Difference between revisions of "Make a Good Speech for School"
(importing article from wikihow) |
m (Update ref tag) |
||
| Line 19: | Line 19: | ||
#*Your stories can be specific incidents in your life or from history, but you should connect them to a more general idea. For instance, you could tell a story about your sibling's hospital visit, then go on to talk about overcoming fear and hardship in general. | #*Your stories can be specific incidents in your life or from history, but you should connect them to a more general idea. For instance, you could tell a story about your sibling's hospital visit, then go on to talk about overcoming fear and hardship in general. | ||
#*If you like what you're writing but it doesn't fit the theme you had planned, it's fine to adjust your topic or switch it entirely. Switch back and forth between writing stories and brainstorming a theme if you keep getting stuck. | #*If you like what you're writing but it doesn't fit the theme you had planned, it's fine to adjust your topic or switch it entirely. Switch back and forth between writing stories and brainstorming a theme if you keep getting stuck. | ||
| − | #Find a gripping way to begin your speech. Pick an engaging and on-theme story to lead with, one that will grab your audience's attention and prepare it for the overall tone and message. Pay extra attention to the first sentence:<ref>http://esl.fis.edu/learners/advice/speech.htm</ref> | + | #Find a gripping way to begin your speech. Pick an engaging and on-theme story to lead with, one that will grab your audience's attention and prepare it for the overall tone and message. Pay extra attention to the first sentence:<ref name="rf1">http://esl.fis.edu/learners/advice/speech.htm</ref> |
#*Surprise your audience by diving right into a tough story. "When I was ten years old, I lost my father." | #*Surprise your audience by diving right into a tough story. "When I was ten years old, I lost my father." | ||
#*Make your audience laugh by telling a joke, especially one that everyone in the room will get. "Hello everyone. Let's have a round of applause for the guy who installed air conditioning." | #*Make your audience laugh by telling a joke, especially one that everyone in the room will get. "Hello everyone. Let's have a round of applause for the guy who installed air conditioning." | ||
| Line 27: | Line 27: | ||
#*To use an example from earlier, if your theme is "Become an even better version of the hero who inspired you," you could begin your speech with two or three sentence about your hero, then say "You all have heroes who inspire you, but you don't have to just follow them. You can become even greater than the people you look up to." | #*To use an example from earlier, if your theme is "Become an even better version of the hero who inspired you," you could begin your speech with two or three sentence about your hero, then say "You all have heroes who inspire you, but you don't have to just follow them. You can become even greater than the people you look up to." | ||
#Move from one idea to the next in a natural order. Don't jump straight from a joke to a story about surviving a car crash. Think about what the audience is feeling and expecting after each section. It's good to surprise them, but do it with your ideas, not by confusing them with a completely different topic. | #Move from one idea to the next in a natural order. Don't jump straight from a joke to a story about surviving a car crash. Think about what the audience is feeling and expecting after each section. It's good to surprise them, but do it with your ideas, not by confusing them with a completely different topic. | ||
| − | #*Include phrases such as "Now I'd like to talk about..." and "But we should also remember..." when moving on to your next idea.<ref | + | #*Include phrases such as "Now I'd like to talk about..." and "But we should also remember..." when moving on to your next idea.<ref name="rf1" /> |
#End with a memorable statement that captures your speech. A good joke or an idea that makes people think are two good ways to end a speech, depending on the overall mood. If you're arguing a point, summarize it briefly and end by restating your position firmly. | #End with a memorable statement that captures your speech. A good joke or an idea that makes people think are two good ways to end a speech, depending on the overall mood. If you're arguing a point, summarize it briefly and end by restating your position firmly. | ||
#*Build up to a big ending, then crack a joke to wrap up a funny speech. "And I know when you walk to the ballot box tomorrow, you'll be ready to do the right thing. Protect the interests of yourself and your school by washing your hands afterward. Do you know how many people touch that thing?" | #*Build up to a big ending, then crack a joke to wrap up a funny speech. "And I know when you walk to the ballot box tomorrow, you'll be ready to do the right thing. Protect the interests of yourself and your school by washing your hands afterward. Do you know how many people touch that thing?" | ||
| Line 34: | Line 34: | ||
