《英語演講藝術》是作者在多年的教學實踐中，經過不斷摸索反覆修改而完成的。全書共有17個章節，每個章節均包含以下幾大主要部分的內容：概述、演講知識介紹、名人演講分析、學生講稿分析、課堂練習、辯論示範作業布置及有針對性的補充閱讀素材。經過對全書的學習和認真實踐，學生可較為全面地掌握英語演講的各種基本技巧，體會英語演講獲得成功的奧妙。該書中所涉及的部分名人演講音頻和視頻材料，讀者可登錄ftp：//ftp.tup.tsinghua.edu.cn，免費下載。同時，教師也可登錄上述網站下載配套教學電子課件。 《英語演講藝術》是為非英語專業本科生編寫的選修課教程，也可供廣大英語學習愛好者選用。
基本介紹
- 書名：高校英語選修課系列教材·英語演講藝術
- 作者：紀康麗
- ISBN：9787302211198
- 頁數：314頁
- 定價：32.00元
- 出版社：清華大學出版社
- 出版時間：2009-10-01
- 開本：16
- 語種：簡體中文 英語
- 品牌：清華大學出版社
內容簡介,圖書目錄,文摘,序言,
內容簡介
《英語演講藝術》：高校英語選修課系列教材
圖書目錄
Chapter 1 Overview
1.1 A Review of History
1.2 Speechmaking as an Art
1.3 Objectives
1.4 Content
1.5 Materials
1.6 Teaching Approach
1.7 Assessment
Chapter 2 Selecting a Topic
2.1 Introduction
2.2 Criteria for Selecting a Topic
2.3 Speech by Mahatma Gandhi
2.4 Classroom Activities
2.5 Student Sample Speech
2.6 Topics for Discussion
2.7 Suggested Readings
Chapter 3 Content
3.1 Introduction
3.2 Criteria for Judging the Speech Content
3.3 Speech by Abraham Lincoln
3.4 Classroom Activities
3.5 Student Sample Speech
3.6 Comments on the Debate Held in Last Session
3.7 Topic of Debate for Next Session
3.8 Homework Assignments
3.9 Suggested Readings
Chapter4 Organization of Ideas
4.1 Introduction
4.2 The Three-Part Structure
4.3 Writing an Outline
4.4 Speech by Franklin Roosevelt
4.5 Classroom Activities
4.6 Student Sample Speech
4.7 Comments on the Debate Held in Last Session
4.8 Topic of Debate for Next Session
4.9 Suggested Readings
Chapter 5 Process of Argumentation Ⅰ
5.1 Introduction
5.2 Ways of Reasoning
5.3 Types of Evidence
5.4 Speech by Martin Luther King
5.5 Classroom Activities
5.6 Student Sample Speech
5.7 Comments on the Debate Held in Last Session
5.8 Topic of Debate for Next Session
5.9 Suggested Readings
Chapter 6 P.ocess of Argumentation Ⅱ
6.1 Introduction
6.2 Logical Fallacy
6.3 Lack of Elaboration
6.4 Digression
6.5 Speech by Churchill
6.6 Classroom Activities
6.7 Student Sample Speech
6.8 Comments on the Debate Held in Last Session
6.9 Topic of Debate for Next Session
6.10 Suggested Readings
Chapter 7 Coherence, Unity and Cohesion Ⅰ
7.1 Introduction
7.2 Coherence
7.3 Unity
7.4 Cohesive Ties
7.5 Speech by Bill Clinton
7.6 Classroom Activities
7.7 Student Sample Speech
7.8 Comments on the Debate Held in Last Session
7.9 Topic of Debate for Next Session
7.10 Suggested Readings
Chapter 8 Coherence, Unity and Cohesion Ⅱ
8.1 Introduction
8.2 Unity
8.3 Cohesive Ties
8.4 Speech by Susan Anthony
8.5 Classroom Activities
8.6 Student Sample Speech
8.7 Comments on the Debate Held in Last Session
8.8 Topic of Debate for Next Session
8.9 Suggested Readings
Chapter 9 Speech and Emotion
9.1 Introduction
9.2 Emotion as an Essential Element
9.3 Emotion and Sincerity
9.4 Emotion and Use of Stress, Pause, and Tone
9.5 Emotion and Pitch and Rate
9.6 Speech by Earl Charles Spencer
9.7 Classroom Activities
9.8 Student Sample Speech
9.9 Comments on the Debate Held in Last Session
9.10 Topic of Debate forNext Session
9.11 Suggested Readings
Chapter 10 Opening a Speech
10.1 Introduction
10.2 Beginning with Background Information
10.3 Beginning with a Quote
10.4 Beginning with a Statement of Purpose
10.5 Beginning with a Question
10.6 Speech by Lawrence Summers
10.7 Classroom Activities
10.8 Student Sample Speech
10.9 Comments on the Debate Held in Last Session
10.10 Topic of Debate forNext Session
10.11 Suggested Readings
Chapter 11 Ending a Speech
11.1 Introduction
11.2 Ending with a Summary
11.3 Ending with a Reiteration of the Thesis
11.4 Ending with Suggestions
11.5 Ending with a Quote
11.6 Speech by Donald Petersen
11.7 Classroom Activities
11.8 Student Sample Speech
11.9 Comments on the Debate Held in Last Session
11.10 Topic of Debate for Next Session
11.11 Suggested Readings
Chapter 12 Speech and Knowledge Ⅰ
12.1 Introduction
12.2 Knowledge of History
12.3 Knowledge of Literature
