Full file at http://testbankwizard.eu/Solution-Manual-for-Public-Speaking-for-College-and-Career-10th-Edition-by-Gregory
Chapter 1
Introduction to Public Speaking
Chapter Objectives and Resource Integrator
After studying this chapter, students should be able to:
Objectives
/Resources
1. Explain at least three benefits of a public speaking course. /In the Text:
· Pages 4-6On Speeches DVD and on Connect Public Speaking:
· Full Speech #14: A sample speech that shows a speaker making a contribution to his classmates is Burch Wang’s “How to Hide Valuables.”· Full Speech #22: Amy Casanova (“Three Celebrity Heroes”) demonstrates that preparing and giving a speech can be a rewarding personal experience and a delight to the listeners.
In the Instructor’s Manual:
· Form 1.1, Welcome sheet· Form 1.2, Self-Evaluation
· Form 1.3, Instructor’s Information Sheet
· Form 1.4, Which Are the Most Important Skills?
· Form 1.5, Most Important Skills for Job Applicants
· Form 1.6, Careers Involving Communication Skills
· Form 1.8, Checklist for Preparing and Delivering a Speech
· Form 1.9, How to Prepare a Speech without Feeling Overwhelmed
2. Identify and explain the seven elements of the speech communication process. /
In the Text:
· Pages 6-10· Key terms: channel, feedback, interference, listener, message, situation, speaker
On Speeches DVD and on Connect Public Speaking:
· Full Speech #9: Animal Helpers I (Needs Improvement) shows a speaker who creates interference by displaying a visual aid that is too small to be seen.3. Describe the main responsibilities that speakers have toward their listeners. /
In the Text:
· Pages 10-12· Key terms: scapegoat, stereotypes
4. Prepare a speech introducing yourself or a classmate. /
In the Text:
· Pages 12-14 (including two sample speeches)On Speeches DVD and on Connect Public Speaking:
· Full Speech #1: Christine Fowler, in a self-introduction speech, “Scars and Bruises,” tells, with humor and grace, of her growing-up misadventures. This is a good model of a speech introducing oneself to the class.In the Instructor’s Manual:
· Form 1.7, Memo – This memo can be used to alert students to delivery problems that you see in their self-introduction speech.Resources For Entire Chapter:
At End of Chapter in the Text:
· Summary· Key Terms
· Review Questions
· Building Critical-Thinking Skills
· Building Teamwork Skills
On Connect Public Speaking:
· Two practice tests for the chapter· Checklist for Preparing and Delivering a Speech
· Application exercises for the chapter
· Glossary matching exercise
· Topic Helper
Online Learning Center (www.mhhe.com/gregory10e for instructors):
· PowerPoint: Chapter Highlights – Instructors can choose a version that has no videos or a version that includes video clips (speech excerpts). NOTE: Many of the PowerPoint slides have no text and require the explanation given in the accompanying script. This was done intentionally so that the slides don’t violate what the text teaches about the need to minimize text on a slide.· Tests – Ready-made chapter tests and a computerized test bank are provided.
In the Instructor’s Manual (at the end of the chapter):
· Form 1.1, Welcome sheet – This handout can be given to students as they walk into class on the first day and then taken up at the end of class. It is similar to sheet 1.2 (see comments below), but zeroes in on stage fright (so that the instructor can spot phobics early and discourage them from dropping the course).· Form 1.2, Self-Evaluation – On the first day of class, you can have students fill in the sheet. This assignment not only gives you a picture of each student’s strengths, weaknesses, and fears, but it also can be used as a before-and-after experience. You can save the papers and return them to the students at the end of the course, and then ask them to assess whether they have changed their opinions of themselves as speechmakers. Many students find this to be a satisfying way of contrasting their end-of-course confidence with their beginning-of-course negativity. You may even want to sit down with each student at the end of the course and discuss his or her progress, as measured against the initial self-evaluation. Note: If you use this sheet at the beginning of the course, you may want to encourage the students to be candid. You can reassure them, for example, that you will not be miffed if, on question #2, they hope only to get a passing grade.
· Form 1.3, Instructor’s Information Sheet – During the student’s self-introduction speech or during an interview, you can make notes, using one of these sheets for each student. You may want to keep the sheets in a folder or notebook to help you guide the students in choosing topics and developing materials. Space is provided at the bottom of the sheet for comments about possible speech topics and particular problems the student may be having.
· Form 1.4, Which Are the Most Important Skills? – Research shows the importance of oral communication skills in the job market. This sheet is designed as a class exercise (see instructions at top of sheet). Answers are given on sheet 1.5.
· Form 1.5, Most Important Skills for Job Applicants – This sheet is the same as 1.4 except that the missing numbers are supplied.
· Form 1.6, Careers Involving Communication Skills – A class discussion can be built around this sheet: Why are communication skills vital for nurses, military officers, attorneys, and so on? Have any students experienced communication foul-ups involving physicians, teachers, or supervisors?
· Form 1.7, Memo – This memo can be used to alert students to delivery problems that you see in their self-introduction speech.
· Form 1.8, Checklist for Preparing and Delivering a Speech – this also appears in Connect Public Speaking.
· Form 1.9, How to Prepare a Speech without Feeling Overwhelmed
Your Thoughts?
p. 6: Who is the most engaging public communicator (politician, teacher, minister, etc.) you have ever encountered? What are the reasons for his or her success?
(Answers will vary. Students should see the importance of credibility, message, and an engaging delivery style.)
p. 8: When nonverbal and verbal messages are contradictory, why do you think listeners tend to accept the nonverbal as the true message?
Most people assume that a nonverbal message reflects a person’s real, unfiltered feelings.
Review Questions
Key to questions on p. 19 in the textbook:
1. Why are communication skills important to your career?
A person who speaks well and listens effectively is more likely to be hired and promoted than a person who lacks these skills.
