Lesson 4 7

Lesson 4
Controlling Stage Fright
"The brave man is not he who does not feel afraid, but he who conquers that fear."
-Nelson Mandela
1. Aware why people get nervous while doing public speaking;
2. identify ways to control stage fright; and

3. appreciate the importance of public speaking.
Activity 1. Study the following comics below and write in your notebook your understanding and
interpretation in 1 paragraph only.
1 2
Self-Instructional Module in Advanced Oral Communication |Neprissa 27
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Stage fright has many points of similarity with any other kind of fear. It can be pampered
and nursed along until it grows in intensity and in the strength of its attachment, just as the fear
of darkness, snakes, cancer or death. It can be encouraged by constant yielding or it can be
overcome by determination and by refusal to yield.
Stage fright is essentially a state of heightened emotion. In its extreme forms, it shows
practically the same physical characteristics as in other extreme form of emotion. That is, the
muscles become tense the sweat glands increase their activity, the heart pumps faster that its
normal rate, the breath comes in short gasps, the salivary glands cease to function, the body
trembles, beads of perspiration stand out on the forehead and flow freely under the arms, the face
becomes flushed, the mouth becomes dry, the throat feels harsh and uncertain and the person
with all these symptoms feels uneasiness. Worst still, this fear is visible to the audiences
especially if the hands holding the manuscript trembles.
Overcoming stage fright is not easy but not to overcome it makes the speaker unattractive,
inefficient and helpless. The cure for stage fright comes from the speaker himself/herself. It has
to be faced and conquered by his determination, gradual public exposure and developing
confidence. Probably, it is a consolation to remember that stage fright is not uncommon to all
speakers. One way or another, speakers have experienced stage fright.
What is Stage fright?

Stage fright is often thought of as communication-based anxiety resulting in a person
experiencing physiological excitement, negative feelings, or certain behavioral responses to the
actual or expected act of public speaking. Also, the fear of public speaking is primarily a fear of
speaking in front of an audience.
People who have this phobia typically feel vulnerable or at risk during the time they are
speaking in front of an audience. Or the anticipation leading up to the presentation may create
rising levels of anxiety that may trigger a fight or flight response. You may feel like you have a
hard time concentrating. You might even want to avoid giving your presentation at all.

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At some point, every speaker has been a victim of some level of speech anxiety but with
the right technique and regular practice, most people are able to conquer this particular fear.
Is Stage Fright A Form Of Anxiety?
Yes, it is. In fact, stage fear is considered to be one type of social anxiety disorder. Also,
the fear of public speaking is considered to be the most widespread form of social anxiety
disorder.
If you compare the symptoms of the stage fear described below with the symptoms of
social anxiety disorder you’ll see a number of similarities. For example:
 feeling stress or panic in front of the large

groups
 the incapability of coping with the increasing
stress during the presentation
 fear of crowds
 rapid heartbeat
 accelerating breathing or holding one’s
breath
The Fight Or Flight Response
When you have a fear of public speaking, you

may experience a range of physiological and psychological symptoms that can be very distracting.
Unfortunately, these symptoms tend to feed into each other. That means that your physical
symptoms can make your mental symptoms worse, and vice versa.
The fight or flight response means that our physiological system prepares us for fighting
(i.e., presentation) or fleeing (e.g., rushing from the stage or rushing one’s scheduled
presentation).
Physical indications of fight or flight response:
 dilated pupils
 tensed muscles
 sweating
 tunnel vision
 pale or flushed skin

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 rapid heartbeat
 rapid breathing
 trembling
Causes of Stage Fright

Stage fright is nearly universal, so there is no reason why you should, as a speaker, not
to have it. If you see speakers who seem not to have the fear of the stage and seem to be at
home with it, they have overcome stage fright. They view the stage as a tool to express their
views and the audience eagerly waiting for their delivery. The causes of stage fright are the
following:
1. The person is by nature shy.
He/She is unaccustomed to being the center of attraction. Talking before an audience is
definitely an ordeal. Shy individuals may be affected more seriously than extroverts, but the
feeling is common to everyone.
2. It is also caused by conflicting mental attitudes.
As the time to speak approaches, one’s mind becomes the battlefield for two contending
forces. The first is the feeling of pleasure, and the other of anxiety. When the two feelings struggle
for control of the speaker’s consciousness, the result is the confused emotional state known as
stage fright.
3. The speaker desires to please the audience.
Instead of giving his/her focus to the topic itself, finds himself/herself giving focus on
audience reaction. Thus, change in focus, forgets his/her idea and becomes conscious of errors,
he/she losses confidence and develops stage fright.
4. Inadequate preparation is another cause of stage fright.
Lack of preparation allows room for disorganized ideas; if this is the case, nervousness
sets in as he/she ascends the platform and it becomes more and more intense as he finds himself
groping hopelessly for ideas which fail to come.
5. The speaker is not sure who his/her audience are.
A speaker is confident when he/she knows that he/she has the full control of his/her
audience. A speaker is confident if he/she knows that his/her audience are less superior than
him/her. Confidence is lost and stage fright starts when the speaker knows that his/her audience
is his/her superiors.
Ways of Controlling Stage Fright

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Just like what doctors say, prevention is the best remedy than cure. So it is with stage
fright. Enumerated here are some suggestions to control stage fright.
1. Adequate preparation.
It is important to begin the preparation early. No good speech can readily be extracted
from the mind nor lifted from books and magazines. As previously explained, you are advised to
prepare an outline and arrange your ideas in an orderly fashion. The longer the ideas stay in your
mind, the more it becomes a part of yourself. The ideas have shaped itself into your own habitual
manner of thought of expression. Until it has gone through this ripening process, the speech is
not yet yours.
A speech which has been long in the process of preparation almost becomes a part of
you. You find your ideas and words flowing with unaccustomed ease, and the result is pleasant
and stimulating for both of you and the audience. To paraphrase Saint Paul, mere cleverness
may fail, bravado may fail, even the assurance that comes from long and successful experience
may fail, but a really well-prepared speech “never faileth.” The intrinsic merit of what you have to
say will win for you some respect and attention even if your delivery does handicapped your
effectiveness. But when content and delivery are both good, the tide of success rises high.
2. Go over your notes over and over until you become familiar with the arrangement of
your main points and the supporting details.
Let the speech settle in your mind or allow it to take its root so that any little shock may
dislodge you. Notes ae necessary to remind you of your topic.
3. If you have visual supports, be sure you know where they are supposed to be shown or
given.
Indicate this in your notes so that the visual supports are coordinated with the ideas you
are presenting.
4. While you are waiting for your turn to speak, relax.
As you feel your muscles tense and shaking, don’t stiffen them nor hold them still. This
will make you more tense and shakiness, although it may be eliminated for a moment, may return
and is more firmly established than before. What your muscles need is to be relaxed. Breathe
deeply, try to relax the muscles. Turn your head a bit from side to side and swallow naturally a
few times. Try to think of something pleasant which may help you relax.
5. When your time comes to speak, walk deliberately up to the front of the platform, take
your position slowly.