12.4 Knowledge of Philosophy
12.5 Knowledge of Society
12.6 Speech by Margaret Thatcher
12.7 Classroom Activities
12.8 Student Sample Speech
12.9 Comments on the Debate Held in Last Session
12.10 Topic of Debate for Next Session
12.11 Suggested Readings
Chapter 13 Speech and Knowledge Ⅱ
13.1 Introduction
13.2 Knowledge of History
13.3 Knowledge of Literature
13.4 Knowledge of the Audience's Mentality
13.5 Knowledge of Current Affairs
13.6 Speech by Neil Postman
13.7 Classroom Activities
13.8 Student Sample Speech
13.9 Comments on the Debate Held in Last Session
13.10 Topic of Debate forNext Session
13.11 Suggested Readings
Chapter 14 Rhetorical Devices Ⅰ
14.1 Introduction
14.2 Simile and Metaphor
14.3 Parallelism
14.4 Repetition
14.5 Antithesis I
14.6 Speech by Henry van Dyke
14.7 Classroom Activities
14.8 Student Sample Speech
14.9 Comments on the Debate Held in Last Session
14.10 Topic of Debate for Next Session
14.11 Suggested Readings
Chapter 15 Rhetorical Devices Ⅱ
15.1 Introduction
15.2 Alliteration
15.3 Cadence or Rhythm
15.4 Understatement
15.5 Rhetorical Questions
15.6 Speech by Obama
15.7 Classroom Activities
15.8 Student Sample Speech
15.9 Comments on the Debate Held in Last Session
15.10 Topic of Debate for Next Session
15.11 Suggested Readings
Chapter 16 Language Use
16.1 Introduction
16.2 Grammar
16.3 Wording
16.4 Expression
16.5 Speech by Drew Faust
16.6 Classroom Activities
16.7 Student Sample Speech
16.8 Comments on the Debate Held in Last Session
16.9 Suggested Readings
Chapter 17 Avoiding Plagiarism
17.1 Introduction
17.2 Using Direct Quotes
17.3 Paraphrasing
17.4 Using References
1.1 A Review of History
1.2 Speechmaking as an Art
1.3 Objectives
1.4 Content
1.5 Materials
1.6 Teaching Approach
1.7 Assessment
Chapter 2 Selecting a Topic
2.1 Introduction
2.2 Criteria for Selecting a Topic
2.3 Speech by Mahatma Gandhi
2.4 Classroom Activities
2.5 Student Sample Speech
2.6 Topics for Discussion
2.7 Suggested Readings
Chapter 3 Content
3.1 Introduction
3.2 Criteria for Judging the Speech Content
3.3 Speech by Abraham Lincoln
3.4 Classroom Activities
3.5 Student Sample Speech
3.6 Comments on the Debate Held in Last Session
3.7 Topic of Debate for Next Session
3.8 Homework Assignments
3.9 Suggested Readings
Chapter4 Organization of Ideas
4.1 Introduction
4.2 The Three-Part Structure
4.3 Writing an Outline
4.4 Speech by Franklin Roosevelt
4.5 Classroom Activities
4.6 Student Sample Speech
4.7 Comments on the Debate Held in Last Session
4.8 Topic of Debate for Next Session
4.9 Suggested Readings
Chapter 5 Process of Argumentation Ⅰ
5.1 Introduction
5.2 Ways of Reasoning
5.3 Types of Evidence
5.4 Speech by Martin Luther King
5.5 Classroom Activities
5.6 Student Sample Speech
5.7 Comments on the Debate Held in Last Session
5.8 Topic of Debate for Next Session
5.9 Suggested Readings
Chapter 6 P.ocess of Argumentation Ⅱ
6.1 Introduction
6.2 Logical Fallacy
6.3 Lack of Elaboration
6.4 Digression
6.5 Speech by Churchill
6.6 Classroom Activities
6.7 Student Sample Speech
6.8 Comments on the Debate Held in Last Session
6.9 Topic of Debate for Next Session
6.10 Suggested Readings
Chapter 7 Coherence, Unity and Cohesion Ⅰ
7.1 Introduction
7.2 Coherence
7.3 Unity
7.4 Cohesive Ties
7.5 Speech by Bill Clinton
7.6 Classroom Activities
7.7 Student Sample Speech
7.8 Comments on the Debate Held in Last Session
7.9 Topic of Debate for Next Session
7.10 Suggested Readings
Chapter 8 Coherence, Unity and Cohesion Ⅱ
8.1 Introduction
8.2 Unity
8.3 Cohesive Ties
8.4 Speech by Susan Anthony
8.5 Classroom Activities
8.6 Student Sample Speech
8.7 Comments on the Debate Held in Last Session
8.8 Topic of Debate for Next Session
8.9 Suggested Readings
Chapter 9 Speech and Emotion
9.1 Introduction
9.2 Emotion as an Essential Element
9.3 Emotion and Sincerity
