ch a p t e r 1

Getting Started

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Welcome to the first day of your speech communication class! Perhaps you are feeling a
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bit scared about speaking in front of an audience. Don’t worry! By using this book, you
will soon develop the skills you need to speak effectively in front of a group. Your teacher
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is here to help you succeed in this class, and your classmates will soon become new
friends.

Chapter Challenge Your challenge in this chapter is to begin to

develop self-confidence when speaking in public. This chapter has many
suggestions to help you. By the time you complete this chapter, you will:
• learn the meaning of “stage fright”
• understand that stage fright is a normal and natural feeling
• be able to plan, prepare, and present a speech of self-introduction

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 I. Stage Fright
The fear of speaking in public is called stage fright. It is like the fear that actors feel before they go
on stage. When you have to speak in front of a group, does your heart start racing? Do your hands
sweat? Is your mouth dry? If so, you are not alone! Most people experience these signs of stage fright
when they speak before a group. The following activities will help you overcome your fear.

AC TI V IT Y 1   Talk about Stage Fright

1 Discuss these questions with a partner:
a. Have you ever had stage fright? What was the situation? What signs did you experience?
b. What do you think causes us to have stage fright? Write three reasons below.
1.
2.
3.
c. What are some ways of controlling stage fright?
1.

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2.

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3.

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2 Share your answers with the class.

AC TI V IT Y 2   Mix and Mingle!

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A great way to become more confident is to meet the other members of your class in a relaxed situation.
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In this activity you will imagine you are at a party, where you will “mix and mingle” with your classmates.
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1 Set the room up for a party. You may want to bring beverages or snacks.
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2 Walk around and meet your classmates. You can use the Conversation Starters in the Useful
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Language box to start conversations.

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USEFUL LANGUAGE : Conversati on Starters

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Hi, my name is ________. What’s your name?

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Hello again. Can I ask you a question?

Excuse me, aren’t you in my (math) class?
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I’ve seen you before. Do you work at the (bookstore)?

[Pay a compliment] That’s a really nice shirt. Is blue your favorite color?

3 As you mix and mingle, write the names of your classmates in the spaces next to the questions.
Find someone who . . .
  1. has the same name as you
  2. has the same birthday as you
  3. was born in the same month as you
  4. is from the same country as you
  5. has been to (a specific place)
  6. has three brothers
  7. has only one brother or sister
  8. has a pet
  9. likes (a specific kind of food)
10. plays a musical instrument
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 4 Discuss these questions in small groups.
1. Did you feel shy at the beginning of the activity?
2. Did you start to feel more comfortable after a few minutes? Why?
3. Did you find someone who shares your birthday or has the same name?
4. Which conversation starter do you like the best?
5. What did you talk about with your new classmates?
6. In general, how did you feel about the “mix and mingle” activity?

II. Presentation Preview

Your first presentation will be a speech about yourself. Speeches of self-introduction can help you
and your classmates get to know one another.

AC TI V IT Y 1   Listen to a Model Speech

1 Read the information about the parts of a typical speech.

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A typical speech has four parts. The introduction helps get your listeners’ attention. It states your

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topic and includes a statement (called a preview) of what you will speak about in the body of the
speech.

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The body contains subtopics related to the main topic. Each subtopic is developed with facts,

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examples, reasons, or other kinds of details. The body is the longest part of your speech.
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Transitions are words and phrases that separate the main parts of the speech. In the body of the
speech, they also separate one subtopic from the next one. Very often transitions begin with
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words like “First,” “Second,” “Next,” “Finally,” and so on.
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The conclusion includes a summary of your main ideas and provides final remarks to end your
speech smoothly. The conclusion is also the place to thank your audience for listening.
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2 Read and listen to Marina’s model speech. Pay attention to each section of the speech and the
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details that she tells about herself. Notice the introduction, body, conclusion, and transitions.
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Model Speech: About Me!

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INTRODUCTION Good afternoon. My name is Marina, but all my friends call me Mari. I’d like to tell
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you a little bit about myself this afternoon.

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Transition First, I’d like to tell you about my background.

BODY I was born in Brazil. I lived in Rio until I was thirteen years old. Then my family
moved to Brasilia, the capital of Brazil. I lived with my parents and my four sisters.

Transition Second, I will tell you about my family.

My sister Ana is 8. My sister Sylvia is 9. My sister Claudia is 10. My sister Clarisse

is 12. My parents and sisters are still in Brazil. My father owns a shoe store and my
mother is a teacher.

Transition Next, I would like to tell you how I spend my time.

I go to school full time. My major is chemistry. My parents don’t have money to foot
the bill for my studies, so I had to get a part-time job and learn to stand on my own * Pay for
(continued)

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 (Continued)

two feet. I have two part-time jobs. After school, I tutor high-school students * Be
in science. On Friday nights, I work at a Starbucks coffee shop. independent

Transition Now let me tell you what I do when I have free time.

On the weekends, I like to go to the beach with my friends. When I have extra
money, I love to shop for clothes. I also love to play the piano. I took lessons
for ten years, so playing the piano is as easy as pie for me. * Very easy

Transition Finally, I want to tell you what my future plans are.

When I finish studying English, I want to return to Brazil and go to pharmacy

school. I want to become a pharmacist. I also hope to get married some day and
have three children. I would like to have two girls and a boy!

CONCLUSION Now you know about my background, my family, my studies, my hobbies, and my

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plans for the future. Thank you for listening to my speech.

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AC TI V IT Y 2   Answer the Questions

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1 Listen again to the model speech. Then answer the following questions.
Questions
Ed Answers
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1. Where did Marina grow up?
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2. How many people are in Marina’s family?

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3. What are her sisters’ names?

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4. What is Marina’s major?

5. Where does Marina work?
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6. What does she do in her free time?

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7. What are her future plans?

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2 Work with a partner and compare answers.

AC TI V IT Y 3   Discuss the Model Speech

Discuss these questions in small groups.
1. What greeting did Mari use? What other information did she include in her introduction?
2. How many main topics did Mari discuss in the body of her speech? What were they?
3. Which words told you she was starting a new topic?
4. Which words signal that Mari was finished talking about her family?
5. What information did she include in her conclusion?
6. Was Mari’s speech well organized? How do you know?
7. Did you like the speech? Why or why not?

