eye contact in a presentation?
a) To make the audience uncomfortable
b) To avoid connecting with the audience
c) To enhance engagement and show attention
d) To create a sense of disinterest
30. What does facial expression contribute to in a speech?
a) Increasing confusion
b) Demonstrating emotions and enthusiasm
c) Maintaining a monotone delivery
d) Avoiding eye contact
How does eye contact contribute to effective communication in a speech?
a) It distracts the audience
b) It decreases speaker credibility
c) It improves audience engagement and information retention
d) It is an unnecessary aspect of delivery
32. How does stress affect nonverbal adaptors in a speech?
a) Eliminates nonverbal adaptors
b) Enhances credibility
c) May cause distracting movements or gestures
d) Improves audience engagement
33. What does posture communicate in a formal speaking situation?
a) Lack of preparation
b) Professionalism and credibility
c) Unnaturalness
d) Overconfidence
34. What do descriptive gestures illustrate in a speech?
a) Emotions
b) Objects and concepts
c) Key points
d) Fluency hiccups
35. When is movement of the whole body appropriate in a speech?
a) When pacing aimlessly
b) When distracting the audience
c) When purposeful and tied to key points
d) When avoiding eye contact
36. Why is personal appearance important in public speaking?
a) It has no impact on credibility
b) It affects the speaker's confidence and audience perception
c) It distracts the audience
d) It is irrelevant to the message
37. What is a key consideration for using visual aids in a speech?
a) Constant display irrelevant to the content
b) Reading directly from the visual aid
c) Keeping visual aids hidden throughout the speech
d) Displaying aids only when relevant
38. Why is practicing with visual aids important?
a) To create surprises for the audience
b) To ensure they don't work on speech day
c) To make the audience dizzy
d) To avoid surprises on speech day
39. What should a speaker avoid when using visual aids during a speech?
a) Reading directly from the aids
b) Briefly glancing at the screen
c) Memorizing every detail
d) Hiding the aids throughout the speech
40. What does personal appearance in public speaking include?
a) Irrelevant details
b) Unprofessional dress
c) Grooming and appropriate attire
d) Lack of preparation
QUARTER 3
1. What is a monologue?
a) A written dialogue between characters
b) A solo speech given by a character
c) A visual representation of a story
d) An internal dialogue of a character's thoughts
2. What is the purpose of a soliloquy in drama?
a) To engage in conversation with other characters
b) To express a character's inner thoughts aloud
c) To provide comic relief
d) To narrate the storyline
3. Which type of monologue is given directly to the audience or another character?
a) Soliloquy
b) Dramatic monologue
c) Internal monologue
d) Visual monologue
4. How does visual storytelling convey narratives?
a) Through written descriptions
b) By engaging the sense of touch
c) Via images and symbols
d) Through spoken word performances
5. What is the common punctuation for written dialogue in novels and short stories?
a) Parentheses
b) Quotation marks
c) Dashes
d) Ellipses
6. In digital storytelling, what does the integration of text, images, audio, and video create?
a) Oral narrative
b) Written narrative
c) Multimedia narrative
d) Visual narrative
7. What does transmedia storytelling involve?
a) Telling stories in one medium only
b) Weaving a cohesive narrative across multiple platforms
c) Focusing exclusively on written narratives
d) Ignoring the use of visuals in storytelling
8. What is the purpose of dialogue tags in written storytelling?
a) To indicate the setting of the story
b) To show characters' emotions
c) To describe the visual elements
d) To identify the speaker in a conversation
9. Why is pacing important in storytelling?
a) To slow down the narrative
b) To confuse the audience
c) To maintain audience engagement
d) To eliminate action beats
10. What is a key element of a good hook in storytelling?
a) Lengthy descriptions
b) Ambiguous language
c) A captivating beginning
d) Complex plot twists
11. Why is being clear and concise important in storytelling?
a) To confuse the audience
b) To engage the sense of touch
c) To maintain audience engagement
d) To avoid overwhelming the audience
12. What does getting personal in storytelling involve?
a) Sharing personal details to enhance the story
b) Keeping the narrative impersonal
c) Avoiding emotional connections
d) Excluding characters' backgrounds
13. What does being aware of body language contribute to storytelling?
a) Enhances audience engagement
b) Confuses the audience
c) Eliminates character emotions
d) Diminishes the impact of the story
14. Why is practice important in becoming a better storyteller?
a) To discourage growth
b) To avoid mistakes
c) To limit learning opportunities
d) To facilitate learning and improvement
15. What does asking for feedback contribute to storytelling?
a) Hinders personal growth
b) Demonstrates a lack of confidence
c) Provides an opportunity for learning and growth
d) Negates the need for improvement
16. Which type of storytelling predates the written word and relies on spoken word
performances?
a) Visual storytelling
b) Oral storytelling
c) Written storytelling
d) Digital storytelling
17. What is a characteristic of a soliloquy?
a) It involves multiple characters talking simultaneously.
b) It captures a character talking to himself, voicing inner thoughts aloud.
c) It is always humorous.
d) It is exclusive to literature, not drama.
18. How does visual storytelling engage the audience's senses?
a) Through written descriptions
b) By appealing to the sense of touch
c) Via images and symbols
d) Through spoken word performances
19. What is the primary purpose of dialogue tags in written storytelling?
a) To indicate the setting of the story
b) To describe visual elements
c) To identify the speaker in a conversation
d) To eliminate action beats
20. In transmedia storytelling, how does the narrative unfold?
a) In a single, linear format
b) Through a cohesive story across multiple platforms
c) Exclusively in written form
d) Without any interconnection between platforms
21. Why is pacing important in storytelling?