9.4 Emotion and Use of Stress, Pause, and Tone
9.5 Emotion and Pitch and Rate
9.6 Speech by Earl Charles Spencer
9.7 Classroom Activities
9.8 Student Sample Speech
9.9 Comments on the Debate Held in Last Session
9.10 Topic of Debate forNext Session
9.11 Suggested Readings
Chapter 10 Opening a Speech
10.1 Introduction
10.2 Beginning with Background Information
10.3 Beginning with a Quote
10.4 Beginning with a Statement of Purpose
10.5 Beginning with a Question
10.6 Speech by Lawrence Summers
10.7 Classroom Activities
10.8 Student Sample Speech
10.9 Comments on the Debate Held in Last Session
10.10 Topic of Debate forNext Session
10.11 Suggested Readings
Chapter 11 Ending a Speech
11.1 Introduction
11.2 Ending with a Summary
11.3 Ending with a Reiteration of the Thesis
11.4 Ending with Suggestions
11.5 Ending with a Quote
11.6 Speech by Donald Petersen
11.7 Classroom Activities
11.8 Student Sample Speech
11.9 Comments on the Debate Held in Last Session
11.10 Topic of Debate for Next Session
11.11 Suggested Readings
Chapter 12 Speech and Knowledge Ⅰ
12.1 Introduction
12.2 Knowledge of History
12.3 Knowledge of Literature
12.4 Knowledge of Philosophy
12.5 Knowledge of Society
12.6 Speech by Margaret Thatcher
12.7 Classroom Activities
12.8 Student Sample Speech
12.9 Comments on the Debate Held in Last Session
12.10 Topic of Debate for Next Session
12.11 Suggested Readings
Chapter 13 Speech and Knowledge Ⅱ
13.1 Introduction
13.2 Knowledge of History
13.3 Knowledge of Literature
13.4 Knowledge of the Audience's Mentality
13.5 Knowledge of Current Affairs
13.6 Speech by Neil Postman
13.7 Classroom Activities
13.8 Student Sample Speech
13.9 Comments on the Debate Held in Last Session
13.10 Topic of Debate forNext Session
13.11 Suggested Readings
Chapter 14 Rhetorical Devices Ⅰ
14.1 Introduction
14.2 Simile and Metaphor
14.3 Parallelism
14.4 Repetition
14.5 Antithesis I
14.6 Speech by Henry van Dyke
14.7 Classroom Activities
14.8 Student Sample Speech
14.9 Comments on the Debate Held in Last Session
14.10 Topic of Debate for Next Session
14.11 Suggested Readings
Chapter 15 Rhetorical Devices Ⅱ
15.1 Introduction
15.2 Alliteration
15.3 Cadence or Rhythm
15.4 Understatement
15.5 Rhetorical Questions
15.6 Speech by Obama
15.7 Classroom Activities
15.8 Student Sample Speech
15.9 Comments on the Debate Held in Last Session
15.10 Topic of Debate for Next Session
15.11 Suggested Readings
Chapter 16 Language Use
16.1 Introduction
16.2 Grammar
16.3 Wording
16.4 Expression
16.5 Speech by Drew Faust
16.6 Classroom Activities
16.7 Student Sample Speech
16.8 Comments on the Debate Held in Last Session
16.9 Suggested Readings
Chapter 17 Avoiding Plagiarism
17.1 Introduction
17.2 Using Direct Quotes
17.3 Paraphrasing
17.4 Using References
文摘
2.2.1Appealing to the Speaker
Why is it important to make a speech appealing to the speaker？ If a topic does not attract you as a speaker, you will lack the emotional enthusiasm and knowledge to attract the audience. So first you need to ask: "What am I really interested in？" If you show interest in the examination system in China, you must have read widely about this topic and know a great deal about public opinion on this issue. Furthermore, you must have thought about this issue at length and formed your own opinions. Thus, when you select it as your speech topic, you'll know where to look for information, how to summarize current views on the issue, and how to win over your audience. If you choose a topic of little interest to you, and have not researched it thoroughly, you would certainly have little to say about it. Consequently, your audience would not be impressed either. So before you select a speech topic, it is better for you to ask the following questions and see if you can have a satisfactory answer to each one of them.