III. Pronunciation Practice: [i] and [ɪ]

A common speaking error is to confuse the vowel sounds [i] (as in bean) and [ɪ] (as in bin). If you
confuse these sounds, it sounds like eat and sheep sounds like ship!
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 The sound [i] is long and stressed. When you pronounce [i], spread your lips into a smile. Feel your
lips stretching. In contrast, the sound [ɪ] is short and relaxed. When you pronounce [ɪ], your lips
barely move.

AC TI V IT Y 1   Contrast Words and Sentences with [i] and [ɪ]

Listen and repeat the following sets of words and sentences with [i] and [ɪ].
[i] [ɪ]
  1. feet fit PRONUNCIATI ON T IP
  2. sheep ship • The letters ee, ei, and ie are
  3. team Tim usually pronounced [i].
  4. seek sick
• Examples: see, freedom, receive,
  5. heat hit
piece, grief
  6. She will leave. She will live.
  7. Did he sleep? Did he slip?
  8. Can you feel it? Can you fill it?
  9. Change the wheel. Change the will.

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10. He made a feast. He made a fist.

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AC TI V IT Y 2   Practice Sentences from the Model Speech

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Listen and repeat the following sentences from Marina’s speech. Be sure to pronounce the [i]

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and [ɪ] words Correctly.
[ɪ] [ɪ] [i] [i] Ed
1. I lived in Rio until I was thirteen.
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[ɪ] [ɪ] [ɪ] [ɪ]
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2. My sisters are still in Brazil.

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[ɪ] [i]
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3. It’s as easy as pie.

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[i] [i]
4. On the weekends, I go to the beach.
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[ɪ] [i]
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5. Thank you for listening to my speech.

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AC TI V IT Y 3   Practice the Model Speech

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1 Listen to the speech on page 3 again. Circle the words pronounced with [i] and underline the
words with [ɪ].
2 Work with a partner. Take turns reading Marina’s speech aloud. Pay attention to your
pronunciation of [i] and [ɪ]. (Remember, you should “smile” as you say [i]. Your lips should
hardly move as you pronounce [ɪ].)

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 IV. Playing with Sayings: Sayings with [i] and [ɪ]
AC TI V IT Y 1   Learn the Meanings
1 Read the following sayings and their meanings. Check (✓) the ones you heard in Marina’s
model speech on page 3. Refer back to the speech if necessary.
1. as easy as pie: very simple or easy to do
Playing the piano is as easy as pie for me.
2. like sardines (in a can): very crowded; no room to move
In Tokyo, passengers pack into the subway like sardines.
3. foot the bill: to pay the expenses
My father is footing the bill for my education.
4. stand on one’s own two feet: to be independent or responsible for one’s own life
Now that you are twenty-one, you should stand on your own two feet.
5. seeing is believing: personally seeing an event makes it easier to believe
than only reading or hearing about it
I didn’t believe how beautiful the baby was until I saw her in person.

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Seeing is believing!

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2 Circle the [i] sounds in the sayings in Activity 1. Underline the [ɪ] sounds. Say the words with
these sounds. Then pronounce each saying out loud several times.

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AC TI V IT Y 2   Use the Sayings Ed
1 Work in small groups. Unscramble the sayings and write them correctly.
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a. It’s time to (on your two own feet stand) __________________________ and get a job.
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b. His uncle is willing to (the bill foot) __________________________ and buy him a new suit.
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c. When we were in the crowded elevator, we felt (like in a sardines can).

____________________________________________________
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d. You can learn this card trick. It’s (as pie as easy) __________________________!
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e. I didn’t understand how hot it is in the Amazon until I went there. (believing is
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seeing)!__________________________
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2 Take turns reading the sentences. Be sure to pronounce [i] and [ɪ] correctly.
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V. Presentation Project: About Me!

Your first project is to present a two- to three-minute speech about yourself. You will use one of
these two methods for planning and preparing your About Me speech:
• brainstorming balloons
• photo story

Method A: Brainstorming Balloons

In this method you will use a visual aid called brainstorming balloons to take notes for your speech.
Later you will write those notes on index cards. A quick look at the index cards while you are giving
your speech will remind you of what to say.

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 S T E P 1 | Plan Your Speech
A Look at Marina’s brainstorming balloons. Where is the speech title? What are the five topics in
the body of the speech? What details does she give about her family?

Marina’s Brainstorming Balloons Worksheet

Hometown Early Childhood

Tell about
4 sisters

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BACKGROUND

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Become a

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pharmacist

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Ed FAMILY Talk about
parents
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FUTURE PLANS
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ABOUT ME!
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• Get married
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• Have 3 kids
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CURRENT Chemistry
ACTIVITIES
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major
SPECIAL
INTERESTS
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Shopping for
clothes
Tutor high
school students
P/t job @
Starbucks
Playing the piano Going to the
beach

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 B Now complete your own brainstorming balloons Worksheet to prepare for your speech.
Add more balloons if you need them.

BACKGROUND

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FAMILY

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FUTURE PLANS
ABOUT ME! Ed
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CURRENT
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ACTIVITIES
SPECIAL
INTERESTS
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 C Read the instructions for organizing your speech.

Introduction
1. Greet the audience.
2. Introduce yourself by name.
Body
Include information about these topics:
1. Background (hometown, childhood)
2. Family
3. Current activities (school, work)
4. Hobbies and interests
5. Future plans
Conclusion

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1. Summarize the topics you spoke about.

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2. Thank the audience for listening.

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D Read the Useful Language expressions you can use to begin and end your speech. Place
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a checkmark (✓) next to the expressions you like best.

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Us eful Language: U se ful Language:

Beg inn ing Yo ur Speech Concl udi ng You r Spee ch
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Good morning/afternoon or I hope you liked hearing about my

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Hi everyone! background, family, activities, special

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Today I am going to tell you about interests, and future dreams.

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myself. Thank you so much for listening to

I’d like to introduce myself. my speech.
My name is . . . Thank you for being such a great
audience.
My friends call me . . .

E Select a saying from page 6 to include in your speech. Write it here: _____________________
Decide where and how you will use it.

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 S T E P 2 | Prepare Note Cards
Write the details from your brainstorming balloons on note cards. Use at least seven cards.
Label and number them as shown in the examples below.

INTRODUCTION 1

Greeting: Good afternoon.

