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Page 1: Study Skills Presentation Section : Supplementary ...econeng.hc.keio.ac.jp/member/sspressupp.pdf · Study Skills Presentation Section : Supplementary Materials 1. ... Jazz Chants

Study Skills Presentation Section : Supplementary Materials 1. Evaluating Presentations Score Sheets (for instructors) instructions

Questions and Answers 2 “Show and Tell”: Score Sheet 3 “Book/Movie Review” (Mid-term) : Score Sheet 4 Persuasive Speech (Final): Score Sheet 5

Peer Evaluation Slips/sheets Questions and Answers 6 Peer Evaluation Slip (Show and Tell) 7 Peer Evaluation Slip (Book / Movie Review) 8 Peer Evaluation Slip (Persuasive Speech Rehearsal 9 Peer Evaluation Sheet (Book / Movie Review) 10 Peer Evaluation Sheet (Persuasive Speech) 11

2. Additional Exercises

Shadowing Instructions 12

Tokyo vs. New York (Track 1) 13

In the library (Track 2) 14

Home Schooling (Tracks 3-7) 15

Red Wine Heart Disease (tracks 8-10) 16

Air France (slow speech: Track 11, fast speech: Track 12) 17

Hurricane Katrina (fast: Track 13-15) 18

Nicole Kidman and Bette Midler (Tracks 16-20) 19

Jazz Chants Instructions 22

“Can You Come Over?” (Track 21) 23

“I‟m Sorry I Did It. I Shouldn‟t Have Done It.” (Track 22)

Recitation Instructions 24

“When the cat‟s away, the mice will play!” (Track 23) 25

“Foreign students” (Track 24) 26 Book and Movie Reviews (handout) 27

(Audio tape: Shadowing on Side A, Jazz Chants and Recitation on Side B)

Page 2: Study Skills Presentation Section : Supplementary ...econeng.hc.keio.ac.jp/member/sspressupp.pdf · Study Skills Presentation Section : Supplementary Materials 1. ... Jazz Chants

Evaluating Presentations

Please evaluate each student presentation while you listen to it (or right after the end of the speech).

Score Sheets (for instructors)

Q: How am I supposed to use them? A: Please note that there are three different evaluation sheets for Speeches 2, 3, and 4. Each item on the sheet can be evaluated as “Poor” (1 point), “Almost” (2 points), and “Good” (3 points). Circle the appropriate numbers. When you are done, please add up the numbers. That will be the total score for each student. Q: Why are the maximum scores on the sheets so odd? A: The maximum scores for the presentations are calculated in the following way:

Show and Tell, Midterm speech: 3 points x 12 items = 36 points

Final Speech: 3 points x 21 items = 63 points Sample raw score: 30 = 30/36 = 0.833333… = about 83% Q: Do I have to use them? Can I make and use my own version? A: The list of the score items is identical to the list provided in the speech instructions in the Study Skills textbook. The reason for this arrangement is making students fully aware of the exact grading criteria. Hence, if you wish to revise the score sheets (e.g. adding or deleting some evaluation points), or use your own score sheets, it is a good idea to notify the students about the change(s). Q: How do I evaluate the item called “Time Management”? A: Here are suggested criteria for “Time.”

Good: +/- 0 to 15 seconds of the designated length of speech

Almost: +/- 16 to 30 seconds

Poor: +/- 31 seconds or more

IMPORTANT: So that all students can give their speech on the assigned day, it may be necessary to cut off students who go over the time limit.

Page 3: Study Skills Presentation Section : Supplementary ...econeng.hc.keio.ac.jp/member/sspressupp.pdf · Study Skills Presentation Section : Supplementary Materials 1. ... Jazz Chants

Show and Tell: Score Sheet

Date: ___________________

Class #: __________

Name: ______________________________

Score: ______ / 36

None Poor Almost Good

Body Language

Posture 0 1 2 3

Voice Control 0 1 2 3

Gestures 0 1 2 3

Eye Contact 0 1 2 3

Structure

Greeting 0 1 2 3 Attention-Getting Opener g

0 1 2 3

Objective Info 0 1 2 3

Subjective Info 0 1 2 3

Closing remarks 0 1 2 3

Overall

Fluency 0 1 2 3

Grammar 0 1 2 3

Time Management 0 1 2 3 ( ___ min. ___ sec. )