a) To slow down the narrative
b) To confuse the audience
c) To maintain audience engagement
d) To eliminate action beats
22. What does a good hook in storytelling aim to achieve?
a) Lengthy descriptions
b) Ambiguous language
c) A captivating beginning
d) Complex plot twists
23. How does being clear and concise contribute to effective storytelling?
a) To confuse the audience
b) To engage the sense of touch
c) To maintain audience engagement
d) To avoid overwhelming the audience
24.Why is getting personal important in storytelling?
a) It adds unnecessary details to the narrative.
b) It establishes an emotional connection with the audience.
c) It diminishes the impact of the story.
d) It excludes characters' backgrounds.
25. What role does body language play in storytelling?
a) It enhances audience engagement.
b) It confuses the audience.
c) It eliminates character emotions.
d) It diminishes the impact of the story.
26. In a dramatic monologue, to whom is the speech primarily directed?
a) The performer
b) The audience
c) Other characters
d) The narrator
27. What distinguishes an internal monologue from other types of monologues?
a) It is always presented in a formal tone.
b) It is voiced by multiple characters simultaneously.
c) It expresses a character's inner thoughts.
d) It is exclusive to literature, not drama.
28. Why is pacing important in dialogue writing?
a) To confuse the audience
b) To maintain audience engagement
c) To eliminate action beats
d) To disregard character development
29. How does a dialogue tag contribute to the clarity of a written piece?
a) By adding unnecessary details
b) By indicating the setting of the story
c) By identifying the speaker in a conversation
d) By eliminating the need for quotation marks
30. What is a common element of a written dialogue's format?
a) No use of quotation marks
b) All characters speak in the same paragraph
c) Every character's speech starts a new paragraph
d) The absence of action beats
31. Which type of storytelling encompasses novels, short stories, and scripts?
a) Oral storytelling
b) Written storytelling
c) Visual storytelling
d) Digital storytelling
32. How does transmedia storytelling differ from other forms of storytelling?
a) It involves only a single platform.
b) It unfolds in a linear format.
c) It weaves a narrative across multiple platforms.
d) It excludes character development.
33. What is the purpose of a soliloquy in drama?
a) To engage the audience's senses
b) To capture a character talking to himself
c) To confuse the audience
d) To facilitate multiple characters talking simultaneously
34. How does oral storytelling rely on the storyteller's skills
a) Through written descriptions
b) Via images and symbols
c) By appealing to the sense of touch
d) Through voice, gestures, and presence
35. Why is feedback important for storytellers?
a) It hinders personal growth.
b) It suggests a lack of audience interest.
c) It provides opportunities for learning and improvement.
d) It discourages further storytelling
36. What role do action beats play in enriching dialogue?
a) They increase confusion.
b) They add complexity to the storyline.
c) They provide narrative descriptions of movements and emotions.
d) They disrupt the flow of conversation.
37. How does video storytelling differ from visual storytelling?
a) Video storytelling lacks auditory elements.
b) Video storytelling relies solely on images.
c) Video storytelling combines visual and auditory elements.
d) Video storytelling uses static images.
38. What distinguishes a soliloquy from a monologue?
a) A soliloquy is exclusively for comedy.
b) A monologue involves multiple characters.
c) A soliloquy is a speech to oneself.
d) A monologue is always formal.
39. What is the significance of pacing in a monologue?
a) Pacing is irrelevant in a monologue.
b) Pacing affects the length of the monologue.
c) Pacing influences the audience's engagement.
d) Pacing only applies to internal monologues.
40. Why is knowing the goal of your story essential in storytelling?
a) It limits the creativity of the storyteller.
b) It helps in avoiding any plot twists.
c) It allows for a clear direction and purpose in crafting the narrative.
d) It complicates the storytelling process.
QUARTER 4
1. What is the key flaw in an ad hominem attack?
a) It presents strong evidence.
b) It criticizes the person instead of the argument.
c) It focuses on the facts presented.
d) It enhances the accuracy of the statement.
2. In the appeal to force fallacy, why is the threat irrelevant?
a) It supports the argument's facts.
b) It has nothing to do with the argument's facts.
c) It provides additional evidence.
d) It strengthens the argument.
3. What does the genetic fallacy involve?
a) Criticizing the person's reputation.
b) Dismissing an argument based on its origin.
c) Using popular opinions.
d) Making assumptions without evidence.
4. What is the bandwagon argument associated with?
a) Appeal to tradition.
b) Ad hominem attack.
c) Appeal to popularity.
d) Appeal to authority.
5. Why is appeal to tradition considered a logical fallacy?
a) It relies on popular opinions.
b) It assumes an idea is correct due to its historical acceptance.
c) It focuses on the argument's merits.
d) It emphasizes the present rather than the past.
6. When does the appeal to authority fallacy occur?
a) When evidence is weak.
b) When a source is considered an authority on the subject.
c) When emotions are used to persuade.
d) When personal attacks are made.
7. How does the appeal to emotion fallacy work?
a) By providing strong evidence.
b) By using emotions to persuade.
c) By focusing on the argument's merits.
d) By avoiding any emotional appeal.
8. What characterizes circular reasoning?
a) Validation of claims without evidence.
b) Inductive reasoning with a small sample.
c) Assuming a general rule always applies.
d) Creating an argument leading to a different conclusion
9. Why is hasty generalization considered a fallacy?
a) It uses circular reasoning.
b) It provides strong evidence.
c) It draws conclusions from a small sample.
d) It ignores exceptions to general ruleS
10. When does the fallacy of accident occur?
a) When a general rule always applies.
b) When a unique circumstance makes a rule irrelevant.
