“Graphing a quadratic function” - 1. Function y = x2. The branches of the parabola are symmetrical about the axis OU. y = x2 Function – quadratic; The graph is a parabola. 4. Algorithm for constructing a graph of a quadratic function. 3. Isolating the square of a binomial from a square trinomial. The graph is symmetrical with respect to x = 2. Quadratic function. Building a graph.
“Graphing functions” - Graph of the function y = sinx. Algebra. Topic: Graphing functions. Completed by: Filippova Natalya Vasilievna mathematics teacher Beloyarsk secondary school No. 1. Plotting a graph of the function y = sinx. Tangent line. Draw a graph of the function y=sin(x) +cos(x).
“Building graphs” - Construct graphs of functions by compressing along the ordinate axis. Find all values of the parameter a for each of which the system. Let's build a graphical image of the correspondences included in the system. There are no solutions if... Let us determine the signs in the resulting regions and obtain a solution to this inequality. 2. We intersect the resulting graph with straight lines perpendicular to the parametric axis.
“Construction of polygons” - In nature, in the surrounding world, in everyday life - everywhere we see regular polygons. Divided into 12 parts. Divide into 10 equal parts. The variety of polygons in the human world. Carl Gauss, a first-year student at the University of Göttingen, solved a problem that mathematical science had balked at for more than two thousand years.
“Construction with compasses and ruler” - Historians. What knowledge and concepts about compasses go beyond school geometry? Geometric constructions using compass and ruler. Researchers. Who invented the compass and when? Seas and deserts, Earth and Moon Light of the Sun And snow avalanches... How to determine the sides of the horizon on the ground using geometric constructions?
“Construction of geometric figures” - There are no tools for drawing lines and planes in space. Construction tools. Pantograph drawing machines; trammel; thicknesser; computer or computer plotter. P5: Construct (find) the intersection point of two given circles. Coordinate method. L2: construct a straight line passing through two given (constructed) points.
Can we say “round table agenda”? Or is the “round table agenda” correct?
Combination round table agenda correctly.
| Question No. 299909 | ||
Which is correct: on the first and second issues of the agenda or on the first and second issues on the agenda
Russian help desk response
Preferably: on the first and second questions.
| Question No. 299854 | ||
Good afternoon Is punctuation necessary in the sentence: “Consideration of this issue, if included on the agenda, is carried out after consideration of all other issues on the agenda and day”?
Russian help desk response
No additional punctuation is required.
| Question No. 291841 | ||
Good afternoon Tell me if the punctuation marks are correct: Based on the memo, a 3rd issue was added to the agenda.
Russian help desk response
Comma after notes It's better not to put it.
| Question No. 290509 | ||
Good day, employees of gramita.ru. Please tell me, is it necessary to separate the phrase “in connection” with commas? For example: In connection with personnel changes in the district government (,) I ask you to put on the agenda the issue of making changes to the composition of the Coordination Council. Thanks in advance.
Russian help desk response
In this case, a comma is needed.
| Question No. 289260 | ||
Hello. I came across such a case. I was confused by the phrase “A number of issues were considered on the agenda.” Logically, the expression does not make sense, but the search engine returned repeated use of the phrase on different resources. What is this? Is this a tradition? Or is it still a mistake?
Russian help desk response
This is mistake. Possible options: There are a number of issues on the agenda And A number of issues were discussed during the day.
Clarification to question 267165: couldn’t there be an “agenda” option? (based on the definition of the word agenda, that this is a list of issues brought up for a meeting... - can the word “meeting” be redundant?
Russian help desk response
Option agenda, of course, is also possible (what's on our agenda?), but then the word will be superfluous meeting, it will have to be removed.
| Question No. 267165 | ||
Hello! Which is correct - agenda of the meeting or agenda of the meeting?
Russian help desk response
Agenda– “a list of issues to be discussed at a meeting or conference.” Correctly: meeting agenda, word day This is already too much.
| Question No. 256366 | ||
Hello. I often see in articles: Questions were on the agenda...
Is this expression correct?
Thank you.
Russian help desk response
Correct: such and such issues are on the agenda; The agenda includes such and such issues.
| Question No. 253967 | ||
Hello, please tell me what is the correct way to write: Question on the agenda or Question on the agenda? Or some other way?
Russian help desk response
Maybe: the issue is on the agenda, the issue is on the agenda.
| Question No. 249945 | ||
Option 8
Exercise 1
Fill in the missing letters and punctuation marks.
Early in the morning, Weasel ran merrily (in) in front along the three steps...; Levin followed her with a quick, easy step, constantly looking at the sky. He wished that the sun would not rise before he reached the swamp.
But the sun did not hesitate. The month was still shining when he came out and now he only shone like a piece of mercury; the morning... morning light, which before it was impossible not to see, now had to be looked for; previously (un)defined spots in the far field were now clearly visible. These were rusty shocks. The dew (in)visible even without sunlight in the fragrant tall hemp from which the habits were chosen was already wet Levin’s legs and blouse above the waist. In the transparent silence of the morning the slightest sounds could be heard. The bee flew past Levin's ear with the whistle of a bullet. He... looked... and saw... another and a third. They all flew out from behind the bee fence and hid over the hemp towards the swamp. The stitch led straight into the swamp. The swamp could be recognized by the pairs that rose from it, where it was thicker, where it was less frequent, so that the sedge and broom bushes swayed like islands on this pair. At the edge of the swamp and the road, the boys and men who guarded the night lay and before dawn they all slept under caftans. Three tangled horses were walking not far from them.
Task 2
Put emphasis on words.
Jealous, spoiled, industry, Cossacks, flounder, medicines, gross, tool, kilometer, more beautiful.
Task 3
Write out outdated words. Determine their meaning. Attic, horse-drawn horse, prison, escalation, ofenya, salop.
Task 4
Explain the meaning of the given figurative expressions. Explain the origin of one of the expressions.
The evil place, the promised land, the game is not worth the candle, Tantalus torment, stumbling block, cornerstone, massacre of infants, as Mamai went through. Task 5
Write down the sentences using numerals in the correct form.
1. At the Peoples' Friendship University of Russia, classes are conducted with 4061 students.
2. Up to 325 people study in graduate school.
3. Engineers with 739 diplomas went to different parts of the globe.
26Task 6
Write down the noun given in brackets in the appropriate case form.
1. Flocks (clouds) burn with a blue flame over the abyss of the sea.
2. On this vast field lie entire worlds of magical cities (building, tower, monster).
3. The servants were excited by the news of the engagement of one of the (young ladies).
4. There are many (Bashkirs, Turkmens, Georgians) in our city.
5. I visited everywhere on the Volga - from (upper) to (lower). Task 7
Correct errors in the formation of the comparative degree of adjectives and adverbs.