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Don’t start to talk until you have actually taken possession of the speech situation. Smile
at the audience; it helps you to be emotionally relaxed.
6. While you are speaking, the best way to combat stage fright is to move about a bit (never
overdo your movement though).
Be especially free in moving your head and your hands. If your muscular tension
continues, walk over to the other part of the platform after the first sentence or two. If you are
standing in front of a lectern, you may shift your weight from left to right or vice versa. Look at and
speak directly to your audience, smile and address them in a friendly manner. Psychologists say
that one of the most effective techniques for overcoming fear is to act as though you are
thoroughly unafraid.
7. Shyness can be overcome not by anybody else but by you, yourself.
Try to improve your social interactions with people. You can start coming out of your shell
by getting acquainted with people within your circle. You may not realize it but just like you, they
are just waiting for a tap on the shoulder. It will not harm you to start making friends. Being alone
with no one to talk with is a lonely world for an unsociable person in a social world.
You are given seven suggestions to eliminate stage fright. If you have your own way of
eliminating stage fright and it is effective for you, then go ahead and use it. Nobody can help you
when you are delivering on stage but yourself. Others say that stage fright is just in the mind but
definitely it affects your oral delivery.
It is important to look confident and well poised. Look at and speak directly to your
audience, smile and address them in a friendly manner. Be just as conversational and
communicative as though you were talking to a friend in private. This may not be easy at first but
doing it would help you a lot.
If there are disadvantages of stage fright, there is also its advantage. When stage fright is
properly controlled, it serves to provide some degree of emotional stimulation which is necessary
to keep the speaker from being lethargic and dull. While eliminating the evils of stage fright, the
speaker should never go so far as to become tranquil and completely assured of his performance.
For even worse that stage fright is the contrary danger of not being stimulated enough.
Activity 2. TRUE or FALSE. Write T if the statement is TRUE, and write F if the statement is
false.

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_____1. Gradual public exposure is one of the many ways to overcome stage fright.
_____2. Most of us feel a degree of nervous apprehension when preparing to speak up or perform
in front of a group.
_____3. Stage fright is not a form of anxiety.

_____4. Even with regular practice, most people are not able to conquer this stage fright.
_____5. Stage fright is only experienced by only few people.
_____6. Adequate preparation is a must for public speaking.
_____7. Stage fright is often thought of as communication-based anxiety resulting in a person

experiencing physiological excitement, negative feelings, or certain behavioral responses to the
actual or expected act of public speaking.
_____8. Stage fright is an incredibly common communication-based anxiety disorder, which

usually occurs when you have to speak in front of a group of people. Studies estimate that
between 40–80% of people may suffer from it.
_____9. People who have this phobia typically feel unconquerable during the time they are
speaking in front of an audience.
_____10. The fight or flight response means that our physiological system prepares us for fighting.
Activity 3. Explain the following in a brief and concise manner. (5 points each)
1. As a future teacher, why is it important to overcome stage fright?
2. What is the importance of public speaking in your life as a student, and as a future teacher?
3. Explain this quote by Nelson Mandela, "The brave man is not he who does not feel afraid, but
he who conquers that fear."
References:
https://speakandconquer.com/what-is-stage-
fright/#:~:text=Stage%20fright%20definition%3A&text=Also%2C%20the%20fear%20of%20public,in%20fr
ont%20of%20an%20audience.
Asuncion, R. and Sebastian, E. (2014). Oral Communication. MaxCor Publishing House, Inc.

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Lesson 5
Audiovisual Aids
“Images are not only visual. They're also auditory, they involve sensuous impressions,
bundles of information that come to us through our senses, and mainly through seeing
and hearing: the audio-visual field.”
-W. J. T. Mitchell
1. Know the importance of audiovisual aids;

2. know when to use audiovisual aids; and
3. demonstrate how to properly use an audiovisual aid.
Activity 1. Write the word or idea that defines the term “audiovisual aids” inside the circles.
Your answer should be based on your understanding, not influenced by or taken from book,
internet, and other sources.
AUDIOVISUAL AIDS

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One way of holding audience’s interest is through the use of audiovisual aids. These may
be in the form of charts, graphs, posters, diagrams, slides, videos, and other projected materials,
handouts, etc. Visual aids help illustrate the important points in a speech.
There are important points to remember in using audiovisual aids. They are used to: (1)
arouse audience’s interest, (2) emphasize the main points of your topic; and (3) allow audience
to understand the topic better. Audiovisual aids should always be relevant to the topic.
A study has shown that if members of the audience are given only verbal information, after
three days, they will remember a mere 10 percent of what they were told; if they are shown
material without verbal communication, they will remember 35 percent. However, if both verbal
and visual information is provided, they will remember 65 percent after three days (Heybels and
Weaver, 1992).
It has to be noted therefore, that audiovisual aids are important for audience to remember
information given to them.
Audio Aids
Audio-aids can be defined as models and devices that can be heard and give an image of
something, somebody and some situations. They include recorded materials, radios, cassette
players, cassettes and the like which are relatively cheap and available and which the language
teacher with a little training can use in the L2 class so as to make the teaching methods,
techniques and materials considerably effective and interesting, and to help the learner have
maximum benefit (Akanbi 1988).
Visual Aids

