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Учебно-методическое пособие по факультативу «How to be a brilliant speaker» в структуре дисциплины «Практический курс английского языка» предназначен для студентов III и IV курса дневного отделения. Структура курса предусматривает лекционные и лабораторные занятия, а также различные формы самостоятельной работы. Проверка усвоения знаний и сформированности умений осуществляется в форме устного зачета. Цель дисциплины состоит в том, чтобы расширить знания студентов о специфике выступлений перед большой аудиторией как на родном, так и иностранном языках. Основными задачами курса являются следующие: - Познакомить студентов с существующими приемами публичных выступлений - Познакомить студентов с основными лингвистическими тенденциями, свойственными публичными выступлениями на иностранном языке. - Систематизировать существующие вербальные и невербальные методы и подходы к организации речи. - Проанализировать грамматические структуры и их интеграцию в процесс приготовления к публичному выступлению. Требования к уровню подготовки студентов, завершивших изучение дисциплины «How to be a brilliant speaker» В результате изучения дисциплины студент должен: Знать основные принципы технической организации текста публичного выступления Уметь работать в среде потенциальной аудитории и создавать текст, учитывая специфику потенциального слушателя. 1
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O6!09!2011 How to Write a Speech in 13 Steps

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Page 1: O6!09!2011 How to Write a Speech in 13 Steps

Учебно-методическое пособие по факультативу «How to be a brilliant speaker» в

структуре дисциплины «Практический курс английского языка» предназначен

для студентов III и IV курса дневного отделения. Структура курса

предусматривает лекционные и лабораторные занятия, а также различные

формы самостоятельной работы. Проверка усвоения знаний и

сформированности умений осуществляется в форме устного зачета.

Цель дисциплины состоит в том, чтобы расширить знания студентов о

специфике выступлений перед большой аудиторией как на родном, так и

иностранном языках.

Основными задачами курса являются следующие:

- Познакомить студентов с существующими приемами публичных

выступлений

- Познакомить студентов с основными лингвистическими тенденциями,

свойственными публичными выступлениями на иностранном языке.

- Систематизировать существующие вербальные и невербальные методы и

подходы к организации речи.

- Проанализировать грамматические структуры и их интеграцию в процесс

приготовления к публичному выступлению.

Требования к уровню подготовки студентов, завершивших изучение

дисциплины «How to be a brilliant speaker»

В результате изучения дисциплины студент должен:

Знать основные принципы технической организации текста публичного

выступления

Уметь работать в среде потенциальной аудитории и создавать текст,

учитывая специфику потенциального слушателя.

Иметь представление о лексических особеностях текста публичного

выступления.

Обладать навыками вербального и невербального общения с аудиторией.

Быть в состоянии использовать лингвистические методы, свойственные

публичным выступлениям

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How Good Do You Want Your Speech to Be?

From the outset, you should know that how to write a speech depends on how good

you want it to be, and how much time you want to put into it. I'll put the most

important things first so that you can just go as far as you want, and stop when you

run out of time. Remember to leave time to practice the speech three or four times. If

you can record the second or third and listen to it, so much the better.

How to Write a Speech People Will Remember

In the old days, and in the time of the Greeks, much more emphasis was put on the

writing of the speech, the content. Now people tend to emphasize presentation, style,

vocal qualities, and technology. But writing a good speech is irreplaceable - I'm

going to tell you how to get put content in, make it clear, and make an impact on your

audience...how to write a speech people will remember.

Here's the process:

(Why 13 steps? It just turned out that way. But if you think public speaking is scary,

it fits, doesn't it?)

1. Know your audience: if you forget this, everything falls apart. You can't tell dirty

jokes to a Christian women's group. You've seen the commercial where the best

man gives the wedding toast and goes on and on about how much of a player the

groom was? Remember who's there and what they want to hear. What do they like

and dislike? What kind of humor do they like? If they're a mixed audience, you

have to be more mainstream in your language and manner. This is the most

important part of how to write a speech.

2. Know your purpose: the only time you're allowed to break rule #1 is if your

purpose is to shock or to inform people about something uncomfortable. In the

latter case, you'd need to make up for the shock value by acknowledging it,

comforting them, etc. Besides all that, your purpose determines everything else.