1. Her life in her mother’s house was better.
2. The grandmother’s speech is brighter and more expressive than the speech of other characters.
3. The writer’s first stories are characterized by the deepest lyricism.
4. Due to the rains this year, the expedition worked in more difficult conditions.
5. His words made the strongest impression on me.
6. Task 8
Mark the sentences in which there is an error in the use of participles and participial phrases, and correct these sentences.
1. Without restoring his health, he will not be able to study seriously.
2. Having quickly dressed and washed, the boy ran to school.
3. Looking at the problem of ratification from the other side, we came up with a successful solution.
4. Having reached the nearest traffic light, the car’s engine suddenly stopped.
5. Having seen the clear military life, many guys changed their attitude towards the army.
Task 9
Determine the gender of the nouns. Write phrases, choosing an adjective for each word.
Euro, ancient settlement, psalter, mouse, sconce, bunch, interview, muffler, Ministry of Internal Affairs, Delhi.
Task 10
Form verb combinations with these words (in their terminological meaning). Make up sentences.
Sample: act - draw up. Members of the commission drew up an act on the decommissioning of the equipment.
Report, agenda, signature, censure, resolution, proposal, order, warning, assistance, accounting.
Task 11
Complete the introductory part of the application. From whom and to whom is it addressed? A. From whom was the application submitted?
Sergey Mozgovoy, Ivan Belykh, Marina Yukhnevich, Pavel Riches, Elena Gunich B. Who is the application addressed to?
Alexey Vasilets, Stanislav Shostok, Daria Malykh, Irina Rappoport, Taras Sidorenko
Russian help desk response
What question would you like to ask the Help Desk?
| Question No. 246609 | ||
Please tell me with which letter - uppercase or lowercase - should we write “agenda” when the text of the document contains a link like “item No. 3 of the Agenda”?
Sincerely
Russian help desk response
Correct with lowercase.
| Question No. 230172 | ||
Please, this is very urgent, how is it correct to say “on the agenda” or “on the agenda”, and can we say “diocesan women” in relation to the pupils of the women's diocese?
Russian help desk response
The combination _stood on (in) the agenda_ is stylistically flawed, it is better not to use these options. The word _dioceses_ is colloquial, this should be taken into account when using it.
| Question No. 224208 | ||
Is it possible to use the expression “to hand over a summons against signature”? (In my opinion, it can only be Khokhloma painting, etc., or am I wrong? Thank you, Alya
Russian help desk response
See http://spravka.gramota.ru/difficulties.html?let=п&id=37 [“Dictionary of difficulties”].
17. Correct the expressions: more beautiful; more lighter; more better.
Task III. Edit phrases; explain the error in the construction of the sentence.
1. The meeting was held with great interest.
2. I noticed a characteristic error.
3. I would like you to pay attention to our organization as soon as possible.
4. He tried to warn the director about the wrong step.
5. A representative from the plant was also present at the meeting.
6. Having processed this data, the full picture of the state of affairs became clear.
7. My opinion of him as a person is not bad.
9. The issue of resources was on the agenda.
10. While going up the stairs, a strange announcement caught my eye.
11. I'm tired of wasting my nerves on this question.
12. I understood what hint they gave me.
13. We have the cheapest prices for goods.
14. I don't want to escalate the situation.
15. Many have succumbed to the trick of apartments, jobs, and dachas.
16. The information provided in the latest statistical report suggests that the problem has not yet been solved.
17. Nikolai was waiting for me in the corridor.
18. I have repeatedly noted that it is necessary to follow the instructions.
19. All this affects work.
20. Let me raise this toast to our successes.
Task IV. Work on the accuracy and expressiveness of speech.
1. Come up with phrases with the words: patience, forbearance, tolerance, tolerance.
2. Find synonyms for the word said.
3. Find synonyms for the word walked.
4. Come up with phrases with the words: eat, eat, eat, eat.
5. Explain the meaning of popular expressions: apple of discord, Sisyphean labor, Gordian knot, Augean stables.
6. Explain the meaning of phraseological units: play the first violin, stew in one’s own juice, remove the shavings, through a tree stump, speak with one’s teeth, lead by the nose, put on a card.
7. Correct sentences and explain mistakes: Everyone demanded to raise the curtain.
He won’t open the bike anyway, he picks up half a word on the fly.
Practical lessons
Practical lessons
He promised to remove seven skins from him. All this went into our sweat and blood. It's still in the clouds. The other end of the stick is...
8. Edit:
I remember what pigsties we built!
He had an alternative: stay in the village or return to the city.
I can't eat this porridge in full.
And in the evening, when the whole sky is dotted with stars, we will again trample to the sea.
9. Continue the phrases: It has become clear that there will be difficulties every day... We hope that by the end of the year the level of production will begin... My concern., every day. The area of saline soils... every year (increase, increase, rise, intensify).
10. Find clericalisms in an excerpt from a parody of a literary criticism article: “... no less important is the old woman’s reaction to the old man’s message to her about his non-use of the fish purchase, the old woman’s use of a number of vulgarisms directed at the old man and forcing him to a repeated meeting with the fish, dedicated to the issue of the old trough” (from the book by K. Chukovsky “Alive, like life”).
11. Express the thought without bureaucratic language: “Every effort should be made to eliminate the negative consequences of this phenomenon.”
12. “Translate” the scientific phrase: “To create a positive mood, we can recommend such a well-known remedy as a smile.”
13. Mark clericalisms, express thoughts in a conversational style:
There is still a big question regarding the application of this method. Acid rain is extremely damaging to green spaces. To speed up your decision making, I suggest taking a break. Urgent measures need to be taken to ensure energy savings.
14. Is it appropriate to use phraseological units in this sentence: “What we have planned, I am sure, will make a splash on our competitors?” How best to express this idea?
15. What did the speaker want to say: “Disabled people and pensioners exist in our country in a rigid form?”
16. How best to express this thought: “You can start creating a child only in a good mood, realizing the full responsibility for this matter” (from a book about self-education)?
Task I
Use the "Spelling Dictionary of the Russian Language."
Task II
2. (I, you, he) understood (she) understood
(it) understood
3. (I, you, he) began (she) began (it) began
4. (I, you, he) accepted (she) accepted (it) accepted
5. (I) want (you) want
(he, she, it) wants
(we, you, they) understood
(we, you, they) started
(we, you, they) accepted
(we) want (you) want (they) want
6. So much, put on glasses, ridicule.
Practical lessons
Practical lessons
7. These expressions contain unnecessary words: crime means a crime, vacancy means a free place, price list means a collection of prices, souvenir means something that is given as a souvenir, prospects means something that is in the future, etc.
8. Every minute; they only retreat back; December; can only be viewed for the first time; bequeath; in summer; eventually; delusion.
9. Love for the homeland, head of the club, thank you.
10. Laugh at him, come to the point, better than anyone.
11. Talking about life is Havarits pra zhytstsyo, walking on the roads is hadzh pa darogov, Tolya and I are Tolyam.
12. Gold medal, big dog, delicious apple.
13. Elections elections elections elections elections about elections
Facilities
means
facilities
means
affordable
14. One hundred and twenty-seven people one hundred and twenty-seven people one hundred and twenty-seven people one hundred and twenty-seven people one hundred and twenty-seven people about one hundred and twenty-seven people
Eighth of March eighth of March eighth of March eighth of March eighth of March o eighth of March
15. How many rubles how many rubles how many rubles how many rubles how many rubles about how many rubles
How many children how many children how many children how many children how many children about how many children
16. Use the “Dictionary of Foreign Words”
17. More beautiful, lighter, better.
Task III
1. The meeting aroused great interest.
2. I noticed a characteristic error.
3. I would like you to quickly pay attention to our organization.
4. He tried to warn the director from taking a wrong step.
5. A representative of the plant was also present at the meeting.
6. Having processed this data, we found out the complete picture of the state of affairs.
7. My opinion of him as a person is not bad.
9. The issue of resources was included on the agenda.
10. When I was going up the stairs, a strange announcement caught my eye.
11. I'm tired of wasting my health on this question.
12. I understood what hint they gave me.
13. We have the lowest cost of goods.
14. I don't want to escalate the atmosphere. Or: I don’t want to make things worse.
Practical lessons
Practical lessons
15. For many, apartments, prestigious jobs, and dachas have become a lure.
16. The information provided in the latest statistical report suggests that the problem has not yet been resolved.
17. Nikolai was waiting for me in the corridor.
18. I have repeatedly noted that it is necessary to follow the instructions.
19. All this affects work.
20. Let me raise a glass to our successes. Allow me to make a toast in honor of our successes.
Task IV
1-6. Use the “Dictionary of synonyms of the Russian language”, “Training dictionary of the most commonly used phraseological units of the modern Russian language” by A.F. Kalashnikova.
7. Everyone demanded to lift the veil. He won't reinvent the wheel anyway. He grasps everything at a glance.
He promised to skin him (or remove the shavings). All this went into blood and flesh. For now, this is all unclear and uncertain; There is an expression “having your head in the clouds” (dreaming). But it's a double-edged sword...
8. I remember what pigsties we built!
He faced a choice: stay in the village or return to the city.
I can't eat all this porridge.
And in the evening, when the whole sky is dotted with stars, we will again reach out to the sea.
9. It became clear that difficulties would increase every year.
We hope that by the end of the year production levels will begin to increase.
My anxiety is getting worse every day. The area of saline soils increases every year.
11. We will try our best to correct the situation.
12. To improve your mood, smile.
13. We need to think about whether this method is worth using.
Acid rain destroys plants. So that we can make a decision quickly, I suggest taking a break.
Let's think about how we can save energy.
14. Oh, how worried our competitors will be when they find out what we are up to!
15. It’s not easy for people with disabilities and pensioners to live here.
16. You need to conceive a child in a good mood, understanding the responsibility of this step.
To Chapter 5 “Preparing for a speech-monologue”
Task I. Study using specific examples of the communication system: Topic - Audience - Purpose - Main idea - Advertising name.
1. Determine the purpose and main idea of the conversation on the following topics:
“Organization of working time is a necessary means of increasing labor productivity”:
a) in a student group;
b) with businessmen.
“The educational institution I graduated from”:
a) a story in a youth company;
b) conversation with the director of the company where you want to work.
2. Justify the choice of topic, purpose and main idea of your future performance in the group.
3. Discussion of the final plan for the presentation in accordance with the logic of the topic and the interestingness of the presentation.
Task II. Comment on the use of numbers in newspaper publications suggested by the teacher.
Task Sh. The teacher asks students to write down several sayings of great people. Gives homework assignments for working with them: free retelling, value judgments, creative development of thoughts. Then the completion of the tasks is discussed.
To Chapter 6 “Secrets of Successful Performance”
Task I. Training the ability to greet the audience.
The purpose of the task is to learn how to make an initial pause and greet the audience so that the intonation expresses the joy of the meeting.
Students take turns going out to the audience and greeting those gathered with a gesture.
The teacher makes sure that the speaker’s gait is confident and his head is raised. You need to stop in a place where all those gathered are clearly visible, and the speaker is clearly visible to everyone. You should start greeting only after the initial pause, “gathering” everyone with your gaze. The gesture should be broad, helping to consistently cover all those gathered with your gaze.
During the second exit after the initial pause, you need to say: “Glad to see you.” You can help yourself with a gesture.
The teacher makes sure that there is eye contact with everyone, and the intonation of the greeting corresponds to the meaning of the words.
Students are invited to take turns to come out to the audience for the third time and greet everyone with the word “Hello!” with different intonation expressing:
a) indifference;
b) edification, severity;
c) the joy of meeting.
The task is considered completed if the speaker walked out with a confident gait, the initial pause was maintained, the greeting sounded joyful from meeting the audience, and the speaker’s gaze embraced all the listeners.
Practical lessons
Practical lessons
Task II. Training the ability to start a performance.
After the greeting, you need to say one or two phrases. This could be a compliment to those gathered, a question to the audience, an appeal to those feelings that are currently bothering people.
Task III. Whose entry option is better?
The task is given to the whole group. It is necessary to offer introduction options (beginning and introduction to the topic), which a famous businessman could use if he were asked to conduct conversations on the topics:
1. How to organize your day.
2. How to succeed in business. It is proposed to “perform” in front of
a) tired students at the end of classes;
b) employees of a company whose business success leaves much to be desired.
The purpose of the task is to try to establish emotional contact with this category of listeners, skillfully leading to the topic of the speech.
Entry options are discussed, the best are noted.
Task IV. Training the ability to start and finish a performance.
Students are given cards with the names of the topics. They need to provide an introduction and conclusion to these topics (improvisation). Examples of topics:
1. Create yourself.
2. Friendship helps you live.
3. Take care of love.
4. How to live without getting old.
5. Reserves of the human psyche.
6. How to learn to control yourself.
7. The cosmic future of humanity.
8. Only mountains can be better than mountains.
9. The sea is a world of beauty and wonders.
10. Music in our lives.
11. Beauty will save the world.
Task V. Training the ability to answer questions.
Three students take turns being asked to answer questions about their topic. It is necessary to rephrase the question each time, maintaining its meaning, and give a short answer.
The “jury”, selected in advance, evaluates the ability of future speakers to answer questions using a 10-point system, taking into account:
1) how accurately the meaning of the question was understood;
2) brevity and accuracy of answers;
3) impression of the manner of responding (speed of reaction, self-control, friendly tone).
Task VI. Performance training.
Students are asked to prepare a mini-speech (3 minutes) for each lesson. The topics of speeches, for example, are: “This is interesting to know”, “How I like to relax”, “My attitude to entrepreneurship; classical music; mountaineering, etc.” (any topics whose title contains the word “I” or “my, mine”).
Practical lessons
To Chapter 7 “Culture of Controversy”
Task I. The teacher, together with the students, chooses a topic of debate (thesis), for example: “In our country there should be government censorship of the media” (or “one state language”, “paid healthcare”, “free paid higher education”, etc.). The opposite statement (must not...) is an antithesis. Supporters of each statement form teams and prepare for debate, using reference and other literature. It is necessary to clarify all the terms included in the thesis, analyze the problem according to the plan proposed in Chapter 5 (pp. 72-73), collect all the arguments and prepare a persuasive speech. You should consider a way to refute your opponents and criticize their arguments.
The “jury” is invited to the lesson. The teams' performances are assessed on:
oratory skills of the leader of each team; the logic and persuasiveness of each argument; quality of refutation; questions from both teams; cohesion of each team; the tone of the debate;
the use of tactics and techniques for conducting polemics;
the use of tricks and their neutralization.
Before giving the floor to team members, the teacher talks about the purpose of the lesson, introduces the members of the “jury”, and announces the order of the discussion. He intervenes in the course of the controversy only if it is necessary to stop prohibited methods. After the debate is over and the jury's verdict is reached, the participants discuss what the activity taught them.
Task II. Discussion on the topic “Where to start your business.” Analysis of the controversy that has arisen, assessment of the behavior of its participants.
Listeners are asked to determine the sequence of actions necessary to start releasing a new product (the group decides what kind of product it is):
2) find raw materials;
3) develop technology for manufacturing goods;
4) purchase equipment;
5) find a place to work;
6) conclude an agreement for the supply of raw materials;
7) study the population’s need for this product;
8) obtain a license for this activity;
9) form a work collective;
10) enter into a rental agreement for the premises.
Then the listeners form teams and jointly determine the sequence of their actions.
After this, representatives of different teams defend their correctness on each point.
The “jury” evaluates the persuasiveness of the argumentation and the culture of polemics of each participant in the game. In conclusion, it sums up the overall outcome of the “battles” on all issues.
According to this principle, a discussion can be organized on any topic that is close to the interests of the listeners and their range of knowledge.
Task III. Business game “Performance”
This game sums up the learning of public speaking skills.
The purpose of the game is to use the example of three performances to give an idea of the complexity of public speaking and the need for careful preparation for a performance.
Main objectives of the game:
1. Develop public speaking skills.
2. Learn to parry remarks, answer questions, and debate.
3. Develop the ability to analyze the speaker’s speech and critically evaluate your speech.
In 4 class hours you can conduct 3 cycles of a business game.
Game roles:
1. Speaker.
2. "Opponent".
3. “Unintelligible listener.”
4. “A curious listener.”
5. 11 “reviewers”
Speakers are appointed in advance. They present messages that they began to prepare after studying the topic “Preparation for a speech-monologue.” 15 minutes are allotted for the presentation.
The task of the “Opponent” is to critically evaluate the performance. Remarks during the presentation and polemical statements are allowed, but in the correct form. After the speech, you should ask a question or speak out about any position of the speech from a critical position, try to challenge the speaker to an argument or engage in controversy.
The task for the “Uncomprehensible Listener” is to ask the speaker a question that requires clarification of a term or some provision of the speech.
The “Curious Listener” task is to ask the speaker an additional question on the topic.
Tasks for “Reviewers” - analyze the speech:
1. Was the title of the talk apt? Justify your opinion.
What is the main idea of the speech? What goal, in your opinion, did the Speaker set for himself and did he manage to achieve it?
2. Type of introduction. Is it successful? What type of conclusion?
3. Was the presentation intelligible? Did the Speaker explain the meaning of the terms? How did he do it?
4. Was the presentation consistent? What's his plan? Is the composition of the performance interesting?
5. What presentation techniques did the Speaker use?
6. Did the Speaker justify his thoughts? How? How convincing?
7. Was the speaker able to establish contact with the audience? If yes, what contributed to this? If not, why not?
Note the demeanor (postures, gestures), intonation, emotionality of the Speaker, eye contact with the audience.
8. What can you say about his speech culture?
9. Did the Speaker answer the questions well?
10. Did you successfully debate with your opponent?
11. General impression of the performance. Wishes to the Speaker for improving his skills.
Listeners who have not received special assignments are encouraged to react to the presentation naturally, asking questions if desired.
101 Practical exercises
To Chapter 8 “Perception and Understanding of a Communication Partner”
Task I. Listeners take turns talking about a dialogue with an unfamiliar passenger (see task for independent work after studying Chapter 8). The teacher and other students evaluate the completeness and sharpness of observations, the validity of assumptions, and the causes of stereotyping errors.
Task II. The listeners, divided into pairs, silently look at each other for 6 seconds. Then the teacher invites a couple to the table. Without looking at your partner, you need to describe his facial features, name the color of his eyes, hair, face shape, etc. Then you need to name the main feature of your partner’s appearance.
Completing this task is possible only in an atmosphere of goodwill, respect for each other, and with the desire to find something beautiful and remarkable in the partner’s appearance. Creating such an atmosphere depends on the teacher.
Task III. To study the characteristics of perception, the teacher suggests the following:
1. Shows listeners a portrait of a person he knows for 5-7 seconds and asks them to describe his appearance, give a psychological portrait, and guess his profession.
It is interesting and useful to compare different impressions. Students come to the conclusion about the individuality of perception, the difference between information and interpretation, and the influence of stereotypes.
Progress of one game cycle:
1. The teacher distributes tasks to all participants in the game.
2. Speech by the Speaker.
The teacher monitors the correct behavior of the Opponent.
3. Polemic with the Opponent.
4. Answers to questions from listeners.
5. Speeches by Reviewers with analysis of the message.
6. Listeners from the seat complete the answers.
7. The teacher clarifies and summarizes what was said. For the second and third cycles, games are assigned
other participants.
After completing the business game, the teacher sums up the results.
Practical lessons
2. The teacher reads the biography of a person and asks students to retell it, highlighting the most important things. It turns out that this is the “chief
“noe” does not coincide with many listeners, reflecting what is important and significant for everyone.
3. The teacher asks students to describe how they would like to be perceived. Then the listeners take out sheets of paper on which they described the impression that, in their opinion, they make (task for independent work after studying Chapter 8). By comparing these descriptions, it is possible to draw conclusions that are useful for everyone.
Task IV. This task allows you to test your ability to put yourself in your partner’s shoes and understand his feelings.
The teacher describes, for example, the following situation. “Suppose you asked a friend to collect some information for you. A friend comes up to you in a good mood and says that he will now tell you in detail about everything he has learned. But you no longer need this information and you have absolutely no time now. How will your explanation with your friend go?” Listeners break into pairs and act out this situation. Impressions are discussed in the group. The teacher asks questions to determine everyone’s ability to decenter.
ling on behalf of this character. In the first part of the ad, given from a third person, you need to introduce him: describe his appearance, the most characteristic features, interests and hobbies, the second part of the ad is an “order” for a future life partner: his appearance, character traits.
“Marriage announcements” are played in turns. It is necessary to listen carefully so as not to miss “your match.” In the end, everyone finds each other and becomes close. How pairs are formed is also informative for the teacher.
The progress of the game is discussed and commented on.
Examples of “married couples”:
tie - shirt
pencil - paper
candlestick - candle
record player
steering wheel - car
sofa - pillow
table - tablecloth
bank - river
handle - rod
pool - water.
Task V. “Marriage announcements.”
During the game, the ability to decenter, objectively perceive a partner, and the ability to analyze is revealed. The game develops imagination and speech. The teacher-psychologist will be able to see the psychological problems of some participants in the game.
Practical lessons
Task I. Test of observation.
A few people go out the door, the rest are observers. The teacher takes a certain position while sitting on a chair. A listener enters the audience, who after a few seconds takes the teacher’s place and assumes the same position. Then the next listener comes in, and everything repeats again. When the last member of the group sits down on a chair, the teacher sits on a chair nearby and takes the starting position. Everyone has the opportunity to compare poses and identify the most observant ones.
Task II. Checking Bennett's rule.
a) In the center of the audience, a listener freezes in a certain position. The rest answer the following questions in turn:
1) What do you think this pose expresses?
2) What emotions does it evoke in you?
Differences in posture interpretation among different listeners
and in the emotions it evokes, it confirms Bennett's rule.
b) The teacher invites students to determine the social status, internal state, attitude to the topic of conversation and to each other of the participants in the conversation shown in Figure b (p. 159). The opinions of the listeners are compared and discussed in the group2.
Task III. Listeners are divided into pairs and sit facing each other. They take turns taking poses that correspond to their state and mood. The partner must guess them. To make this easier, it is recommended that your partner take the same position. It is interesting to compare the partner’s interpretation of the pose before and after this.
The result of the exercise is discussed in the group. It turns out that most listeners were able to guess their partner's mood by his posture. This was facilitated by imitation of the pose. Exceptions confirm Bennett's rule.
Task IV. An exercise illustrating the importance of imitation of posture and “mirroring” for creating a favorable atmosphere of communication.
Listeners are divided into pairs. The first numbers begin to tell the second ones about how they spent yesterday. The task for the listeners is to take a pose that imitates the narrator’s pose during the first three minutes and “mirror” his gestures. Then take an arbitrary pose (with the exception of the pose of attention) and stop “mirroring” your partner. As a rule, soon after this the desire to tell disappears, and the partner falls silent. Listeners change roles and the exercise is repeated. The result - impressions, sensations - is discussed in the group.
Task V. Training the ability to “mirror”.
Listeners are divided into pairs and arranged randomly. In each pair, a leader and a follower are determined. The teacher begins to slowly, with pauses, read some text that can easily be accompanied by expressive gestures, for example, Krylov’s fable “The Crow and the Fox.” The leader of the pair accompanies the words of the fable with gestures. The follower repeats his movements. The teacher reads the text again. Roles in pairs change.
The task can be repeated with a different text.
Practical lessons
Task VI. Training the ability to influence a partner’s condition. The beginning of the exercise repeats exercise V. But the “follower” receives the task: at some point to seize the initiative. While the teacher is reading the fable, the first leader can again force him to imitate himself.
The result of the exercise is discussed: was it easy to take the initiative? Why is this training needed?
Oratory art And businesscommunication/ O. A. Baeva...
Topic 9. BARRIERS IN COMMUNICATION
The only way to tune people in
energetic activity is to communicate with them.
Lee Iacocca
Barriers to interaction: motivational barrier, ethical barrier, communication style barrier.
Barriers to perception and understanding: aesthetic barrier, different social status, barrier of negative emotions, health status, psychological defense, attitude barrier, double barrier.
Communication barriers: incompetence, inability to express one's thoughts, poor speaking technique, inability to listen, modality barrier, character barrier.
How to overcome communication barriers? Our typical mistakes: incorrect expectations regarding a partner; it seems to us that our partner should guess what we feel; we don’t catch the subtext of the conversation; if a person’s behavior is unpleasant to us, it seems to us that he treats us badly or even does it to spite us; We try to meet the expectations of our interlocutor. To overcome barriers in communication, you need to make a “diagnosis” for yourself or your partner and structure your behavior in such a way as to reduce or eliminate the barrier.
Questions for self-control
1. How are the characteristics of perception related to the emergence of barriers to perception?
2.What are communication barriers?
3.Name the main characteristics of a logical barrier and ways to overcome them.
4.Name the main characteristics of the barrier of perception and understanding and ways to overcome it.
5.Name the main characteristics of the semantic barrier and ways to overcome it.
6.Name the main characteristics of the phonetic barrier and ways to overcome it.
7.Name the main characteristics of the interaction barrier and ways to overcome it.
Exercise 1
Determine whether you have the skills of a pleasant person to talk to:
Do you know how to say hello so that they smile back?
Do you know how to interrupt a protracted conversation in such a way that the interlocutor does not get offended by you?
Do you know how to defuse a situation with a joke and cool simmering passions?
Do you know how to refuse a person who has approached you with a tactless or untimely request in such a way as not to interrupt your relationship with him?
If someone is rude to you, can you not respond with rudeness? Are you able to calmly respond to a rude person or otherwise confront him?
Do you know how to say goodbye in such a way that you want to see you again?
Task 2
Tell us about your experience of overcoming communication barriers. Discuss problematic situations.
Task 3
Euphemisms are soft equivalents of rather harsh words or expressions that are preferably veiled, for example, instead of “he died” - “he passed away”, “poor” - “needy”, “old man” - “an elderly person”, etc. P. Come up with at least 10 words that are unpleasant for your partner and choose euphemisms for them.