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Visual aids are items of a visual manner, such as graphs, photographs, video clips etc. used in
addition to spoken information. Visual aids are chosen depending on their purpose.
Audio-visual aids are used to enhance the presentation. They can be handouts, photos,
whiteboard, flip chart, OHT, powerpoint slide show, microphone, music. Be sure to focus your
preparation on the speech more than the audio-visual aids.
Select and Use Visual Aids Effectively
Because we live in a time when communication is visual and verbal, visual aids that
reinforce your meaning can enhance any oral presentation. Research has shown that oral
presentations that use visuals are more persuasive, more interesting, more credible, and more
professional--i.e., more effective--than presentations without such aids. Particularly if your
presentation is long--20 minutes or more--visual aids can help your audience follow your ideas
easily and with fewer lapses in attention.
The benefits of using visual aids include:
• They help your audience understand your ideas. You can use visual aids to announce
each main point as you begin discussion of that point. You can also use visual aids to accentuate
and illuminate important ideas. However, the message that the visual carries should be
immediately apparent. If audience members have to study the visual to interpret its meaning, they
will not be listening to you.
• They help the audience follow your argument, your "train" of thought. In both oral and
written presentations, readers/listeners must perceive the pattern of organization to comprehend
effectively. Even if you don't use formal visual aids, you may want to write the outline for the main
body of your presentation on a board or use a transparency to let your audience see your plan
and trace your movement from one section of your presentation to another. Powerpoint is an
effective tool for developing and presenting outlines to aid listeners.
• They make your presentation more memorable and thus increase the chances that what
you said will be remembered.
Guidelines for using visual aids:
Many of the guidelines for using visual aids in oral presentations mirror those for written
documents: they need to fit the needs of the audience; they must be simple; they must be clear
and easy to understand.

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How many visual aids should I use?
Some kinds of oral presentations will require one kind of visual aid; presentations
conveying complex information may require several kinds of visual aids.
What type of visual aids should I use?
You can use drawings, graphs, props and objects, a blackboard with an outline, charts,
demonstrations, pictures, statistics, cartoons, photographs, maps, etc. Use anything that will help
people SEE what you MEAN!
How do I design effective visual aids?
Because your visual aids will be seen while the audience is listening to you, you will need
to be sure that all visuals are as simple as possible and as easy to read:
• Avoid too much information on any single visual.
• Use boldface type in a font size that can be easily read.
• Use sans serif type because if produces a sharper image for slides and transparencies.
• Limit the fonts you use to two per visual.
• Avoid all caps.
• Use a type--size and font--that contrasts distinctly with the background.
• Avoid visuals that use too many colors--more than four on any one aid.
• If you are preparing slides or transparencies for video conferencing, use the plain
background and a color--such as yellow or light green--and black text. Color can enhance a visual,
but it can also reduce the effectiveness of the message. The point is to use good judgment in
visual design. Use visual aids, but don't overdo color or text.
•Templates available in programs such as Powerpoint are tempting, but they may not be
readable when text is placed on them!
• Avoid making your audience study your aids. If they are busy trying to decipher your
visual aid, they will not be listening to you.
• Bar graphs, circle graphs, simple diagrams, pictures, and lists are standard types of
visual aids. Whatever aid you decide to use, limit the aid to only the concept, data, or point you
are trying to make. Use bar graphs, line graphs, or circle graphs rather than tables, particularly if
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the table has more than one column.. Tables are harder to interpret than a graphic presentation
of the content. Also, tables can easily contain too much information and are more acceptable in
written reports, where the reader has time to study them.
• Be sure that what the visual says is immediately evident.
• Computer graphics and programs such as Harvard Graphics, Powerpoint, and Excel in
combination with color printers and slide projection equipment give you the opportunity to
experiment with graphic design. Try developing visual aids that are visually pleasing as well as
clear.
• Use technology whenever possible. Some web sites have visuals that you can use for
presentations about that topic.
• Technology allows speakers to download graphs, drawings, and figures from the World
Wide Web. The Web is perhaps one of the richest, newest, most colorful sources of visual aids.
Many presentation rooms now have ethernet connections and even computers that have
the appropriate software to run a browser such as Netscape. When the computer is connected to
an overhead projector, Web images can be shown on a screen. Because of the increasingly rich
range of materials available on the World Wide Web, resources available to enhance any oral
presentations are almost limitless. Even if the room in which you will give a presentation does not
have ethernet connections, you can still print Web materials via a color copier onto paper or
transparency masters.
How do I use my visual aids effectively?
The key to using graphics and visual aids effectively requires using them so that they
make the maximum impact. Begin your presentation with no aids, as you want your audience to
be listening to you, not looking at props, specimens, or other visual aids. Present the aid at the
appropriate point in your presentation, then remove it immediately. Present the aid; give your
audience a few seconds to comprehend it, and then comment on the aid. Use a pointer, such as
a laser pointer, to focus your audience on the part of the graphic you are discussing.
• Be sure to speak slowly and deliberately as you explain or use a graphic to avoid
confusing your audience. In addition, remember to talk to your audience members
• keeping eye contact with them, not your visual aid.
• When you use slides, tell the audience what they will see, show them the slide; give
them time to digest what they are seeing; then comment on the slide.
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• Turn off the projector lamp between slides. Do not begin talking about another topic while
a slide, depicting a past topic, is still showing. Remember: people cannot see and listen at the
same time.
Use color to influence mood and emotion. The colors for type, illustrations and backgrounds
influence the way they are perceived. Here is a basic guide to using color in your presentations:
Red – excitement, alert

Green – growth
Yellow – confidence, warmth, wisdom
Purple – dignity, sophistication
White – professionalism, new, innocence
Blue – truth, trust, justice
Black – authority, strength
Orange – action, optimism
Brown – friendliness, warmth
Grey – integrity, maturity
Powerpoint Presentations
PowerPoint uses slides with a horizontal or "Landscape" orientation. The software was
designed as a convenient way to display graphical information that would support the speaker
and supplement the presentation. The slides themselves were never meant to be the "star of the
show". People came to hear you and be moved or informed (or both) by you and your message.
Don't let your message and your ability to tell a story get derailed by slides that are unnecessarily
complicated, busy, or full of junk.
Remember – Keep the powerpoint simple!
Limit bullet points and text. Your presentation is for the benefit of the audience. But boring
an audience with bullet point after bullet point is of little benefit to them. Which brings us to the
issue of text. The best slides may have no text at all. This may sound insane given the
dependency of text slides today, but the best PowerPoint slides will be virtually meaningless
without the narration (that is you). Remember, the slides are meant to support the narration of the
speaker.
Examples of Powerpoint slides:

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This slide has too much text, it will be difficult to read
and does not get the message across.
This slide is simpler, and contains the message. The

audience can get the information in a few seconds.
This slide is even better. Remember you should be

telling the audience the information at the same time.
Also notice that the first slide has a distracting background and cartoon clip art. The last
two slides have a solid color and a more professional image.