Introduce myself:
-My name is Marina but all my friends call me Mari.
- I’d like to tell you a little about myself this
afternoon.

MY BACKGROUND 2

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Hometown: Rio, Brazil until 13 years old

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Early childhood: Moved to Brasilia
Other details: Lived with parents and

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four sisters
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MY FAMILY 3
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Parents: Live in Brazil; father owns shoe store;

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mother is a teacher
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Sisters: Ana is 8; Sylvia is 9; Claudia is 10;

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Clarisse is 12
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CURRENT ACTIVITIES 4
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Major: Chemistry
Parents don’t have money to [idiom] foot the
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bills. . . . I had to learn to [idiom] stand on my own

two feet
Jobs: tutor high school students in science;
Starbucks coffee shop on Friday nights

SPECIAL INTERESTS 5

Special talents: play the piano; lessons for

10 years; [idiom]
It is as easy as pie for me.

Favorite things to do: go to the

beach; shop for clothes

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 FUTURE PLANS 6

Educational: Return to Brazil for pharmacy school

Professional: Become a pharmacist

Personal: Get married, have two girls

and a boy

CONCLUSION 7

Summary: Now you know about my background, my

family, my studies, my hobbies, and my plans
for the future.

Thank audience: Thank you for listening to my

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speech.

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S T E P 3 | Prac tice Your Speech Ed
A Practice your speech in front of a mirror using your note cards. Record it and listen to it at least
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once. Make sure the speech is two to three minutes long.
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B Complete the Speech Checklist. Is there anything you want to improve before you present your
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speech in class?
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Speech Checklist YES NO

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1. I included an introduction with a greeting. q q

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2. I included five sections in the body of the speech. q q

3. My conclusion included a summary. q q
4. I thanked the audience for listening to my speech. q q
5. I included a saying from the chapter. q q
6. I included one or more Useful Language expressions. q q
7. My speech is two to three minutes long. q q
8. My pronunciation of words with [i] and [ɪ] is clear. q q

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 C Practice again with your note cards.
D Your teacher and/or your classmates may evaluate your speech. Study the form on page 139 so
you know how you will be evaluated. You may use the items on the form to make final changes
to your speech.

S T E P 4 | Present Your Speech

A Relax, take a deep breath, and present your speech.
B Listen to your audience’s applause.

Method B: Photo Story Speech

With this method, your goal is to use three photographs to assist you as you prepare and present
your speech. Instead of note cards, your photos will help you remember what to say.

S T E P 1 | Plan Your Speech

A Look through your photo albums or digital photos saved on your computer. Choose three that
represent:

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• your childhood

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• your current activities

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• your future plans

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B Study the examples. Do you think the photos are effective? Why or why not?
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Rahul’s Childhood
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This is my first photo. It reminds me of my childhood

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in India because my parents trained elephants. We

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lived in a village about an hour from New Delhi.

I have a twin sister named Indira. When we were
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two years old, my father gave us our first ride on an

elephant. He wanted us to be comfortable around
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these wonderful animals.

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Monique’s Current Activities

I don’t have much free time because I am taking five
classes. They are Art History, Psychology, Algebra,
Music Appreciation, and Speech. When I am not in
school, I work at a movie theatre selling soft drinks
and popcorn. But when I do have free time, my
second photo shows that I love to play the piano.

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 Cesar’s Future Plans
My last photo is of my horse, Regalo. Regalo means
“gift” in Spanish. I took this picture last month. It
represents my future because I hope to become a
large-animal veterinarian. I want to return to my
country, Honduras, and take care of the horses and
cows on my father’s cattle ranch in the countryside.

C Read the Useful Language expressions you can use to introduce your photos. Place a

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checkmark (✓) next to the expressions you like best.

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Us eful Language: Introducing Your Photos

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This is my first photo. It reminds me of my childhood because . . .
This is my second photo. It shows [me] . . .
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And now for my last photo! It shows . . .
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My third and final photo shows . . . It represents my future because . . .
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D Read the following guidelines for organizing your speech.

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Introduction
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1. Greet the audience.

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2. Introduce yourself by name.

Body
1. Show your first photo. Describe how it represents your past.
2. Show your second photo. Describe how it represents your
present life.
3. Show your third photo. Describe how it represents your future.
Conclusion
1. Summarize the areas you spoke about.
2. Thank the audience for listening.

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 S T E P 2 | Prac tice Your Speech
A Practice your speech in front of a mirror using your note cards. Record it and listen to it at least
once. Make sure the speech is two to three minutes long.
B Complete the Speech Checklist. Is there anything you want to improve before you present your
speech in class?

Speech Checklist YES NO

1. I included an introduction with a greeting. q q

2. I chose three photos representing my life. q q
3. My photos are large enough for everyone to see. q q

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4. I included details about my past, present, and future plans. q q

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q q

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5. I included a saying from the chapter.

6. My conclusion included a summary. Ed q q

7. I thanked the audience for listening to my speech. q q
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8. I included one or more Useful Language expressions. q q

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9. My pronunciation of words with [i] and [ɪ] is clear. q q

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10. My speech is two to three minutes long. q q

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C Practice again.
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D Your teacher and/or your classmates may evaluate your speech. Study the form on page 141 so
you know how you will be evaluated. You may use the checklist to make final changes to your
speech.

S T E P 3 | Present Your Speech

A Relax, take a deep breath, and present your speech.
B Listen to your audience’s applause.

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 ch a p t e r 2

effective
speech delivery

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Ed
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A speech is more than just the words you use. How you say something is just as important
as what you say! Good delivery involves several important elements. First, you must
practice. Second, it is important to be yourself. Finally, think of your listeners as your
new friends; look at them, smile, gesture, and speak to them the way you do in everyday
conversation with old friends.

Chapter Challenge Your challenge in this chapter is to learn tips for

delivering a speech in front of an audience. By the time you complete this chapter
you will be able to:
• maintain eye contact with your audience
• use appropriate gestures
• plan, prepare, and present a speech about a meaningful object

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 I. Eye Contact
When speaking to groups of people, large or small, try to look at all of your listeners directly. If you
look at the floor, at the corners of the room, or over people’s heads, your audience will think you
are not interested in them or in your topic. Remember to look at your entire audience, not just the
teacher or a few selected people.