Task 4
Name polite forms of making a request ( please be so kind etc.), then polite forms of refusal ( Unfortunately, I can’t help you; it's not in my power and so on.)
Remember the preference in certain situations for requests in the subjunctive mood ( I would like to), answer according to the formula yes, but....
Find formulas for request and refusal that are appropriate in communication with a colleague, with a superior person, with a client of the company.
Task 5
Break into pairs. One partner must come up with a tactless request, the other must refuse this request, but in such a way as not to be considered a bore and not to interrupt the relationship with the person.
Task 6
Working on correct speech.
1.Comment on errors in expressions: criminal crime, vacancy, price list, souvenir, future prospects, bold risk, first premiere, my autobiography, first baptism of fire, timekeeping.
2. Eliminate verbosity in expressions: every minute of time, step back, in the month of December, meet for the first time, bequeath an inheritance, in the summer period of time, an erroneous delusion.
3.Explain the meanings of paronymous words and come up with phrases with the words: compare and contrast; put on and dress; effective and efficient; economical and economical; ignorant and ignorant; bath and tub; single and ordinary; test and try; present and provide; shareholder and shareholder; layout and planning; subscriber and subscription; manage and manage; addressee and addressee; parliamentarian and parliamentarian.
4.Explain the meaning of the words: import, priority, harmonize, confidential, extension, legitimacy, adequate, consensus, mentality, reputation, dividend, plebiscite.
Task 7
Work through possible spelling errors in words:
1) catalog, quarter, more beautiful, aristocracy;
2) partnership liability, long ago, partner;
3) inquire, expert, phenomenon, convening a session;
4) strengthening, provision, owners, Ukrainian;
5) wholesale prices, gross income, prospects;
6) unrestrained, start, rattle, gas pipeline, oil pipeline;
7) owners, briefly, litigation, closely;
8) rings, bent, intention, intercessor;
9) petition, inquire, pantry;
10) language sausage, language error, thieves, in the back, you are right;
11) simultaneous, deepen, vulgarize, normalize;
12) scissors, read, light, some;
13) intend, take into account;
14) form, chaos, arrived, long-standing;
15) expired, being, debate, fairway;
16) test, pace, dispensary, demagoguery;
17) trend, claim, contender, neckline;
18) competent (or [pent]), ascertain (or [stant]), escort (or escort), legal adviser (or legal consultant), unprecedented (or [tsen]).
Task 8
1. Conjugate the verbs understand, begin, accept in the past tense, and the verb want- in present time.
2.How to do it correctly: so much or so much, wear glasses or dress, ridicule or laugh?
3. Correct the expressions: talking about life, walking along the roads, Tolya and I.
4. Decline the nouns: elections, means.
6. Correct expressions: more beautiful, lighter, better, cheaper.
Task 9
Edit the phrases, explain the error in the construction of the sentence.
1.The meeting was held with great interest.
2.I noticed a characteristic mistake.
3. I would like you to give your attention to our organization as soon as possible.
4.He tried to warn the director from making a wrong move.
5. A representative from the plant was also present at the meeting.
6. Having processed this data, a complete picture of the state of affairs became clear.
7.My opinion of him as a person is not bad.
9.The issue of resources was on the agenda.
10. While going up the stairs, a strange announcement caught my eye.
11.I'm tired of wasting my nerves on this question.
12.I understood what hint they gave me.
13.We have the cheapest prices for goods.
14.I don’t want to escalate the situation.
15. Nikolai was waiting for me in the corridor.
16.I have repeatedly noted that it is necessary to follow the instructions.
17.All this affects work.
18. Let me raise this toast to our successes.
Task 10
Explain the meaning of popular expressions and phraseological units: apple of discord, Sisyphean labor, Gordian knot, Augean stables, play the first violin, stew in your own juice, remove the shavings, through a tree stump, speak with your teeth, lead by the nose, put it on the map.
Task 11. “Marriage announcements”
Each participant receives a card with the name of an object that has characteristic properties: to complete its existence, it needs another object that complements it. Each participant in the game pronounces the text of the “marriage announcement” on behalf of his subject. In the first part of the ad, you need to introduce your subject: describe its appearance, its most characteristic features, interests and hobbies; the second part of the ad is an “order” for a future life partner: his appearance, character traits, interests.
The ad is drawn up correctly if it was possible to find those main features of the object and its “halves”, the combination of which forms a strong union that will fill the “life” of both with meaning. You need to listen carefully so as not to miss your match.
| Previous |
Task III
1. By season. According to the purpose of the clothing. By gender and age.
2. According to the type of needs they satisfy.
3. Aging time and quality. What is it made of? Method of production and composition of wine.
4. Whether done on purpose or through negligence.
5. What time of year can you practice? Are sports Olympic? Use of technical means. In terms of entertainment. By prevalence among the population. By the number of participants (team, doubles, singles). By gender of participants. Close to art. By how the result is assessed.
6. Depending on the purpose of engaging in this activity; on the amount of gross income; on the nature of the activity.
7. Depending on what means they use to implement their policies.
8. Attitude to work. Character. Moral qualities. Style of communication with students. Working methods. Speech proficiency. Professional competence. Method of giving lectures. Age. Work on yourself.
9. Depending on the legality of the chosen means. Depending on whether there is initial capital. What personality traits are realized in this case?
10. Depending on available funds; from the needs being realized; depending on the number of participants and the place of entertainment.
11. Depending on the style of music; from the use of modern technical means; from the national
Practical lessons |
national affiliation of composers and performers; from the audience for which it is intended.
12. Depending on the purpose of studying at the university; from attitude to learning; on the way we prepare for the exam and on our ability to study.
Task IV
1. Deductive reasoning. An error is the use of one term in different meanings.
2. Also.
3. The major premise in a deductive inference is incorrect.
4. The big premise, which is an ancient saying, is not an absolute truth.
5. The fallacy of hasty generalization in inductive reasoning.
6. The "circle in the proof" error.
7. The error of hasty generalization.
8. Error of anticipation of the basis.
9. Error: "Output does not follow." The arguments are not relevant to this thesis.
10. Wrong analogy.
11. Error "After this, then for a reason"
12. Error - there are not enough arguments.
13. The error of using one term with different meanings in deductive reasoning.
To Chapter 3 “How to Make Your Speech Persuasive”
Task I. Find arguments that can convince.
1. Running in the morning: a) a middle-aged lady; b) an elderly man.
2. Quit smoking:
a) sixth grader; b) a thirty-year-old woman.
3. Dry cleaning clothes:
a) a low-income citizen; b) successful.
4. Insure property:
a) a large family; b) a lonely man; c) director of the company.
5. Study the public speaking course:
a) a graduate of the Pedagogical University; b) a graduate of the Polytechnic Academy; c) an employee of the company; d) director of the company.