Instructor’s Comments:

Page 4: Study Skills Presentation Section : Supplementary ...econeng.hc.keio.ac.jp/member/sspressupp.pdf · Study Skills Presentation Section : Supplementary Materials 1. ... Jazz Chants

Mid-term - Book/Movie Review : Score Sheet

Date: ___________________

Class #: __________

Name: ______________________________

Score: ______ / 36

None Poor Almost Good

Body Language

Posture 0 1 2 3

Voice Control 0 1 2 3

Gestures 0 1 2 3

Eye Contact 0 1 2 3

Structure

Greeting 0 1 2 3 Attention-Getting Opener 0 1 2 3

Story Summary 0 1 2 3

Opinion w/reasons 0 1 2 3

Closing remarks 0 1 2 3

Overall

Fluency 0 1 2 3

Grammar 0 1 2 3

Time Management 0 1 2 3 ( ___ min. ___ sec. )

Instructor’s Comments:

Page 5: Study Skills Presentation Section : Supplementary ...econeng.hc.keio.ac.jp/member/sspressupp.pdf · Study Skills Presentation Section : Supplementary Materials 1. ... Jazz Chants

Persuasive Speech (Final) : Score Sheet

Date: ___________________

Class #: __________

Name: ______________________________

Score: ______ / 63 None Poor Almost Good

Body Language

Posture 0 1 2 3

Voice Control 0 1 2 3

Gestures 0 1 2 3

Eye Contact 0 1 2 3

Introduction

Greeting 0 1 2 3

Attention-Getting Opener 0 1 2 3

Statement of Purpose 0 1 2 3

Visual 1 (Overview) 0 1 2 3

Transition to Point 1

0 1 2 3

Body

Supporting Point 1 0 1 2 3

Transition to Point 2 0 1 2 3

Supporting Point 2 0 1 2 3

Transition to Point 3 0 1 2 3

Supporting Point 3 0 1 2 3

Visuals 2 0 1 2 3

Visuals 3 0 1 2 3

Conclusion

Summary 0 1 2 3

Closing 0 1 2 3

Overall

Fluency 0 1 2 3

Grammar 0 1 2 3

Time Management 0 1 2 3

( ___ min. ___ sec. )

Instructor’s Comments:

Page 6: Study Skills Presentation Section : Supplementary ...econeng.hc.keio.ac.jp/member/sspressupp.pdf · Study Skills Presentation Section : Supplementary Materials 1. ... Jazz Chants

Peer Evaluation Slips

Q: When do I use them? A: The Evaluation Slips are meant to be used for peer evaluation at the rehearsals conducted in small groups. Q: Do I have to use them? A: No, student peer evaluations are optional (highly recommended, though). Q: How are my students supposed to use them? A: Here is the step-to-step guide to use them.

STEP 1: Your students might want to choose to fill in the slips as they listen to the practice speech, or to fill them in afterwards (or you can tell the students what to do).

STEP 2: After the students complete the slips, please tell them to detach each slip and give it to the speaker.

STEP 3: The speakers go through the slips and count the total number of „Good‟, „OK‟, or „Poor‟ votes. S/he writes the total number of the votes and summarizes the comments on the back of Worksheets 1, 2, and 5 (in their textbook).

The instructor may collect the worksheets, if they choose. Q: Where is the section on the Worksheets to report the number of the votes? A: Note that the peer evaluation section is printed on the other side of the Worksheets 1 and 2, and on the second page of Worksheet 5.

Peer Evaluation Sheets for Midterm and Final

Q: When do I use them? A: This may be used on the day of the exams. Q: Do I have to use them? A: Even though the use of the sheets is optional, it often helps students to pay better attention to the presentations of their classmates. It is tough for them (or anyone) to listen to a large number of student presentations in one class session, unless you provide some activity.

