Lesson 1: Scope and nature of public speaking

• The nature of public speaking
• The scope of public speaking
• Context influence the nature and scope of speaking
• Critical factors in public speaking
• The ultimate message
• Speaker/listener relationship
• Channel
• Feedback
• Interference

Lesson 2: Writing and preparing speech

• Words! Words! Words!
• Clarity and confusion
• Reorganising words leads to different results
• Questions
• Rhetoric and rhetorical devices
• Speech preparation
• Speech organisation
• Outline
• Purpose
• Subject statement
• Development
• Sample outline
• Other imporant factors to consider
• Attention
• Transitions
• Orientation
• Conclusion and summary

Lesson 3: Presentation and delivery

• A speech
• Volume, pitch, tone
• Projection (volume)
• Voice
• Vocal health
• Dealing with nerves
• Body language
• How to present a speech
• Visual aid and media
• Types of visual aids
• Reasons for and against the use visual aids and media
• For visual aids and media
• Against visual aids and media

Lesson 4: Toasts and entertainment

• Speaking for entertainment and toasting
• Toasts
• Content and focus
• Timing
• Humour
• Body language
• Voice
• Master of ceremonies (mc)
• Focus
• Paying attention to the audience
• Use of humour
• Voice and body language
• Story, script, and narrative
• Preparation
• Vocal technique
• Adding character
• Body language
• Types of speeches
• Introductions

Lesson 5: Debate and presenting argument

• Introduction
• What is rhetoric?
• Ethos, pathos, and logos
• Ethos: persuasion by character
• Pathos: persuasion by emotion
• Logos: persuasion by reason or logic
• Persuasive context
• Rhetorical triangle
• Constructing an argument for speech or debate
• Logic, fact and fallacy
• Constructing an argument
• What is a logical fallacy?
• Critical thinking
• Persuasive speaking

Lesson 6: Lecture and informative speech

• Know your subject
• Fact check
• Questions and answers
• Use elements from other areas of public speaking
• Important points about fact-based presentations and educational presentations
• Structuring a lecture or informative presentation
• General educational lecture
• The socratic method
• Hands-on lectures: practicals, activities, and exercises
• The role of vulnerability

Lesson 7: Evaluating a speech

• Evaluating a speech
• Introduction
• Quality and evaluation
• Anonymous or not?
• Feedback
• Ways to examine the quality of a speech/ speaker
• Evaluating a toast or entertainment speech:
• Evaluating a debate or argument:
• Evaluating a lecture or informative speech:
• Regaining confidence after a poor speech

Lesson 8: Question speaking for broadcast media

• Introduction
• Broadcasts
• Rhythm of speaking
• Slang and colloquial speech
• Filler words
• Developing a speech for broadcast media
• Radio and podcast or sound recordings
• Sound recordings
• Television and film presentation
• Media interviews and speaking on panels

Lesson 9: Project: prepare and deliver a speech

• Why is problem based learning important?
• Project aim
• Learning outcomes
• Problem definition
• Your speech
• Discussion questions
• Team structure and mode of interaction
• Final pbl submission

• Explain the scope and nature of public speaking and recognise the different contexts in which speeches are delivered.
• Explain how word choice, speech organisation and preparation combine to influence the impact of a speech.
• Examine the delivery and presentation of a speech.
• Structure and examine quality of toasts and entertaining speaking.
• Examine, construct, and discuss quality of argument and debate.
• Construct and examine quality of lecture and informative speaking.
• Analyse the elements and techniques used to evaluate a speech and gather feedback from the audience.
• Explain key elements of preparing and delivering speech on broadcast media.
• Conduct a speech and evaluate the audience response.

SPEECH PREPARATION –  IS ESSENTIAL TO GOOD PUBLIC SPEAKING!

Mark Twain is quoted as saying it took him three weeks to prepare a ‘good impromptu speech’. While he may have intended for his listeners to laugh, he raised a very important point: it doesn’t matter how effective and experienced you are as a public speaker, delivering a good speech with no preparation or practice is next to impossible.

If you want your speech to be well received and generate a particular response, there are a few steps you need to take:

Do your research – whether you are delivering a speech on climate change or the best man’s speech at a wedding, make sure you have all the facts you need to construct your speech.

If you are creating an argument based on specific facts, you need to be able to provide those references if anyone asks you to back up your statements. Allow plenty of time to do your research properly – both to get the facts and then to put them in the right order to construct your argument.

Check your timing – If you are asked to deliver a speech, check how long you are being asked to speak for. If you are one of several speakers, the organisers will have very clear expectations about how long your speech should last.

Keeping within the indicated time frame is considered good manners – even if you are passionately interested in your subject and feel you could speak for three times that length.

Develop an attention-grabbing opener – In narrative writing, this is sometimes called a ‘sizzling start’. An effective speech needs to catch and keep the listener’s attention from the opening line. Some of the most powerful ways to start a speech are listed below.

Beginning with a quote – a quote can be a useful way to start a speech, as long as the quote is relevant to the topic and will interest the listener. If the quote is personally relevant to the listeners, this method can also help to establish rapport within the audience.

Use scenarios – these could involve asking the audience to imagine a particular situation, either real or hypothetical. If you choose to use a scenario, keep your description short and relevant to your argument.

If you can tell a story about something that happened to you, the scenario has a lot more impact.

Use statistics – relevant statistics can create a powerful statement as an opening line for your speech. You can combine statistics with a rhetorical question if the statistics are particularly shocking and will surprise the audience.

Ask rhetorical questions – rhetorical questions allow you to guide the listener’s thinking down a specific path. Some speakers like to structure their speech around a series of rhetorical questions.