c) When a nonexistent cause-and-effect relationship is cited.
d) When a false analogy is made.
11. What characterizes the false cause fallacy?
a) Assuming a general rule always applies.
b) Citing a nonexistent cause-and-effect relationship.
c) Ignoring exceptions to general rules.
d) Creating an argument leading to a different conclusion.
12. What is the primary feature of irrelevant conclusion fallacy?
a) Creating an argument leading to a different conclusion.
b) Deviating a discussion to a related and irrelevant side point.
c) Citing a nonexistent cause-and-effect relationship.
d) Ignoring exceptions to general rules.
13. How does a straw man argument work?
a) By creating a strong counter-argument.
b) By accurately representing the opposing viewpoint.
c) By exaggerating or altering an argument and critiquing the exaggeration.
d) By providing strong evidence.
14. What is a non sequitur argument?
a) An argument with logical connections.
b) An argument that doesn't follow the previous one logically.
c) A circular argument.
d) An argument leading to a different conclusion.
15. What is the either/or fallacy?
a) Assuming only two possible conclusions exist when there are more.
b) Creating a strong counter-argument.
c) Citing a nonexistent cause-and-effect relationship.
d) Assuming a general rule always applies.
16. Why is the slippery slope fallacy considered baseless?
a) It narrows down the discussion to two options.
b) It assumes one action always leads to a certain outcome.
c) It creates strong evidence.
d) It provides multiple possible conclusions.
17. What characterizes the false analogy fallacy?
a) Claiming two things are similar in one way and must be similar in other ways.
b) Assuming a general rule always applies.
c) Citing a nonexistent cause-and-effect relationship.
d) Ignoring exceptions to general rules.
18. What is the fallacy of the undistributed middle?
a) Assuming all As are Bs and all Bs are Cs.
b) Ignoring exceptions to general rules.
c) Creating a strong counter-argument.
d) Deviating a discussion to a related and irrelevant side point.
19. What characterizes the composition fallacy?
a) Reasoning that if all parts of a whole have certain characteristics, the object shares
those characteristics.
b) Assuming a general rule always applies.
c) Citing a nonexistent cause-and-effect relationship.
d) Creating a strong counter-argument
20. How does the division fallacy differ from the composition fallacy?
a) It claims a whole has certain characteristics, so all its components must share them.
b) It assumes all parts of a whole have certain characteristics.
c) It creates a strong counter-argument.
d) It narrows down the discussion to two options.
Research Strategy Guide (Questions 21-30):
21. Why is being organized essential in the research strategy?
a) It limits the creativity of the researcher.
b) It prevents repeating searches.
c) It complicates the research process.
d) It enhances the accuracy of the research.
22. What is the first step in developing a research strategy?
a) Identify the information needed.
b) Locate background information.
c) Get organized.
d) Conduct searches
23. What should you consider when evaluating information sources?
a) How fast you can conduct the research.
b) The color scheme of the source.
c) The credentials of the author and the source's reputation.
d) The length of the document.
24. What is the purpose of identifying the scope of your topic in research?
a) To limit the creativity of the researcher.
b) To enhance the accuracy of the research.
c) To identify the type and level of information needed.
d) To complicate the research process.
25. When does the research strategy guide recommend conducting searches?
a) After being organized.
b) Before developing the resolution.
c) After evaluating information sources.
d) Without considering the scope of the topic.
26. What is the primary focus of ambiguous fallacies?
a) Using vague words or phrases to mislead.
b) Providing strong evidence.
c) Creating a strong counter-argument.
d) Ignoring exceptions to general rules.
27. What is the main purpose of a debate in a democratic society?
a) To avoid discussing and resolving issues.
b) To explore and resolve issues and problems.
c) To focus solely on individual opinions.
d) To criticize opposing viewpoints.
28. How many teams are usually involved in a formal debate?
a) One.
b) Two.
c) Three.
d) Four.
29. What characterizes the conduct of a debate?
a) Freestyle conversation.
b) A structured contest about an issue.
c) Unilateral decision-making.
d) A lack of rules
30. When does a debate in the context of a classroom occur?
a) Only when there are opposing viewpoints.
b) When a resolution is involved.
c) When there are no rules to follow.
d) Only when opinions align.
31.What is the key distinction between formal and informal debates?
a) Formal debates involve structured contests, while informal debates do not.
b) Informal debates are more common in democratic societies.
c) Formal debates always have an audience, while informal debates do not.
d) Informal debates focus on resolutions.
32. What is the role of judges in a formal debate?
a) To present arguments.
b) To criticize opposing viewpoints.
c) To declare a winning side.
d) To avoid structured rules.
33. What does an either/or fallacy incorrectly assume?
a) Multiple possible conclusions.
b) Only two possible conclusions.
c) A lack of conclusions.
d) A circular argument.
34. Why is slippery slope considered a baseless assumption?
a) It narrows down the discussion.
b) It falsely assumes one action always leads to a certain outcome.
c) It provides multiple possible conclusions.
d) It strengthens the argument.
35. How does a formal debate in a classroom relate to the curriculum?
a) It focuses solely on knowledge outcomes
b) It avoids exploring and resolving issues.
c) It aligns with knowledge, skill, and value outcomes in the curriculum.
d) It limits creativity in discussions.
36. What does the fallacy of the undistributed middle falsely assume?
a) That the minor and major premises of a three-part argument fully overlap.
b) That the components of an argument share characteristics.
c) That an argument is based on popularity.
d) That an argument relies on force.