Ac ti v it y   Practice Eye Contact

1 Work in groups of four or five classmates. Move your chairs into a circle.
a. Take turns describing what you did last weekend. Each person should speak for one to two
minutes.
b. As you speak, look directly at one classmate for two or three seconds; then move your eyes
to the next person and do the same. Continue looking at each member of your group, one
at a time, until you finish speaking.
2 Discuss these questions as a class:
a. Did you feel comfortable when you looked directly at your classmates? Why or why not?

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b. Did you ever look away? Where did you look?

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c. Did your classmates look at you while you were speaking? How did that make you feel?

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d. How could the listeners have helped you to feel more comfortable?

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3 Repeat the activity with different classmates. This time discuss your plans for next weekend.
Don’t break eye contact with your listeners! Ed
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II. Posture
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Posture is the way you stand in front of your audience. Good posture makes you appear confident
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and reliable. To achieve good posture, stand up straight and keep your head up, with your chin
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parallel to the floor. If you are using a lectern or speaker’s stand, be sure not to lean on it or bend
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over it. Instead, stand tall and rest your hands on the sides of the lectern gently.
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Ac ti v it y   Practice Good Posture

1 Stand next to your chair. Gently place this book on your head.
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2 Count to ten slowly. Keep the book balanced on your head.

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3 Try it again. This time count to twenty.

4 Walk slowly around the classroom with the book on your head. If it starts to slide off, put it
back and keep walking until your teacher tells you to stop.

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 III. Gestures
Gestures are your hand and arm
movements. Speakers use them
to emphasize important points
or to describe things. Your use of
gestures can help your listeners
understand your speech better.

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Examples of Mean i ngful Gestures

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To demonstrate size: Use your hands to show how wide or tall an object is.

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To show location: Point with your index finger. Sweep your hand from side to side to
show east-to-west direction.
Ed
To emphasize numbers: Hold up two fingers as you say, “There are two types of . . . ”
To say yes or to illustrate something positive: Nod your head up and down.
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To say no or to illustrate something negative: Shake your head from side to side.
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To make words come alive: Act out the action that you are talking about.
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For example:
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• Shrug your shoulders if you say something is confusing.

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• Hold your index finger in front of your lips if you describe a quiet situation.
• Pretend to lift a spoon to your mouth if you are talking about someone eating.
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• Touch your finger to your nose if you describe how something smells.
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Gestures add color and interest to your speech.

In contrast, you should avoid movements that are
unnecessary or distracting. For example:
• moving your hair off your face or out
of your eyes
• pushing your glasses up on your nose
• playing with a pen or piece of jewelry
you are wearing
• folding and unfolding your arms
• rocking or moving from side to side

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 Ac ti v it y 1   Express Messages Nonverbally
1 Work in groups of four or five. Use gestures to express the following messages. Don’t speak!

I’m confused. It’s hot in here. I’m tired.

Stop! No, I don’t agree. Talking on the phone.
I’m cold. Yes, I agree. I don’t know.
Come here. Good luck! Calm down.
I don’t feel well. It’s time to leave. I’m in love.
Wait a minute. He’s crazy. She’s very smart.

2 Discuss the following questions with the class.

a. Did the members of your group use different gestures to express the same message?
b. How would North Americans express these messages with gestures?

Ac ti v it y 2   Analyze Gestures

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1 Work with a partner. Study the gestures shown in the pictures and discuss the questions.

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a. How do you interpret the gesture in each illustration?

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b. Did you and your partner interpret any of the gestures differently? How?

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2 Discuss your responses with the class.

18  Chapter 2

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 IV. Presentation Preview
Your goal for this chapter is to choose an object that has very special meaning for you and prepare
a speech about it. You will describe the object and explain why it is important to you. The speech
should be two to three minutes long.

Ac ti v it y 1   Listen to a Model Speech

Listen to Olga’s speech about a meaningful object. Pay attention to her organization and use
of details.

Model Speech: My Grandfather’s Lucky

Lighter
INTRODUCTION In my hand I have an object that saved my
grandfather’s life. Without this object, my father, my
brothers, and I would not be here. Can you see what it

n
is? It is a cigarette lighter.

io
at
BODY This cigarette lighter is from Budapest, Hungary. It
is a rectangle about two inches by three inches. It

uc
Facts about weighs about four ounces. It is made of silver. It used
the Object
Ed
to be shiny but now it is dull. It has lots of scratches
and a big dent. It is more than seventy years old.
n
My grandfather got it when he was sixteen. He had
so

just started smoking. One day he was riding his

r

bike, and some robbers started shooting guns in the

ea

street. A bullet hit him in his shirt pocket, in the exact place where he kept his
lighter. The bullet bounced off the lighter. And that’s how the lighter saved my
tP

grandfather’s life.
gh

My grandfather brought the “lucky lighter” to the hospital on the day I was born
nineteen years ago. He gave it to me because he wanted me to be as lucky in life as
ri

he was.
py

Feelings about When I was young, I didn’t understand how important the lighter was. I feel
Co

the Object strongly about it now because it reminds me of my grandfather’s love and the many
lessons he taught me. For instance, he taught me to tell the truth and to lend a hand * Help
when someone needs help.

CONCLUSION I hope you now understand why this old, dull object has special meaning for me.
Without it, I wouldn’t be here today. We should all remember how lucky we are to
be here. Life can be short.

Thank you, everyone, for listening to my speech.

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 Ac ti v it y 2   Complete Olga’s Meaningful Object Worksheet
1 Listen to Olga’s speech again. Complete the worksheet with information from her speech.

Olga’s Speech Preparation Worksheet: Meaningful Object

Object saved grandfather’s life. What is it? Lighter.

introduction

body

  1. Where is it from?
Facts about
the Object

n
  2. What are its features (for example,

io
shape, size, weight, color, material)?

at
uc
  3. How old is it?

Ed
  4. What is the history of the object?
n
so

  5. When, where, and why did Olga

r
ea

get it?
tP

  6. Why does it have special meaning

for her?
gh

Feelings about
the Object
ri

conclusion
py

Without object I wouldn’t be here. We should all remember how lucky we are.
Thank you.
Co

2 Compare answers with a partner.

Ac ti v it y 3   Model Speech Discussion

Discuss these questions in small groups.
1. What did Olga say to get her listeners’ attention in the first sentence?
2. What facts did she give about her object?
3. What are Olga’s feelings now about her object?
4. How did she conclude her speech?
5. What makes objects meaningful to their owners?
6. Do meaningful objects have to be worth a lot of money? Explain.