6. Donate to the Dog Free Society:
a) an ordinary woman; b) a successful director of the company.
Task P. Which student will prove more convincingly.
1. a) there should be free attendance at lectures; b) free attendance at lectures should not be allowed.
2. a) a summer cottage is wonderful; b) a dacha is a suitcase without a handle.
3. a) there is an urgent need to privatize housing; b) there is no point in privatizing housing.
Practical lessons |
4. a) happiness in marriage is possible only if young people passionately love each other;
b) happiness in marriage is impossible if young people passionately love each other.
Task III. Imagine that you are a seller at a bazaar. When inviting buyers, you need to sell:
a) flippers; b) samovar;
c) white hand mouse; d) a textbook on the culture of business communication;
e) a large orange umbrella.
To Chapter 4 “The culture of speech of a business person”
Students receive assignments on cards. After completion, the task is discussed by the whole group.
Task I. Work through possible spelling errors in words.
1. Catalog, quarter, more beautiful, aristocracy.
2. Partnership responsibility, long ago, partner.
3. Inquire, expert, phenomenon, convening a session.
4. Strengthening, provision, owners, Ukrainian.
5. Wholesale prices, gross income, prospect (or prospect).
6. Unrestrained, start rattling, gas pipeline, oil pipeline.
7. The owners, briefly, litigation, closely.
8. Expired, being, debate, fairway.
9. Trend, test, pace, dispensary.
10. Calling, bent, intention, intercessor.
11. Intercede, inquire, pantry.
12. Trend, claim, contender.
13. Competent (or [pent]), ascertain (or [stant]), escort (or escort), legal advisor (or legal consultant), unprecedented (or [tsen]).
14. Language sausage, language error, thieves, in the back, you are right.
15. Simultaneous, deepen, vulgarize, normalize.
16. Scissors, read, light, some. (Translate these words into Belarusian.)
17. To intend, to take into account.
18. Shape, chaos, arrived, long-standing.
Practical lessons |
Task P. Work on correct speech.
1. Explain the meaning of paronymous words and make up turns with the words:
Compare and compare; put on and dress. Spectacular and efficient; economical and eco
nomic.
Ignorant and ignorant.
Single and ordinary; test and test.
Present and provide; joint stock and shareholder.
Bath and bathroom.
Layout and scheduling; subscriber and subscription. To manage and manage; addressee and addressee. Parliamentarian and parliamentarian.
2. Conjugate the verb understand in the past tense.
3. Conjugate the verb begin in the past tense.
4. Conjugate the verb accept in the past tense.
5. Conjugate the verb want in the present tense.
6. Which is correct: so much or so much, to put on glasses or put on glasses, to ridicule or to ridicule?
7. Comment on the errors in the expressions: criminal crime; open vacancy; price list; souvenir; future prospects; bold risk; first premiere; my autobiography; first baptism of fire; timekeeping.
8. Eliminate verbosity in expressions: every minute of time; step back; in the month of December; meet for the first time; bequeath an inheritance; during the summer period; ultimately; erroneous misconception.
9. Translate into Russian: lyubou da radzimy; club riddle; I thank you.
Practical lessons |
10. Translate into Russian: smjatstsa z yago; pryystsi on the right; flatbread for ycix.
11. Correct expressions: talk about life; walk on the roads; Tolya and I.
12. Translate these expressions into Belarusian.
12. Translate into Russian: medal; wimpy dog; delicious apple.
13. Decline nouns: choice, facilities.
15. Decline combinations: how many rubles; How many children.
16. Explain the meaning of the words: import, priority, harmonize, confidential, prolongation, legitimacy, adequate, consensus, mentality, reputation, dividend, plebiscite.
17. Correct the expressions: more beautiful; more lighter; more better.
Task III. Edit phrases; explain the error in the construction of the sentence.
1. The meeting was held with great interest.
2. I noticed a characteristic error.
3. I would like you to pay attention to our organization as soon as possible.
4. He tried to warn the director about his wrong move.
5. A representative from the plant was also present at the meeting.
6. Having processed these data, a complete picture of the state of affairs emerged.
7. My opinion of him as a person is not bad.
Practical lessons |
|
9. The issue of resources was on the agenda.
10. As I walked up the stairs, a strange announcement caught my eye.
11. I'm tired of wasting my nerves on this question.
12. I realized what hint they had given me.
13. We have the cheapest cost of goods.
14. I don't want to escalate the situation.
15. Many succumbed to the trick of apartments, jobs, dachas.
16. The information provided in the latest statistical report suggests that the problem has not yet been resolved.
17. Nikolai was waiting for me in the corridor.
18. I have repeatedly noted that it is necessary to follow the instructions.
19. All this affects work.
20. Let me raise this toast to our successes.
Task IV. Work on accuracy and expressiveness of speech.
1. Come up with phrases with the words: patience, patience, tolerance, tolerance.
2. Find synonyms of the word said.
3. Find synonyms of the word walked.
4. Come up with phrases with the words: eat, eat, eat, eat.
5. Explain the meaning of popular expressions: apple of discord, Sisyphean labor, Gordian knot, Augean stables.
6. Explain the meaning of phraseological units: play first fiddle, stew in your own juice, remove shavings, through stump the deck, talk with your teeth, lead you by the nose, put it on the line.
7. Correct sentences and explain errors: Everyone demanded to raise the curtain.
He won’t open the bike anyway, he picks up half a word on the fly.
Practical lessons |
He promised to remove seven skins from him. All this went into our sweat and blood. It's still in the clouds.
The other end of the stick is...
8. Edit:
I remember what pigsties we built! He had an alternative: stay in the village
or return to the city.
I can't eat this porridge in full.
And in the evening, when the whole sky is dotted with stars, we will again trample to the sea.
9. Continue the phrases: It became clear that difficulties
With every day will... We hope that by the end of the year the production level will begin... My concern.,
With every day. The area of saline soils... every year (increase, increase, rise, intensify).
10. Find clericalisms in an excerpt from a parody of a literary criticism article: “...no less important is the old woman’s reaction to the old man’s message to her about his non-use of the fish’s ransom, the old woman’s use of a number of vulgarisms directed at the old man and forcing him to meet again with the fish, dedicated to the issue about the old trough” (from the book by K. Chukovsky “Alive, like life”).
11. Express the thought without bureaucratic language: “Every effort should be made to eliminate the negative consequences of this phenomenon.”
12. “Translate” the scientific phrase: “To create a positive mood, we can recommend such a well-known remedy as a smile.”
13. Mark clericalisms and express thoughts in a conversational style:
IN There is still a big question regarding the application of this method. Acid rain has
Practical lessons |
extremely great damage to green spaces. To speed up your decision making, I suggest taking a break. Urgent measures need to be taken to ensure energy savings.