37.Why is being organized crucial in the research strategy guide?
a) It limits the creativity of the researcher.
b) It prevents repeating searches.
c) It complicates the research process.
d) It enhances the accuracy of the research.
38.What characterizes a debate structure in a formal setting?
a) Freestyle conversation.
b) A lack of rules.
c) A structured contest with two sides.
d) Unilateral decision-making
39.What should be considered when conducting searches?
a) Conducting searches without considering the scope of the topic.
b) Repeating searches in the same resources.
c) Identifying the type and level of information needed.
d) Avoiding the use of keywords.
40.How can ambiguous fallacies mislead people?
a) By providing strong evidence.
b) By using vague words or phrases.
c) By ignoring exceptions to general rules.
d) By presenting well-organized arguments.
RUBRICS
RURIC FOR DEBATE
Criteria
Excellent (5) Proficient
(4)
Content
Demonstrate Displays a
knowledge s
an solid grasp
exceptional of the topic,
understandi providing
ng of the relevant
topic,
informatio
presenting
n
with
accurate and minimal
comprehensi errors.
ve
information
Argument
Develops
Presents a
Developme compelling
clear
nt
and
well- argument
organized
with
arguments,
effective
logically
organizatio
building
n
and
upon each supporting
point with evidence.
strong
supporting
evidence
Basic
(3)
Shows
a
basic
understandi
ng of the
topic, with
some
inaccuracies
and lack of
depth.
Limited
(2)
Demonstrate
s
limited
understandin
g;
inaccuracies
impact
the
overall
quality
of
information.
Inadequate
(1)
Displays
a
lack
of
understandin
g;
information
presented is
inaccurate
and
insufficient.
Develops an
argument,
but
with
some lapses
in
organization
or a need for
stronger
evidence
The
argument
lacks
coherence
and relies on
weak
or
insufficient
evidence
Fails
to
present
a
cohesive
argument,
lacking
organization
and credible
evidence
Rebuttal
Skills
Skillfully
counters
opposing
arguments,
addressing
key points
and
providing
strong
evidence.
Effectively
rebuts
opposing
arguments,
addressing
key points
with
supporting
evidence.
Makes
attempts to
counter
opposing
arguments,
but
with
some
weaknesses
in
addressing
key points.
Offers weak
or ineffective
rebuttals with
limited or no
supporting
evidence.
Fails
to
counter
opposing
arguments
adequately,
lacking
effective
rebuttal
skills.
Delivery
and
Presentatio
n
Engages the
audience
with clear
articulation,
appropriate
pace,
and
confident
body
language.
Presents
ideas
clearly with
good
articulation
and
appropriate
pacing;
body
Communica
tes
ideas
with some
clarity;
occasional
issues with
articulation,
pacing, or
Communicati
on is unclear
at
times;
struggles
with
articulation,
pacing,
or
body
language.
Communicati
on is unclear
and difficult
to
follow;
poor
articulation,
pacing, and
body
language
language is body
mostly
language.
confident.
.
Team
Collaborati
on
Demonstrate
s excellent
collaboratio
n within the
team, with
seamless
transitions
and
clear
contribution
s from all
members.
Shows
effective
collaborati
on,
with
mostly
smooth
transitions
and
contributio
ns from all
team
members.
Collaborates
to
some
extent, but
with
occasional
disruptions,
and not all
members
contribute
equally.
Collaboratio
n is limited,
with
disruptions
affecting the
flow,
and
unequal
contributions
from
team
members
Little to no
collaboration
evident;
disruptions
severely
impact
the
debate, and
some team
members do
not
contribute.
of Optimizes
time
effectively,
ensuring all
key points
are covered
within the
allocated
time.
Manages
time well,
covering
key points
within the
allocated
time with
minimal
deviations.
Generally
adheres to
the
time
limit,
but
may
struggle to
cover all key
points.
Time
management
is
poor,
resulting in
incomplete
coverage of
key points.
Fails
to
manage time
effectively,
leading
to
incomplete
coverage of
key
points
and
disorganizati
on.
Overall
Leaves
a
Impact and lasting
Persuasion impact on
the
audience,
persuading
them
effectively
with
a
compelling
and
memorable
presentation.
Creates a
strong
impact on
the
audience,
persuading
effectively
with
a
memorable
presentatio
n.
Presents
ideas with
moderate
impact;
some
elements of
persuasion
may
be
lacking
Has limited
impact on the
audience;
lacks
effective
persuasion
elements
Fails to make
a meaningful
impact on the
audience;
lacks
persuasive
elements.
Use
Time
VIII. DIFFERERENTIATION AND INCLUSION
Differentiation and inclusion are powerful tools for enhancing the art of speaking, making
it more accessible and enriching for everyone. Here's how they work together:
Differentiation:
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IX.
Tailoring instruction to individual needs and learning styles: This could involve
offering diverse activities, materials, and assessments. For example, providing
visual aids for auditory learners, hands-on tasks for kinesthetic learners, and flexible
deadlines for students who need more time.
Accommodating diverse abilities and backgrounds: This includes providing support
for language learners, students with disabilities, and those from different cultural
backgrounds. This could involve using assistive technology, offering modified
speech tasks, or incorporating cultural references in speaking prompts.
Catering to different levels of proficiency: Providing targeted instruction for
students at different levels, from novice to advanced speakers. This could involve
tiered assignments, small-group instruction, or individual coaching.
Inclusion: Creating a safe and supportive learning environment: This means
fostering a classroom culture where everyone feels valued, respected, and
comfortable expressing themselves. This involves addressing bias and
discrimination, building trust, and celebrating diversity.
Encouraging diverse voices and perspectives: Allowing students to speak on topics
they are passionate about and from their own unique experiences. This can lead to
richer discussions and a more authentic learning experience.
Promoting collaboration and peer learning: Providing opportunities for students to
learn from each other and support each other's growth as speakers. This can be done
through group discussions, peer feedback, and collaborative projects.