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 V. Pronunciation Practice: Final Consonant Sounds
Many English learners drop or forget to pronounce final consonants. If you do this, your listeners
may have difficulty understanding you. Be sure to pronounce final consonants clearly.
E x amples :
cake (the last sound is [k]) bite (the last sound is [t]) rode (the last sound is [d])

Ac ti v it y 1   Practice Word Contrasts

Listen and repeat the sentences. Exaggerate your pronunciation of the underlined final
consonants.
1. I lost my cane. I lost my cape.
2. He wrote it. He rode it.
3. My cat is fine. My cat is five.
4. I can go. I can’t go.
5. He’s not dead. He’s not deaf.

n
Ac ti v it y 2   Practice Sentences

io
Listen and repeat the sentences from Olga’s speech. Be sure to pronounce the underlined final

at
consonants clearly.

uc
1. In my hand, I have an object.
2. It is more than seventy years old. Ed
3. A bullet hit him in his shirt pocket.
n
4. Life can be short.
so

5. I hope you now understand why this old, dull object has special meaning for me.
r
ea

Ac ti v it y 3   Practice the Model Speech

tP

Work with a partner. Take turns reading Olga’s speech aloud. Pay attention to your
pronunciation of final consonants.
gh

VI. Playing with Sayings: Sayings with Final Consonants

ri
py

Ac ti v it y 1   Learn the Meanings

Co

Read the following sayings. Place a checkmark [✓] next to the ones you heard in Olga’s model
speech on page 19. Refer back to the speech if necessary.
1. in over one’s head: to do something or be in a situation that is too difficult
Stella can’t understand the chapter. She’s in over her head.
2. lose one’s head: to act without thinking
After my boss gave me a small raise, I lost my head and bought an expensive car.
3. out of hand: disorganized, out of control
The meeting got out of hand when everyone began to shout.
4. lend a hand: to provide help
Would you lend a hand and help me fix my flat tire?
5. one’s heart isn’t in it: one is not interested in or enthusiastic about something
I don’t want to do housework today. My heart isn’t in it.

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 Ac ti v it y 2   Use the Sayings
1 Work in small groups. Read the following sentences and circle the answer choice that has
the same meaning.
a. Marilyn’s spending is getting out of hand.
1. Something fell out of her hand.
2. She burned her hand.
3. She spends too much money.
b. Ali is in over his head at work.
1. He is underwater.
2. He has too much work.
3. He is very short.
c. Ezra offered to lend his mother a hand in the kitchen.
1. Ezra refused to cook dinner.
2. Ezra helped his mother.

n
3. Ezra is in the kitchen.

io
d. I’m not going to the birthday party. My heart’s not in it.

at
1. I don’t like to go to parties.

uc
2. I don’t know the other guests very well.
3. I’m not interested in attending the party. Ed
e. Everything was half price. Margo lost her head and spent $1,000.
n
1. She spent too much money.
so

2. She lost her hat in the store and went to the lost and found.
r

3. She lost her sense of direction and couldn’t find the exit.
ea

2 Fill in the blanks with the correct saying.

tP

a. I asked my friend to ______________________

lend a hand and help me carry the heavy box.
gh

b. The children got ______________________ and started throwing things out the window.
ri

c. I had a disagreement with my mom. Later she asked me to go shopping with her, but
______________________.
py

d. He liked the tie so much that he ______________________ and bought one in every color.
Co

e. I am ______________________. It was a mistake to take seven classes.

3 With a partner, practice reading the sentences aloud. Be sure to pronounce final consonant
sounds clearly.

VII. Presentation Project: A Meaningful Object

Your project is to prepare and present a speech about an object that has special meaning to you.
You will need to bring your object to class to show your classmates.

S t ep 1 | Choose an Objec t
Choose an object that is very special to you. For example:

a painting or photo a souvenir from a trip a document

a piece of clothing a lock of hair an antique
a household object a piece of jewelry a book

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 S t ep 2 | P lan Your Speech
A Fill in the Speech Preparation Worksheet. You may change some questions or add your own.
Use Olga’s Speech Preparation Worksheet, page 20, as a model.

Speech Preparation Worksheet: Meaningful Object

introduction

body

Facts about   1. Where is it from?

the Object

n
io
  2. What are its features (for example,

at
shape, size, weight, color, material)?

uc
  3. How old is it? Ed
n
so

  4. What is the history of the object?

r
ea

  5. When, where, and why did you get it?

tP
gh

Feelings about   6. Why does it have special meaning

the Object
for you?
ri
py

conclusion
Co

B Read the Useful Language expressions for getting your listeners’ attention. Place a checkmark
(✓) next to the expressions you like best.

Useful Language: Getti ng Li steners’ Attention

In my hand I have a very special object.
I have a special object to share with you today. It is a __________________________.
Behind my back I am holding a very special object. Would you like to know what it is?

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 C Select a saying from pages 21 to include in your speech. Write it here:
_________________________________________. Decide where and how you will use it.
D Read the following guidelines for organizing your speech.

Introduction
1. Get your listeners’ attention with your first statement. Try to make
your audience curious about what you will say next.
2. Tell your audience what your object is.
Body
1. Provide facts about your object. Include as many details as possible.
2. Describe your feelings about your object.
3. Say why this object has special meaning for you.

n
io
Conclusion
1. Make a final statement your audience will remember.

at
2. Thank your audience for listening to you.

uc
Ed
n
so

S t ep 3 | Prepare Note Cards

r
ea

A Label the cards as follows:

• Introduction
tP

• Facts about the Object

gh

• Feelings about the Object

• Conclusion
ri
py

B Fill in the information from your Speech Preparation Worksheet. Use as many cards as
you need.
Co

C Write the Useful Language expression and the saying you selected on your note cards.
D Organize the cards according to the instructions above. Number your cards.

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 S t ep 4 | Add Meaningful G estures
A In the following chart, write gestures and facial expressions that you could use in your speech.