#*Have a teacher, family member, or trusted friend check it over for grammar mistakes and offer feedback. Spelling isn't as important, since you'll be speaking out loud. | #*Have a teacher, family member, or trusted friend check it over for grammar mistakes and offer feedback. Spelling isn't as important, since you'll be speaking out loud. | ||
#Consider visual aids. Bringing in maps, pictures, or other materials is most practical and useful for speeches given as class assignments, since you'll have something to write on and don't need to transport your materials outside the classroom. You won't need anything like this for a graduation speech. | #Consider visual aids. Bringing in maps, pictures, or other materials is most practical and useful for speeches given as class assignments, since you'll have something to write on and don't need to transport your materials outside the classroom. You won't need anything like this for a graduation speech. | ||
| − | #*If your topic involves a lot of numbers, plan to write them on the board so your audience can remember them.<ref | + | #*If your topic involves a lot of numbers, plan to write them on the board so your audience can remember them.<ref name="rf1" /> |
#Turn the speech into note cards, then practice! No one wants to listen to you read an essay out loud. You'll need to become familiar enough with what you wrote to deliver it confidently while looking at your audience. It ''is'' a good idea to write down notes on small index cards to jog your memory. | #Turn the speech into note cards, then practice! No one wants to listen to you read an essay out loud. You'll need to become familiar enough with what you wrote to deliver it confidently while looking at your audience. It ''is'' a good idea to write down notes on small index cards to jog your memory. | ||
#*Your notes are there to remind you what to say next and of important facts. "Move on to bear wrestling story (guy's name is Paul Bunyan)" is the level of detail you need. | #*Your notes are there to remind you what to say next and of important facts. "Move on to bear wrestling story (guy's name is Paul Bunyan)" is the level of detail you need. | ||
===Practicing and Delivering the Speech=== | ===Practicing and Delivering the Speech=== | ||
| − | #Think about movement and materials. Will you be standing or sitting? Do you have room to move around a little, or will you stand in place? Where will you keep your note cards, visual aids, or other materials? What will you do with them once you're done?<ref | + | #Think about movement and materials. Will you be standing or sitting? Do you have room to move around a little, or will you stand in place? Where will you keep your note cards, visual aids, or other materials? What will you do with them once you're done?<ref name="rf1" /> |
#*Practice giving your speech in as situation as similar to your actual speech as possible. | #*Practice giving your speech in as situation as similar to your actual speech as possible. | ||
| − | #*In general, you should stay fairly still while giving a speech. Small hand gestures and occasionally moving to a new spot are fine, especially if they help you feel and appear confident.<ref>http://www.bbc.co.uk/bitesize/ks3/english/speaking_listening/speaking/revision/4/</ref> | + | #*In general, you should stay fairly still while giving a speech. Small hand gestures and occasionally moving to a new spot are fine, especially if they help you feel and appear confident.<ref name="rf2">http://www.bbc.co.uk/bitesize/ks3/english/speaking_listening/speaking/revision/4/</ref> |
| − | #Practice speaking loudly and clearly. If you're going to speak to a roomful of people or more, learn to project your voice, not mumble or scream. Stand with your legs shoulder width apart and your back straight. Try to speak using your diaphragm, pushing the air out from low in your chest.<ref>http://classroom.synonym.com/write-good-speech-school-4859.html</ref> | + | #Practice speaking loudly and clearly. If you're going to speak to a roomful of people or more, learn to project your voice, not mumble or scream. Stand with your legs shoulder width apart and your back straight. Try to speak using your diaphragm, pushing the air out from low in your chest.<ref name="rf3">http://classroom.synonym.com/write-good-speech-school-4859.html</ref> |
#Time yourself while you read the speech out loud. Use the stance and techniques described above. If you have already memorized your speech, use your index cards. Otherwise, that's okay — just read it from the page. | #Time yourself while you read the speech out loud. Use the stance and techniques described above. If you have already memorized your speech, use your index cards. Otherwise, that's okay — just read it from the page. | ||
#*If you speech is too long, you absolutely need to cut some material out of it or shorten the longer stories or ideas. If you're giving a commencement speech, aim for a 10 or 15 minute maximum. An election speech should be no more than a few minutes, and your teacher should be able to tell you the time limit for a class assignment speech. | #*If you speech is too long, you absolutely need to cut some material out of it or shorten the longer stories or ideas. If you're giving a commencement speech, aim for a 10 or 15 minute maximum. An election speech should be no more than a few minutes, and your teacher should be able to tell you the time limit for a class assignment speech. | ||