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Animation and Sound effects Powerpoint will allow you to animate text (make it move
around) and does fancy transitions (as the slides change). It can also have sound effects. My
personal opinion is DON'T use them. These are distracting from what you are saying. Never be
afraid to turn the slide show off during your presentation, or even put some blank slides in so the
audience has to look at you. Practice If you are using slides, OHT or any other visual aid,
remember to practice using it with your speech.
Microphones
With a good microphone, used properly, you can speak softly and personably,
and then emphasize your points with more force. The variations are limitless. The
problems with microphones are that you are either limited to one place, or that you
have a cord on the floor.
Check the microphone ahead of time.
It is important to arrive early for every presentation, so you have time to check the room
setup and the equipment. And, of course, the microphone is part of that equipment. To test the
mike, never tap or blow into it. Both are hard on the equipment and signs of an amateur. Say
something friendly and conversational like, “Good afternoon. Am I being heard clearly?” Most
people will be happy to help. It is wise to check both sides of the room and moving to both sides
of the platform or stage. Also you can find out with a stationary mike how far away you can be
and still be heard. Try speaking both loudly and softly to get a feel for the balance.
Know how to turn the microphone on and off. If the sound system starts acting up by
distorting, squealing, producing a lot of static, howling, clicking, cutting-in-and-out, going from loud
to soft — this can happen more often than you can imagine — you must turn it off immediately. If
you suddenly start coughing or sneezing, either turn off the mike or step away from it.
Activity 2. Answer the following questions in a brief and concise manner. Write your answer in
your notebook. (5 points each)
1. Differentiate audio aids from visual aids.

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2. What is the importance of audiovisual aids in oral communication? How does it help you as a
speaker?
3. What are the things that you should consider in using audiovisual aids? Why?
SWOT ANALYSIS. Evaluate audio and visual aids using the SWOT format.
SWOT stands for Strengths, Weaknesses, Opportunities, and Threats, and so a SWOT
Analysis is a technique for assessing these four aspects of audio and visual aids.
AUDIO AIDS VISUAL AIDS
S
W
O
T
References:
https://wikieducator.org/images/4/4d/Presentation_skills.pdf
Asuncion, R. and Sebastian, E. (2014). Oral Communication. MaxCor Publishing House, Inc.

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Lesson 6
Debate
“The key to holding a logical argument or debate is to allow oneself to understand the
other person's argument no matter how divergent their views may seem.”
-Auliq Ice
1. Familiarize the basic parts and elements of an argument;

2. know the nature, process, and rules of debate; and
3. build effective arguments through logical reasoning and convicting evidence.
Activity 1. Study the image below and answer the following questions. Write your answers in
your notebook.

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1. Have you ever found yourself in this situation before? Who were you arguing with? What
were you arguing about?
2. Who won in the argument? You? What made you win? Or if you lost, why did you lose?
3. From your experience, what are the challenges that confront one in argumentation?
In the ordinary events of daily life, your persuasive skills will be frequently needed at
school, at work, and in the community. People from all walks of life and in all kinds of work-
teachers, engineers, medical practitioners, salesmen, lawyers, journalists, politicians,
businessmen- know the importance of being able to persuade and argue convincingly.
A debate is a discussion or structured contest about an issue or a resolution. A formal

debate involves two sides: one supporting a resolution and one opposing it. Such a debate is
bound by rules previously agreed upon. Debates may be judged in order to declare a winning
side. Debates, in one form or another, are commonly used in democratic societies to explore and
resolve issues and problems. Decisions at a board meeting, public hearing, legislative assembly,
or local organization are often reached through discussion and debate. Indeed, any discussion of
a resolution is a form of debate, which may or may not follow formal rules (such as Robert’s Rules
of Order). In the context of a classroom, the topic for debate will be guided by the knowledge,
skill, and value outcomes in the curriculum.
Structure for Debate
A formal debate usually involves three groups: one supporting a resolution (affirmative team),
one opposing the resolution (opposing team), and those who are judging the quality of the
evidence and arguments and the performance in the debate. The affirmative and opposing teams
usually consist of three members each, while the judging may be done by the teacher, a small
group of students, or the class as a whole. In addition to the three specific groups, there may an
audience made up of class members not involved in the formal debate. A specific resolution is
developed and rules for the debate are established.
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Debate Preparation:
• Develop the resolution to be debated.

• Organize the teams.
• Establish the rules of the debate, including timelines.
• Research the topic and prepare logical arguments.
• Gather supporting evidence and examples for position taken.
• Anticipate counter arguments and prepare rebuttals.
• Team members plan order and content of speaking in debate.
• Prepare room for debate.
• Establish expectations, if any, for assessment of debate.
A debate is set up as shown in the diagram:
What makes a debate?
 What you say (MATTER)

 How you say it (MANNER)
 How you structure it (METHOD)
METHOD
MANNER
-Organization of material
-Confidence
-Proper fulfillment of speaker roles
-Voice
-Signposting
Gesture and stance
-Time management
MATTER
Self-Instructional
-General knowledge Module in Advanced Oral Communication |Neprissa 45
-Persuasive arguments Cuarteron
-Rebuttal
3 speakers
Characteristics of Debate
• It can be easily organized at short notice.
• It helps to attract the attention of audience and hold it to the end.
• Topics with reference to felt needs may be identified so as to enthuse the audience throughout
the debate.
• Audience is instigated to think seriously and analyses by the proceedings of the debate.
• The range of the topic as well as the time can be prefixed on agreement.
• It enables the participants to have a complete and unreserved expression of their ideas.
Purposes of Debate
 Topics of controversial nature are dealt with.
 When the group needs to be exposed to the pros and cons of the topic or decision.
 When the participants have the capacity to present their side in a meaningful and
interesting manner.
 There is favorable atmosphere in the group to accept ideas presented by logical
arguments of the participants.
Good debate results in………….
• Cultivates Leadership Skills

• Consolidates investigation & analysis skills
• Trains critical listening/thinking skills
• Enriches open-mindedness
• Equips with better organization & speaking skills
• Builds self-confidence
• Boosts teamwork & cooperation ability
Cautions
•The range of subject should not be out of the purview of and interest of the group.
•Emotional debate may become highly antagonistic and lead to conflict between groups.
•Motive to win a debate may lead to distortion of information leading to ignoring the primary need
of the audience.
•It is useful only under certain purposes and under certain conditions.