Place in Speech Gesture

Example:Olga said a bullet hit the lighter in her Example: She tapped the pocket area on her blouse
grandfather’s pocket. with her index finger.

n
B Add reminders about the gestures to your note cards.

io
at
S t ep 5 | Prac tice Your Speech

uc
A Practice your speech in front of a mirror using your note cards. Record it and listen to it at least
once. Make sure it is two to three minutes long. Ed
B Complete the Speech Checklist. Is there anything you want to improve before you present your
n
speech in class?
r so
ea
tP

Speech Checklist YES NO

gh

1. I got my listeners’ attention with a Useful Language expression. q q

ri

2. I named my object. q q
py

3. I included facts about the object. q q

Co

4. I included my feelings about the object. q q

5. I included a conclusion and thanked the audience for listening. q q
6. I included a saying. q q
7. I used meaningful gestures. q q
8. My posture and eye contact were effective. q q
9. My pronunciation of final consonant sounds was clear. q q
10. My speech is two to three minutes long. q q

Effective Speech Delivery  25

M02_SCMS1687_00_SE_CH02.indd 25 16/10/12 10:36 PM

 C Practice one or two more times using your note cards.
D Your teacher and/or your classmates may evaluate your speech. Study the form on page 141 so
you know how you will be evaluated. You may use the items on the form to make final changes
to your speech.

S t ep 6 | Prac tice Your Speech in Small Groups

A Work in groups of four or five. Sit in a circle.
B Give your speech from your seat. Then listen to your classmates’ speeches and time them.
C Give your classmates feedback. Include:
• what you liked about their speeches
• suggestions for improvement

S t ep 7 | Present Your Speech

A Relax, take a deep breath and present your speech. As you speak, remember to stand tall, make

n
eye contact, and use meaningful gestures.

io
B Listen to your audience’s applause!

at
uc
Ed
n
r so
ea
tP
gh
ri
py
Co

26  Chapter 2

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 CH A P T E R 3
DON’T JUST TELL ME,
SHOW ME!

n
io
at
uc
Ed
n
r so
ea
tP
gh
ri
py

Good speakers know that “telling isn’t everything.” When you tell listeners information,
Co

they will remember some of it. But if you tell them and show them, they will remember
much more of what you say.
Audiences enjoy eye-catching, colorful visuals or other memorable speech aids. Great
speech aids help listeners to understand and remember your speech.

CHAPTER CHALLENGE: Your challenge in this chapter is to choose speech

aids that keep your audience interested during your speech. This chapter has
many examples and ideas to help you select speech aids. By the time you complete
this chapter, you will be able to:
• identify the most popular types of speech aids
• use speech aids effectively
• plan, prepare, and present a speech about something you fear

27

M03_SCMS1687_00_SE_CH03.indd 27 03/10/12 11:54 AM

 I. The Five Senses
Audiences learn far more when a speaker presents information in more than one way. Good
speakers can reach listeners through hearing, seeing, touching, smelling, and even tasting, as the
following examples show.

Hearing
In a speech about Amazon jungle parrots, Pablo played a recording of the screeches and squawks
that the parrots use to communicate.

Taste
In a speech about tea in India, Pari had samples of tea for the listeners to taste.

Smell
In a speech about aromatherapy as a treatment for depression, Lili provided small vials of lavender
and vanilla extract for the audience to smell.

n
Touch

io
In a speech about origami, the Japanese art of paper folding, Kimiko taught the class how to fold

at
paper into the form of a little bird.

uc
Sight
Ed
In a speech about New York City, Tariq showed a two-foot-high model of the Statue of Liberty.
n
so

TYPES OF VISUAL AIDS

r
ea

Sketches or Diagrams
This diagram shows how computers
tP

are linked in a network.

gh
ri
py
Co

Graph
This graph shows percentages of
English speakers around the world.

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M03_SCMS1687_00_SE_CH03.indd 28 03/10/12 11:54 AM

 maps
This map shows the countries
that border on Brazil.

n
io
at
photographs

uc
This is a photo of an English bulldog.

Ed
n
so
r
ea
tP

physical Objects
gh

This is a calligraphy pen.

ri
py
Co

models of Objects
This is a model of the Eiffel Tower.

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 Ac ti v it y 1   Identify the Yes’s and No’s of Using Visual Aids
1 Work with a partner. Read the items. Write Yes in the space if something is a good idea.
Write No if it is a bad idea.
a. Face your visual aid, not the audience.
b. Make objects large enough for everyone to see.
c. Pass out papers during your speech.
d. Face your audience when referring to your visual aid.
e. Discuss visual aids one at a time.
f. Keep visual aids simple.
g. Present all of your visual aids at the same time.
h. Pass around small photos for all to see during your speech.
2 Can you think of any other things you should and should not do when you use visual aids?
Make a list.
3 Share your responses with the class.

n
io
Ac ti v it y 2   Select Speech Aids

at
1 Work in small groups. Read the speech topics. Fill in the blanks with speech aids that the

uc
speakers could use during their presentations.
Example:
Ed
Fernanda gave a speech to convince her listeners to install smoke detectors in every room of
their house.
n
so

Photos: photos of a home destroyed by fire

r

Sound: recorded sound of a fire alarm going off

ea

Object: actual smoke detector

tP

Graph: graph showing numbers of people whose lives were saved by smoke detectors
gh

a. Mila gave a speech to convince her listeners to wear their seatbelts whenever they are in a car.
ri

Photo:
py

Sound:
Co

Graph:
Other:

b. Paolo gave a speech about the health benefits of eating honey.

Object:
Taste:
Photo:
Other:

c. Lucas demonstrated the different ways to use sandpaper.

Touch:
Sketch:

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 Photo:
Other:

d. Eva talked about three different types of coffee beans.

Object:
Taste:
Smell:
Other:

e. Suri gave a speech about her pet snake.

Touch:
Photo:
Object:

n
io
Other:

at
2 Share your ideas with the rest of the class.

uc
II. Presentation Preview Ed
Your goal in this chapter is to choose something you are afraid of and to prepare a speech about it.
n
Everyone is afraid of something! Talking about a fear is a good way to gain confidence when you
so

speak before an audience.

r

Ac ti v it y 1 listen to a model presentation

ea

Listen to a model speech about Humberto’s fear of flying in small planes.

tP
gh

mODEl SpEECH: my Fear of Flying

ri

INTRODUCTION I didn’t want to die! So I crossed my fingers and prayed. It was my first time flying * Hoped for
good luck
py

in a small airplane. The weather was very bad. Suddenly, the engine of the plane
stopped!
Co

Statement This was the beginning

of fear
of my great fear of flying
in small planes.