Benefits: *Increased engagement and motivation: When students feel their needs
are met and their voices are heard, they are more likely to be engaged and motivated
to learn.
Improved communication skills: Differentiation and inclusion provide
opportunities for students to practice speaking in different contexts and with
different audiences, leading to stronger communication skills overall.
Critical thinking and problem-solving: Diverse perspectives and experiences can
spark critical thinking and problem-solving skills during discussions and
presentations. *
Empathy and understanding: By learning from each other, students can develop
empathy and understanding for different viewpoints and backgrounds.
TECHNOLOGY INTEGRATION
Technology can be a powerful tool for enhancing students' speaking skills, making learning
more engaging, interactive, and personalized. Here are some ways technology can be
integrated into the classroom to improve the art of speaking:
1. Immersive experiences and virtual environments: Virtual Reality (VR) and Augmented
Reality (AR): VR headsets can transport students to different worlds and scenarios,
allowing them to practice speaking in various contexts. AR can overlay digital elements
onto the real world, creating interactive storytelling and presentation opportunities.
2. Interactive tools and platforms: Online discussion forums and chat rooms: These
platforms allow students to engage in asynchronous and synchronous discussions,
providing opportunities for written and spoken communication practice. Video
conferencing and online presentations: Tools like Zoom, Google Meet, and Skype can
connect students with native speakers or peers from other countries, fostering intercultural
communication and confidence. Speech recognition and pronunciation software: Tools like
Dragon Dictate and Speechling can provide immediate feedback on pronunciation and
fluency, helping students refine their spoken English.
3. Creative and engaging activities Podcasting and audio recording: Students can create
podcasts or record speeches and presentations, allowing them to self-reflect and improve
their delivery and storytelling skills. Digital storytelling and multimedia presentations:
Incorporating images, videos, and music into presentations can make them more engaging
and effective, encouraging students to speak confidently and persuasively. Debate and roleplaying activities: Using technology to simulate real-world scenarios, such as mock
interviews or debates, can help students develop critical thinking, argumentation, and
public speaking skills.
X.
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CULTURAL RELEVANCE
Selection of Texts: This selection of texts should reflect a broad range of voices and
experiences, ensuring students encounter a world beyond their own. By carefully
choosing materials, educators can create an inclusive learning environment where
every student feels represented and engaged.
Multicultural Literature: Multicultural literature plays a vital role in promoting
cultural awareness and sensitivity. By delving into diverse narratives, students gain
a deeper understanding of the human experience in all its richness and complexity.
They learn to empathize with characters from different backgrounds, challenge their
own biases, and appreciate the beauty and wisdom found in other cultures.
Texts from Varied Voices: Expand the Literary Landscape: Go beyond mainstream
literature and actively seek out texts by authors from diverse backgrounds,
including indigenous voices, marginalized communities, and those representing the
cultural tapestry of the Philippines.
Local Authors and Stories: Highlight works by Filipino authors from different
regions and ethnicities, showcasing the richness of local narratives and fostering a
sense of connection to their heritage.
Global Connections: Include international literature to broaden students' horizons
and encourage them to engage with different cultures and perspectives through
writing. Exploring Local Issues:
Community Voices Project: Assign writing projects that explore local issues,
concerns, and perspectives. This could involve interviewing elders, conducting
surveys, or researching local history and traditions.
Social Action through Writing: Encourage students to use their writing to raise
awareness about social issues relevant to their community, like environmental
concerns, cultural preservation, or social justice.
Celebrating Cultural Events: Integrate writing activities into school events like
fiestas, indigenous gatherings, or religious holidays, allowing students to express
their cultural identity through writing.
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XI.
Celebrating Community Voices: Oral Storytelling Traditions: Incorporate
storytelling circles and prompts based on local folklore, myths, and legends,
celebrating the oral tradition and the power of shared narratives.
Multilingual Expression: Encourage students to write in their native languages
alongside English, creating a safe space for expressing their cultural identities and
showcasing linguistic diversity.
Intergenerational Writing Workshops: Organize workshops where students can
learn from local writers, elders, and community members, creating bridges between
generations and fostering mutual appreciation of cultural expressions.
PARENT AND COMMUNITY INVOLEMENT
Parents and community involvement can play a crucial role in enhancing the art of speaking
of the students. Here are some ways they can be involved:
At Home:
Create a conversation-rich environment: Encourage mealtime chats, family game nights,
and bedtime stories. These activities provide opportunities for children to practice speaking
and listening skills. [Image of family game night]
Model effective communication: Parents should be mindful of their own communication
style, using clear and concise language, and actively listening to their children.
Provide opportunities for public speaking: Encourage children to give presentations on
topics they are interested in, or even have them role-play different scenarios.
Read aloud regularly: Reading aloud to children exposes them to different vocabulary and
sentence structures, and can help them develop a love for language. [Image of parent