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•The moderator and participants should be knowledgeable and should not be over enthusiastic
and carried away by emotions.
Conducting Debate:
Debate opens with the affirmative team (the team that supports the resolution) presenting their
arguments, followed by a member of the opposing team. This pattern is repeated for the second
speaker in each team. Finally, each team gets an opportunity for rebutting the arguments of the
opponent. Speakers should speak slowly and clearly. The judges and members of the audience
should be taking notes as the debate proceeds. A typical sequence for debate, with suggested
timelines, is as follows:
• the first speaker on the affirmative team presents arguments in support of the resolution. (5 –
10 minutes)
• The first speaker on the opposing team presents arguments opposing the resolution. (5 – 10
minutes)
• The second speaker on the affirmative team presents further arguments in support of the
resolution, identifies areas of conflict, and answers questions that may have been raised by the
opposition speaker. (5 – 10 minutes)
• The second speaker on the opposing team presents further arguments against the resolution,
identifies further areas of conflict, and answers questions that may have been raised by the
previous affirmative speaker. (5 – 10 minutes)
• The rules may include a short recess for teams to prepare their rebuttals. (5 minutes)
• The opposing team begins with the rebuttal, attempting to defend the opposing arguments and
to defeat the supporting arguments without adding any new information. (3 – 5 minutes)
• First rebuttal of the affirmative team (3 – 5 minutes)
• Each team gets a second rebuttal for closing statements with the affirmative team having the
last opportunity to speak. (3 – 5 minutes each)
• There cannot be any interruptions. Speakers must wait their turns. The teacher may need to
enforce the rules.
Post-debate Discussion and Assessment
When the formal debate is finished, allow time for debriefing and discussion. Members of
the audience should be given an opportunity to ask questions and to contribute their own thoughts
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and opinions on the arguments presented. Members of the debate teams may also wish to reflect
on their performance and seek feedback from the audience, including the teacher. If some form
of assessment was part of the debate plan, it would be conducted at this time. Assessment could
be conducted by the teacher, the judging team, or the entire class.
Activity 2. Let us see if you can figure out the elements of an argument. Illustrated below is an
argument about smoking. Read closely and observe how the argument was constructed.
ARGUMENT
Assertion Reasoning Evidence
What is your Why do you take What proof do you have?
position? this position?
Example: Example: Example:
Smoking is a (Because) Across the globe, there are 1.1 billion smokers,
deadly habit. Ten Filipinos die and if current trends continue, the number of
every hour due to smokers will reach 1.6 billion by year 2025. In the
smoking. Philippines, 28 percent, or 17.3 million Filipino
adults aged 15 years and older, are current
tobacco smokers, according to 2009 data by the
Global Adult Tobacco Survey (GATS). On the
other hand, the 2011 Global Youth Tobacco
Survey report said that 13% of youth aged 13 to
15 years old use tobacco products, 18.8% of
which are males, while the remaining 9.3% are
females.
Source: “Go smoke-free” [Fact Sheet] (2015). (Reproduced by DOH-CAR office 2015)
Now, it is your time to develop at least two arguments for the following topics below. Write your
answer in your notebook.
Topic: The dumping of dolomite on Manila bay has become an issue across the country. An
environmental group is calling for the termination of the plan to fill the stretch of Manila Baywalk

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with artificial white sand while an online protest has been initiated against the controversial
project. Many have also claimed that the problem on Covid 19 should be addressed first. On
the other hand, thousands have also expressed their joy because the bay that was filled with
trash is now becoming a tourist destination.
Dolomite by the bay: all right or not right?
(Claim) (“Because”) (Proof)
1.
2.
Topic: Debates on many aspects of human lives are ongoing on how to best approach this
COVID 19. One of these aspects is education. A lot of students have been very vocal on social
media about the option of having an academic freeze. On the contrary, experts have claimed
that the said option would bring negative effects.
Should we resort to academic freeze or let education continue amidst the global
pandemic?
(Claim) (“Because”) (Proof)
1.
2.
References:
Lim, A., Hamada, I., and Alata, EJ. A course Module for Purposive Communication (2019). REX
Book Store. Manila, Philippines
https://www.edu.gov.mb.ca/k12/cur/socstud/frame_found_sr2/tns/tn-13.pdf
https://www.slideshare.net/bhumikakapoor12/debate-82150907

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Lesson 7
Body Language and Vocal Variety
“The most important thing in communication is hearing what isn't said.”
-Peter Drucker
1. Know appropriate body language and vocal variety;
2. appreciate the importance of body language and vocal variety; and
3. apply body language and voice tones in presenting a speech.
Activity 1. This is a self-audit activity. Tick the column that determines how often you practice
what the statements say. Do this as objectively as possible. Bear in mind that there are no
wrong answers.
Usually Sometimes Seldom Never
1. I use an appropriate type of speech delivery
2. I am aware of different speaking situations.
3. I use a conversational style in my speech.

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4. I establish and maintain eye contact
effectively.
5. I adjust the volume of my voice depending on

the size of the audience.
6. I vary my speed.
7. I modulate my voice.
8. I use pauses effectively.
9. I pronounce words correctly
10. I avoid mannerisms or distracting

movements.
TOTAL
GRAND TOTAL /30
Scoring Score Level of Proficiency
28 – 30 Advanced
Usually – 3 points 25 – 27 Proficient
Sometimes – 2 points 23 – 24 Approaching Proficiency
Seldom – 1 point
21 – 22 Developing
Never – 0
20 and below Beginning
In ordinary activities, most communication depends upon speech. The chief component
of speech is, of course, language- a purely human invention of symbols that represent ideas,
objects, feelings and experiences. Linguistic communication is the carrier of our human heritage.
In the constant give and take of social living, another basic means of communication
constantly intermingles with language. We speak to the eye as well as to the ear. We convey
many meanings entirely with postural movements or gestures. A shrug of the shoulders, a lift of
an eyebrow, a tilt of the head often says much that could hardly be interpreted in words.
Furthermore, we speak volumes with the tones of the voice, quite aside from whatever words we

