Unit : 5

Dimensions of Oral Communication and Voice Dynamics

Syllabus

Code and Content; Stimulus & Response; Encoding process; Decoding process;
Pronunciation Etiquette; Syllables; Vowel sounds; Consonant sounds; Tone:
Rising tone; Falling Tone; Flow in Speaking; Speaking with a purpose; Speech &
personality; Professional Personality Attributes: Empathy; Considerateness;
Leadership; Competence.
 Dimensions of
Oral
Communication
 WHAT IS COMMUNICATION ?

• Communication is simply the act of transferring information from one place, person or
group to another.

• Communication is the imparting or exchanging of information by speaking, writing, or using

some other medium and the successful conveying or sharing of ideas and feelings.

• Every communication involves (at least) one sender, a message and a recipient. This may
sound simple, but communication is actually a very complex subject.
 WHAT IS COMMUNICATION ?

• The transmission of the message from sender to recipient can be affected by a huge range
of things. These include our emotions, the cultural situation, the medium used to
communicate, and even our location.

• A communication therefore has three parts: the sender, the message, and the recipient.

• The sender ‘encodes’ the message, usually in a mixture of words and non-verbal
communication. It is transmitted in some way (for example, in speech or writing), and the
recipient ‘decodes’ it.
 WHAT IS COMMUNICATION ?

• Of course, there may be more than one recipient, and the complexity of communication
means that each one may receive a slightly different message. Two people may read very
different things into the choice of words and/or body language. It is also possible that
neither of them will have quite the same understanding as the sender.

• In face-to-face communication, the roles of the sender and recipient are not distinct. The
two roles will pass back and forwards between two people talking. Both parties
communicate with each other, even if in very subtle ways such as through eye-contact (or
lack of) and general body language.
 WHAT IS COMMUNICATION ?

• In written communication, however, the sender and recipient are more distinct.
 CATEGORIES OF COMMUNICATION

• There are a wide range of ways in which we communicate and more than one may be
occurring at any given time.
• The different categories of communication include:
✓ Spoken or Verbal Communication, which includes face-to-face, telephone, radio or
television and other media.
✓ Non-Verbal Communication, covering body language, gestures, how we dress or act,
where we stand, and even our scent. There are many subtle ways that we
communicate (perhaps even unintentionally) with others. For example, the tone of
voice can give clues to mood or emotional state, whilst hand signals or gestures can
add to a spoken message.
 CATEGORIES OF COMMUNICATION

✓ Written Communication: which includes letters, e-mails, social media, books,

magazines, the Internet and other media. Until recent times, a relatively small number
of writers and publishers were very powerful when it came to communicating the
written word. Today, we can all write and publish our ideas online, which has led to an
explosion of information and communication possibilities.

✓ Visualizations: graphs and charts, maps, logos and other visualizations can all
communicate messages.
 WHAT IS COMMUNICATION PROCESS

• A message or communication is sent by the sender through a communication channel

to a receiver, or to multiple receivers.

• The sender must encode the message (the information being conveyed) into a form that
is appropriate to the communication channel, and the receiver(s) then decodes the
message to understand its meaning and significance.

• Misunderstanding can occur at any stage of the communication process.

 WHAT IS COMMUNICATION PROCESS

• Effective communication involves minimising potential misunderstanding and

overcoming any barriers to communication at each stage in the communication process.

• An effective communicator understands their audience, chooses an appropriate

communication channel, hones their message to this channel and encodes the
message to reduce misunderstanding by the receiver(s).

• They will also seek out feedback from the receiver(s) as to how the message is
understood and attempt to correct any misunderstanding or confusion as soon as
possible.
 WHAT IS COMMUNICATION PROCESS

• Receivers can use techniques such as Clarification and Reflection as effective ways to
ensure that the message sent has been understood correctly.
 ENCODING AND DECODING PROCESS IN COMMUNICATION

• Encoding Messages
✓ All messages must be encoded into a form that can be conveyed by the communication
channel chosen for the message.

✓ We all do this every day when transferring abstract thoughts into spoken words or a
written form.

• Effective communicators encode their messages so that they fit both the channel and
the intended audience.
 ENCODING AND DECODING PROCESS IN COMMUNICATION

• Encoding Messages

• They use appropriate language, conveying the information simply and clearly. They
also anticipate and eliminate likely causes of confusion and misunderstanding.

• They are generally aware of the recipients’ experience in decoding similar

communications.

• Successful encoding of messages for the audience and channel is a vital skill in effective
communication.
 ENCODING AND DECODING PROCESS IN COMMUNICATION

• Decoding Messages

• Once received, the recipient needs to decode the message. Successful decoding is also a
vital communication skill.

• People will decode and understand messages in different ways.

• This will depend on their experience and understanding of the context of the message,
how well they know the sender, their psychological state and how they feel, and the
time and place of receipt.
 ENCODING AND DECODING PROCESS IN COMMUNICATION

• Decoding Messages
• They may also be affected by any Barriers to Communication which might be present.

• There are therefore a wide range of factors that will affect decoding and
understanding.

• Successful communicators understand how the message will be decoded and anticipate
and remove as many as possible of the potential sources of misunderstanding.
 CODE AND CONTENT IN COMMUNICATION SKILLS

• Any human communication system involves the production of a message by someone, and
the receipt of that message by someone else. To encode a message, one must possess the
necessary encoding skills.

• CODE:
• Languages are codes.
• A code may be defined as any group of symbols that can be structured in a way that is
meaningful to another person.
• The English language, like any other language, is a code—it contains element that are
arranged in a meaningful order.
 CODE AND CONTENT IN COMMUNICATION SKILLS

• A code has a group of elements (vocabulary) and a set of procedures for combining
these elements meaningfully (syntax)
 CODE AND CONTENT IN COMMUNICATION SKILLS

• CONTENT:
• The content is the message that is selected by the source to express its purpose.

• Content, like codes, has both element and structure. When more than one piece of
information is to be presented, they should have some order or structure.

• An individual may sometimes be identified by his characteristic way of structuring

messages. This is because the individual communicates in a way that is distinctive to
him. He uses a distinctive way or method, which has become his habit by constant use.
 CODE SWITCHING AND CODE MIXING

• Code-Switching and Code-Mixing are TYPICAL processes for those who speak more
than one language or more than one dialect.

• They are powerful strategies that require metalinguistic skills and are NOT indicative
of language impairment.

• Often, speakers who use two languages together are described as “confused” or “they
don’t know either language well.” That simply isn’t the case.
 CODE SWITCHING AND CODE MIXING

• Code-Switching
• Alternating between two or more languages or language varieties/dialects in the
context of a single conversation is called code switching.

• Using elements of more than one language when conversing in a manner that is
consistent with the syntax, morphology, and phonology of each language or dialect.

• Code-Switching is simply a “juxtaposition within the same conversation of speech

belonging to two different grammatical systems or sub-systems.”
 CODE SWITCHING AND CODE MIXING

• Code-Switching
• Here’s an example that illustrates the phenomenon of Code-Switching;
• I was going to a movie yesterday. raaste men mujhe Sudha mil gayi.
• Translation — I was going for a movie yesterday; I met Sudha on the way.
 CODE SWITCHING AND CODE MIXING

• Code-Mixing

• Code-Mixing refers to “the embedding of linguistic units such as phrases, words,

and morphemes of one language into an utterance of another language.”

• Here’s an example that illustrates the phenomenon of Code-Mixing:

• Main kal movie dekhne jaa rahi thi and raaste me I met Sudha.
• Translation — I was going for a movie yesterday and on the way, I met Sudha.
 CODE SWITCHING AND CODE MIXING

• Code-Mixing

• Simply, Code mixing is mixing of two or more languages while communicating.

• It is often common for a speaker who knows two or more languages to take one
word or more than one word from one language and introduce it while speaking
another language.
 CODE SWITCHING AND CODE MIXING

• Difference between Code Switching and Code Mixing:

• In a single conversation, if a language speaker who is speaking, for example, English
switches to French (and again to English, maybe), it will be code-switching.
• Here, the speaker is not mixing just a few words of one language in between the
other language. He is speaking one language and then switching to another
language. One sentence is spoken in one language and the second in another and so
on.
• “Code-Switching is usually inter-sentences while Code-Mixing (CM) is an intra-
sentential phenomenon.”
 CODE SWITCHING AND CODE MIXING

• Linguists refer to use of two or more languages concurrently in a conversation as code-

switching.

• Code-switching is considered to be distinct from other linguistic practices, including

language transfer, and language borrowing.

• In addition to the use of language, code-switching also involves switching between

dialects, styles of speech, gestures, body language, and vocal registers.
 STIMULUS AND RESPONSE IN COMMUNICATION SKILLS

• Stimulus and response are the two terms that are frequently used in any discussion on
the communication process.

• A ‘stimulus’ is anything that a person can receive through one of his senses. In fact, it is
anything that can produce a sensation.
• And a ‘response’ is anything that an individual does as a reaction to the stimulus.

