Language in Use 51-52
This unit is concerned with one of the most obvious ways in which we are accustomed
to use language publicly for expressive purposes. Its aim is to show that
the expressive content of most speeches is far more important to the audience
present at the time than the informational content.
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[1] In this session the class, working in groups, should prepare and
present a number of short speeches. Offer the class a range of situations to
choose from, similar to those listed below. It is important that the class tackle
both intimate and public settings. The class should make notes of their response
to the speeches as they are given for use in the next session.
Suitable situations include:
(a) presentation to a member of staff who is leaving
(b) best man at a wedding
(c) captain to team at end of season get-together
(d) headmaster's speech to parents of older pupils
(e) speech of thanks to distinguished visitor at a local function as given
by a member of the class or a local
dignitary.
[2] In this session, the discussion should focus upon the expressive
content of the speeches devised in the last session and the particular needs
of the audiences involved. Points to consider include:
(a) the balance chosen between expressive and informative content
(b) the use made of knowledge particular to the audience
(c) reference to experience shared by speaker and audience
(d) the degree of formality considered suitable for any particular situation.
[3] The aim of this session is to place what has been done by the class
along side recorded examples of speeches, so that they can see how near or far
they are from what is considered customary. After hearing the records through,
the class should consider each item in the light of the points set out in session
[2].
In addition, they should now take into account:
(a) the effect of the size of the audience, and its homogeneity, upon the expressive
content of the speeches;
(b) the degree to which the real success of the speech in any one case depends
upon its power to evoke one or two
strong and basic emotional responses, so that at the
end the audience is in sympathy with the speaker, whatever
they think of the actual informational content
of the speech.