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may use. These non-linguistic means of communication are just as definitely a product of our
social experience. Every group tends to develop its own gestural and tonal characteristics. Every
individual, consequently, has developed habits of voice and body that have served the kinds of
societies in which he has lived.
Whatever influence we exert upon people is inevitably exercised by our whole manner of
speech- by our posture, bodily mannerisms, vocal qualities, as well as by our words. Even if we
use words in most of our communication situations, what we mean to say is conveyed by more
than words alone. Non-verbal communication is usually added to our words and the two become
so interrelated that it is difficult to tell where one begins and the other leaves off.
Voice and Articulation
An effective voice is responsive to the intentions of the speaker. It does not attract attention
to itself, and therefore, does not distract from what the speaker is trying to communicate. A voice
may have acceptable characteristics, but if the speaker strains to be heard, the listeners may be
distracted.
On the other hand, overly relaxed speakers who seem to be too tired to vocalize and
articulate may fatigue the listeners.
Vocal appropriateness is related to sex, age, and physical build of a speaker. A big person
is expected to have loud, big voice, while a child is expected to have thin voice. A male voice is
different from a female voice.
Breathing and Voice Control
The first thing a speaker must develop is proper breath control, which is the foundation of
all good voice and speech. The proper development and use of breath are basic to good voice.
There are different types of breathing:
1. Diaphragmatic Breathing- This is recommended by most trained voice and speech

instructors. In this type of breathing a downward movement of the diaphragm is accompanied by
an expansion of the lower ribs.

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2. Clavicular Breathing- The speaker raises the shoulders and collarbones while inhaling. This
can be a very exhausting habit, because it adds tension to the laryngeal area. The resulting voice
is often harsh and high pitched.
3. Thoracic Breathing- The sternum (breastbone) is elevated during inhalation and pulls in the
lower ribs during the exhalation.
Exhalation, the escaping of breath, produces the sound for speech. Diaphragmatic or
abdominal breathing is the best and most natural use of breath.
Diaphragmatic breathing is natural breathing; but this does not mean that the speaker
automatically uses it. To practice diaphragmatic breathing, place your hand on your abdomen and
inhale. If your hand moves out on the inhalation and back in on the exhalation, your breathing is
diaphragmatic.
Breathing for speech is different from breathing for purely biological purposes. The
difference is on the control of exhalations. In speech breathing, you take a quick breath in and
then gradually let the air out, pacing the exhalation so that it lasts long enough for what you say.
Levels of Loudness
Loudness problems are usually caused by a person’s inability to produce and sustain the
proper loudness or failure to monitor his own voice.
The three levels of loudness are soft, medium loud, and loud. The level of loudness with
which a speaker speaks is dependent on the type of material being presented, the size and
acoustic of the venue, and the size and proximity of the listeners.
a. Material being presented- Material that expresses relatively strong and forceful
emotions and ideas such as anger, conviction, or happiness, is often more effective if relatively
loud level is used. Material that expresses despair, moodiness, sadness, or sincerity is often more
effective if relatively loud level is used. Material that expresses despair, moodiness, sadness, or
sincerity is often more effective if relatively soft level is used.
b. Size and acoustic of room- When a room is full of people, furniture and heavy drapes,
loudness must be increased, because these items absorb sound waves.
c. Size and proximity of listeners- In talking with two or three friends in a room you do
not have to turn up your volume as you do in an auditorium with two hundred people in a large
hall. The nearness of the listeners is also important.

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Exercise for Abdominal Breathing
1. Stand and take a deep breath. Exhale slowly, counting from one to five holding each number
for one full second. Repeat the process for about five or ten minutes.
2. Inhale and then say the following in one breath.
a. College is truly a fountain of knowledge, and a great many of us go there to drink. Some
students drink at the fountain of knowledge. Others just gargle.
b. Our tastes change as we mature. Little girls like dolls. Little boys like soldiers. When
they grow up, the girls like the soldiers and the boys like the dolls.
c. Say nothing often. There’s much to be said for not saying much. It’s better to remain
silent and be thought a fool than to open your mouth and remove all the doubts. If you don’t say
it, you don’t have to unsay it.
d. A dog is smarter than some people. It wags its tail and not its tongue. No matter which
screw in the head is loose, it’s the tongue that rattles. Heed the warning that a loose tongue can
lead to a few loose teeth.
Articulation
Articulation involves the movements of lips, jaw, tongue, and velum to form separate, and
joint individual speech sounds. Careless, sluggish articulation is referred to as mumbling.
Mumblers do not open their mouths. Their lips do not move. They say “gimme” instead of “give
me”. Dropping the endings of words, slurring sounds, and running words together can interfere
with the meaning of the message.
Try to achieve correct pronunciation. Consult the dictionary whenever you have the
slightest doubt. Practice aloud so that you are comfortable with the words you are using.
Strive to free yourself from disruptive mannerisms that obscure the clarity of your
message. Avoid ending your sentences with the unnecessary question “right?” or starting with “as
you know”, “all of us know”. Such mannerisms are distracting to listeners.
To be an effective speaker you need to be heard, to be understood, and to be