reading to child]
In the Community:
Volunteer at local organizations: Many organizations, such as libraries and museums, offer
programs that can help children develop their speaking skills. Parents can volunteer their
time to help run these programs, or simply participate with their children.
Join a debate club or speech team: These extracurricular activities can provide a fun and
challenging environment for children to hone their public speaking skills. [Image of debate
club]
Attend community events: Local events, such as town hall meetings or community theater
productions, can provide opportunities for children to see and hear effective speakers.
*School Partnerships: Schools can work with parents to create a curriculum that
emphasizes public speaking skills. This could include activities such as debates,
presentations, and mock trials.
Schools can also invite parents to come into the classroom and talk about their careers or
hobbies. This can give children a chance to hear from adult role models and learn about
different professions.
Schools can partner with community organizations to offer after-school programs that focus
on public speaking. These programs can provide additional support for children who are
struggling with their speaking skills.
Here are some additional tips for parents and community members who want to help
children develop their speaking skills:
Be patient: It takes time and practice to develop strong speaking skills.
Focus on the positive: Provide positive reinforcement for children when they try their best,
even if they make mistakes.
Make it fun: Children are more likely to be engaged in activities that they enjoy. Find ways
to make public speaking fun and rewarding for children. By working together, parents,
community members, and schools can create a supportive environment that helps children
develop the confidence and skills they need to become effective communicators
XII.
REFLECTION AND REVISION
Developing effective public speaking skills is a continuous journey, and reflection and revision
are key tools for growth.
1. Recall the experience: Take some time to revisit the speaking event. Jot down key points,
audience reactions, and your own feelings. What went well? What could have been improved?
2. Analyze your performance: Assess your delivery, organization, content, and audience
engagement. Did you use pauses effectively? Was your voice clear and engaging? Did your
arguments flow logically?
3. Identify areas for improvement: Look for specific aspects you can work on. Did you struggle
with nervousness? Did you lose your train of thought? Did the audience seem disengaged?
4. Seek feedback: Ask trusted friends, classmates, or teachers for their honest feedback. Did
they find your speech clear and persuasive? Did they understand your message?
Revision:
1. Set SMART goals: Based on your reflection, set specific, measurable, achievable, relevant,
and time-bound goals for improvement. For example, "I will practice using longer pauses for
emphasis" or "I will prepare three audience engagement questions for my next speech."
2. Develop strategies: Research and implement techniques to address your identified
weaknesses. Practice relaxation techniques for managing nerves, rehearse transitions to avoid
losing your train of thought, or explore different audience engagement strategies.
3. Seek out learning opportunities: Join a public speaking club, participate in workshops, or
even take a public speaking course. Immersing yourself in a supportive environment can
accelerate your growth.
4. Practice consistently: public speaking skills are honed through practice. Dedicate time to
rehearsing your speeches, incorporating your new strategies and seeking feedback regularly.
XIII. INTEGRATION WITH OTHER SUBJECTS
Integrating other subjects with the art of speaking can greatly enhance your communication
skills. Here are a few subjects that can complement and strengthen your speaking abilities:
1. Psychology: Understanding human behavior and psychology can help you tailor your
speeches to connect with your audience on a deeper level. You can learn about persuasive
techniques, body language, and effective communication strategies to engage and influence
your listeners.
2. Literature: Studying literature exposes you to different writing styles, storytelling
techniques, and rhetorical devices. By analyzing speeches and writings from renowned authors,
you can learn how to use language effectively, develop a strong narrative, and employ literary
devices to make your speeches more compelling and memorable.
3. History: Exploring history can provide you with a wealth of information and examples to
support your ideas and arguments. Understanding historical events, figures, and their impact
can help you incorporate relevant and impactful references into your speeches, making them
more engaging and informative.
4. Science and Technology: Incorporating scientific and technological concepts into your
speeches can add depth and credibility to your arguments. By staying informed about scientific
advancements and technological innovations, you can discuss complex ideas in a clear and
accessible manner, making your speeches more relevant to contemporary issues.
5. Current Affairs and Social Issues: Keeping up with current affairs and social issues can help
you address topics that resonate with your audience. By integrating relevant and timely
information into your speeches, you can demonstrate your understanding of the world around
you and connect with your listeners on subjects that matter to them.
6. Public Speaking and Debate: Actively participating in public speaking and debate classes or
clubs can provide you with practical experience, constructive feedback, and opportunities for
improvement. These activities can help you refine your speaking style, develop persuasive
arguments, and enhance your ability to think on your feet. Remember, the art of speaking is a
lifelong learning process. Integrating different subjects into your speaking practice can broaden
your knowledge base, deepen your understanding of various topics, and ultimately make you a
more effective and engaging speaker.
XIV. IMPLEMENTATION PLAN
Module 1: Building Confidence and Fluency (4 weeks)