Humberto showed a picture of a small plane.

BODY My fear developed last year. I was flying from Cancun to the island of Cozumel in
the Yucatan, Mexico. Let me show you exactly where I was at the time.
(continued)

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 (Continued)

Right after we took off from

the airport in Cancun, the
weather became very bad.
There was a lot of thunder
and lightning. It began to
rain very hard. The pilot
couldn’t even see out of the
windows of the plane. I was
the only other person in the
plane.

n
io
at
Humberto showed a map of the Yucatan Peninsula.

uc
After about fifteen minutes in the air, the plane started to shake
Ed
and make strange noises. Then the engine stopped! It was so scary!
I began to tremble and sweat. I felt like I was in a paper airplane like
n
this one:
so

I remember thinking, “I’m too young to die!” But the pilot stayed calm, and that
r

lifted my spirits a little. All of a sudden the engine started again. The pilot turned
ea

* Made me
to me with a big smile and said, “¡No te preocupes!” (That means “Don’t worry!”) feel better
tP

Finally, we landed in Cozumel. I celebrated being alive by buying the largest ice
cream cone I could find. It melted in my mouth! * Was delicious
gh

CONCLUSION Now you know why I am afraid of flying in small planes. It makes me upset just to
ri

think about this experience. I’m sure I will never overcome it. I know that I will never
py

fly in a small plane again. Thank you all for listening to my speech.
Co

Ac ti v it y 2 Complete the Statements

1 Listen to Humberto’s speech again and fill in the blanks with the correct words.
a. Humberto is very afraid of (verb) flying in (adjective) small (plural noun) planes.
b. Humberto started his flight at the (compound noun) in Cancun.
c. He was going to (proper noun) .
d. The (noun) was very bad.
e. It began to (verb) very hard. The pilot couldn’t (verb) out the
(plural noun) .
f. After (number) minutes, the plane (past-tense verb) to shake
and make (adjective) noises.

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 g. Then the engine (past-tense verb) !
h. Humberto began to tremble and (verb) .
i. He thought, “I’m too young to (verb) .” But the pilot stayed (adjective)
.
j. All of a sudden the (noun) (past-tense verb) again.
k. The pilot (past-tense verb) to Humberto and (past-tense verb)
, “¡No te preocupes!”
l. They finally (past-tense verb) in (proper noun) .
m. Humberto (past-tense verb) being alive.
n. Humberto’s ice cream (past-tense verb) in his (noun) .

2 Work with a partner and compare answers.

n
io
Ac ti v it y 3  Model Speech Discussion

at
Discuss these questions in small groups.

uc
1. Did Humberto’s introduction get your attention? How?
2. What is Humberto’s fear?
Ed
3. What caused Humberto’s fear? What details did he give about this?
4. How did he feel at the time?
n
so

5. Did the story have a happy or a sad ending?

6. What did Humberto say in his conclusion? Was this an effective way to end the speech?
r
ea

7. How many speech aids did Humberto use? How did they improve his speech?
tP

8. What other types of speech aids could he have used?

III. Pronunciation Practice: Regular Past-Tense Verbs
gh

The -ed ending that forms regular past-tense verbs in English can have three different
ri

pronunciations: [t], [d], and the new syllable [əd].

py

• When the last sound in the past-tense verb is voiceless (with no vibration in the throat), such
as [p], [s], [k], or [f], the -ed ending will sound like [t]. For example:
Co

walked finished kissed stopped

• When the last sound in the past-tense verb is voiced (with vibration in the throat), like [b], [g],
[n], or any vowel, the -ed ending will sound like [d]. For example:
phoned lived called played
• When the last sound in the past-tense verb is either [t] or [d], the -ed ending will sound like the
new syllable [əd]. For example:
painted needed
Ac ti v it y 1  Practice Saying -ed Like [t]
Listen and repeat the verb pairs and sentences. Be sure to pronounce -ed as [t].
Present-Tense Verbs Past-Tense Verbs Sentences
1. look looked   6. She baked a pie.
2. miss missed   7. Papa kissed the baby.
3. stop stopped   8. Orlando stopped working.
4. work worked   9. The children picked flowers.
5. laugh laughed 10. Katia crossed the street.
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 Ac ti v it y 2  Practice Saying -ed Like [d]
Listen and repeat the verb pairs and sentences. Be sure to pronounce -ed as [d].
Present-Tense Verbs Past-Tense Verbs Sentences
1. hug hugged   6. I filled the glass.
2. climb climbed   7. We stayed out late.
3. clean cleaned   8. He turned the handle.
4. move moved   9. They loved the movie.
5. follow followed 10. Kiko cried like a baby.

Ac ti v it y 3  Practice Saying -ed Like the New Syllable [əd]

Listen and repeat the verb pairs and sentences. Be sure to pronounce -ed as the new
syllable [əd].
Present-Tense Verbs Past-Tense Verbs Sentences
1. paint painted   6. He avoided his boss.
2. fade faded   7. I rested at home.
3. need needed   8. The car started.

n
4. add added   9. Mike needed money.

io
5. want wanted 10. We waited for a taxi.

at
uc
Ac ti v it y 4   Identify Regular Past-Tense Verbs
1 Listen to Humberto’s model speech again as you look at pages 31 and 32. Circle eleven regular
Ed
past-tense verbs. Write the verbs in the chart below. The first two appear as examples.
n
-ed = [t] -ed = [d] -ed = [əd]
so

crossed prayed
r
ea
tP
gh
ri
py
Co

2 Take turns pronouncing the lists of words with a partner.

Ac ti v it y 5  Practice the Model Speech

Now take turns reading the model speech on pages 31–32 aloud with your partner. Be sure to
pronounce the past-tense verbs correctly.

IV. Playing with Sayings: Sayings with Regular Past-Tense Verbs

Ac ti v it y 1  Learn the Meanings
1 Read the following sayings and their meanings. Place a checkmark (✓) next to the ones you
heard in Humberto’s model speech. Refer back to the speech if necessary.
a. save the day: to rescue; to act in a way that prevents a bad ending
When I spilled juice on my shirt, my friend saved the day and loaned me a clean one.
b. cross one’s fingers: to hope for the best; to wish for good luck
She crossed her fingers that she would win the prize.
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 c. count one’s blessings: to be grateful for one’s good luck
When I fell off my bike, I counted my blessings that I didn’t get hurt.
d. melt in one’s mouth: to taste wonderful; to be delicious
My mother baked an apple pie that melted in my mouth.
e. lift one’s spirits: to feel better; to feel happy
My best friend lifted my spirits when she invited me to lunch.
2 Circle all the regular past-tense verbs in the sentences above.
3 List the verbs you circled.