interesting by having variety in your voice.
1. Project your voice. You can project your voice by using your breath to support your
voice as you speak from your abdomen. If you exert pressure on your throat muscles to speak
louder, your voice will sound strained and you will end up with a sore throat.
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2. Speak clearly. Open your mouth for clarity. Do not speak with your teeth hardly moving
your lips, otherwise your speech will be difficult to understand. Open your mouth wide as if you
were talking through half yawn. Strive to achieve clear diction. Know the meaning and
pronunciation of the words contained in your speech.
3. Enliven your voice. A voice that does not sound exciting will not have credibility and
won’t keep the listener’s attention. To enliven your voice, you need to vary your volume, pitch,
and duration or speed.
a. Volume is the loudness of the softness of voice. To be audible and effective, you must
be able to modulate your volume.
b. Pitch is the relative highness and lowness of tone. This makes the speech interesting
and eliminates monotony.
c. Duration refers to words per minute and length of pauses. It is determined by the rate
of the speaker’s speed of thinking and the listeners’ ability to comprehend the ideas conveyed.
Some speakers use fast rate at the beginning of the speech to establish rapport and then try to
moderate the rate as they go along. The purpose of such is to cultivate the listeners’ attention and
interest.
A lively, vivacious voice suggests a colorful and energetic personality; while a dead
monotonous one indicates a dull, dreary personality. You might have a beautiful enunciation and
still unable to reach your listeners. A voice that is excessively faint annoys most people. Too loud
voice is also hard on the listeners. A fine voice is animated, expressive, and well-pitched.
Gestures
Gestures are the expressive use of hands. They concretely represent the speaker’s ideas
and thoughts. These actions must be compatible with spoken ideas and done simultaneously with
words. Below are the hand gestures that you may use to stress your ideas. From 1 to 4 are the
basic hands gestures, 5 to 9 are the minor hand gestures.
1. Pointing or Index- This is used to locate or identify a thing or an idea. This is done by pointing
the index finger. In public speaking, such gesture is not considered impolite, provided it is used
to point at something. You may point in front of you, behind you, to the left or the right, whatever
is deemed appropriate. It is used to emphasize an idea or reinforce a verb accusation.
2. Supine- This is executed by extending the arms forward palms up. This was popularized by
Jesus Christ Himself. In all His public appearances, He used it to mean “welcome”.

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3. Prone- This is the opposite of supine. Hands or arms are extended forward palms down. It can
be executed with one hand or with both hands to mean “wait”, “keep quiet”, or “take it easy”. It
signifies dislike, rejection, or repulsion.
4. Clenched or closed fist- This is a strong and forceful gesture used by emotional speakers in
political campaigns to show determination and a fighting spirit. This must be used sparingly or
only at the most emphatic parts of the speech. The hands may be shaken or used to pound on
the table or lectern to suggest earnestness or intensity of feelings.
5. Dividing- This indicates separation or distinction of a series of ideas. This can also be used to
indicate something severed or cut off. This gesture is done by extending the hand with the fingers
close together and making a chopping motion.
6. Describing or Imitating- This is used to describe a certain size or shape, and to imitate certain
movements of things.
7. Approval or disapproval- This suggests assent or dissent for certain ideas and may be done
with varying degrees of vigor. Each degree or vigor in the nodding or the shaking of the head has
different connotations. This is also shown in clenching of fist and with the thumbs up to show
approval and thumb down to mean disapproval.
8. Giving and receiving- This indicates friendly relations, giving, and receiving. This is done by
extending the hands with Iingers slightly close and the palms upward or toward the audience. The
arms should be fully extended and not clamped at the sides.
9. Rejecting and restraining- This is done with the hand or hands extended forward at shoulder
length, sometimes accompanied by a sweeping motion to the side with the palms facing down.
This may also be done by merely having or stopping motion in front.
Execution of Gestures
1. Prepare your hands on your side ready to strike a particular gesture needed for an idea.
2. Execute the gesture simultaneously with the idea that you convey, Oneness of thought and
action may result in graceful delivery.
3. Return your hand or hands on your side after executing one kind of gesture. Do not let your
hand hanging in the air without any use for it.

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4. When the audience is big you are allowed to exaggerate your gestures to be seen by the last
person in the theater or the auditorium. If you are using the index gesture, you have to bring your
hand up for everybody to see.
Although some basic gestures can be planned and rehearsed in advance, most should
occur spontaneously as you interact with your audience. Thus the movement will vary as you give
the same speech at different times, in different rooms, and to different audiences.
Posture
Posture is the individual’s bearing. It includes standing, walking, and sitting. A speaker
must have in mind that being natural is the best way to achieve good bearing. He should be at
ease, alert and must allow himself to move and breathe freely.
Posture can give hints of one’s emotional state. Therefore, it must be congruent with
speech. For instance, if the speaker talks about love and charity, he must not show an arrogant
stance. He must not lose his poise -the ability to carry oneself.
Tips to Improve Posture
1. Avoid slouching. Stand erect with the feet planted firmly on the floor and with the left
foot or the right foot forward as to give the effect of an arrested walk. You must be conscious that
the body must be in a line and not in an “8’ form.
2. Walk with grace and ease. Walk naturally but slowly. Never approach the audience in
a tip-toe manner nor with lots of noise. Do not exaggerate the swinging of the arms on the sides.
3. Do not sit stiffly nor lazily. Sit with your back resting at the back of the chair and your
arms resting on the arms of the chair or on your lap. Avoid crossing the legs. Sitting lazily can
give the impression you are taking the audience so casually; thus, creating unfavorable attitudes
towards the speaker. Sitting stimy. on the other hand, may create the impression that you are not
ready and incompetent.
4. Observe proper grooming and attire. Your attire should always be in harmony with
the occasion. Avoid too much jewelry or accessories. Be sure to be neat and clean when you face
your audience.
5. Observe proper feet position. The distance between the feet in a standard position is
from 6 to 12 inches apart. Feet may be parallel to each other or one foot 21 littler bit forward than
the other with the weight of the body shifting either at the left foot or the right foot, whichever is
aligned with the body.
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Movement of the Body
From a standing position, the speaker may move forward to emphasize something or
backward to relax the audience or to give them a little time to ponder on the idea just presented
or he may move to the left or to the right to make these sectors of the audience feel important.
The ideal movement is done with a minimum of three steps to any direction from standing position.
The speaker must move always facing the audience.
Whether the audience is small or large, the speaker must always divide it into four sectors:
left, right, front, and back.
Facial Expression
We communicate a great deal with our faces. As we smile, scowl, raise an eyebrow, or
clench our teeth, we communicate love, sympathy, satisfaction, determination, or anger. You can
reinforce your speech with facial expression.
A speaker can reinforce his speech with facial expressions. Facial expressions, however,
must coordinate with the gestures and body movements. Enough practice in front of a mirror is
suggested to achieve the necessary effect on the audience.
Eye Contact
Our eyes can be very expressive. We can convey love, sympathy, determination, disgust,
or anger. By having eye contact with the audience, you can detect if they are getting the ideas
presented or not.
In addition, listeners prefer speakers who make eye contact. Looking straight at the eyes
of the audience establishes a firm rapport, thus you create closer relationship with them.
Suggestions for Effective Delivery
1. Look at your audience and show that you are interested in them.
2. Your face should show that you are happy to be here and that you are glad that your listeners
are here.
3. Your hands should be empty and relaxed by the sides of your body.
4. Stand totally exposed in front of your audience. Don’t hide behind barriers.

