Formal Speech

Formal Speech

My speech is intended to sensitize our schools’ community about the importance of identifying strange characters and unusual activities within the institution. The audience will consist of the staff and students in my school. Their interest in the topic is for them to find out how they can prevent and deal with hazardous situations that may occur within the institution. I will introduce myself, clearly state what the speech is about and why I think everyone needs to be keen on adhering to the teaching it conveys.

I will have researched previous instances where other institutions of learning have experienced a gross violation of their tranquility. The main points of my presentation will be identifying a potentially risky situation or suspicious individual, the measures you would take to protect yourself and others as well as how to report the matter to the relevant authority. With the stories I gathered from previous school mishaps such as mass shootings, I will point out the main areas where laxity in safety led to devastating outcomes.

I will prepare a PowerPoint presentation that highlights the narration. I will also use footage of recorded incidences that can illustrate potentially threatening situations. The most effective “grabber” that I would use is one that puts an individual in that precarious position when an atrocity is taking place. For example, “imagine you are keenly following a lecture or going about your normal business within the school, then suddenly there is an outburst of gunfire within the compound? What would you do?” .In conclusion, I will ask everyone to be vigilant and make it clear that their safety is their responsibility.

My language should emphasize the gravity of the matter but not create fear or offend my audience. Knowing who my audience will be and choosing the language that will relate to them is my way of ensuring that I will be able to deliver my speech confidently. To attain a climactic conclusion, I will mention the ramifications of failing to adhere to the teaching and imploring everyone to make a mental note of the same. It is inherent to offer gratitude to my audience for attending and paying attention to my presentation.

#5: Teaching a Class

My teaching will be about breathing, body language, projection, tone, enunciation, and emphasis when speaking to a group of people. My voice is supposed to deliver the message in a way that will captivate the attention of the audience. It is essential to understand how to use the voice together with my body language when giving a lecture.

Regular breathing enables me to be more audible, and this can be achieved by relaxing. If I am using a microphone, then shallow breaths will avoid muffled and distorted words; thus, the whole classroom will hear me. While holding the microphone close to my mouth, I will maintain eye contact with the audience at all times. The way I stand, use gestures, and walk during the lesson should help envisage the points that I am conveying. The use of facial expressions and hand signals are a bonus in driving the point home. My projection should be audible, and it should not appear as if I am speaking to myself, especially in the absence of an audio device. I should, however, not struggle to be audible since it may cause me to sound like I am yelling. A controlled loud tone that varies with the nature of the message I am conveying will do the trick. Sections that are questions or exclamations ought to be projected in the appropriate tone.

My enunciation ought to be distinct from eliminating any form of misconception. This will be to ensure minimal questions and the ability to follow every part of my lesson. If I can emphasize the vital parts of the experience, then the students will quickly note them. I will repeat them if necessary, to make sure that they have been heard and understood.

#6: Reader’s Theatre

I have come to comprehend the fact that reading a script from a play can be quite challenging despite being an exciting activity for students. It has become clear that the reader’s Theatre significantly improves comprehension, expression, fluency, confidence, and teaches compromise to my students. I encourage my students to use their imagination and visualize the characters, and that way, they can play their part almost naturally. I also advise them to use a pencil to read their lines and make notes where necessary so that they can remember some particular elements that need specific reactions.

My role as the director is to look for readymade scripts and carefully read through the plays to decide the number of students to participate. I choose several plays and let the students pick the one they feel more comfortable doing, but they have to rank their preference in order of priority. Having formed groups, I will give each member a copy of the script and have them read it individually. I will allow them to choose their preferred parts as a group to promote collaboration and compromise in the process. Each student is supposed to know their lines and continuously practice, which in turn builds fluency. I emphasize the repetition of one’s lines, which is an excellent way to build confidence. The constant practicing also enables my students to know how to time their parts while working in a group setting.

Reader’s Theatre provides a perfect setting for peer and self-analysis. During the presentation, specific attributes such as audibility, pace, fluency, energy, tone, eye contact, body language, and creativity are portrayed. This helps the peers and me to identify an individual’s shortcomings and help them overcome them. Working in groups and having individual roles also enable individuals to involuntarily asses their strengths and weaknesses.