• These two terms, stimulus and response, are ultimately connected with the whole
learning process. The communication objective of the source is to bring about a change
in the behaviour of the receiver.
 PRONUNCIATION ETTIQUETTES

• To pronounce a word, syllable, digraph, or letter is to sound it aloud according to the

established rules governing the language—or according to the unconventional rules of
dialect.
 PRONUNCIATION ETTIQUETTES

• Why Practice English Pronunciation?

• Improving your pronunciation helps with reading, writing and communication.

• A better understanding of pronunciation leads to less confusion, especially during

conversations

• Most importantly, it’s a sign of progress and it makes you feel more comfortable and
confident with communicating in English
 PRONUNCIATION ETTIQUETTES

• The English writing system uses an alphabet which is made up of twenty-six letters,
including five vowels (A, E, I, O, U) and twenty-one consonants (B, C, D, F, G, H, J, K, L, M,
N, P, Q, R, S, T, V, W, X, Y, Z).

• Also keep in mind that sometimes the letter Y is considered a vowel.

 PRONUNCIATION ETTIQUETTES

• Top Five Mistakes to Avoid

• When you seek better English pronunciation, an important step is learning how not to
pronounce words or letter combinations. Here’s an overview of the five most common
mistakes English-learners make in their English pronunciation.
 PRONUNCIATION ETTIQUETTES

• Top Five Mistakes to Avoid

1. Pronouncing everything exactly how it’s spelled:
• This is a very common issue that English learners face, and it’s easy to see why.
Because words should be pronounced how they’re spelled, right? But as most
people can probably attest to, language isn’t always quite that simple.
• Take for example the word “flow.” The last two letters, ow, don’t take on their
normal pronunciation sounds (which would sound like someone saying “Ow!” after
stepping on something sharp), and instead make the sound of a long “o.”
• Learning to avoid odd cases like this will take a combination of memory, practice,
and studying English-language rules.
 PRONUNCIATION ETTIQUETTES

• Top Five Mistakes to Avoid

2. Confusing the different “th” sounds:
• Another common mistake English learners make is confusing the harsher and
softer “th” sounds.
• For example, “that” and “there” both possess the harsher “th” sound. On the
other hand, the words “through” and “thought” have a softer sound.
• Try saying this sentence with the correct “th” pronunciations (harsher ones are
bolded, and softer ones are italicized):
• “What’s that over there?” Albert thought.
 PRONUNCIATION ETTIQUETTES

• Top Five Mistakes to Avoid

3. Not including the last syllable of words:
• The last part of a word is just as important as the rest of it, so it’s important to
include the pronunciation of the last syllable. Failing to do so is common in words
that end in “-ed” or “-s,” as these are short syllables and are placed at the end. But
not including these syllables can result in seemingly poor grammar or spelling,
even if you know these aspects of the language!
 PRONUNCIATION ETTIQUETTES

• Top Five Mistakes to Avoid

4. Not stressing sounds correctly:
• Failing to stress sounds properly while speaking can hinder your fluency and even
change the way that people interpret what you’re saying.
• For instance, putting too much emphasis on certain sounds can make you sound
angry or rushed, while not putting enough emphasis on other sounds can make
you hard to understand.
• Again, effort and practice can help you overcome these issues.
 PRONUNCIATION ETTIQUETTES

• Top Five Mistakes to Avoid

5. Speaking too fast:
• Speaking too fast can make all the other mistakes harder to avoid, and is
something even native English-speakers struggle with sometimes. Whether you
tend to speak quickly to try and sound more fluent or because you’re nervous
and want the sentence to end, it’s important to try and slow down.
• By speaking more slowly, you’re not only making yourself easier to understand but
you’re also allowing yourself to be more cautious about what you’re saying and
how you’re saying it.
 PRONUNCIATION ETTIQUETTES
VOWEL SOUNDS

• There are two types of vowels; Short vowels and Long Vowels.

• A short vowel sound is basically when the vowel is not long. A long vowel sound is when
the vowel is pronounced by saying the name of the letter (for example, in the word
“grape” and “fight” the bolded vowels are long).

• Now, let’s take a look at the English vowels’ pronunciation.

 PRONUNCIATION ETTIQUETTES
VOWEL SOUNDS

• Individual Vowel Sounds

• A
• The letter “A” has both a short sound (like in “apple”) and a long sound (like in
“ape”).
• It can also sound like a short “o,” usually when followed by “u.” For example, in the
word “auto.”
 PRONUNCIATION ETTIQUETTES
VOWEL SOUNDS

• Individual Vowel Sounds

• E
• The letter “E” has both a short sound (like in “hello”) and a long sound (like in
“ear”).

• It can also sound like a short “o,” like it does in the first letter of “entree.” As for the
two “ee”s at the end, we’ll cover this in the next section.
 PRONUNCIATION ETTIQUETTES
VOWEL SOUNDS

• Individual Vowel Sounds

• I
• The letter “I” has both a short sound (like in “in” and a long sound (like in “irate”).

• O
• The letter “O” has both a short sound (like in octopus) and a long sound (like in
orange).
 PRONUNCIATION ETTIQUETTES
VOWEL SOUNDS

• Individual Vowel Sounds

• U
• The letter “U” has both a short sound (like in “under”) and a long sound (like in
ukelele).
 PRONUNCIATION ETTIQUETTES
VOWEL SOUNDS
• 2- Vowel Combinations
1. aa (baa)
• Pronunciation: Short “o” sound.
• Example sentence: Sheep say “baa.”
2. ae (archaeologist or bae)
• Note the difference: In the first word, “ae” makes the long “e” sound. In the second
word, it makes the long “a” sound.
• Example sentence 1:Harold studied to become an archaeologist.
• Example sentence 2: Anne called Thomas “bae” the other day.
 PRONUNCIATION ETTIQUETTES

• 2- Vowel Combinations VOWEL SOUNDS

3. ai (hair)
• Pronunciation: Like the long “a” sound, but a little softer.
• Example: Samuel’s hair is a beautiful golden color.
4. ao (chaos)
• Pronunciation: In this case, you say the “a” part first with its long sound,
immediately followed by the short “o” sound. This one can be tricky, but we know
you’ll get the hang of it with enough practice!
• Example sentence: When the internet went down, the neighborhood found
itself in chaos.
 PRONUNCIATION ETTIQUETTES

• 2- Vowel Combinations VOWEL SOUNDS

5. au (audio)
• Pronunciation: Short “o”sound.
• Example: She couldn’t figure out how to fix the audio on her computer.

6. ea (eat)
• Pronunciation: Long “e” sound.
• Example : What time do you want to eat dinner?
 PRONUNCIATION ETTIQUETTES

• 2- Vowel Combinations VOWEL SOUNDS

7. ee (feel)
• This double vowel has two common pronunciations, outlined below.

• Pronunciation 1: Long “e” sound.

• Example: Linda didn’t know what to feel after failing the exam.

• Pronunciation 2: Long “a” sound.

• Example: Riley’s mouth watered as the waiter brought out the entree.
 PRONUNCIATION ETTIQUETTES

• 2- Vowel Combinations VOWEL SOUNDS

8. ei (weird)
• Pronunciation: Long “e” sound.
• Example: Everyone thought it was really weird when Ellen left the party early.
9. eo (theology)
• Pronunciation: This is another tricky one like “ao.” This one is pronounced by first
saying the “e” with its long sound, immediately followed by the “o” with its short
sound.
• Example: Harold wasn’t satisfied with his archaeology career, so he quit and
studied theology.
 PRONUNCIATION ETTIQUETTES

• 2- Vowel Combinations VOWEL SOUNDS

10. eu (euro)
• Pronunciation: In the word above, this vowel combination is pronounced sort of
like the “y” sound. (Imagine saying “yuro.”)
• Example: Reynold only had euros on him, so he couldn’t purchase the shirt he
wanted on vacation.
 PRONUNCIATION ETTIQUETTES

• 2- Vowel Combinations VOWEL SOUNDS

11. ia (Maria or Mariah)

• Note the difference: In the first word, the “i” in ia makes a long “e” sound, and the
“a” makes a short “u” sound. In the second word, because the vowel combination
is followed by an “h,” the “i” makes a long “i” sound and the “a” maintains its short
“u” sound.
• Example: Maria didn’t feel well, so she left school early.
• Example: Mariah sat alone at lunch because her friend Maria was gone.
 PRONUNCIATION ETTIQUETTES

• 2- Vowel Combinations VOWEL SOUNDS

12. ie (carries)
• Pronunciation: Long “e” sound.
• Example: Elisa carries a lot of responsibility, having three kids.

13. io (Mario)
• Pronunciation: Another tricky one. First pronounce the “i” with a long “e” sound,
and then the “o” with a long “o” sound.
• Example: Mario built a really cool airplane model yesterday.
 PRONUNCIATION ETTIQUETTES

• 2- Vowel Combinations VOWEL SOUNDS

14. oa (boat)
• Pronunciation: Long “o” sound.
• Example: After building an airplane model, he wanted to make a boat next.