-ed = [t] -ed = [d] -ed = [əd]

n
io
at
4 Work with a partner. Pronounce each verb in the chart several times.

uc
Ac ti v it y 2   Use the Sayings
Ed
1 Work in small groups. Unscramble the sayings and write the words in the correct order.
n
a. My son (his blessings counted) when he passed all of his exams.
so

b. The brownie I had for dessert just (in mouth my melted) .

r

c. He (fingers his crossed) that his car wouldn’t break down.

ea

d. My neighbor (day the saved) by giving me a ride when my car

tP

broke down.
gh

e. When I was sick, my favorite music (my lifted spirits) .

ri

2 Take turns reading the sentences aloud to each other. Be sure to pronounce the past-tense
verbs correctly.
py
Co

V. Presentation Project: My Worst Fear

Your project is to prepare and present a two- to three-minute speech about something you fear. You
might be surprised to learn that others are afraid of the same thing as you! Follow these steps to
prepare your speech.

S te p 1 | Cho ose a Topic

Here are some examples of common fears. You may choose one of these topics or pick
your own.
traveling by plane or boat the dark heights
public speaking going to a new country elevators
meeting new people interviewing for a job highway driving
a specific animal a specific person taking tests
bridges going to the hospital drowning

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 S T E p 2 | plan Your Speech
A Look at Humberto’s Speech Preparation Worksheet. Notice the information and details
he provides to help you understand his fear.

Speech preparation Worksheet: Humberto’s Fear

INTRODUCTION
—I crossed my fingers [saying] and prayed.
—first time in small plane
Attention- —weather very bad
getting opener
—plane engine stopped
Statement This was the beginning of my great
of fear
fear of flying in small planes.
1. When and where did the fear last year, while flying from Cancun
BODY
develop? to Cozumel

n
—the weather was very bad

io
—thunder & lightning

at
—rain
2. What was the situation?

uc
—pilot couldn’t see
—plane started to shake
Ed —engine stopped
3. Who were you with? only the pilot
n
—I began to tremble & sweat
so

4. How did you feel at the time? —felt like I was in a paper airplane
r

—thought “I’m too young to die”

ea

—pilot stayed calm

tP

—engine started again

—“no te preocupes”
gh

5. How did the situation end?

—we landed safely in Cozumel
—celebrated by buying ice cream;
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It melted in my mouth [saying]

py

6. Have you tried to overcome the fear?

—I’ll never overcome it
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How?
—Now you know why I am afraid of small planes.
CONCLUSION
—Makes me upset
—I’ll never fly in a small plane again!
—Thank you.

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 B Read the instructions for organizing your speech.

Introduction
1. Include an attention-getting opener.
2. Say what your fear is.
Body
Provide details about your fear and how it developed.
1. When/Where did it develop?
2. What was the situation?
3. Who were you with?
4. How did you feel at the time?
5. How did the situation end?
6. How have you tried to overcome your fear?

n
io
Conclusion
1. Make a final statement(s) your audience will remember.

at
2. Thank your audience for listening to you.

uc
Ed
n
so

C Now complete your own Speech Preparation Worksheet on the next page. You may change
r

some questions or add your own.

ea
tP
gh
ri
py
Co

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 Speech preparation Worksheet: my Worst Fear

INTRODUCTION

Attention-
getting opener

Statement
of fear

BODY 1. When and where did the fear

develop?

n
io
2. What was the situation?

at
uc
3. Who were you with?
Ed
n
4. How did you feel at the time?
r so

5. How did the situation end?

ea
tP

6. Have you tried to overcome the fear?

How?
gh
ri

7.
py
Co

8.

CONCLUSION

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 D Read the Useful Language expressions you can use to conclude your speech. Place
a checkmark (✓) next to the expressions you like best.

USEFUL LANGUAGE: CONCLUDING YOUR SPEECH

Now you know why I am afraid of . . .
I’m sure you understand why I am so scared of . . .
This explains my terrible fear of . . .
Thank you so much for listening this morning (afternoon).
Other: ________________________

E Select a saying from pages 34–35 to include in your speech. Write it here:
__________________________.

F Prepare at least two speech aids. Describe them here:

n
io
1 ________________________________________________________

at
2 ________________________________________________________

uc
S T E p 3 | prepare Note Cards
Ed
A Use the instructions in step 2B to prepare note cards for your speech. Label the cards
Introduction, Body, and Conclusion.
n
so

B Fill in details from your Speech Preparation Worksheet. Use as many cards as you need.
r

c Add one of the Useful Language expressions above and a saying from pages 34–35 to your
ea

notes.
tP

D Note where you will present your speech aids.

gh

E Number your cards.

ri
py
Co

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 S T E p 4 | prac tice Your Speech
A Practice your speech in front of a mirror using your note cards and speech aids. Record the
speech and listen to it at least once. Make sure it is two to three minutes long.
B Complete the Speech Checklist. Is there anything you want to change or improve before you
present your speech in class?

Speech Checklist YES NO

1. In my introduction I included an attention-getting opener

and I stated my fear. ❑ ❑
2. I included details about my fear. ❑ ❑
3. I prepared a conclusion and thanked the audience for listening. ❑ ❑

n
io
4. I included two speech aids. ❑ ❑

at
❑ ❑

uc
5. I included a saying from the chapter.

6. I included a Useful Language expression. Ed ❑ ❑

7. My pronunciation of regular past-tense verbs is correct. ❑ ❑
n
so

8. My speech is two to three minutes long. ❑ ❑

r
ea
tP
gh

c Practice again with your note cards and speech aids.

D Your teacher and/or your classmates may evaluate your speech. Study the form on page 142
ri

so you know how you will be evaluated. You may use the items on the form to make final
py

changes to your speech.

Co

S T E p 5 | present Your Speech

A Relax, take a deep breath, and present your speech.
B Listen to your audience’s applause.

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