Visualize a straight line from you through your audience to the purpose. If you

want to persuade them, you have to take them from where they are to the place of

persuasion. If you want to inform, you have to take their brains from where they

are, to where they'll know your information. Knowing them, and taking them there

is what it's all about.

3. Know what you want them to think about the speech later: This is another part of

your purpose, essential to how to write a speech. If you want them to say, "you

really showed compassion in that speech!" then you have to do whatever you can

to demonstrate compassion. If more than anything you want them to remember a

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certain fact, then do everything you can in the speech to implant it in their brain -

shock them, plead with them, amuse them, but make sure they focus on that fact.

4. It's not about you: the only time it's about you is if one of your goals is to impress

them, build your credibility, etc. Other than that, forget your fear, your self

consciousness, etc. Let those things go in the service of your audience and your

purpose.

5. Writing is editing. Editing is writing. The first time you write the speech, don't

criticize it, don't edit it, just let everything flow out. You'll organize it and choose

better words and rephrase it later. Just be creative.

6. Organize your ideas into an outline. Make sure each idea follows the other

logically. Ask yourself if your audience needs to know anything to understand any

part of it. Ask yourself if any part needs more fleshing out

7. Rewrite it according to the outline.

8. Beef it up. Use examples for difficult to understand points or concepts. Find some

jokes. If no one laughs at the first one, be careful, though. You might lose

credibility if they think you're an idiot. You can also find great quotes online, even

search on whatever topic you're writing your speech about.

9. Do an edit. Use MS Word for grammar checking. A big part of how to write a

speech it editing. The next few steps involve editing and speaking. This step is

about editing on paper. Replace long words and rephrase jargon. Imagine if it

would make sense to your best friend, your mom, your grandma, etc. (caveat: if

jargon is required to impress in business, use it)

10.Say it all out loud. Is anything missing? How does it sound? Change the words

and phrases that sound unnatural when spoken.

11.Record it on a tape recorder or your computer. Is it missing anything? Add it. Are

any parts of it boring, unneccesary, stupid, offensive? Cut off the fat.

12.Do it in front of a test audience. Get their feedback. Make sure they know your

audience and purpose before you do the speech for the test audience.

13.Go give your speech to the real audience with confidence!

HOW TO MAKE A GOOD SPEECH

Some lexical tips.

Remember: an excellent speech does not require a brilliant orator - you can

do it. Winston Churchill is commonly regarded as one of the greatest speakers in

the English language, yet he regretted the lack of practice in public speaking that

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he would have gained had he gone to university and he suffered from a slight lisp

and a stammer. The key is preparation.

You are probably making this speech at an event which has a programme which

has been published beforehand. So make sure that the title of your speech is

catchy and then people will be looking forward to it even before the event.

Making a good speech starts with thorough preparation. You should have

been thinking of themes and points, noting down ideas and sources, crafting

phrases and sentences.

The best speeches tell your audience things they didn't know and/or give them

insights they didn't have. So:

In respect of the first, research some salient, accurate and up-date facts and

figures.

In respect of the second, look at the subject differently - think 'out of the box'.

You should have finalized the notes or text at least the day before , so that you

can concentrate on reading through the material, becoming very familiar and

comfortable with it, and thinking about the actual delivery.

Remember: expectation shapes reality. This means that, to some extent you can

have won or lost your audience even before you are really into your speech. If

people think you're going to be good, that will help them to perceive you as good.

So your biographical details in the programme material and how the chair

introduces you are both important and you can influence them. Conversely, if

people think you're going to be poor, that will condition them to seeing you as

poor. So never begin by saying that you were unsure why you were invited to

speak or what you should say and, unless it is obvious (for instance because you

have a terrible cold), never admit to feeling anxious, unsure or unwell.

Once you are called upon to make your speech, pause for a couple of seconds

before actually starting your delivery. If you've had to walk up to a platform or

over to a rostrum, this gives you time to steady your breath. If you are nervous as

a speaker, it gives you time to take a few shallow breaths and calm those nerves.

In any event, it gives the audience an opportunity to settle down and focus on you

and your message. But the pause should be a few seconds only.

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If you are not using a microphone, be aware of the need to speak sufficiently

loudly that the furthest member of your audience can hear you clearly. Take the

opportunity to move around a little which will help to command attention.

If you are using a microphone, speak at normal volume, but a little more slowly

and distinctly than if you were not using amplification. Don't move around

because you'll leave the microphone behind (unless it is fixed to you).

You should convey a sense of enthusiasm for the subject. This will effect your

delivery and how your speech is received.

Occasionally alter the speed, volume and tone of your delivery. Speaking

slower or faster and quieter or louder and being more cheerful or more serious all

adds dramatic effect and keeps the attention of your audience.

Regularly sweep your eyes left-centre-right and back and front-middle-rear and

back, so that you engage all members of your audience. The actor Tom Cruise

once told an interviewer: "A lot of the time, what acting is really about is meeting

someone's eye" - the same is true of public speaking.

Don't make a rambling opening. There is nothing worse than the speaker who

starts with something like: "When I was asked to speak on this subject, I wondered

what to say .."

Never apologise for your nervousness or your material. You and your speech

are probably better tha you appreciate but, in any event, if you don't advertise any

weaknesses in your style or content, they probably won't be noticed.

Don’t use filler words. Few elements distract an audience like unnecessary

verbiage.

Make a dramatic opening which seizes the attention with the very first words.

This might be a stirring statement: "This year we are going to make a fundamental

transformation of our whole organization". It might be a challenging question:

"How can we turn ourselves into an even more successful organization?"

Whatever you do, don't ask a question that invites a cynical answer from your

audience: "Are we the best organization in the country?"

Have a very clear structure. A good technique is to tell your audience what you

are going to say, tell them, and then tell them what you have said. A good

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structure is for the core message to be three linked points which can be sub-

divided as necessary.

If it is appropriate, use PowerPoint. It ensures that you stick to your structure and

that the structure is clear to your audience. It looks professional and you can use

images as well text.

PowerPoint slides should not consist of simply a few words or conversely a mass

of text. Three or four bullet points of four or five words each is ideal.

Put the main verb early in the sentence, especially if it is a long sentence. So,

not: "When we have all the facts and we have considered all the options, we shall

make our decision". But instead: "We shall make our decision, when we have all

the facts and we have considered all the options”.

Consider the use of short sentences or even short phrases for dramatic effect.

Examples of short sentences: "Failure is not an option" or” The place is here. The

time is now. The prize is great". Examples of short phrases: "Never again", "No

excuses".

Use striking adjectives and adverbs. Not simply: "We face many challenges" but

"We face many exciting challenges". Not simply: "We will work on our problems"

but "We will work energetically on our problems".

Consider the use of striking images in the form of metaphors or similes. For

example: "an iron curtain" (Winston Churchill, 1946), "a paper tiger" (Mao

Zedong, 1946),"the axis of evil" (George Bush, 2002).

Make moderate use of alliteration in phrases or sentences. For example, some

phrases: "broadband Britain", "the digital divide", "silver surfers". For example,

some sentences: "The ballot is stronger than the bullet" (Abraham Lincoln, 1856)

or "Now let us fulfill our mandate and our mission" (Gordon Brown, Labour Party

Conference 2002) or "At our best when at our boldest" (Tony Blair, Labour Party

Conference 2002).

Consider the use of rhyme. For example: "We will fight to show that we are

right".

Use contrasts. For example: "Politics is war without bloodshed, while war is

politics with bloodshed" (Mao Zedong, lecture, 1938) or "Never in the field of

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human conflict was so much owed by so many to so few" (Winston Churchill,

House of Commons, 1940) or "Ask not what your country can do for you; ask

what you can do for your country" (John F Kennedy, inaugural address, 1961) or

"Injustice anywhere is a threat to justice everywhere" (Martin Luther King, letter

from jail, 1963).

Make temporal comparisons. For example: "When the company was first

founded .." or "When we first moved to this office .." and "Many challenges are

still the same" or "The situation now is so different".

Make geographical comparisons. Compare and contrast your situation with

other companies or other organizations or with other regions or other countries.

What does this tell us?

Use three-part lists. For example: "Government of the people, by the people, and

for the people" (Abraham Lincoln, 1863) or "I see one-third of a nation ill-

housed, ill-clad, ill-nourished" (Franklin D Roosevelt, second inaugural address,

1937) or "The ultimate case for the third way is that it works - good values, good

vision, good policies" (Bill Clinton, Labour Party Conference 2002).

Very occasionally, consider a longer list. For example, a list of four: "We shall

fight on the beaches; we shall fight on the landing grounds; we shall fight in the

fields and in the streets; we shall fight in the hills" (Winston Churchill, House of

Commons, 1940). Another example, this time of five parts: "Let every nation

know, whether it wishes us well or ill, that we shall pay any price, bear any

burden, meet any hardship, support any friend, oppose any foe to assure the

survival and the success of liberty" (John F Kennedy, Inaugral Address, 20

January 1961).

Repetition can be very effective. Martin Luther King was the absolute master of

judicious repetition. For example: in his Washington speech of 28 August 1963,

he used the phrases "I have a dream .." and "Let freedom ring ..." again and again

(seven times and eight times respectively).

Use short, pithy quotes. Clever people over the years have created witty

aphorisms, so you should borrow them when it is appropriate.

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Try humor - not by telling a story, but by using a short, witticism. For example:

"I don't mind how much my ministers talk, as long as they do what I say"

(Margaret Thatcher, 1980)

Self-deprecating humor often works well. For example: President Ronald

Reagan reassuring an audience: "I know you fellows think I'm lazy, but this week

I've really been burning the midday oil" or former Prime Minister Margaret

Thatcher telling a Conservative Party Conference that, on the way to the event,

she had seen a cinema advertising "The Mummy Returns".

Try puns. For example: "Vodafone is now the largest telephone company in the

UK which makes its Chief Executive the Lord of the Rings". Another example:

TUC General Secretary Tony Monks, when asking for the President of the

European Commission Jacques Santer to include a particular provision in a

measure, said it would be known as "the Santer clause".

Sometimes you can use the same word but in a different context. For example:

"There can be no whitewash at the White House" (Richard Nixon, Watergate

broadcast, 1973).

One way of commanding attention is to use a redundant, but attention-seeking,

short sentence. Tony Blair is very fond of "I say this to you" or "Let me be clear".

KISS (Keep it simple, stupid). Don't try to impress with over-complicated

terminology. For example: when he was Labour's Shadow Chancellor, Gordon

Brown famously praised "neoclassical endogenous growth theory and a symbiotic

relationship between investment in people and infrastructure" (1996). In the

introduction to his compilation "Speeches That Changed The World", Simon

Sebag Montefiore states: "As a rule, simplicity of language marks superb

speeechmaking".

Remember that 50% of statistics are meaningless (see what I mean?). So, if you

are intending to use statistics - and some well-chosen figures can add credibility

and authority to your arguments - be sure that you understand them, that they are

meaningful, and that they are both reliable and up-to-date. Be ready in the

question and answer session, or if approached later, to be able to source your

statistics and supply the full context.

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Make clever use of the pause. If you expect laughter or applause or you would

like to create a sense of drama, pause for a couple of seconds, before continuing

your speech.

Finish with a strong, affirmative statement, possibly referring back to the

opening sentence or question (note how many film scripts end with a variation of

a line from the beginning of the movie).

Only use the techniques appropriate to the occasion. A speech in the mode of

"We will fight them on the beaches" is not ideal for opening a church bazaar. An

after-dinner speech needs lots of jokes, whereas an academic lecture needs lots of

facts. In many respects, the most difficult speeches are family occasions like

weddings and funerals - there are many sensitivities here, so think carefully about

what you're going to say.

If you are speaking to an international audience (especially if your words are

being translated into other languages), don't use any of the language-specific tips

such as alliteration, rhyme or puns and be careful not to use culturally-specific

allusions or organisational jargon. I once gave a lecture on British industrial

relations to a group of Russian trade union officials and they were baffled by my

apparent reference to a department store which never closed. I had mentioned the

"closed shop"!

Beware of speaking for too long. The British aristocrat Lord Brabazon once said:

"If you cannot say what you have to say in twenty minutes, you should go away

and write a book about it". Abraham Lincoln's address at Gettysburg in 1863

lasted a mere two minutes, but it is one of the most memorable speeches ever

delivered. Nobody ever complains that a speech is too short - and there's usually a

question and answer session to use up the rest of the time and to make further

points.

When it's all over, consider creating an on-line version of the speech. If you put

the text on a web site, you can add hyperlinks to more detailed information and

provide up-dates to keep the material topical and relevant. In this way, you have a

'live' document and you reach a much wider audience.

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SMILEY-FACE TRICKS

Practice some speech techniques.

1. Hyphenated Adjectives

A hyphenated adjective can take the place of a boring adjective. (Don’t use a hyphen

between the last word of the adjective and the noun being modified.)

To practice using hyphenated adjectives, try completing the following:

My mom/dad gave me one of her/his ____________________________ lectures.

I was so angry that I had a(n) __________________________expression on my face.

My best friend gave me one of his/her __________________________ looks.

My coach gave me one of his/her _____________________________ talks.

Examples:

My mom gave me one of her don’t-talk-I-am-on-a-roll lectures.

I was so angry that I had a talk-to-me-and-I’ll-use-my-laser-vision-to-burn-you-

to-a-crisp expression on my face.

My best friend gave me one of her why-would-you-wear-those-shoes-with-that-

outfit looks.

My coach gave me one of her get-with-the-program-or-sit-on-the-bench talks.

2. Alliteration and Assonance

Writers use alliteration (repetition of the same consonant sound near the beginning of

words) and assonance (repetition of vowel sounds in words) to make their writing

have poetic flow.

To practice, search the newspaper or magazines and find 2 examples of alliteration or

2 examples of assonance or 1 example of each. Moreover try to tanslate given

examples using alliteration in your mother tongue.

Examples:

Alliteration-

Storms sock state’s middle (“s” sound is repeated)

Fall full of feelings (“f” sound is repeated)

Assonance-

Rich diet may pave way for a bout with gout

(may/pave/way is the long “a” sound)

(bout/gout is the “ow” sound)

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3. Magic 3

Three examples in a series can create support for a point. Always try to use modifiers

with nouns or to use phrases so they are truly “magical” and not just a list of three

words. It is best to use the Magic 3 in the same sentence, but you can use three

sentences in a row that create a Magic 3.

To practice, write a paragraph about a favorite pastime. Use a Magic 3 to describe

your pastime. For added skill, include a hyphenated adjective and alliteration or

assonance. Underline the Magic 3 and number each one where it begins.

Before that read an example and find the cases of Magic 3, hyphenated adjectives,

alliteration and assonance.

Example:

Chopping vegetables into bit-size pieces, adding herbs and spices to “kick it up

a notch”, and sautéing until the tidbits are juicy, make cooking an enjoyable pastime

for me. Cooking provides me with relaxation and a sense of accomplishment. The

reward of watching my daughter eat something new and seeing her with that wow-

what-is-this face pushes me to experiment with epicurean edibles.

4. Figurative Language

Non-literal comparisons (similes, metaphors, and personification) add “spice” to

writing and paint more vivid pictures for readers and surprise them with unique

comparisons.

Simile-Compares two unlike things using “like” or “as”.

Metaphor-States a comparison between two unlike things without using any special

words.

Personification-Gives a non-human thing, human characteristics or human actions.

To practice, try writing some similes of your own. Using the sentence starters below,

finish them with a unique simile.

Remember to brainstorm the easiest comparisons (She was as beautiful as a rose. She

was as beautiful as a freshly bloomed flower. She was as beautiful as a model on the

cover of a magazine. She was as beautiful as a star in the sky.), then throw those

clichés away and use something fresh for your simile.

He had been shot in the arm, and it hurt like . . .

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She was so scared; it was like . . .

She was so beautiful; she looked like . . .

5. To practice personification, personify your favorite season. Write about the

season as if it were a person so capitalize the name of the season just as you would a

person’s name. In your paragraph make sure you talk about what that season does to

make it different from the other three. Make sure to include one original metaphor or

one original simile in your paragraph. Include a Magic 3, a hyphenated adjective, and

alliteration or assonance.

Before that read an example and find the cases of Magic 3, hyphenated adjectives,

alliteration and assonance.

Example:

Moving briskly, Autumn paints the green trees of summer persimmon, burnt

orange, and goldenrod. His paint palette provides the tools that dot the countryside

with plump pumpkins, colorful Indian corn, and MacIntosh apples. Autumn breathes

cool air to hasten the birds’ departure for the South. The cool air provides respite

from his brother Summer’s I’m-angry-and-I’m-going-to-make-you-sweat-and-suffer

persona. As Autumn sits back on a porch swing to admire his artistry, he

congratulates himself on yet another landscape masterpiece.

6. Linking words

PURPOSE

So (that)

We can use so that to express purpose (the reason why someone does something). So

that is usually followed by can, could, will or would.

The police locked the door so (that) no-one could get in.

Infinitive of purpose

We can also use to to express purpose. The subject of the main clause and of the

purpose clause must be the same.

Jack went to England so that he could study engineering.

Jack went to England to study engineering. (NOT for to study)

If the two subjects are different, we can't use to. We have to use so that.

Jack went to England so that his brother would have some help working in the

restaurant.

In order to, so as to

These are more formal ways of expressing purpose.

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Scientists used only local materials, in order to save money.

There are also negative forms: in order not to, so as not to.

The soldiers moved at night, so as not to alarm the villagers.

For

This describes how something is used.

This button is for starting the engine.

This is for the lights.

RESULT

So, such a

So is used with an adjective or adverb.

Jim was so tall (that) he hit his head on the ceiling.

Jim drove so quickly (that) they reached the station twenty minutes early.

Such a is used with adjective + singular noun.

Helen is such a busy person (that) she never feels bored.

So many, so much, so few, so little

So many/few are used with plural nouns. So much/little are used with uncountable

nouns.

There were so many passengers (that) we couldn't find a seat.

There was so much noise (that) I didn't get to sleep until 3 a.m.

Too/Not enough + to

Too means more than is necessary or good. Not enough means less than is necessary

or good. They can both be used with an adjective + to. Compare:

The bookcase was too big to get down the stairs.

The bookcase was not small enough to get down the stairs.

CONTRAST

Although, though, even though

Although often becomes though in speech. Though can come at the end of a sentence,

although cannot.

Although I asked her, she didn't come. (speech and writing)

Though I asked her, she didn't come. (speech)

/ asked her, (but) she didn't come, though, (speech)

Even though gives a stronger contrast than although.

Even though I asked her, she didn't come, (which was really surprising)

While, whereas

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While and whereas are used in formal speech and writing. They compare two facts

and emphasize the difference between them.

While United were fast and accurate, City were slow and careless.

However, nevertheless

However is a way of expressing contrast in formal speech or writing. It can go at the

beginning, middle or end of the sentence, and is separated by a comma (or a pause in

speech).

Normally we don't refund money without a receipt. However, on this occasion I'll do

it.

Normally we don't refund money without a receipt. On this occasion, however,I'll do

it.

Nevertheless is a very formal way of expressing however.

I'm not happy with your work. Nevertheless, I'm going to give you one last chance.

Despite and in spite of

These expressions are followed by a noun (including the -ing form used as a noun),

and not by a clause (subject + verb).

In spite of the rain, we went out. (Although it was raining, we went out)

Despite losing, we celebrated. (Although we lost, we celebrated.)

REASON

Because, as and since

As and since have the meaning of because and can begin a sentence.

As/since it was late, we decided to go home.

In formal, written language we can use for to mean because, but it cannot begin a

sentence.

Peter has given up sailing, for he doesn't have the time.

Because of, on account of, due to and owing to

We can use all these words in place of because of.

Everyone was depressed on account of/due to/owing to the bad weather.

Note this difference:

Sue's success was due to her hard work. (noun + be + due to)

Sue succeeded owing to her hard work. (verb + owing to)

TEXT ORGANIZERS

There are also linking words that join ideas across sentences and paragraphs. These

are sometimes called 'text organizers' because they make clear the organization of

what we say or write. They are more common in writing or formal speech. They

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usually come at the start of a sentence and have a comma afterwards, but can come

after a comma in the middle of a sentence.

Sequencing

We often number or order the points we are making.

First (of all) ..., Secondly ..., Next..., Then ..., Finally/lastly/last of all... In narrative,

the sequence of events can be introduced by:

First..., Then ..., After that..., Finally/in the end ...

Adding

We can introduce additional points.

Furthermore ..., Moreover ..., In addition to ..., As well as this ..., Besides this ...

Giving opinions

We can introduce personal opinions. Personally ..., In my own opinion/view ...

Giving examples

We can introduce examples. For example ..., For instance ...

We can also use such as to give an example, but it is not used at the beginning of a

sentence.

The factory produces electrical goods, such as food mixers and other kitchen

appliances.

Showing a result

Formal ways include: Consequently ..., As a result..., Thus ...

Making a contrast

Formal ways include: On the other hand ..., However ..., Nevertheless ..., In

contrast...,In comparison ...

Summarizing

We can summarize all the points we have made. In conclusion ..., To sum up ...

1. Underline the most suitable word or phrase in each sentence.a) Janet went out so that she bought/to buy Harry a present.b) This food is much too hot to eat/to be eaten.c) However/Though it was late, I decided to phone Brian.d) Although/Despite the car was cheap, it was in good condition.e) Let's check once more, for being/so as to be sure.f) We could go to the club. Is it worth it, even though/though?g) It was so windy/such a windy that half the trees had blown down, h) The batteries were not enough small/too small to fit the radio.i) Despite of the weather/the weather, we went sailing.i) Bill had so much/so that fun that he stayed another week.

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2. Complete the second sentence so that it has a similar meaning to the first sentence, using the word given. Do not change the word given. You must use between two and five words, including the word given.a) Sue went shopping so she could buy herself a new television. (to)Sue ………………….new television.b) You use this to open wine bottles.(for)This ...............................................................................................wine bottles.c) I put the food in the fridge because I wanted it to get cold. (would)I put the food in the fridge .......................................................................cold.d) Harry left early because he didn't want to miss the bus. (as)Harry ........................................................................................to miss the bus.e) I saved up some money to buy a motorbike. (could)I saved up some money ................................................................a motorbike.f) Jane gave up smoking because she wanted to save money. (order)Jane gave up smoking ...........................................................................money.g) I came here so that I could see you. (to)I ..................................................................................................................you.

3. Look carefully at each line. Some of the lines are correct, and some have a word which should not be there. Tick each correct line. If a line has a word which should not be there, write the word in the space.Goodwriters... A course for you! Jane was one of those students who has problems Vwith writing. First, her handwriting it was so bad it that most teachers couldn't to read it. The letters were 1) …………so small, that the words were extremely difficult to 2) ………...read. Even though she tried to change her handwriting, 3)…………she felt discouraged. Secondly, she made so the many 4)………….mistakes in spelling and punctuation, so that her work 5)………….always gave a bad impression. As well as this, she 6)………….had problems with organizing her writing, in despite 7)…………making plans and writing notes. One day, though, she 8)…………took a Goodwriter writing course, so to learn how to 9)…………be an effective writer. At Goodwriters we taught her 10)………..how to organize her ideas. Although however she found 11)………..it difficult at first, so she soon made progress. She 12)………..learned to revise her writing, so as to improve it. 13)………..She started reading so too much that her spelling 14)…………improved, so while her handwriting became clearer too. 15)…………

4. Underline the most suitable word or phrase in each sentence.a) Many people feel nervous about flying, and worry about the possibility of an accident. Furthermore/However, according to statistics, flying is actually safer than walking down the street.

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b) Our local supermarket no longer opens every day, as/on account of very few people live in our village.c) There are a number of objections to the planned motorway. As well as this/First of all, the new road will destroy valuable farming land. In contrast/In addition to this, it will bring thousands of vehicles and tourists. As a result/h example, our peaceful way of life will be destroyed forever.d) We conducted a survey of accommodation in the town, and came up with some interesting results. The hotels we saw were rather expensive, and consequently/moreover the actual facilities on offer were not always impressive. Besides this/In contrast, there were many guest houses, offering just bed and breakfast, which were not only good value but also had much better rooms than the hotels did. Finally/Personally, I would recommend The Oaks, a particularly impressive guest house in Long Harbour Road.e) Owing to/Since the increased demand for parking spaces, the company has decided to enlarge the car park. Consequently/Nevertheless the exit road on the west side of the car park will be closed from Monday to allow building work to begin.

5. Put one suitable word in each space.a) .................conclusion, I would like to thank you all for your help.b) ........it's too late to finish the work today, we’ll come back tomorrow.c) The flight was delayed......................a result of the high winds.d) This radio is expensive, but...................the other hand it has very good reception.e) First......................all, I would like to welcome you to our annual dinner.f) John is a hard worker. As......................as this, he is completely reliable.g) Science has not entirely changed the way we think...........instance, we still speak of the 'sunrise' although we know it is the Earth that is moving.h) Although this building project seems attractive, in my................it would be a mistake to spend so much money on it.

6. Decide which answer best fits each space.Owning a carOwning a car has several advantages. (1) you can go wherever you want, whenever you want. You don't have to depend on public transport and (2) you feel more independent. (3) you are able to give lifts to friends, or carry heavy loads of shopping. (4) , there can be problems, especially if you live in a city. Running a car can be expensive, and you have to spend money on items (5) petrol, servicing the car, and repairs. You might also have problems with parking, as everywhere is becoming more and more crowded with cars. (6) , most people feel that the advantages of owning a car outweigh the disadvantages.(7) most young people of my age start driving as soon as they can. (8) , I think that cars nowadays have become essential, but I also feel that they cause a lot of problems, (9) they are noisy and dirty. (10) , the large numbers of cars on the road means that most towns and cities are organized for the convenience of cars, and the needs of pedestrians are ignored.

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1) A First of all B As a result C Personally D Besides this

2) A however B personally C since D as a result

3) A In contrast B In my view C Besides this D However

4) A On the other hand

B To sum up C Thus D For example

5) A as B such as C owing to D then

6) A Finally B Secondly C However D As

7) A For B Next C As well as this D Consequently

8) A For example B Personally C Nevertheless D In comparison

9) A for example B however C thus D since

10) A As a result B Moreover C Personally D In comparison

Presenting a solution

Fluency Using the framework below, prepare a short presentation of a problem you

are interested nowadays. It can be any kind of problem, big or small.

Complete the boxes on the right with brief notes. If you like, prepare simple visual

aids based on the information you put in these boxes. Use the language on the left to

help you structure your talk, but change it if you need to.

Impact opening (choose one)

(Ask a question) Have you ever ...? How

would you ...?

Title

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(Quote some surprising figures) Did you

know ...?

(Quote someone well-known) (Name)

once said ...

(Use a newspaper headline) Have a look

at this

Give the background to the problem

OK. (Time) ago I was having difficulties

with ...

I couldn’t ...

And I wasn’t ...

Background

1

2

3

Ask a rhetorical question

So, what was going wrong?

Describe the problem

Well, the problem I was facing

was not ...,

but ... .

Problem

Describe its effects

Now, obviously, this was having an effect

on ...

as well as ...

and ...

Effects

1

2

3

Ask another rhetorical question

So, how did I deal with the problem?

Describe the action you took

Well, basically, there were three things I

had to do.

My first priority was to ...

The next thing was to ...

And, finally, I ...

Action

1

2

3

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Ask a third rhetorical question

The question is, did it work?

Describe the results (perhaps a graph)

Have a look at this.

Here are the results.

As, you can see ...

Results

Close

OK, I’m going to break off in a second

and take questions.

To sum up, ...

Thank you.

Summary

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