15. oe (toe)
• Pronunciation: Long “o”sound.
• Example: Carmen had to keep from shouting after stubbing her toe on the
table leg.
 PRONUNCIATION ETTIQUETTES

• 2- Vowel Combinations VOWEL SOUNDS

16. oi (oink)
• Pronunciation: This really is its own sound, and is most often used in
onomatopoeia (such as “oink,” the sound a pig makes). It’s also used in the word
“poignant” with the same sound. It’s pronounced a lot like “oy.”
• Example sentence: Pigs say “oink.”
 PRONUNCIATION ETTIQUETTES

• 2- Vowel Combinations VOWEL SOUNDS

17. oo (boo or book)

• Note the difference: In the first word, “oo” makes the traditional “oo” sound (like
when something interesting happens, and you say “ooh that’s cool.”). In the second
word, because it ends with a “k,” the “oo” makes a softer sound that’s almost like a
short “u” sound.
• Example: “Boo!” she shouted from behind the door as her brother walked in.
• Example: Cassidy’s favorite book went missing after the garage sale.
 PRONUNCIATION ETTIQUETTES

• 2- Vowel Combinations VOWEL SOUNDS

18. ou (out or dough)

• Note the difference: In the first word, “ou” makes the sound that sounds like “ow.”
In the second word, it makes the long “o” sound (keep in mind that this is true in
most cases where the “ou” is followed by the letters “gh”).
• Example: Susan ran out of milk, so she had to buy some more.
• Example: She came back home, only to realize she needed ingredients to make
dough too!
 PRONUNCIATION ETTIQUETTES

• 2- Vowel Combinations VOWEL SOUNDS

19. ua (nuance)
• Pronunciation: This one can be tricky. The “u” makes the “oo” sound, while the “a”
makes the short “o” sound.

• Example: There are lots of nuances when it comes to the English language.
 PRONUNCIATION ETTIQUETTES

• 2- Vowel Combinations VOWEL SOUNDS

20. ue (due or duet)

• Note the difference: In the first word, the “ue” simply makes the “oo” sound (as in
“boo”). In the second word, you start by pronouncing the “u” with the same “oo”
sound, then pronounce the “e” part with its short “e” sound.
• Example: Cassidy borrowed her favorite book from the library, but forgot when
it was due!
• Example : Stan thought the duet on stage was lovely.
 PRONUNCIATION ETTIQUETTES

• 2- Vowel Combinations VOWEL SOUNDS

21. ui (suite or built or quilt)

• Note the difference: In the first word, “ui” sounds exactly like the word “we.” In the second word, it
makes a short “i” sound (imagine replacing the “ui” with just an “i” in the word when pronouncing
it). In the third word, it sounds more like the beginning of the word “win.” Note that it’s only after
the letter “q” that “ui” makes this “wi-” sound.
• This vowel combination can be difficult to master, considering its multiple possible sounds in a
word. This makes practice essential.
• Example : Mark told me you were having a hard time getting into your suite at the hotel!
• Example: Jan couldn’t believe that John built the house himself.
• Example : Anne Marie really loves the quilt her grandmother made for her.
 PRONUNCIATION ETTIQUETTES

• 2- Vowel Combinations VOWEL SOUNDS

22. uo (duo)
• Pronunciation: Here, you pronounce the “u” with the “oo” sound (as in “boo”), and
then pronounce the “o” with its long “o” sound.
• Example: Don’t you think Natalie and Chad make a great duo?
 PRONUNCIATION ETTIQUETTES
VOWEL SOUNDS
• 3- Note on Triple Vowel Combinations
• There are also many instances when you’ll find three vowels all put together in a word,
but we won’t go too much into that. Here are a few which are particularly worth
mentioning:
 PRONUNCIATION ETTIQUETTES
VOWEL SOUNDS
• 3- Note on Triple Vowel Combinations
1. aeo (as in “archaeology” or “caeoma“)
• Triple vowel sequences are rarely pretty or simple, and this is no exception. In the
first word, “aeo” is pronounced as though the “a” wasn’t there; it simply makes the
“eo” sound, with a short “o.” In the second word (which, by the way, you won’t be
hearing in your everyday conversations!), “aeo” is pronounced again like the “a” is
missing. But here, the “o” in the “eo” sound is long.
 PRONUNCIATION ETTIQUETTES
VOWEL SOUNDS
• 3- Note on Triple Vowel Combinations
2. -ious (as in “pious” or “dubious”)
• This is one you’ll find often in the English language as a suffix. In the first word, the
“i” is pronounced with its long “i” sound, followed by the “ou” which sounds like a
short “u” sound (as in “us”). In the second word, the “i” is pronounced with a long
“e” sound, followed by the “ou” which again sounds like a short “u” sound.
 PRONUNCIATION ETTIQUETTES
VOWEL SOUNDS
• 3- Note on Triple Vowel Combinations
3. eau (as in “beautiful” or “bureau“)
• This one trips up even native English speakers sometimes, especially when it comes
to spelling. In the first word, the “e” is pronounced with its long “e” sound,
followed by the “au” which is simply pronounced as a long “u.” In the second word,
the entire “eau” is pronounced as a long “o.” (I know, it’s terrible!)
 PRONUNCIATION ETTIQUETTES
CONSONANT SOUNDS

• 1- Single Consonants
• B: The letter “B” is pronounced by pressing your lips together, and making the “buh”
sound as you release them.
• C: The letter “C” has two pronunciations, based on what letters are around it. It can
make both the “K” sound and the “S” sound. For example, in the words “care” and
“buck” it makes the “K” sound. In the words “silence” and “cerebral,” however, it
makes the “S” sound.
• One thing to keep in mind is that the letter “C” will always make a “K” sound if followed by the letter
“K,” as in the words “buck,” “luck,” “back,” and “pick.”
 PRONUNCIATION ETTIQUETTES
CONSONANT SOUNDS

• 1- Single Consonants
• D: The letter “D” is pronounced by holding your tongue to the roof of your mouth, just behind
your teeth, while letting its sides touch your cheeks. The sound happens when your breath
aspirates upon release.
• F: The letter “F” is pronounced by putting your top teeth gently onto your lip and breathing
out through your mouth.
• G: The letter “G” can have two basic pronunciations, one the “guh” sound, and the other a “J”
sound, depending on the letters that are around it. The “guh” sound is largely produced in the
throat, by holding your tongue to the roof of your mouth near the back and then releasing as
you aspirate. The “J” sound is pronounced just as the “J” is.
 PRONUNCIATION ETTIQUETTES
CONSONANT SOUNDS

• 1- Single Consonants
• H: The letter “H” may be one of the easiest consonant sounds to produce, though
errors such as overemphasizing it are common. Essentially, you make this sound by
“constricting” the very back of your tongue as you breathe out (like a very soft sigh).
• J: The letter “J” is pronounced by holding your tongue to the lower ridge of your teeth,
both the tip and the sides, pursing your lips, and then releasing air with friction.
• K: The letter “K” is sounded when you move your tongue to the roof of your mouth
and aspirate.
 PRONUNCIATION ETTIQUETTES
CONSONANT SOUNDS

• 1- Single Consonants
• L: The letter “L” can be pronounced either lightly, or stronger. It’s pronounced by
holding your tongue to the ridge of your teeth, and letting air pass through.
• M: The letter “M” is pronounced by putting your lips together to prevent air from
getting out, then voicing the “mm” sound.
• N: The letter “N” is pronounced somewhat similarly to the letter “M,” though instead
of putting your lips together, the air is kept from getting out by using your tongue.
Voice the “nn” sound while holding your tongue to the upper ridge of your teeth and
letting the sides of your tongue block the air.
 PRONUNCIATION ETTIQUETTES
CONSONANT SOUNDS

• 1- Single Consonants
• P: The letter “P” is pronounced by briefly putting your lips together, and then letting
the air escape as you aspirate.
• Q: The letter “Q” is one of the more difficult letters to pronounce. It’s pronounced
almost like the letter “K”, but with a “W” sound often following.
• R: There are two ways to make this sound, described in detail on the linked page.
Essentially, both methods involve curling the tongue without letting it touch the roof of
your mouth, and then voicing the “rr” sound.
 PRONUNCIATION ETTIQUETTES
CONSONANT SOUNDS

• 1- Single Consonants
• S: The letter “S” is pronounced by holding your tongue near your tooth ridge and then
letting air pass through. It’s softer than the “Z” sound.
• T: The letter “T” is pronounced by pressing your tongue against your upper tooth
ridge, letting the sides touch the upper teeth, and then releasing the tip as you
breathe out.
• V: The letter “V” is pronounced similarly to the “F” sound, except it is voiced (not
unvoiced as the F is). Therefore it’s a harsher sound.
 PRONUNCIATION ETTIQUETTES
CONSONANT SOUNDS