Week 1: Introduction to effective communication, identifying communication
anxieties.
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Activity: Icebreakers focusing on active listening and self-introductions.
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Resources: youtube videos, recordings
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Week 2: Vocal techniques for clarity and projection (exercises for breathing,
pronunciation, and intonation).

Activity: Tongue twisters and choral speaking to practice pronunciation and
fluency.

Resources: Handouts, video, piece

Week 3: Expanding vocabulary (learning context clues, synonyms, and
antonyms)

Activity: Vocabulary games like Scrabble or Pictionary to practice using new
words in a fun way.

Resources: Online platforms like Wordtune, Scrabble Go, and Vocabulary.com
offer interactive games and activities to practice new words in a fun and
engaging way.

Board games like Bananagrams, Boggle, and Word on the Street provide
tactile and social elements to vocabulary learning.

Week 4: Storytelling workshop (developing narratives, using descriptive
language, and expressing emotions).

Activity: Students share personal stories using prompts or images.

Resources: websites like Story Starter, One-Sentence Story, and Picture
Prompt Generator for creative writing prompts and inspirational images.
Module 2: Persuasive Speaking and Debates (4 weeks)


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Week 5: Analyzing persuasive techniques (logos, pathos, ethos) and identifying
logical fallacies
Activity: Group discussions on current events or controversial topics.
Resources: Watch and analyze speeches by famous leaders, activists, and
presenters, identifying logos, pathos, and ethos elements.
Use online resources like YouTube channels Persuasive Speech Strategies
and TED Talks to analyze diverse examples.


Week 6: Research and argument development skills (finding credible sources,
building a thesis statement, constructing arguments).
Activity: Mini-debates on topics chosen by students or teacher.

Resources: Watch debate competitions to observe how skilled debaters
respond to and counter opposing arguments.

Week 7: Rebuttal and counter-argument strategies (responding to opposing
viewpoints, maintaining composure under pressure).

Activity: Practice rebuttals and counter-arguments in simulated debate
scenarios.

Resources: Role-play debate scenarios with students taking on different
perspectives and practicing respectful rebuttals.

Week 8: Formal debate competition with assigned roles and audience
feedback.
Module 3: Group Presentations and Teamwork (4 weeks)

Week 9: Collaboration and communication skills for teamwork

Activity: Group brainstorming and planning activities for presentations.

Resources: Online Collaboration Tools

Week 10: Rehearsing and delivering presentations (timing, body language,
audience engagement)

Activity: Practice presentations with peer feedback and teacher coaching.