2. Name five personal benefits of a public speaking course.
(1) You learn how to speak to a public audience, (2) You learn skills that apply to one-on-one communication, (3) You develop the oral communication skills that are prized in the job market, (4) You practice and gain experience in an ideal laboratory, (5) You gain self-confidence
3. What are the seven elements of the speech communication process?
Speaker, listener, message, channel, feedback, interference, and situation.
4. Why is speaking not necessarily the same thing as communicating?
A speaker’s message may not be received and interpreted accurately by the listener.
5. If there is a contradiction between the verbal and nonverbal components of a speaker’s message, which component is a listener likely to accept as the true message?
The nonverbal component.
6. If communication fails, who is to blame—the speaker or the listener?
Depending on the situation, the blame could be placed on either, or both.
7. What two channels are most frequently used for classroom speeches?
Auditory and visual.
8. What are the three types of interference?
External, internal, and speaker-generated.
9. What are stereotypes? Give some examples.
Stereotypes are oversimplified mental pictures. (Examples will vary.)
10. According to a survey, what is the number one mistake made by public speakers?
Failing to tailor one’s speech to the needs and interests of the audience.
Building Critical-Thinking Skills
Key to questions on p. 19 in the textbook:
1. Describe an instance of miscommunication between you and another person (friend, relative, salesperson, etc.). Discuss what caused the problem, and how the interchange could have been handled better.
(Answers will vary.)
2. Interference can block effective communication. Imagine you are a supervisor and you are giving important instructions at a staff meeting. You notice that a few employees are not receiving your message because they are carrying on a whispered conversation. What would you do? Justify your approach.
Answers will vary. Students should see the need to intervene in a direct, but courteous fashion.
Activities
1. Assign skill builders at the end of the chapter in the text (Building Critical-Thinking Skills and Building Teamwork Skills).
2. Have students write an account of a speech transaction (such as an interview or a conversation) that they have experienced or observed. Ask them to label or identify the seven parts of the speech communication process as shown in their example, using Figure 1.1 in Chapter 1 of the text as their model.
Speeches
The assignments below are for “icebreaker” speeches—short, informal, loosening-up speeches at the beginning of the course. Since students have not yet studied much of the textbook, you may want to focus on the section in Chapter 1 entitled, “Quick Guide to Public Speaking,” to give them some basic principles of speechmaking. It is recommended that these speeches be ungraded in order to hold down the anxiety level.
Speech of Self-Introduction: An excellent icebreaker, this speech gives students a chance to stand up and speak on a subject about which they are experts—themselves. Have the students briefly (2-4 minutes) introduce themselves, telling about their background, interests, and plans for the future. Give the students advance warning of this speech, so that they can prepare themselves psychologically. Tell them that a question-and-answer period is mandatory (for some reticent students, you will need the question-and-answer period to draw them out). The section in Chapter 1, “Introducing Yourself or a Classmate,” can be assigned. Unless gently prodded, some reticent students will say very little about themselves, skipping over such items as “Tell one interesting or unusual thing about yourself.” I suggest telling students in advance, “I want you to cover all the items on the checklist in the book. If you don’t, I’m going to ask you about them during the question-and-answer period.” This causes most students to comply; for the few who don’t comply, you can follow through during the question-and-answer period and ask them to supply missing details.
A side benefit of this speech is that you learn information about your students that can help you guide them through such things as topic selection. You may want to set aside a notebook page or a file folder dedicated to each student. You can use Sheet 1.3 to take notes from this speech.
Since the self-introductions will provide valuable insights into the makeup of the audience for later classroom speeches, you may want to urge students to make notes on their classmates’ backgrounds.
Speech Introducing a Classmate: An alternative to the self-introduction talk is a speech in which classmates pair off, interview each other, and then introduce each other to the class. The interviewing provides an excellent icebreaker, especially if the students do not already know each other. And in the speech itself, students are freer to mention accomplishments which the self-introducer might skip because of fear of being considered a braggart. On the negative side, however, the speakers do not know their subject matter (their peers) as well as they do in the self-introduction speech, and therefore, may have a higher anxiety level and a greater tendency to read their notes. (Suggestion: The student being introduced can stand near the lectern during the speech so that the audience will know the person being described.)
Pet Peeve Speech: Some instructors have their students give a brief (1-2 minute) speech on their pet peeve, sometimes without notes.
“I Believe” Speech: Some instructors ask their students to give a brief (1-2 minutes) speech on something they believe. This speech is sometimes given without notes.
Objective Tests
Four ready-to-print tests for Chapter 1 (Forms A, B, C, D) and answer keys for all tests are provided in this instructor’s manual. The four forms cover the same material but are sufficiently different to permit one test to be used as the class test and the others as makeup tests for absentees. Form A features true-false questions, Forms B and C have multiple-choice questions, while Form D is more difficult, requiring students to fill in missing words or phrases. Instructors may want to combine Form D with some of the essay questions listed below.
Essay & Discussion Questions
The following can be used as essay questions for tests or as stimuli for class discussions.
1. Discuss the situations in which a person is likely to speak in public, regardless of the career he or she chooses.
2. What are the advantages of a classroom as an “ideal environment” for public speaking?
3. “Words are not things; they are symbols of things.” Explain what this statement means.
4. How can a speaker use feedback to make adjustments in a speech?
5. Explain what is meant by “internal” interference.
6. Explain the seven elements of the speech communication process.
7. What are stereotypes, and what should be the speaker’s attitude toward them?
8. Discuss a few of the ways in which some speakers show disrespect for their listeners.
Welcome to your public speaking class. In this course you will develop and enhance your ability to organize your thoughts and give a presentation with confidence, clarity, and power.