• 1- Single Consonants
• W: The letter “W” is pronounced by mostly closing your mouth, leaving your lips as a
small circle, and breathing out quickly, making a sound very similar to the “oo” sound
we mentioned earlier.
• X: The letter “X” is another tricky letter to pronounce and can be pronounced multiple
ways. The two most common are “gz” and “hz”, depending on the word. The letter’s
link has a page that goes into more detail on this.
• Y: The letter “Y” is pronounced similarly to the long “E” sound, though you need to
ensure that your tongue is closer to your tooth ridge while pronouncing it.
 PRONUNCIATION ETTIQUETTES
CONSONANT SOUNDS

• 1- Single Consonants
• Z: The letter “Z” is the voiced version of the letter “S.” It’s pronounced the same way,
but is actually vocalized.
 PRONUNCIATION ETTIQUETTES
CONSONANT SOUNDS

• 2- Doubled Consonant Examples

• Oftentimes, you’ll encounter words that have the same consonant twice in a row. This
usually indicates a change in syllables. The sound itself is only produced once, though
there should be slight emphasis at the changing of the syllable. Here are some
examples:
• Rubber: Think of this word as being divided into two parts (rub + ber). You only
pronounce the “B” sound one time, but pronounce it in two parts: begin the sound at
“rub,” and end it at “ber.”
 PRONUNCIATION ETTIQUETTES
CONSONANT SOUNDS

• 2- Doubled Consonant Examples

• Follow: Do the same thing with the word “follow.” Divide it into two parts (fol + low),
and then begin the L pronunciation at the end of “fol” and end it at the beginning of
“low.”

• You can do this for just about any double consonant. There are some exceptions, but
we won’t go too much into that. This can be tricky at first, but over time and with
practice, you can master it!
 SYLLABLES

• A syllable is an uninterrupted segment of sound which is formed by the opening and

closing the mouth to form vowels. It consists of one or more letters with one vowel
sound. This means that we hear one vowel sound in every syllable.

• So for example, the words cat and boat have 1 syllable because we hear one vowel
sound in each word. The words cupcake and dinner have 2 syllables because we hear 2
vowel sounds in these words.

• As you can see, it’s not as simple as identifying the vowels in a word and using that
number, since sometimes 2 vowels make 1 sound, as in the word boat.
 SYLLABLES

• A syllable is a unit of sound that creates meaning in language. Consonants join vowels to
create syllables.
• Syllables can have more than one consonant and more than one vowel, as well.
However, the consonant(s) and vowel(s) that create the syllable cannot make more than
one sound i.e., a syllable cannot have more than one sound.
• Some words have one syllable (monosyllabic), and some words have many syllables
(polysyllabic).
• New vowels sounds create new syllables.
 SYLLABLES

• Examples of Syllables in English

• long
• This word has one syllable. There is only one vowel sound, created by the “o.”
• shame
• This word has one syllable. Even though there are two vowels, only one vowel
makes a sound. The long “a” sound is the vowel sound; the “e” is a silent “e.”
• silent
• This word has two vowels sounds; therefore it has two syllables. The first syllable
is “si” with the long “i” sound. The second syllable includes the letters “lent.”
 SYLLABLES

• Examples of Syllables in English

• Monosyllabic Words

✓ man
• This word has two consonants and one vowel
• The one vowel sound (the short “a”) joins with the two consonants to create one syllable

✓ cry
• This word has two consonants and one vowel
• The one vowel (the long “i” sound formed by the “y”) joins with the two consonants to create one
syllable
 SYLLABLES

• Examples of Syllables in English

• Double vowels with single sound
✓ brain
• This word has three consonants and two vowels
• The two vowels create one vowel sound (a long “a” sound)
• The single vowel sound joins with the three consonants to make one syllable

✓ tree
• This word has two consonants and two vowels
• The two vowels create one vowel sound (a long “e” sound)
• The single vowel sound joins with the two consonants to make one syllable
 SYLLABLES

• Examples of Syllables in English

• Words ending with a silent “e”
✓ lane
• This word has two consonants and two vowels
• The “e” and the end of the word is silent to represent a long “a” sound
• The single vowel sound in this word is a long “a” sound
• The single vowel sound joins with the two consonants to make one syllable

✓ tile
• This word has two consonants and two vowels
• The “e” and the end of the word is silent to represent a long “i” sound
• The single vowel sound in this word is a long “i” sound
• The single vowel sound joins with the two consonants to make one syllable
 SYLLABLES

• Examples of Syllables in English

• Polysyllabic Words
✓ baker
• two syllables
• This word has three consonants and two vowels
• “bak”: two consonants “b” “k” plus one vowel “a”
• “er”: one vowel “e” plus one consonant “r”

✓ growing
• two syllables
• This word has five consonants and two vowels
• “grow”: three consonants “g”, “r”, and “w” plus one vowel “o”
• “ing”: one vowel “i” plus two consonants “ng”
 SYLLABLES

• Examples of Syllables in English

• Polysyllabic Words
✓ terrible
• three syllables
• This word has five consonants and three vowels
• “ter”: two consonants “t” and “r” plus one vowel “e”
• “ri”: one consonant “i” plus one vowel “i”
• “ble” : two consonants “b” and “l” plus one vowel “e”

• Note: The last “e” in “terrible” is not silent. The “e” and the end creates more of a “bull” sound
when joined with the “b” and “l” than an “e” sound would normally make.
 SYLLABLES

How To Count Syllables

• To count syllables, you may have done that thing where you put your hand under your
chin to count how many times your mouth opens when you say a word. This works
because your mouth must open wide when making vowel sounds.

• Another method is to hum the word and count the hums. For example, with the word
purple, you would hum hum-hum and that clearly sounds like 2 parts of a word. Using
the hand under the chin method with the word purple might produce an inaccurate
result because our mouths don’t open very wide for the vowel sound in -ple.
 SYLLABLES

• Syllable rules are very important to know for spelling and decoding, and critical to
teach to students who struggle in either reading or spelling.

• Knowing the different syllable patterns and how to split words into syllables helps
students decode and spell words correctly. They can predict what sound a vowel will
make and break up longer words into smaller parts for easier reading.
 TYPES OF SYLLABLES

• There are 6 syllable types, and they are:

1. Closed syllable
2. Open syllable
3. Vowel-consonant-e syllable
4. Diphthong (vowel team) syllable
5. R-controlled syllable
6. Consonant-le syllable
 TYPES OF SYLLABLES

1. Closed syllable – vc

• A closed syllable ends in a consonant. The vowel before the final consonant has a
short sound. Examples include cat, red, on, went.

• This is the first type of syllable that is taught, usually in first grade. By this point,
students are very familiar with closed syllable words such as CVC words.
 TYPES OF SYLLABLES

2. Open syllable – v

• An open syllable ends with a vowel. The vowel has a long sound. Some examples
are: go, me, I, a, cry.

• The open syllable should be taught along with or after the closed syllable. Just as
students are familiar with closed syllables in first grade, they are also familiar with
many open syllable words like me and go.
 TYPES OF SYLLABLES

3. Vowel-consonant-e syllable – vce

• Vowel-consonant-e syllables end in a final silent e with a consonant just before the
silent e.
• This silent e makes the vowel before it have a long sound. Examples include home,
fine, cute.
 TYPES OF SYLLABLES

4. R-controlled syllable – vr
• R-controlled syllables always have at least one vowel followed by r. The r gives it a
unique sound. Some examples are her, bird, fur, ear, for.

5. Diphthong (or vowel team) syllable – vv

• A diphthong syllable usually has 2 adjacent vowels that are pronounced together.
This produces a special sound; examples include: eight, grow, tail, fight.
• Notice whether a vowel combination is reversed, such as io in lion., In this case you
split the syllable between the i and o.
 TYPES OF SYLLABLES

6. Consonant-le syllable – v-le

• A consonant-le syllable has no vowel sound. The silent e at the end of the syllable is
the only vowel.
• Only the consonant and the l are pronounced. Examples include: purple, table,
maple.
 TYPES OF SYLLABLES

6. Consonant-le syllable – v-le

• A consonant-le syllable has no vowel sound. The silent e at the end of the syllable is
the only vowel.
• Only the consonant and the l are pronounced. Examples include: purple, table,
maple.
 TONE: RISING AND FALLING

• This music of languages is called intonation, and it’s something you probably don’t even
think about when speaking your native language.

• Intonation is the rise and fall of your voice when you speak. Many times, it’s just as
important as your words in expressing what you want to say.

• That’s why when you’re learning English, you shouldn’t just learn what to say, you should
also learn how to say it.
 TONE: RISING AND FALLING

Intonation Changes Meaning

• Using the right intonation can actually change the meaning of your words.
• Think of your voice as a musical instrument. As you speak, your voice gets louder
and softer, places emphasis on certain parts, and goes up and down the notes. The
notes of your voice are called its pitch, and the change in pitch is what we call
intonation.
• For example, say this sentence out loud:
• “How you doin’?”
• “How you doin’?”
 TONE: RISING AND FALLING

Intonation Changes Meaning

• Something as simple as the word “really” can have many different meanings
depending on your pitch. A rising pitch shows surprise, a falling pitch shows disbelief.
Not changing your pitch at all can sound sarcastic (when you say one thing but mean
the opposite).