#Talk slowly and pause between ideas. It's easy to rush when you're nervous. Pause at the end of each sentence. At the end of a section, before you move on to the next idea, make a longer pause and pretend you're looking across your audience making eye contact with a few people. | #Talk slowly and pause between ideas. It's easy to rush when you're nervous. Pause at the end of each sentence. At the end of a section, before you move on to the next idea, make a longer pause and pretend you're looking across your audience making eye contact with a few people. | ||
| − | #*If you can't stop rushing, work out how long you should spend on each section and write the number of minutes at the top of each index card or paragraph. Practice near a clock so you can check whether you're on pace.<ref>http://jerz.setonhill.edu/writing/technical-writing/oral-presentations-tips/</ref> | + | #*If you can't stop rushing, work out how long you should spend on each section and write the number of minutes at the top of each index card or paragraph. Practice near a clock so you can check whether you're on pace.<ref name="rf4">http://jerz.setonhill.edu/writing/technical-writing/oral-presentations-tips/</ref> |
#Deliver your speech to a mirror until you can do it without reading. Start by reading your speech out loud, then try to look down at the page less and less and make eye contact with your reflection instead. Eventually, you should be able to make your speech while only referring to notes written on index cards. | #Deliver your speech to a mirror until you can do it without reading. Start by reading your speech out loud, then try to look down at the page less and less and make eye contact with your reflection instead. Eventually, you should be able to make your speech while only referring to notes written on index cards. | ||
#*Use slightly different words each time once you have the main ideas down. Try not to get caught up on exact memorization; using a new phrase to communicate the written idea makes your speech sound more natural. | #*Use slightly different words each time once you have the main ideas down. Try not to get caught up on exact memorization; using a new phrase to communicate the written idea makes your speech sound more natural. | ||
#Pay attention to other details once you become comfortable with the content. Once you can remember each idea and connect them together smoothly, watch the mirror more closely and correct any issues you see. | #Pay attention to other details once you become comfortable with the content. Once you can remember each idea and connect them together smoothly, watch the mirror more closely and correct any issues you see. | ||
| − | #*Practice varying your facial expression if your face looks fixed and mechanical.<ref | + | #*Practice varying your facial expression if your face looks fixed and mechanical.<ref name="rf2" /> |
#*Try to vary the tone of your voice as well. Don't make it sound like you're reciting every word from memory; pretend you're speaking in ordinary conversation. | #*Try to vary the tone of your voice as well. Don't make it sound like you're reciting every word from memory; pretend you're speaking in ordinary conversation. | ||
#Practice in front of a test audience. Gather together your family members or friends and ask them to listen to your practice. You'll probably feel nervous, but the practice will make you more confident for the actual speech. | #Practice in front of a test audience. Gather together your family members or friends and ask them to listen to your practice. You'll probably feel nervous, but the practice will make you more confident for the actual speech. | ||
| Line 62: | Line 62: | ||
===What to Do and What Not to Do=== | ===What to Do and What Not to Do=== | ||
#Choose an appropriate theme (for an election speech). You should spend a short amount of time covering your qualifications, but most of your speech should focus on what you plan to change or accomplish if you get elected. If you can, try to group these together into a memorable category or snappy message. | #Choose an appropriate theme (for an election speech). You should spend a short amount of time covering your qualifications, but most of your speech should focus on what you plan to change or accomplish if you get elected. If you can, try to group these together into a memorable category or snappy message. | ||
| − | #Choose an appropriate theme (for a commencement speech). Here are a few examples of common themes, although you should try your best to turn one of these into a more specific, original topic:<ref>http://www.jostens.com/grad/grad_cp_hs_grad_guide_graduation_speech.html</ref> | + | #Choose an appropriate theme (for a commencement speech). Here are a few examples of common themes, although you should try your best to turn one of these into a more specific, original topic:<ref name="rf5">http://www.jostens.com/grad/grad_cp_hs_grad_guide_graduation_speech.html</ref> |