Resources: Video Recording and Feedback
Presentation Software Tutorials
Module 4: Creative Storytelling and Performance (4 weeks)


Week 11: Exploring different storytelling formats (monologues, dialogues,
narrative)
Resources: Interactive Worksheets and Activities, Short Film and Play Excerpts

Activity: Students analyze and perform excerpts from famous speeches, plays,
or films.

Week 12: Developing creative content (writing scripts, crafting characters,
building suspense)

Activity: Students brainstorm and outline original storytelling ideas for
performance.

Resources: Prompt-Based Brainstorming

Week 13: Rehearsing and performing (stage presence, voice modulation,
emotional expression)

Activity: Students rehearse and receive feedback on their original storytelling
pieces.

Week 14: Showcase presentation (students perform their original pieces for the
class or a wider audience).

Resources: Dress Rehearsal and Audience Feedback
Module 5: Advanced Debates and Argumentation (4 weeks)

Week 15: Refining research and argumentation skills (analyzing complex
topics, identifying biases, building strong evidence).

Activity: Students research and debate controversial topics from diverse
perspectives.

Resources: Debate Preparation Templates, TED Talks

Week 16: Advanced persuasion techniques (appealing to emotions, logical
fallacies, rebuttal strategies

Activity: Students analyze persuasive techniques used in political speeches or
advertisements.

Resources: Aristotelian Persuasion, Debate Camp

Week 17: Cross-examination and rebuttal practice (developing crossexamination questions, responding to arguments effectively).

Activity: Students practice cross-examination and rebuttal in mock courtroom
scenarios.

Resources: Mock Trial Resources:

Week 18: Advanced debate tournament (final competition with formal rules and
judging).

Resources: Invite an audience, Organize a debate tournament
Professional Development Session:
 Public Speaking Workshops: Provide teachers with training in public
speaking techniques, voice modulation, and effective presentation skills.
 2.Communication Skills Seminars: Offer sessions focusing on improving
verbal and non-verbal communication to enhance students' articulation and
expression.
 3. Debating and Discussion Forums: Conduct workshops that involve
teachers in debating and discussions, helping them model articulate and
persuasive communication.
 4. Storytelling Training: Equip teachers with storytelling skills to enhance
students' narrative abilities and captivate their audience effectively.
 5. Effective Feedback Sessions: Train teachers to provide constructive
feedback on students' speaking skills, fostering continuous improvement.
 6. Technology Integration: Introduce teachers to tools and methods for
incorporating technology in language learning, promoting interactive and
engaging communication.
 7. Cross-Curricular Collaboration: Encourage collaboration between
language arts and other subjects, fostering a holistic approach to
communication development.
 8. Cultural Competence Training: Enhance teachers' cultural awareness,
enabling them to guide students in expressing ideas across diverse contexts.
 9. *Guest Speaker Series: Invite experienced speakers to share insights with
teachers, offering real-world perspectives on effective communication.
 10. Peer Observation and Feedback: Establish a system where teachers
observe and provide feedback to each other, creating a supportive learning
community.
Ongoing Support and Communication
Enhancing students' speaking skills and fostering a collaborative, responsive
learning environment requires multifaceted ongoing support and communication.
 structured speaking activities: Integrate regular speaking activities into the
curriculum, from short presentations and debates to group discussions and
role-playing. Vary formats and topics to keep students engaged and
practice different skills.
 Feedback and coaching: Provide regular, constructive feedback on
students' speaking. This can be done through one-on-one conferences,
peer feedback activities, or rubrics. Focus on both content and delivery
aspects, encouraging students to improve their organization, clarity, and
confidence.
 Technology integration: Utilize technology tools like online discussions,
audio/video recordings, and presentation software to enhance speaking
practice. These tools can help students self-assess, receive feedback, and
collaborate remotely.
 Authentic audiences: Create opportunities for students to speak to real
audiences beyond the classroom. This could involve presentations to
parents, community members, or other classes. Authentic audiences
provide a strong motivation to improve speaking skills.
 Resources and support materials: Provide students with access to
resources like speech samples, style guides, and vocabulary lists. Offer
workshops or mini-lessons on specific speaking skills like storytelling,
persuasive language, or body language.
 Build trust and rapport: Create a safe and supportive classroom
environment where students feel comfortable taking risks and expressing
themselves freely.
 Focus on the process, not just the product: Emphasize the learning process
and encourage students to explore and practice different speaking
techniques.
 Model effective communication: Teachers should be mindful of their own
communication skills and model effective speaking behaviors for students.
By implementing these ongoing supports and fostering open communication, you can
create a dynamic learning environment where students confidently develop their
speaking skills, collaborate effectively, and contribute to a responsive learning
community.
Enhancing the Art of Speaking
A Comprehensive Curriculum Design
Submitted as a Final Requirement for
EDUC 301
(The Teacher and the School Curriculum)
Submitted By: Clamonte, Sheila Mae C.
Lusay, Jubert
Lusay, Joan
Pangulo, Althea
Paderanga, Shine Jea
Degan, Mea Fe
Francisco, Donald
Submitted To: Dr. Joean B. Palahang