• It can also explain why sometimes people don’t seem to understand you even when
you use the right words and grammar.

• Learning intonation is a crucial part of becoming an advanced English learner.

 TONE: RISING AND FALLING

• Intonation and stress are closely linked. In fact, it's impossible to dissociate them. They go
hand in hand.
• Intonation is about how we say things, rather than what we say, the way the voice rises
and falls when speaking, in other words the music of the language.

• Just as words have stressed syllables, sentences have regular patterns of stressed
words. In addition, the voice tends to rise, fall or remain flat depending on the meaning
or feeling we want to convey (surprise, anger, interest, boredom, gratitude, etc.).
Intonation therefore indicates the mood of the speaker.
 TONE: RISING AND FALLING

• The Main English Intonation Patterns

• There are two main American English intonation patterns:
• Falling: This is when your voice lowers its pitch at the end of the sentence, and
it’s the most common pattern in American English. Use this for most regular
statements and questions that are not yes or no questions.
• Rising: This is when your voice raises its pitch at the end of the sentence. Use this
when you’re asking a yes or no question or to show disbelief or anger. Hear it
here.
• This is a simplified explanation, and there are a number of other different ways you can change your pitch to change
your meaning. But if you can learn these two main patterns well, the rest will follow!
 TONE: RISING AND FALLING

• In the following examples a downward arrow (➘) indicates a fall in intonation and an
upward arrow (➚) indicates a rise in intonation.

• Again, these are not rules but patterns generally used by native speakers of English.

• Just remember that content words are stressed, and intonation adds attitude or emotion.

• It should be remembered that a written explanation can never be a substitute for a 'live'
conversation with a native speaker. Attitudinal intonation is something that is best
acquired through talking and listening to English speakers.
 TONE: RISING AND FALLING

• Falling Intonation (➘) (The pitch of the voice falls at the end of the sentence.)

• Falling intonation is the most common intonation pattern in English.

• It is commonly found in statements, commands, wh-questions (information

questions), confirmatory question tags and exclamations.
 TONE: RISING AND FALLING

• Falling Intonation (➘) (The pitch of the voice falls at the end of the sentence.)
• STATEMENTS: • WH- QUESTIONS (requesting information.)
• Nice to meet ➘ you.
• (questions beginning with 'who', 'what', 'why', 'where', 'when', 'which', and 'how')
• I’ll be back in a ➘ minute.
• What country do you come ➘ from?
• She doesn’t live here ➘ anymore.
• Where do you ➘ work?
• Dad wants to change his ➘ car.
• Which of them do you ➘ prefer?
• Here is the weather ➘ forecast.
• When does the shop ➘ open?
• Cloudy weather is expected at the end of the ➘ week.
• How many books have you ➘ bought?
• We should work together more ➘ often
• Which coat is ➘ yours?
• I'm going for a walk in the ➘ park.
• Whose bag is ➘ this?
• Commands
• Write your name ➘ here.
• Show me what you’ve ➘ written.
• Leave it on the ➘ desk.
• Take that picture ➘ down.
• Throw that ➘ out.
• Put your books on the ➘ table.
• Take your hands out of your ➘ pockets.
 TONE: RISING AND FALLING

• Falling Intonation (➘) (The pitch of the voice falls at the end of the sentence.)
• Questions Tags that are statements requesting confirmation rather than questions.
• Not all tag questions are really questions.
• Some of them merely ask for confirmation or invite agreement, in which case we use
a falling tone at the end.
• He thinks he’s so clever, doesn’t ➘ he?
• She's such a nuisance, isn't ➘ she?
• He failed the test because he didn't revise, did ➘ he?
• It doesn't seem to bother him much, does ➘ it?
 TONE: RISING AND FALLING

• Falling Intonation (➘) (The pitch of the voice falls at the end of the sentence.)
• Exclamations
• How nice of ➘ you!
• That's just what I ➘ need!
• You don't ➘ say!
• What a beautiful ➘ voice!
• That's a ➘ surprise!
 TONE: RISING AND FALLING

• Rising Intonation (➚) (The pitch of the voice rises at the end of a sentence.)
• Rising intonation invites the speaker to continue talking.
• It is normally used with yes/no questions, and question tags that are real questions.
• Yes/no Questions (Questions that can be answered by 'yes' or 'no'.)
• Do you like your new ➚ teacher?
• Have you finished ➚ already?
• May I borrow your ➚ dictionary?
• Do you have any ➚ magazines?
• Do you sell ➚ stamps?
 TONE: RISING AND FALLING

• Rising Intonation (➚) (The pitch of the voice rises at the end of a sentence.)
• Questions tags that show uncertainty and require an answer (real questions).
• We've met already, ➚ haven't we?
• You like fish, ➚ don't you?
• You're a new student ➚ aren't you?
• The view is beautiful, ➚ isn't it?
 TONE: RISING AND FALLING

• Rise-Fall Intonation (➚➘) (The intonation rises and then falls.)

• We sometimes use a combination of rising and falling intonation in the same
sentence.
• We use rise-fall intonation for choices, lists, unfinished thoughts and conditional
sentences.
• Choices (alternative questions.)
• Are you having ➚ soup or ➘ salad?
• Is John leaving on ➚ Thursday or ➘ Friday?
• Does he speak ➚ German or ➘ French?
• Is your name ➚ Ava or ➘ Eva?
 TONE: RISING AND FALLING

• Rise-Fall Intonation (➚➘) (The intonation rises and then falls.)

• Lists (rising, rising, rising, falling): Intonation falls on the last item to show that
the list is finished.

• We've got ➚ apples, pears, bananas and ➘ oranges

• The sweater comes in ➚ blue, white pink and ➘ black
• I like ➚ football, tennis, basketball and ➘ volleyball.
• I bought ➚ a tee-shirt, a skirt and a ➘ handbag.
 TONE: RISING AND FALLING

• Rise-Fall Intonation (➚➘) (The intonation rises and then falls.)

• Unfinished thoughts (partial statements): In the responses to the following
questions, the rise-fall intonation indicates reservation.
• The speaker hesitates to fully express his/her thoughts.
• Do you like my new handbag? Well the ➚ leather is ➘ nice... ( but I don't like
it.)
• What was the meal like? Hmm, the ➚ fish was ➘ good... (but the rest wasn't
great).
• So you both live in Los Angeles? Well ➚ Alex ➘ does ... (but I don't).
 TONE: RISING AND FALLING

• Rise-Fall Intonation (➚➘) (The intonation rises and then falls.)

• Conditional sentences (The tone rises in the first clause and falls gradually in the
second clause.)
• If he ➚ calls, ask him to leave a ➘ message.
• Unless he ➚ insists, I'm not going to ➘ go.
• If you have any ➚ problems, just ➘ contact us.
 TONE: RISING AND FALLING

• Fall-Rise Intonation (➘➚) (The voice falls and rises usually within one word.)
• The main function of fall-rise intonation is to show that the speaker is not certain
of the answer they are giving to a question or is reluctant to reply (as opposed to
a falling tone used when there is no hesitation). It is also used in polite requests or
suggestions.
 TONE: RISING AND FALLING

• Fall-Rise Intonation (➘➚) (The voice falls and rises usually within one word.)
• Hesitation/reluctance:
• So you'd be willing to confirm that? ...Well ... I ➘sup➚pose so ...
• You didn't see him on Monday? I don't quite ➘re➚member ...
• Politeness-Doubt-Uncertainty: (You are not sure what the answer might
be.)
• Perhaps we could ➘vis➚it the place?
• Should we ➘cop➚y the list?
• Do you think it's ➘al➚lowed?
 TONE: RISING AND FALLING

• Tips for learners:

• A good exercise to improve pronunciation would be to listen to short recordings of
everyday dialogues and then 'shadow read' the script, or read it along with the tape
using the same stress and intonation as the speaker. Students can repeat this exercise
until their voice sounds similar to the voice on the recording.
• It is also a good idea to note down or record some examples of everyday
conversations (either from real life or from film or television dialogues) and repeat
them as often as possible, copying the stress and intonation of the speakers.
• Modern English songs are also a useful way of learning English stress, rhythm and
intonation.
 TONE: RISING AND FALLING

• Tips for learners:

• To begin with, try singing (or saying loudly) the lyrics of songs that you find easy to
understand.
• You will be surprised how quickly your pronunciation will improve with the help of
audio materials.
• It will be a reward for all your hard work!
• To improve your intonation, you will first need to become aware of it. So before you
do anything, record yourself speaking English. Choose a paragraph that has different
kinds of sentences, like the first few sentences in a book you’re reading.
 TONE: RISING AND FALLING

• Tips for learners:

• Now that you have a recording of yourself speaking, you can listen to it and hear
what needs work. Does your voice sound flat? Does it rise and fall in a way that
sounds natural? Do you “sound” like a native speaker?