#*Memories your class shares and personal memories that many people will connect to, such as your first day at the school. | #*Memories your class shares and personal memories that many people will connect to, such as your first day at the school. | ||
#*Overcoming obstacles. Talk about how your classmates overcame problems related to academics, finances, and health, and how proud everyone is that they're standing here. | #*Overcoming obstacles. Talk about how your classmates overcame problems related to academics, finances, and health, and how proud everyone is that they're standing here. | ||
#*The diversity of your classmates and celebrating the rich variety of experiences, personalities, and interests at your school. Describe some of the many ways people will go on to do good in the world. | #*The diversity of your classmates and celebrating the rich variety of experiences, personalities, and interests at your school. Describe some of the many ways people will go on to do good in the world. | ||
| − | #Use techniques to make your speech more memorable. You may not consider yourself a great writer, but there are some decisions you can make that will make any speech more engaging:<ref>http://www.bbc.co.uk/bitesize/ks3/english/speaking_listening/speaking/revision/3/</ref> | + | #Use techniques to make your speech more memorable. You may not consider yourself a great writer, but there are some decisions you can make that will make any speech more engaging:<ref name="rf6">http://www.bbc.co.uk/bitesize/ks3/english/speaking_listening/speaking/revision/3/</ref> |
#*Address your audience directly. Ask them questions to get them thinking, although you shouldn't expect an answer. | #*Address your audience directly. Ask them questions to get them thinking, although you shouldn't expect an answer. | ||
#*Use groups of three. The human brain loves repetition, and especially trios. Start three sentences with the same phrase, speaking louder each sentence. | #*Use groups of three. The human brain loves repetition, and especially trios. Start three sentences with the same phrase, speaking louder each sentence. | ||
| Line 73: | Line 73: | ||
#Make references your audience will get, but avoid all others. Including a quote from a popular movie or a reference to a famous event at your school will keep your audience excited, as long as you only use this technique a few times. | #Make references your audience will get, but avoid all others. Including a quote from a popular movie or a reference to a famous event at your school will keep your audience excited, as long as you only use this technique a few times. | ||
#*'''Don't''' tell stories that only a few friends will understand. Even references that your whole class will get should be used sparingly if there are parents in the room as well. | #*'''Don't''' tell stories that only a few friends will understand. Even references that your whole class will get should be used sparingly if there are parents in the room as well. | ||
| − | #Avoid clichés. The same old sayings crop up in every speech, especially graduation speeches. If you can keep them to a minimum, you'll stand out from the crowd. Here are a few phrases that are overused in graduation and election speeches:<ref>http://www.graduationwisdom.com/speeches/how-to-write-a-graduation-speech.htm#cliches</ref> | + | #Avoid clichés. The same old sayings crop up in every speech, especially graduation speeches. If you can keep them to a minimum, you'll stand out from the crowd. Here are a few phrases that are overused in graduation and election speeches:<ref name="rf7">http://www.graduationwisdom.com/speeches/how-to-write-a-graduation-speech.htm#cliches</ref> |
#*Go change the world! | #*Go change the world! | ||
#*Today is not the last day of your education, but the first. | #*Today is not the last day of your education, but the first. | ||
| Line 80: | Line 80: | ||
#*It's time for change! | #*It's time for change! | ||
#Don't insult or offend anyone. A speech is not an opportunity to trash talk another student, even jokingly. Even in an election, you'll earn more respect by focusing on your own attributes than attacking your opponent. | #Don't insult or offend anyone. A speech is not an opportunity to trash talk another student, even jokingly. Even in an election, you'll earn more respect by focusing on your own attributes than attacking your opponent. | ||
| − | #*If you're giving a high school commencement speech, remember that not everyone in your class will be attending college. Don't joke about your education letting you avoid a "bad" profession; chances are good there's a parent who has that job out in the audience.<ref>http://www.inc.com/rene-siegel/get-the-audience-on-your-side-four-tips.html</ref> | + | #*If you're giving a high school commencement speech, remember that not everyone in your class will be attending college. Don't joke about your education letting you avoid a "bad" profession; chances are good there's a parent who has that job out in the audience.<ref name="rf8">http://www.inc.com/rene-siegel/get-the-audience-on-your-side-four-tips.html</ref> |
== Tips == | == Tips == | ||