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5. Stand tall. Push back your shoulders and Open up your chest.
6. Balance on both feet and one foot slightly forward.
7. Maintain a positive attitude of confidence, authority and importance.
8. Speak loud enough to be heard.
9. Deliver your speech with spontaneity, enthusiasm, and sincerity.
10. Avoid grunting or using interjections such as well, so, okay, you see, as we all know, umm,
ahh, etc.
Actions to Avoid During Delivery
Unnecessary actions distract the attention of the audience. Instead of focusing on the
message, the listeners unavoidably focus on the speaker’s mannerisms. It is important, therefore,
for the speaker to avoid the following movements:
With Hands:
1. Wringing hands
2. Touching and patting face, hair, nose, ears,
3. Clutching back of chair, notes, side of lectern
4. Scratching or rubbing any part of the body
5. Fiddling with rings, buttons, pockets, ball pen;
6. Putting hands akimbo
7. Folding and unfolding arms.
8. Putting hands in pockets
9. Putting thumbs under belt
10. Crackling knuckles
With Legs:

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11. Rocking backward and forward
12. Swaying from side to side
13. Crossing legs
14. Rising up on toes and then down
15. Feet too wide apart or too close together
16. Constantly shifting from one foot to another.
With face, eyes, and mouth:
17. Staring at the ceiling, floor, or wall
18. Making faces
19. Putting tongue out
20. Giggling nervously
21. Wetting lips frequently
Diction
Before delivering your speech, study carefully the words that you use. Know the meaning
as well as the pronunciation of the words in your text.
Activity 2. IDENTIFICATION. Give what is asked.
________1. It is perceived as the loudness of the speaker.
________2. It refers to the relative highness or lowness of a tone as perceived by the ear, which
depends on the number of vibrations per second produced by the vocal cords.
________3. It is a form of non-verbal communication or non-vocal communication in which
visible bodily actions communicate particular messages, either in place of, or in conjunction
with, speech.

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________4. A type of breathing a downward movement of the diaphragm is accompanied by an
expansion of the lower ribs.
________5. It is the ability to physically move the tongue, lips, teeth and jaw to produce
sequences of speech sounds, which make up words and sentences.
________6. It refers to the style of speaking or writing determined by the choice of words by a
speaker or a writer.
________7. A strong and forceful gesture used by emotional speakers in political campaigns to
show determination and a fighting spirit.
________8. A gesture that was popularized by Jesus Christ.
________9. An “S” form posture that must be avoided.
_______ 10. This gesture is considered impolite, provided it is used to point at something.
Activity 3. Deliver the speech you made in Lesson 1 (Millennial Generation) through a video.
Apply effective communication skills (proper body language and vocal variety). Submit it to our
google class.
You will be graded based on the following criteria:
Content Adequacy of information 30%

Clarity Voice projection and pronunciation 40%
Body Movement Posture, facial expression, and gestures 20%
Audience Impact Sustained audience’s interest 10%
Total 100%
References:
http://www.ugr.es/~isanz/archivos_howtodoyour/6%20voice,%20speech%20%20and%20body
%20language.pdf

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Nuval, E., Coronel, BB., and De Tomas, MF. Essentials of Oral Communication (2016). Books
ATBP. Publishing Corp. Mandaluyong City, Philippines

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Lesson 4

Controlling Stage Fright

1. Aware why people get nervous while doing public speaking;

2. identify ways to control stage fright; and

What is Stage fright?

Self-Instructional Module in Advanced Oral Communication |Neprissa 28

Is Stage Fright A Form Of Anxiety?

 feeling stress or panic in front of the large

The Fight Or Flight Response

When you have a fear of public speaking, you

Physical indications of fight or flight response:

Self-Instructional Module in Advanced Oral Communication |Neprissa 29

Causes of Stage Fright

Ways of Controlling Stage Fright

Self-Instructional Module in Advanced Oral Communication |Neprissa 30

Self-Instructional Module in Advanced Oral Communication |Neprissa 31

Self-Instructional Module in Advanced Oral Communication |Neprissa 32

_____3. Stage fright is not a form of anxiety.

_____5. Stage fright is only experienced by only few people.

_____6. Adequate preparation is a must for public speaking.

_____7. Stage fright is often thought of as communication-based anxiety resulting in a person

_____8. Stage fright is an incredibly common communication-based anxiety disorder, which

1. As a future teacher, why is it important to overcome stage fright?

Self-Instructional Module in Advanced Oral Communication |Neprissa 33

1. Know the importance of audiovisual aids;

Self-Instructional Module in Advanced Oral Communication |Neprissa 34

Self-Instructional Module in Advanced Oral Communication |Neprissa 35

Select and Use Visual Aids Effectively

The benefits of using visual aids include:

Guidelines for using visual aids:

Self-Instructional Module in Advanced Oral Communication |Neprissa 36

What type of visual aids should I use?

How do I design effective visual aids?

• Avoid too much information on any single visual.

• Use boldface type in a font size that can be easily read.

• Limit the fonts you use to two per visual.

• Avoid all caps.

• Use a type--size and font--that contrasts distinctly with the background.

• Be sure that what the visual says is immediately evident.

How do I use my visual aids effectively?

• keeping eye contact with them, not your visual aid.

Red – excitement, alert

Remember – Keep the powerpoint simple!

Examples of Powerpoint slides:

Self-Instructional Module in Advanced Oral Communication |Neprissa 39

This slide is simpler, and contains the message. The

This slide is even better. Remember you should be

Self-Instructional Module in Advanced Oral Communication |Neprissa 40

Check the microphone ahead of time.

1. Differentiate audio aids from visual aids.

Self-Instructional Module in Advanced Oral Communication |Neprissa 41

AUDIO AIDS VISUAL AIDS

Self-Instructional Module in Advanced Oral Communication |Neprissa 42

1. Familiarize the basic parts and elements of an argument;

Self-Instructional Module in Advanced Oral Communication |Neprissa 43

A debate is a discussion or structured contest about an issue or a resolution. A formal

Structure for Debate

• Develop the resolution to be debated.

A debate is set up as shown in the diagram: