GENERAL COURSE POLICY

1. Students are required to fully and actively participate in the lessons, prepare and finish home
assignment and continuous assessment tasks as required in the course guide and by the
teachers.
2. Students and teachers are to attend the class on time. Any student who is 15 minutes late or
who fails to do the assigned homework twice is considered to be absent from the lesson.
3. Any student who is absent from 20% of all the lessons (which is equal to 2 lessons) of any
subjects would not be allowed to give the Individual speech. This rule is applied to both the
cases of absence with or without permission.
4. Plagiarism will not be tolerated in this department. Students are responsible for the honest
completion and representation of their work, for the appropriate citation of sources, and for
respect of others’ academic endeavors. Students who violate these standards must receive 0
point for their work.
5. Any student absent or unprepared on the day a speech is scheduled will receive at least a two-
grade penalty, unless the absence is excused. With an excused absence, students will be allowed
to make up the speech without penalty on a date to be determined by the professor. This is an
enforced policy.
6. On days when students are giving speeches, the other students are not allowed to enter the
classroom while a classmate is presenting. If any students happen to be late to class on speech
days, wait outside the classroom until the speaker is finished and then enter. Students who
interrupt another student speaker by walking in during their speech will have 1 point taken off
their final speech.
7. People and ideas must be treated with respect in the classroom. Please avoid disruptive
behavior that makes it difficult to accomplish our mutual objectives. Disrespectful, threatening,
diminishing, minimizing, and/or inappropriate talk, non-verbals, suggestions, etc. will not be
tolerated. Such actions will result in 1 point deduction for the final speech.
Teachers and second year students need to strictly follow the rules above in order to ensure the
fairness to all students and the discipline in teaching and learning in the third and fourth semesters.

Prepared by Approved by

Vũ Thị Việt Hương Nguyen Thi Hong Nhung

Head Dean
School of English II Faculty of ELT Education

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 PUBLIC SPEAKING
I. Course Description
This course is an introduction to speech communication which emphasizes the practical skill of
public speaking, including essential public speaking skills (both verbally and non-verbally),
techniques to lessen speaker anxiety, and the use of visual aids to enhance speaker presentations.
Civility and ethical speech-making are the foundations of this course. Its goal is to prepare students
for success in typical public speaking situations and to provide them with the basic principles of
organization and research needed for effective speeches.

Program: B.A TEFL

Course title: Public speaking

Course credit value: 2

Course status: Core

Prerequisites English language proficiency level B2 (CEFR)

Semester: 3
Weekly class hours: 3 hours x 15 weeks

II. Course Objectives

This course is an introduction to speech communication which emphasizes the practical skills of
public speaking. Its goal is to prepare students for success in typical public speaking situations and
to provide them with the basic principles of organization and research needed for effective
speeches. To be more specific, students, in this course, will be equipped with fundamental public
speaking skills including (1) planning and preparing speeches that present well-informed ideas; (2)
analyzing the audience; (3) conducting meaningful research on a variety of topics; (4) outlining the
speech in a logical and thorough fashion; (5) creating a strong introduction and conclusion; (6)
delivering the speech effectively (both verbally and non-verbally); and (7) evaluating speeches
based on a variety of verbal and non-verbal criteria. Besides, students will have a chance to watch
and analyze sample public speeches under teachers’ guidance. At the end of the course, students
are expected to be able to deliver a 10-minute public speech, aiming at sharing their own ideas or
opinions regarding social issues.

III. Course Materials

Fraleigh, D. M. (2020). Speak up: An illustrated guide to public speaking. Boston, MA: Bedford/St.
Martins.
Lucas, S. E. (2020). The art of public speaking. (11th ed.). McGraw-Hill.
The Public Speaking Project. (n.d.). Public Speaking: The Virtual Text. Retrieved from
http://publicspeakingproject.org/psvirtualtext.html

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IV. Detailed timetable

Week Content

• Introduction to the course guide

1
• Introduction to public speaking
• Speech ethics
2
• Listening skills
• Audience analysis
3
• An introduction to informative speech and persuasive speech
• Select your topic
4
• Preparation for the occasional speech: Toast
• Support your ideas
5
• Delivery of the occasional speech: Toast
• Organize your speech
6
• Prepare your speech outline
• Create an introduction
7 • Conclude your speech
• Preparation for the occasional speech: Dedication Speech
• Deliver your speech: delivery skills
8
• Delivery of the occasional speech: Dedication Speech

9 MID-TEMR BREAK

• Language and style

10 • Preparation for the occasional speech: Speech of Introduction
• Teacher’s consultation
• Sample speech analysis (group work)
11
• Delivery of the occasional speech: Speech of Introduction
12 Individual speech performance #1
13 Individual speech performance #2
14 Individual speech performance #3
15 Individual speech performance #4

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V. Assessment & Grading

Type Time/Key dates Weighting

Assessment Task
Individual All 10%
Attendance & Participation
Individual Weeks 5, 8, 11 30%
Speech on special occasions
Individual Weeks 12-15 60%
Individual final speech

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VI. Guidelines for Assignments
A. SPEECH ON SPECIAL OCCSASIONS
Type of work: Individual
Task description
✓ This is a 2–3-minute speech modeled after something that you students may be asked to give
in real life. This can be a wedding toast, a graduation speech, a keynote, an introduction, etc.
This will be an opportunity to further practice language selection and audience adaptation in a
less formal environment.
✓ In week 4, 7, and 10, students prepare speeches on special occasions, specifically:
◼ Week 4: Toast
◼ Week 7: Dedication speech
◼ Week 10: Speech of Introduction
✓ It is noted that all students are required to prepare an outline for their occasional speeches.
The outlines will be uploaded onto the class folder (Google Drive) before the next class session.
If any students fail to submit their outlines, there will be a 1 deduction for their final score.
✓ In weeks 5, 8 and 11, students take turn to give a Speech on special occasions in class.

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 MARKING RUBRIC
Criteria Score
Topic (2 pts)
✓ The topic is appropriate for the occasion.
______/2
✓ The topic is appropriate for the audience.
✓ The speaker deals with the topic creatively
Organization (3 pts)
✓ The introduction gains the attention and interest of the audience.
✓ The main idea(s) of the speech is (are) easy to follow. _____/3
✓ Connectives are used effectively.
✓ The speaker concludes the speech in a memorable fashion.
Language (2 pts)
✓ The language is clear and concrete. _____/2
✓ The language is vivid.
Delivery (3 pts)
✓ The speaker uses pauses, rate, pitch and vocal variety effectively
_____/3
in delivering the speech.
✓ The speaker’s body language is appropriate for the occasion.

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 B. INDIVIDUAL FINAL SPEECH
Type of work: Individual
Task description:
✓ In week 4, students choose a topic for their Individual speech. The purpose of the speech is to
inform, persuade, and/or inspire the audience.
✓ In weeks 5, 6, 7, 9 and 10, students learn essential techniques to prepare and develop their
final speech.
✓ In weeks 12, 13, 14 and 15, students take turn to give their Individual speech. Their speech
should last from 7-10’ minutes. More importantly, if they choose to use PowerPoint slides, they
are required to deliver a speech with NO MORE THAN 5 slides.
✓ 2 weeks before giving the Final speech, students are required to hand-in the outline for their
Individual speech for teacher’s consultation. The outline should include:
 Topic
 Audience
 Purpose of the speech
 Main points/Key messages
 Visual aids
Should any student fail to submit their outline, they are not eligible to give their Speech.
✓ After delivering their speech, students write a Self-reflection report. The report is of 300 words
length and covers these following points:
➢ What are the three things that you have learned in the Public speaking course (i.e.: Describe
how the key ideas, concepts, theories and/or key experiences in terms of knowledge, skills
and attitude, etc. have changed you; or which concepts and skills do you feel the most
confident with now)
➢ What was your effort level for this class?
➢ What type of feedback was the most motivating to you over the year?
➢ What would you like to comment on the assignment (i.e.: comments and feedback on the
assignments, areas for potential improvement, etc.)

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 PUBLIC SPEAKING RUBIRC
ASSESSMENT CRITERIA
Deficient Minimal Basic Proficient Advanced
0-1pt 2-3pts 4-6pts 7-8pts 9-10pts
No opening technique; Irrelevant opening; little Attention getter is Good attention getter; Excellent attention getter;
no credibility statement; attempt to build mundane; some-what generally, establishes firmly establishes
no background on topic; credibility; abrupt jump develops credibility; credibility; provides credibility; sound
no thesis; no preview of into body of speech; awkwardly composed some orientation to orientation to topic; clear
points thesis and main points thesis; provides little topic; discernible thesis; thesis; preview of main
can be deduced but are direction for audience previews main points points cogent and
Speech
No conclusion; speech not explicitly stated Memorable
Introduction &
ends abruptly and Provides some summary Appropriate summary
Conclusion
without closure Conclusion lacks clarity; of points; no clear of points; some Provides a clear and
trails off; ends in a tone reference back to thesis; reference back to memorable summary of
at odds with the rest of closing technique can be thesis; clear clincher or points; refers back to
the speech strengthened call to action thesis / big picture; ends
with strong clincher or call
to action
No organizational Speech did not flow Organizational pattern Organizational pattern Very well organized; main
pattern; no transitions; well; speech was not somewhat evident; main is evident, main points points clear, mutually
sounded as if logically organized; points are present but are apparent; exclusive and directly
Speech
information was transitions present but not mutually exclusive; transitions present related to thesis; effective
organization
randomly presented not well formed transitions are present between main points; transitions and signposts
but are minimally some use of signposts
effective
Many errors in grammar Grammar and syntax Language selection Language appropriate Language is exceptionally
and syntax; extensive need to be improved as adequate; some errors in to the goals of the clear, imaginative and
use of jargon, slang, can level of language grammar; language at presentation; no vivid; completely free
Language
sexist/racist terms or sophistication; times misused (e.g. conspicuous errors in from bias, grammar errors
mispronunciation occasionally biased jargon, slang, awkward grammar; no evidence and inappropriate usage
structure) of bias
Verbal Speaks inaudibly; Sometimes uses a voice Demonstrates some Good vocal variation Excellent use of vocal
communication enunciates poorly; too soft or articulation vocal variation; and pace; vocal variation, intensity and

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 speaks in monotone; too indistinct for enunciates clearly and expression suited to pacing; vocal expression
poor pacing; distracts listeners to comfortably speaks audibly; generally assignment; few if any natural and enthusiastic;
listeners with fillers hear; often uses filler avoids fillers (e.g. um, fillers avoids fillers
uh, like)
Usually looks down and Speaker relies heavily on Some reliance on notes, Postures, gestures and Posture, gestures, facial
avoids eye contact; notes; nonverbal but has adequate eye facial expressions are expression and eye
Non-verbal nervous gestures and expression stiff and contact, generally avoids suitable for speech, contact well developed,
communication nonverbal behaviors unnatural distracting mannerisms speaker appears natural, and display high
distract from or confident levels of poise and
contradict the message confidence
Speech is contrary to The importance of topic Speaker assumes but Speaker implies the Speaker shows how
audience beliefs, values, is not established; very does not articulate the importance of the topic information is personally
and attitudes; message little evidence of importance of topic; to the audience; important to audience;
is generic or canned; no audience adaptation; presentation was presentation is adapted speech is skillfully tailored
attempt is made to speaker needs to more minimally adapted to to audience beliefs, to audience beliefs,
Audience
establish common clearly establish a audience beliefs, attitudes and values; an values, and attitudes;
adaptation
ground connection with the attitudes, and values; attempt is made to speaker makes allusions
audience some ideas in speech are establish common to culturally shared
removed from ground experiences
audience’s frame of
reference or experiences

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 SPEECH ANALYSIS
Guided questions
A. Objective
1. What is the speaker’s goal? Is it to educate, to motivate, to persuade, or to entertain?
2. What is the primary message being delivered?
3. Why is this person delivering this speech? Are they the right person?
B. The audience
1. Where and when is the speech being delivered?
2. What are the key demographic features of the audience? Technical? Students? Elderly? Athletes? Business leaders?
3. How large is the audience?
4. In addition to the live audience, is there an external target audience? (e.g. on the Internet or mass media)
C. Speech content and structure
The Speech Opening
How did the speaker open the speech? Was it effective?
The Speech Body
1. Was the presentation focused? i.e. Did all arguments, stories, anecdotes relate back to the primary objective?
2. Were examples or statistics provided to support the arguments?
3. Was the speech organized logically? Was it easy to follow?
4. Did the speaker transition smoothly from one part of the presentation to the next?
The Speech Conclusion
How did the speaker end the speech? Was it effective?
D. Non-verbal communication
Enthusiasm and Connection to the Audience
1. Was the speaker enthusiastic? How can you tell?
2. Was there audience interaction? Was it effective?
3. Was the message you– and we-focused, or was it I- and me-focused?
Visual Aids
Were they designed effectively? How can you tell?
Use of Stage Area
Did the speaker make appropriate use of the speaking area?
Physical – Gestures and Eye Contact
1. Were the speaker’s gestures appropriate?
2. Was eye contact effective in connecting the speaker to the whole audience?
Vocal Variety
1. Was the speaker easy to hear?
2. Were loud and soft variations used appropriately?
3. Was the speaking pace varied? Was it slow enough overall to be understandable?
4. Were pauses used to aid understanding, heighten excitement, or provide drama?
E. Language
1. Was the language appropriate for the audience?
2. Did the speaker articulate clearly?
F. Intangibles
1. How did the speech make you feel?
2. Were you convinced?

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