• Mark up your text. Make markings on the text that show where your pitch should
rise and fall. You can draw arrows above the words or use lines—whatever works for
you.
 TONE: RISING AND FALLING

• Tips for learners:

• Exaggerate. Practice your intonation by exaggerating it, which means making it much
bigger than it should be. For example, when your pitch is supposed to go up, go
really high! You won’t speak like this in a conversation, but it’s a good way to become
more aware of intonation when you speak.
• Use a pitch detector. A pitch detector like the one on Get Instinct is usually used for
tuning musical instruments. However, since your voice is an instrument, this is a
good chance to see your voice’s ups and downs (and maybe check how in-tune your
singing is)
 TONE: RISING AND FALLING

• Tips for learners:

• Try different intonations. Choose one sentence and say it in many different ways.
Raise and lower your pitch, put stresses on different words, and just play around
with it. Try recording yourself and then listen to how you sound. What makes you
sound angry? Surprised? You can learn a lot from just trying different things.

• Using these tips should make you more aware of how you’re speaking. But when do
you use which type of intonation? We’re glad you asked!
 TONE: RISING AND FALLING

• 7 Cases Where Intonation Matters in English

• 1. Asking questions
• 2. Making statements
• 3. Listing things
• 4. Expressing feelings
• 5. Stressing the importance of something
• 6. Contrasting between things
• 7. Using tag questions
• Remember, intonation can turn a happy comment into a sarcastic one, or turn a statement into a
question. Pay attention to the way you speak and you’ll be understood a lot better!
 FLOW IN SPEAKING

• Any otherwise brilliant speakers go wonky by not getting their balance and flow right.
They talk too long or put emphasis on just one topic leaving no room for any other points
in the rest of their talk or try to cram so much info in that the audience can’t remember
anything!

• Balance is all about order and power and getting the flow of your speech just right so that
is comprehensible, and a power filled way to influence your audience.
 FLOW IN SPEAKING

• What is balance?

• Using the right amount of the right type of information.

• Maximizing content flow for optimal effectiveness.
• Ordering content to add drama so that the audience remembers your key points.

• When the form of your speech is wobbling and wavering, you won’t convey the most
effective message! Planning the flow of your speech will make your speaking shine!
 FLOW IN SPEAKING

• How to achieve a compelling flow:

• Figure out where the intensity of your talk should rise and utilise techniques for maximum
impact.

• Continuity is affected by four aspects:

1. Hesitation: This occurs when speakers pause in the middle or at the end of an idea.
They usually say uhm or ahh. While this is a natural part of speech, too much
hesitation affects the flow of ideas. The examiner considers this in the score for
fluency.
 FLOW IN SPEAKING

2. Repetition: Unnecessary repetition of words and short phrases in the middle of a

sentence should be avoided as they impact the flow of ideas.
3. Crutch words: Using words or phrases like you know, like and actually can make you
sound natural, but not when used repeatedly within one single answer. Other
common crutch words are: I mean and so.
4. Fillers: Fillers are set words or phrases for use when you cannot think of a word or
expression, or you want to avoid hesitation or long pauses. They are very useful as
they give you time to organise ideas or think of content.
 FLOW IN SPEAKING

• Fillers: Fillers are set words or phrases for use when you cannot think of a word or
expression, or you want to avoid hesitation or long pauses.
• They are very useful as they give you time to organise ideas or think of content.
• Some common fillers include:
• To be honest…, What I mean is…, You know what I mean?…, It’s difficult to say,
but…, Actually…, In fact…, Well…, You see…, I suppose…
• An effective way of starting an answer is with a filler. For example, if the question is:
What do you do on the weekends? Instead of directly saying: “I go to the beach on the
weekends.” You could use a filler like this: “There are many things I do on the
weekends, but I usually go to the beach.”
 FLOW IN SPEAKING

• The fillers below can also be quite useful when starting answers in Part 3 of the test:
• That’s a good/interesting question!…,
• Well, I hadn’t thought about that before, but…,
• Let me think…,
• Let me see…,
• I’m not quite sure about that, but…
 FLOW IN SPEAKING

• Pace
• Pace refers to how fast or slowly you speak.

• Try to speak at a natural pace; that is, do not speak too slowly or too quickly.

• If you speak too slowly, your flow of ideas may be lost.

• On the other hand, if you speak too quickly, the examiner may find it difficult to
understand you. Both of these can impact your score for fluency and pronunciation.
 SPEAKING WITH PURPOSE

• Communication, both spoken and written, is always addressed to an audience, a set of

listeners or readers you are intending to convey information to or have some effect
upon.

• Public speaking differs from written communication in that the audience is present,
gathered for some occasion. That occasion has norms and expectations that a speaker
must recognize.

• Finally, a public speaker has some purpose, something they are trying to accomplish or
set in motion. Good public speaking always accounts for these three components.
 SPEAKING WITH PURPOSE

• Audience

• Speakers communicate differently to different audiences.

• Two main questions guide audience adaptation in a speaking situation:

• Who are they?
• What qualities about them are relevant?
 SPEAKING WITH PURPOSE

• Occasion
• Unlike much written communication, a public speaking situation occurs at a specific
time and place.
• There is also a reason that the speech is happening, the occasion for which the
audience has gathered. Are you speaking at a wedding or a funeral? An academic
lecture series or a public meeting of concerned citizens? A mandatory assignment
for freshman communication students?
• Each of these occasions has different norms for speaking, calling for speakers to
operate in different modes--from formal to informal, from light to heavy, humorous
to serious, conversational to highly practiced.
 SPEAKING WITH PURPOSE

• Purpose
• Speakers hope to accomplish general and specific purposes when they
communicate.
• For most speaking in college and beyond, there are two general purposes: to
inform or to persuade. The line between informing and persuading is not absolute,
and many speeches will do some of both. Nonetheless, they are useful guides for
speakers.
• When a speaker seeks to inform, they want the audience to leave the speech
knowing more than they knew beforehand. Speakers may want to explain an idea
or process, share new information, or show how to do something.
 SPEAKING WITH PURPOSE

• Purpose
• When a speaker aims to persuade an audience, they want them to adopt a new
position or belief, to change their minds, or to be moved to action. Persuasion calls
a speaker to advocate one position among others that are possible and be willing to
defend it against challenges.

• In addition to a general purpose and speaker typically has a range of more specific
goals for their speech. They may want to get a few laughs, to build upon a
classmate's speech, to reach a selected group of listeners, to show themselves to
be competent to potential employers, or to create controversy!
 SPEAKING WITH PURPOSE

• Purpose
• A successful speech requires a clear sense of general and specific purpose to guide
how selection and presentation of ideas and words.
 SPEAKING WITH PURPOSE
• Determining Your Purpose
• There are three general reasons to speak -to inform, to persuade, and to entertain.

• What do you hope to accomplish in your presentation? Will you introduce yourself or
demonstrate a skill? If so, you’ve chosen to inform your audience -you’re acting as a
teacher and relaying information on your chosen topic to your listeners.
• What if you wanted to use your speech to convince your listeners to vote in the
upcoming election or to become more safety conscious while driving a vehicle? Your
purpose now would be to persuade your listeners – to present compelling reasons to
encourage them to do as you ask .
 SPEAKING WITH PURPOSE

• Determining Your Purpose

• Many public speakers speak for the sole purpose of entertaining listeners. Think, for
instance, about the format of a stand-up comedian’s act. If asked, s/he would probably
say that the goal is simply to make you laugh.
 SPEAKING WITH PURPOSE

• Determining Your Purpose

• As you are beginning to see, most speakers have a reason, or a purpose, as to why
they choose to speak in public. We don’t just stand behind a podium without first
considering why we’re there.

• Keep in mind that a speaker may have more than one purpose. Perhaps s/he intends to
inform you but hopes to be entertaining and engaging as well.
 SPEAKING WITH PURPOSE

• Determining Your Purpose

• How are most of us persuaded to change or to try something new? It’s often the
information that is presented -the facts, statistics, and examples -that actually
convinces us.

• Combining heartfelt examples and stories with undisputable facts and statistics is an
effective persuasive technique.

• Without the information you gather to support your ideas, your attempt at persuasion
may have been ineffective.
 SPEAKING WITH PURPOSE

• Determining Your Purpose

• You should have a clear understanding now of the three general purposes for any given
speech. However, it’s not enough to simply identify your general goal.

• Identifying a narrowed more focused goal for your presentation really allows you to
consider what you want to say and why you want to say it.
 SPEECH AND PERSONALITY

• Importance of Speech in Personality Development

• In every aspect of our life, a good personality holds a very important value.

• Whether you are a budding professional, an established career person, or perhaps a

home-maker, it is something that will help you develop and maintain solid
relationships with others.