Page 7: Study Skills Presentation Section : Supplementary ...econeng.hc.keio.ac.jp/member/sspressupp.pdf · Study Skills Presentation Section : Supplementary Materials 1. ... Jazz Chants

Peer Evaluation Slip (Show and Tell)

Speaker‟s Last Name: ________________________

1. Posture: Good OK Poor

2. Voice control: Good OK Poor

3. Gestures: Good OK Poor

4. Eye Contact: Good OK Poor

5. Structure: Good OK Poor

6. Content: Good OK Poor

Strong/ Good point : __________________________________________________

Suggest one improvement : _____________________________________________

Peer Evaluation Slip (Show and Tell)

Speaker‟s Last Name: ________________________

1. Posture: Good OK Poor

2. Voice control: Good OK Poor

3. Gestures: Good OK Poor

4. Eye Contact: Good OK Poor

5. Structure: Good OK Poor

6. Content: Good OK Poor

Strong/ Good point : __________________________________________________

Suggest one improvement : _____________________________________________

Peer Evaluation Slip (Show and Tell)

Speaker‟s Last Name: ________________________

1. Posture: Good OK Poor

2. Voice control: Good OK Poor

3. Gestures: Good OK Poor

4. Eye Contact: Good OK Poor

5. Structure: Good OK Poor

6. Content: Good OK Poor

Strong/ Good point : __________________________________________________

Suggest one improvement : _____________________________________________

Page 8: Study Skills Presentation Section : Supplementary ...econeng.hc.keio.ac.jp/member/sspressupp.pdf · Study Skills Presentation Section : Supplementary Materials 1. ... Jazz Chants

Peer Evaluation Slip (Book / Movie Review)

Speaker‟s Last Name: _________________________

1. Posture: Good OK Poor

2. Voice control: Good OK Poor

3. Gestures: Good OK Poor

4. Eye contact: Good OK Poor

5. Structure: Good OK Poor

6. Content: Good OK Poor

Strong/ Good point : __________________________________________________

Suggest one improvement : _____________________________________________

Peer Evaluation Slip (Book / Movie Review)

Speaker‟s Last Name: _________________________

1. Posture: Good OK Poor

2. Voice control: Good OK Poor

3. Gestures: Good OK Poor

4. Eye contact: Good OK Poor

5. Structure: Good OK Poor

6. Content: Good OK Poor

Strong/ Good point : __________________________________________________

Suggest one improvement : _____________________________________________

Peer Evaluation Slip (Book / Movie Review)

Speaker‟s Last Name: _________________________

1. Posture: Good OK Poor

2. Voice control: Good OK Poor

3. Gestures: Good OK Poor

4. Eye contact: Good OK Poor

5. Structure: Good OK Poor

6. Content: Good OK Poor

Strong/ Good point : __________________________________________________

Suggest one improvement : _____________________________________________

Page 9: Study Skills Presentation Section : Supplementary ...econeng.hc.keio.ac.jp/member/sspressupp.pdf · Study Skills Presentation Section : Supplementary Materials 1. ... Jazz Chants

Peer Evaluation Slip (Persuasive Speech Rehearsal)

Speaker‟s Last Name: _________________________

1. Posture: Good OK Poor

2. Voice control: Good OK Poor

3. Gestures: Good OK Poor

4. Eye contact: Good OK Poor

5. Structure Good OK Poor

6. Message: convincing? Good OK Poor

7. Conclusion: Good OK Poor

Strong/ Good point : __________________________________________________

Suggest one improvement : _____________________________________________

Peer Evaluation Slip (Persuasive Speech Rehearsal)

Speaker‟s Last Name: _________________________

1. Posture: Good OK Poor

2. Voice control: Good OK Poor

3. Gestures: Good OK Poor

4. Eye contact: Good OK Poor

5. Structure Good OK Poor

6. Message: convincing? Good OK Poor

7. Conclusion: Good OK Poor

Strong/ Good point : __________________________________________________

Suggest one improvement : _____________________________________________

Peer Evaluation Slip (Persuasive Speech Rehearsal)

Speaker‟s Last Name: _________________________

1. Posture: Good OK Poor

2. Voice control: Good OK Poor

3. Gestures: Good OK Poor

4. Eye contact: Good OK Poor

5. Structure Good OK Poor

6. Message: convincing? Good OK Poor

7. Conclusion: Good OK Poor

Strong/ Good point : __________________________________________________

Suggest one improvement : _____________________________________________

Page 10: Study Skills Presentation Section : Supplementary ...econeng.hc.keio.ac.jp/member/sspressupp.pdf · Study Skills Presentation Section : Supplementary Materials 1. ... Jazz Chants

Shadowing

Shadowing is a training method to improve your listening skills. By practicing this

technique, you should become familiar with native speaker‟s speech patterns, which will

help you catch individual words and understand the entire sentence.