If you choose to adopt this method, keep your speech short and don’t overdo the number of questions. Somewhere between 3 and 5 rhetorical questions is enough to keep the listener engaged. Any more questions and they may tune out.

Use silence – this technique can be an effective way of managing your audience and getting them to focus on you and your words. However, silence needs careful management. There is a fine line between waiting for the audience to focus on you and for them to lose focus and keep being noisy.

Teachers tend to use silence frequently as part of classroom management techniques. If the audience continues to be noisy, you will need to employ a backup plan. In a primary classroom, a teacher might use a whistle, chimes (or a musical chord), clapping or a similar to draw a class back together for the next learning session.

Tell, tell, tell – This phrase relates specifically to sales and marketing presentations. ‘Tell, tell, tell’ is used as a reminder to the speaker that they should construct their speech in order to tell the listener what they will be talking about, then talk, and then summarise their speech with a reminder of what has been said.

Engage your listeners – plan to give a performance when you speak. Your speech isn’t just about the words you are saying, it includes how and when you make eye contact, your posture, the way you move as you speak and the way you vary your tone and speed during your performance.

It is also very important that you care about your subject matter. When you are interested in what you are saying, your passion will shine through during your delivery.

Use illustrations – Wherever possible, use other senses to support and enhance your speech. Visual material such as slide shows, multimedia presentations or appropriate artefacts can all help to make your speech more exciting and engaging to your listeners.

Rehearse – Rehearsing your speech is an essential part of the preparation process. This allows you to hear it out loud, check your pronunciation of key words, work out when to pause and how you will move around while speaking (also referred to as blocking).

Rehearsing will involve quite a few attempts to practice out loud. You can expect to get a bit faster and smoother with your delivery as you practice, but don’t forget that the rehearsal is also an opportunity to edit again. Use your rehearsals to check that your speech makes sense to the listener and that they can follow your argument.

FREQUENTLY ASKED QUESTIONS

Here is a list of the most often asked FAQ’s.

General

Q. Why should I enrol with the Academy for Distance Learning?
A. Here at ADL, our students are our priority – we treat everyone as a unique individual.

Q. Do I need to buy text books?
A. No, as each module has been written by highly qualified industry professionals. The content of the material is presented in such a way that text books are not required. However, if you require additional reading your tutor will be able to supply a list.

Q. What happens if I have to stop studying for a while? (eg. become sick, go on holidays, have a baby, move house, etc)
A. It’s OK to take a break and start up your study at a later point in time. Just let us know.

Q. Is there an age limit?
A. There is no maximum age limit. We do however, have a minimum age limit of 18 years. Below that age parental consent would be required.

Q. Are your courses up-to date?
A. Our courses are revised and updated on a rotation system.

Q. Do you have a Cancellation policy?
A. Yes. We have a cancellation policy that is fair and equitable. For further details please click here.

Q. Will I have any opportunity to engage with other students?
A. We have a Student Community group based on facebook! If you don’t have a facebook account already, you could make one just for talking with fellow students on the group.

Enrolment

Q. When can I enrol/start?
A. You may enrol and start at any time of the year – it’s all self- paced.

Q. Can I study from anywhere in the world?
A. Our courses are available to anyone, anywhere in the world from the comfort of your own home. The course content is relevant to any country, culture or economy.

Q. How long do I have to complete the course?
A. You complete the course at any time that is convenient for you.

Q. Completing a 100 hour module – how long will it take?
A. For some students a 100 hour module will take approximately to 3- 6 months to complete. Others take less time and some even longer.

Assessment

Q. Assessment – how does it work?
A. For each 100 hour module you are assessed by assignments (at the end of each lesson) and a final one and a half hour exam (or you may elect to complete a Project, instead of sitting the exam) – the choice is yours – you sit for the exam in your own location.

Q. I don’t cope well with exams – what can I do?
A. You may elect to undertake a Project (set by your tutor) instead of sitting the exam. Projects are completed from your home and can usually take a couple of weeks to complete.

Q. If my assignment is not up to standard is there an opportunity to resubmit my work?
A. Yes –

Q. How many assignments do I need to complete for each module?
A. At the end of each lesson, there is an assignment – so if a course has say, 10 lessons, there would be 10 assignments.

Q. I am having difficulty attending workshops/industry meetings, what can be done?
A. If your course requires attendance at workshops, conferences, or industry meetings; alternative arrangements can be made in your country.

Qualifications

Q. What qualification will I receive?
A. For individual modules, you would be awarded a Certificate endorsed by TQUK (Training Qualifications, UK), providing you complete all assignments and the exam. If you just want to complete only the assignments and not sit for the exam or finish a Project, then a Letter of Achievement would be awarded. For more details on qualifications available please click here.

Q. Can I customize my diploma/higher qualification?
A. Not all educational institution’s certificates /diplomas meet everyone’s needs. The opportunity to Design Your Own Diploma at the Academy (subject to our approval) is an added bonus, not found at other colleges. You choose modules that you think will help you in achieving your goal.

Q. What do I get when I complete the course? Will I receive a transcript?
A. At the completion of all courses and providing all assignments and exam requirements have been met, you will receive your Award and a Transcript.

Tutors

Q. Our tutors – who are they?
A. We appoint Tutors and require that they must be currently active in their industry, with at least 5 years’ experience in their chosen profession.

Q. Can I contact my tutor at any time?
A. Yes – you have unlimited access to your tutor via email through our Online Classroom. You can always leave a message with ADL requesting your tutor to contact you. You decide on how much or how little contact you wish to have.

Q. Practical work – How is this done?
A. To find out more about this part of the course please visit the section on How Our Courses Work here.