• One of the key facets of personality development is speech. This is the ability of a
person to effectively communicate verbally.
 SPEECH AND PERSONALITY

• Importance of Speech in Personality Development

• Some people are gifted with verbal communication skills, while others are simply to
shy and unsure of their abilities to even want to try.

• Speech is important in so many ways; be it at home, at school, or at the workplace, you

need to be able to articulate well the thoughts and ideas you have.
 SPEECH AND PERSONALITY

• Importance of Speech in Personality Development

• In personality development, the importance of speech is summed up into two:
perception, and expression.
 SPEECH AND PERSONALITY

• Importance of Speech in Personality Development

1. Gaining Positive Perception from Others
• Human as we are, we often judge others by what we see. We easily have our own
perception on what is going on around us.

• In the same way, our perception of others can be influenced by the way they speak
and the message they are trying to relay.

• This is one of the reasons why speech is very important in personality

development.
 SPEECH AND PERSONALITY

• Importance of Speech in Personality Development

1. Gaining Positive Perception from Others
• If we are careful with our speech, whether formal or informal, we can gain a positive
perception from our peers, colleagues, and our superiors.

• If we are fond of using negative words, for example, people will tend to think that we
have a bad personality. On the other hand, if we talk with grace, finesse, and
confidence, then it is common for others to perceive us as someone with a pleasing
personality.
 SPEECH AND PERSONALITY

• Importance of Speech in Personality Development

• Putting Into Words Our Thoughts and Ideas through Oral Expression
• It is very difficult to improve our personality if we cannot even verbalize what it is we
want to say.
• If we hesitate to speak on fear of being misjudged by others, if we are too shy and
scared to open our mouth in a gathering, it will really be difficult for us to develop our
personality.
• Part of our development is derived from what we learn from others, but if we have
poor oral communication skills and refuse to do something about it, then we are
blocking the doors for growth.
 SPEECH AND PERSONALITY

• Importance of Speech in Personality Development

• Putting Into Words Our Thoughts and Ideas through Oral Expression
• Being able to express ourselves through speech is essential to build relationships with
people, but if we keep on holding back and decline any opportunity to improve, then
nothing good will ever come out of it.
 SPEECH AND PERSONALITY

• Personality Traits You can Develop through Public Speaking

• In today’s era of cut-throat competition and endless opportunities, you can’t rely
solely on good grades to excel and achieve success on the professional front.

• People who bank upon their higher educational degrees overlooking the
significance of soft skills miss various lucrative growth opportunities and
eventually lose their edge.

• To hit the jackpot, you need to have a perfect balance of soft skills and academic
excellence.
 SPEECH AND PERSONALITY

• Personality Traits You can Develop through Public Speaking

• It is important to understand that personality is not just about fluently speaking in
English and donning good clothes; it’s more than that.

• Personality development implies value addition in personal and professional

spheres of life.

• If you really want to make a difference and stand apart from the rest, go the extra
mile and groom your personality.
 SPEECH AND PERSONALITY

• Personality Traits You can Develop through Public Speaking

• Wondering how to shine your personality? Count on public speaking!

• Public speaking helps you enrich your personality and widen the horizon of your
expertise and skill set.

• When you interact with a group of people, you try to present your best self. And in
the process of demonstrating your best self, you make all possible efforts to groom
your personality.
 SPEECH AND PERSONALITY

• Personality Traits You can Develop through Public Speaking

• Let’s discuss in detail how public speaking can help you shape your personality.
➢ Communication Skills
• Public speaking provides you an opportunity to evaluate your speaking habits, pay
heed to your vocal quality, and assess your language/accent.
• All these efforts enhance your ability and proficiency to communicate verbally and
make an impact on people.
• Moreover, you learn to make a careful selection of words, pronounce words
correctly, and put forward your message with clarity in a persuasive manner
without verbal crutches (like “umm,” “ah,” etc.).
 SPEECH AND PERSONALITY

• Personality Traits You can Develop through Public Speaking

➢ Body Language
• Non-verbal cues, such as hand gestures, head movements, and facial expressions,
speak the facts that are not audible and say a lot about your speaking style.
• Moreover, this non-verbal communication has a huge impact on audience
engagement. So, when you practice public speaking, learn how to make right eye
contact with the viewers and what your body posture should be on the stage.
• By aptly combining the spoken words with physical gestures, you can create your
own unique identity.
 SPEECH AND PERSONALITY

• Personality Traits You can Develop through Public Speaking

➢ Confidence
• Public speaking empowers you to overcome your insecurities and fear, making you
comfortable around people.
• Speaking engagements teach you to channelize your nervousness into enthusiasm
and deliver your talk with passion and grace.
• Continuous practice of speaking at office meetings and in small groups equips you
with the confidence to express your thoughts and opinions to a larger audience
without any hesitation.
 SPEECH AND PERSONALITY

• Personality Traits You can Develop through Public Speaking

➢ Critical Thinking
• As a public speaker, you need to tailor your message to fit the requirements of
your audience. For this, you do careful reasoning and apply meticulous standards
of evidence and logical principles while evaluating, conceptualizing, and/or
synthesizing the information accumulated through observation or experience.
• You start thinking critically to improve your speaking style and make your talk
relevant and meaningful to your listeners.
 SPEECH AND PERSONALITY

• Personality Traits You can Develop through Public Speaking

➢ Presentation Skills
• Public speaking involves positive visualization of your ideas and perceptions to win
the trust of the audience. So, you learn to customize the predesigned, high-
definition presentation templates to align them with your speaking objectives.
• You also gain the basic knowledge of all major presentation platforms (such as
PowerPoint, Google Slides, Apple Keynote, etc.) and utilize the advanced features
offered by them to make your slides more captivating and visually appealing.
 SPEECH AND PERSONALITY

• Personality Traits You can Develop through Public Speaking

➢ Empathy
• Empathy is an important skill to develop, specifically if you work in a setting where
there is diversity among the workforce.
• Being empathetic implies you better understand other people’s feelings and
perspectives.
• When you prepare your speech, you consider the needs and problems of the
audience to forge a deep connection with them and encourage them to receive
your message and information with their hearts open.
 SPEECH AND PERSONALITY

• Personality Traits You can Develop through Public Speaking

➢ Authenticity
• No matter how best content you have prepared and how beautifully you have
organized it on your slides, you won’t be able to connect with the audience at the
emotional level if you are not authentic.
• Being authentic means representing your true self and matching your inner reality
with outer expression.
• Public speaking encourages you to develop a style that provides you the freedom
to be genuine and share your real thoughts and feelings with people.
 SPEECH AND PERSONALITY

• Personality Traits You can Develop through Public Speaking

➢ Leadership Skills
• To be a good leader, you first need to be a good communicator.
• In a nutshell, public speaking and leadership go hand-in-hand.
• Whether you speak to persuade, inform, or inspire, your objective remains to
articulate your message effectively and encourage the listeners to take action. So,
when you master public speaking, you develop leadership skills simultaneously.
 SPEECH AND PERSONALITY

• Personality Traits You can Develop through Public Speaking

➢ The Takeaway
• Whether you are an established career person, budding professional, or a student,
a good and striking personality is crucial to influence the people around you.

• Public speaking and personality are closely related to each other. While public
speaking makes you more presentable and lets you express yourself in an
authentic and convincing manner, your impressive personality makes people more
receptive to what you say.
 SPEECH AND PERSONALITY

• Personality Traits You can Develop through Public Speaking

➢ The Takeaway
• So, come out of your shell, learn the art of public speaking, and bring a holistic
change in your personality.

• Remember, the fears we don’t confront become our limits.

PROFESSIONAL PERSONALITY ATTRIBUTES
 A) EMPATHY

• Empathy is the ability to emotionally understand what other people feel, see things
from their point of view, and imagine yourself in their place. Essentially, it is putting
yourself in someone else's position and feeling what they must be feeling.
 A) EMPATHY

• Signs of Empathy
• There are some signs that show that you tend to be an empathetic person:
• You are good at really listening to what others have to say.
• People often tell you about their problems.
• You are good at picking up on how other people are feeling.
• You often think about how other people feel.
• Other people come to you for advice.
• You often feel overwhelmed by tragic events.
• You try to help others who are suffering.
• You are good at telling when people aren't being honest.
• You sometimes feel drained or overwhelmed in social situations.
• You care deeply about other people.
• You find it difficult to set boundaries in your relationships with other people.
 A) EMPATHY

• Having a great deal of empathy makes you concerned for the well-being and happiness
of others. It also means, however, that you can sometimes get overwhelmed, burned
out, or even overstimulated from always thinking about other people's emotions.
 A) EMPATHY

• Types of Empathy
• There are different types of empathy that a person may experience:
1. Affective empathy involves the ability to understand another person's emotions
and respond appropriately. Such emotional understanding may lead to someone
feeling concerned for another person's well-being, or it may lead to feelings of
personal distress.
2. Somatic empathy involves having a sort of physical reaction in response to what
someone else is experiencing. People sometimes physically experience what
another person is feeling. When you see someone else feeling embarrassed, for
example, you might start to blush or have an upset stomach.
 A) EMPATHY

• Types of Empathy
• There are different types of empathy that a person may experience:
3. Cognitive empathy involves being able to understand another person's mental
state and what they might be thinking in response to the situation. This is related to
what psychologists refer to as theory of mind or thinking about what other people
are thinking.
 A) EMPATHY

• Sympathy Vs. Empathy

• While sympathy and compassion and are related to empathy, there are important
differences.