Instructions

Step 1 Listen to the passage without using the script.

Try to understand the content of the passage.

Pay attention to the speech patterns (rhythmic, intonation, and stress).

Step 2 Mumble the passage following the speaker, without looking at the script.

Concentrate on the overall rhythmic pattern, rather than the pronunciation of individual words.

Step 3 Say the passage aloud following the speaker, with the script.

Try to understand the content of the passage.

Match the pace of the speaker.

Try to imitate the speaker‟s rhythmic, intonation, and stress patterns.

Step 4 Analyze the speaker‟s speech patterns by marking the script.

or (rising intonation)

or (falling intonation)

(flat, no intonation)

/ (pause)

║ (short pause)

● (stress)

( ) (missing/weak sound)

(connected sounds)

Step 5 Say the passage aloud following the speaker without the script.

Step 6 Say the passage aloud following the speaker with the script

(same as Step 3).

Step 7 Say aloud without the script, paying attention to the content of the passage.

Page 11: Study Skills Presentation Section : Supplementary ...econeng.hc.keio.ac.jp/member/sspressupp.pdf · Study Skills Presentation Section : Supplementary Materials 1. ... Jazz Chants

Jazz Chants

Source: Graham, Carolyn (1986) Small Talk: More Jazz Chants, Oxford University Press. After practice, each student group will choose one chant to do in class. Students will memorize either part A or B of a Jazz Chant and perform it in front of the class. There are two Jazz Chants in the provided handout.

“Can You Come Over?”

“I‟m Sorry I Did It. I Shouldn‟t Have Done It.” Instructions

(1) Have the students listen to the first presentation of the chants on the CD/tape or as

read by you.

(2) Have the students repeat each line of the chants after you. It is important to

establish a clear, strong beat by counting, clapping, using rhythm sticks, or

snapping your fingers.

(3) If necessary, play the CD/ tape again.

(4) Divide the class into two groups, each group taking a role (A or B) in the dialogue of

the chants. Have each group repeat their lines after you.

(5) Play the CD/tape again.

(6) Have the students respond to you. Take one of the roles (A or B) in the dialogue

of the chants, while the students take the other, without hearing you model it first.

(7) Divide the class again and have them perform the chants without your model. You

now serve as a conductor, keeping a solid, unifying beat while bringing in the two

sections at the correct time.

(8) Have the student groups perform the chant of their choice in class, according to the

schedule below.

Suggested schedule

Optional Activity Day 1 (1) Listening to the CD/ tape and exercise in class (2) Assign speech parts to students

Optional Activity Day 2, 3, 4, 5, 6

Jazz chants performance (one group at a time)

Page 12: Study Skills Presentation Section : Supplementary ...econeng.hc.keio.ac.jp/member/sspressupp.pdf · Study Skills Presentation Section : Supplementary Materials 1. ... Jazz Chants

Recitation

Students will memorize a small part of a short speech (no more than 3-4 sentences) and recite it in front of the class. There are two short speeches that could be used for this purpose (on the CD/ tape):

“When the cat‟s away, the mice will play!”

“Foreign students” Source: Dale, P. and J. Wolf (2000) Speech Communication Made Simple: Second Edition, Longman. Instructions

(1) Distribute the transcripts of the speeches.

(2) Have the students listen to the first presentation of the speech on the CD/tape.

(3) Explain in detail about where voice control techniques are used in the speech;

have students mark or label the appropriate parts of the transcripts.

(4) Play the CD/ tape again.

(5) Divide these speeches into five or six parts.

(6) Assign the parts to students.

(7) Have each student recite his/her assigned part in class. If the students speak in

succession, this will lead to a recitation of the whole speech.

Please explain to students that this is an exercise of voice control rather than one of simple memorization; students should repeatedly listen to the CD/tape and learn appropriate intonation and word stress. They should also talk to the audience with enthusiasm. Suggested schedule

Optional Activity Day 1 (1) Listening to the CD/tape in class and (2) Assignment of speech parts to students

Optional Activity Day 2, 3, 4, 5, 6

Recitation (one group at a time)