Am I really interested in this topic？
Do I have much knowledge regarding the topic？
Have I read a great deal about the topic？
What is the controversial issue？
As a college student, you might show great interest in a wide range of topics, such as sports, literature, art, history, the development of science and technology, etc. But the things that interest you might not necessarily interest your audience. So the issue for us to consider next is how to interest the audience in your speech.
Why is it important to make a speech appealing to the speaker？ If a topic does not attract you as a speaker, you will lack the emotional enthusiasm and knowledge to attract the audience. So first you need to ask: "What am I really interested in？" If you show interest in the examination system in China, you must have read widely about this topic and know a great deal about public opinion on this issue. Furthermore, you must have thought about this issue at length and formed your own opinions. Thus, when you select it as your speech topic, you'll know where to look for information, how to summarize current views on the issue, and how to win over your audience. If you choose a topic of little interest to you, and have not researched it thoroughly, you would certainly have little to say about it. Consequently, your audience would not be impressed either. So before you select a speech topic, it is better for you to ask the following questions and see if you can have a satisfactory answer to each one of them.
Am I really interested in this topic？
Do I have much knowledge regarding the topic？
Have I read a great deal about the topic？
What is the controversial issue？
As a college student, you might show great interest in a wide range of topics, such as sports, literature, art, history, the development of science and technology, etc. But the things that interest you might not necessarily interest your audience. So the issue for us to consider next is how to interest the audience in your speech.
序言
在聽、說、讀、寫四項語言技能中，說和寫屬於產出能力（pmductiveskills），比起聽和讀等接受能力（receptive skills）更加困難。長期以來，人們認為口語能力的提高就在於多練，但究竟如何練、練什麼卻莫衷一是。目前市面流行的口語教材大都側重課堂練習的設計，但即使學生課上獲得了鍛鍊的機會，卻對口語交流的規則及其文化要素知之甚少。這也就難免出現一種情況，那就是學生的口語能力總是在低層次上徘徊，很難在語言表達能力和交流規則方面上一個台階。為了滿足廣大本科生提高英語口語能力的需求，《英語演講藝術》應運而生了。
本書是在借鑑當代國外二語（外語）習得最新研究成果的基礎上，結合中國英語教學的特點，針對學生的需求和特點編寫而成的。既有套用語言學理論基礎，又融入了編著者多年英語口語和演講教學的實踐經驗，是一本兼有理論指導和實際套用價值的教材。
《英語演講藝術》的編寫理念是：幫助大學生從理論層次和文化層次上把握英語口語交流的規則，通過閱讀和分析名家演講，了解英語演講的模式、語言文體以及組織結構，從而提高學生的口頭表達能力和邏輯思維能力。本教材的一個特點是：通過對學生演講的即興評論提高學生對自己不足之處的認識，以此引導學生有針對性地糾正錯誤。本教材設計的課堂練習，注重選用能夠激發學生興趣和思維的話題，鍛鍊學生用英語表達具有深度思想的能力，從而達到避免重複使用簡單辭彙和句式結構的目的。
本書是在借鑑當代國外二語（外語）習得最新研究成果的基礎上，結合中國英語教學的特點，針對學生的需求和特點編寫而成的。既有套用語言學理論基礎，又融入了編著者多年英語口語和演講教學的實踐經驗，是一本兼有理論指導和實際套用價值的教材。
《英語演講藝術》的編寫理念是：幫助大學生從理論層次和文化層次上把握英語口語交流的規則，通過閱讀和分析名家演講，了解英語演講的模式、語言文體以及組織結構，從而提高學生的口頭表達能力和邏輯思維能力。本教材的一個特點是：通過對學生演講的即興評論提高學生對自己不足之處的認識，以此引導學生有針對性地糾正錯誤。本教材設計的課堂練習，注重選用能夠激發學生興趣和思維的話題，鍛鍊學生用英語表達具有深度思想的能力，從而達到避免重複使用簡單辭彙和句式結構的目的。