• Compassion and sympathy are often thought to involve more of a passive

connection, while empathy generally involves a much more active attempt to
understand another person.
 A) EMPATHY

• Advantages of Empathy:
• There are a number of benefits of being able to experience empathy:
• Empathy allows people to build social connections with others. By understanding
what people are thinking and feeling, people are able to respond appropriately in
social situations. Research has shown that having social connections is important for
both physical and psychological well-being.
•
• Empathizing with others helps you learn to regulate your own emotions. Emotional
regulation is important in that it allows you to manage what you are feeling, even in
times of great stress, without becoming overwhelmed.
 A) EMPATHY

• Advantages of Empathy:
• There are a number of benefits of being able to experience empathy:

• Empathy promotes helping behaviors. Not only are you more likely to engage in
helpful behaviors when you feel empathy for other people, but other people are also
more likely to help you when they experience empathy.
 A) EMPATHY

• Tips for Practicing Empathy

• Fortunately, empathy is a skill that you can learn and strengthen. If you would like to
build your empathy skills, there are a few things that you can do:

• Work on listening to people without interrupting

• Pay attention to body language and other types of nonverbal communication
• Try to understand people, even when you don't agree with them
• Ask people questions to learn more about them and their lives
• Imagine yourself in another person's shoes
 B) CONSIDERATENESS

• Being considerate means treating others the way one wants to be treated by others in
personal interactions and interactions.
• For example, friendliness and intellectual honesty are typically considerate behaviors, in
that people ordinarily prefer that others are friendly toward them and don’t try to
mislead them.
• Considerate behaviors include:
• Friendliness • Respectfulness • Rule-following
• Honesty • Modesty
• Intellectual honesty • Integrity
• Cooperativeness • Reliability
 C) LEADERSHIP

• Leadership is a process by which an executive can direct, guide and influence the
behavior and work of others towards accomplishment of specific goals in a given
situation.

• Leadership is the ability of a manager to induce the subordinates to work with

confidence and zeal.

• Leadership is the potential to influence behaviour of others. It is also defined as the

capacity to influence a group towards the realization of a goal.
 C) LEADERSHIP

• Leaders are required to develop future visions, and to motivate the organizational
members to want to achieve the visions.

• According to Keith Davis, “Leadership is the ability to persuade others to seek defined
objectives enthusiastically. It is the human factor which binds a group together and
motivates it towards goals.”

• Leadership, both as a research area and as a practical skill, encompasses the ability of
an individual, group or organization to "lead", influence or guide other individuals,
teams, or entire organizations.
 C) LEADERSHIP

• Characteristics of Leadership
• It is a inter-personal process in which a manager is into influencing and guiding
workers towards attainment of goals.
• It denotes a few qualities to be present in a person which includes intelligence,
maturity and personality.
• It is a group process. It involves two or more people interacting with each other.
• A leader is involved in shaping and moulding the behaviour of the group towards
accomplishment of organizational goals.
• Leadership is situation bound. There is no best style of leadership. It all depends
upon tackling with the situations.
 C) LEADERSHIP

According to the idea of transformational leadership , an effective leader is a person who

does the following:

• Creates an inspiring vision of the future.

• Motivates and inspires people to engage with that vision.
• Manages delivery of the vision.
• Coaches and builds a team, so that it is more effective at achieving the vision.
• Leadership brings together the skills needed to do these things. We'll look at each
element in more detail.
 C) LEADERSHIP

Importance of Leadership
• Leadership is an important function of management which helps to maximize efficiency
and to achieve organizational goals. The following points justify the importance of
leadership in a concern.
• Initiates action- Leader is a person who starts the work by communicating the
policies and plans to the subordinates from where the work actually starts.
• Motivation- A leader proves to be playing an incentive role in the concern’s working.
He motivates the employees with economic and non-economic rewards and thereby
gets the work from the subordinates.
 C) LEADERSHIP

Importance of Leadership

• Providing guidance- A leader has to not only supervise but also play a guiding role for
the subordinates. Guidance here means instructing the subordinates the way they
have to perform their work effectively and efficiently.

• Creating confidence- Confidence is an important factor which can be achieved

through expressing the work efforts to the subordinates, explaining them clearly their
role and giving them guidelines to achieve the goals effectively. It is also important to
hear the employees with regards to their complaints and problems.
 C) LEADERSHIP

Importance of Leadership
• Building morale- Morale denotes willing co-operation of the employees towards their
work and getting them into confidence and winning their trust. A leader can be a
morale booster by achieving full co-operation so that they perform with best of their
abilities as they work to achieve goals.
• Builds work environment- Management is getting things done from people. An
efficient work environment helps in sound and stable growth. Therefore, human
relations should be kept into mind by a leader. He should have personal contacts with
employees and should listen to their problems and solve them. He should treat
employees on humanitarian terms.
 C) LEADERSHIP

Importance of Leadership

• Co-ordination- Co-ordination can be achieved through reconciling personal interests

with organizational goals. This synchronization can be achieved through proper and
effective co-ordination which should be primary motive of a leader.
 D) COMPETENCE

• Competence refers to the skills and characteristics that enable you to perform a job. If
someone can perform a required task at a targeted level of proficiency, they are
competent.

• To be competent, you must be able to react to a situation and follow behaviors you have
found to succeed in the past. To do this, you must have a repertoire of possible actions to
take and training in them.

• Competency grows with experience and training.

 D) COMPETENCE

• Competence is a combination of knowledge, skills, attitudes, and/or personal traits

demonstrated in a person’s behavior that allows them to achieve specific objectives in a
work-related setting
 D) COMPETENCE

• Four stages of competence with examples

1. Unconscious incompetence
2. Conscious incompetence
3. Conscious competence
4. Unconscious competence

• All four types of competencies have already been discussed in Unit 4.

 D) COMPETENCE

• A competence essentially consists of three elements:

• Knowledge: information and experience
• Skills: highly developed physical and/or mental abilities and coordination required
to perform a specific task
• Attitudes/personal traits: a person’s values as they define them as an individual and
how they relate to and interact with their surroundings
•
 D) COMPETENCE

• Important Characteristics of Competence

✓ Adaptability: an ability to act effectively even in the face of changing working

conditions, tasks, and responsibilities
✓ Communicativeness: an ability to express oneself fully, both verbally and in writing,
to formulate ideas clearly and concisely, and to communicate and present these to
others.
✓ Engagement: a state of being whereby an individual feels connected to the task they
are performing or a profession they practice, and in doing so have a positive effect
on others around them.
 D) COMPETENCE

• Important Characteristics of Competence

✓ Collegiality: an ability to take into account the needs and interests of other people
in an individual’s working environment.
✓ Rallying Ability: an ability to garner people’s support to achieve an objective or to
bring about change, and to turn potential resistance to new plans or reforms into a
positive force for change.
✓ Learning Ability: an ability to take on, analyze, and process new ideas quickly and
easily, and to apply these immediately in a work setting.
 D) COMPETENCE

• Important Characteristics of Competence

✓ Networking Skills: an ability to establish, nurture, and cement working relationships,

coalitions, and partnerships, both inside and outside the organization.
✓ Leadership: an ability to unify and steer a group of people, and to establish and
maintain enduring partnerships.
✓ Resilience: an ability to perform effectively even under pressure and/or in the face
of setbacks and opposition.
✓ Self-Reflection: an ability to see one’s strengths and weaknesses, convictions,
qualities, ambitions, and interests.
 D) COMPETENCE

• Four levels of competence:

➢ Basic
➢ Capable
➢ Accomplished
➢ Authoritative.

• Each of the individual competencies has a description of what would typically be expected
of someone working at each level.
 D) COMPETENCE

• If you are working at a Basic level of competence you are expected to have some
knowledge of the specified activity and its terminology and concepts. You will have some
experience of doing the activity and will be able to carry out straightforward relevant tasks
to the required standard under supervision.

• If you are at a Capable level of competence, you will have the knowledge and experience
to carry out standard relevant tasks confidently and consistently without supervision. You
may even supervise others. However, you are likely to need to seek advice before carrying
out more complex or non-standard tasks.
 D) COMPETENCE

• If you are working at an Accomplished level of competence, you will have the knowledge
and experience to carry out complex, specialist or non-standard tasks confidently and
consistently. You will be aware of alternative approaches and can provide guidance,
instruction and advice on the activity to others.

• If you are at the Authoritative level of competence, you will be widely recognised as an
authority, both by others in your organisation and by external peers, for the knowledge
and experience you demonstrate.
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