14. Is it appropriate to use phraseological units in this sentence: “What we have planned, I am sure, will make a splash on our competitors?” How best to express this idea?
15. What did the speaker want to say: “Disabled people and pensioners exist in our country in a rigid form?”
16. How best to express this thought: “You can start creating a child only in a good mood, realizing the full responsibility for this matter” (from a book on self-education)?
ANSWERS
Task I
Use the “Spelling Dictionary of the Russian Language”.
Task II |
||
2. (me, you, he) |
(we, you, they) understood |
|
(She understood |
||
(it) understood |
||
3. (I, you, he) started |
(we, you, they) started |
|
(she started |
||
(it) the beginning |
||
4. (I, you, he) accepted |
(we, you, they) accepted |
|
(she) accepted |
||
(it) accepted |
||
5. (I) want |
(we want |
|
(You want |
(You want |
|
(he, she, it) wants |
(they want |
|
6. So much, put on glasses, ridicule.
Practical lessons |
7. These expressions contain unnecessary words: crime means a crime, vacancy means a free place, price list means a collection of prices, souvenir means something that is given as a souvenir, prospects means something that is in the future, etc.
8. Every minute; they only retreat back; in December; can only be viewed for the first time; bequeath; in summer; eventually; delusion.
9. Love for the homeland, head of the club, thank you.
10. Laugh at him, come to the point, best of all.
11. Talking about life is Havarits pra zhytstsyo, walking on the roads is Hadzsch pa darogov, Tolya and I are Tolya.
12. Gold medal, big dog, delicious apple.
13. Elections |
Facilities |
means |
|
facilities |
|
elections |
means |
about elections |
affordable |
14. One hundred and twenty-seven people one hundred and twenty-seven people one hundred and twenty-seven people one hundred and twenty-seven people
one hundred and twenty-seven people about one hundred and twenty-seven people
Eighth of March eighth of March eighth of March eighth of March eighth of March o eighth of March
16. Use the Dictionary of Foreign Words
17. More beautiful, lighter, better.
Task III
1. The meeting aroused great interest.
2. I noticed a characteristic error.
3. I would like you to quickly pay attention to our organization.
4. He tried to warn the director from taking the wrong step.
5. A representative for
6. Having processed this data, we found out the complete picture of the state of affairs.
7. My opinion of him as a person is not bad.
9. The issue of resources was included on the agenda. 10. When I was climbing the stairs, I saw
a strange announcement came up.
11. I'm tired of wasting my health on this issue.
12. I understood what hint they gave me.
13. We have the lowest cost of goods.
14. I don't want to create tension. Or: I don’t want to make things worse.
Practical lessons |
15. For many, apartments, prestigious jobs, and dachas have become a lure.
16. The information provided in the latest statistical report suggests that the problem has not yet been resolved.
17. Nikolai was waiting for me in the corridor.
18. I have repeatedly noted that it is necessary to follow the instructions.
19. All this affects work.
20. Let me raise a glass to our successes. Allow me to make a toast in honor of our successes.
Task IV
1-6. Use the “Dictionary of Synonyms of the Russian Language”, “Training Dictionary of the Most Common Phraseological Units of the Modern Russian Language” by A.F. Kalashnikova.
7. Everyone demanded to lift the veil. He won't reinvent the wheel anyway. He grasps everything at a glance.
He promised to skin him (or remove the shavings). All this went into blood and flesh.
For now, this is all unclear and uncertain; There is an expression “having your head in the clouds” (dreaming).
But it's a double-edged sword...
8. I remember what pigsties we built!
He faced a choice: stay in the village or return to the city.
I I can't eat all this porridge.
A in the evening, when the whole sky is dotted with stars, we will again reach out to the sea.
9. It became clear that difficulties would increase every year.
We hope that by the end of the year production levels will begin to increase.
Practical lessons |
My anxiety is getting worse every day. The area of saline soils increases every year
smoke year
11. We will try our best to correct the situation.
12. To improve your mood, smile.
13. We need to think about whether this is worth using
Acid rain destroys plants.
So that we can make a decision quickly, I suggest taking a break.
Let's think about how we can save energy.
14. Oh, how worried our competitors will be when they find out what we're up to!
15. It is not easy for people with disabilities and pensioners to live here.
16. You need to be in a good mood to conceive a child.
research, understanding the responsibility of this step.
To Chapter 6 “Secrets of Successful Performance”
Task I. Training the ability to greet the audience.
The purpose of the task is to learn how to take an initial pause and greet the audience so that the intonation expresses the joy of the meeting.
Students take turns going out to the audience and greeting those gathered with a gesture.
The teacher makes sure that the speaker’s gait is confident and his head is raised. You need to stop in a place where all those gathered are clearly visible, and the speaker is clearly visible to everyone. You should start greeting only after the initial pause, “gathering” everyone with your gaze. The gesture should be broad, helping to consistently cover all those gathered with your gaze.
During the second exit after the initial pause, you need to say: “Glad to see you.” You can help yourself with a gesture.
The teacher makes sure that there is eye contact with everyone, and the intonation of the greeting corresponds to the meaning of the words.
Students are invited to take turns to come out to the audience for the third time and greet everyone with the word “Hello!” with different intonation expressing:
a) indifference; b) edification, severity;
c) the joy of meeting.
The task is considered completed if the speaker walked out with a confident gait, the initial pause was maintained, the greeting sounded joyful from meeting the audience, and the speaker’s gaze embraced all the listeners.
Practical lessons |
Task II. Training the ability to start a speech.
After the greeting, you need to say one or two phrases. This could be a compliment to those gathered, a question to the audience, an appeal to those feelings that are currently bothering people.
Task III. Whose entry option is better? The task is given to the whole group. Need to offer
introduction options (beginning and introduction to the topic) that a famous businessman could use if he were asked to conduct conversations on the topics:
1. How to organize your day.
2. How to succeed in business. “Speaking” is offered to a) tired students at the end of classes;
b) employees of a company whose business success
leave much to be desired.
The purpose of the task is to try to establish emotional contact with this category of listeners, skillfully leading to the topic of the speech.
Options for introductions are discussed, the best are noted.
Task IV. Training the ability to start and finish a performance.
Students are given cards with the names of the topics. They need to provide an introduction and conclusion to these topics (improvisation). Examples of topics:
1. Create yourself.
2. Friendship helps you live.
3. Cherish the love.
4. How to live without growing old.
5. Reserves of the human psyche.
6. How to learn to control yourself.
Practical lessons |
7. The cosmic future of humanity.
8. The only things better than mountains are mountains.
9. The sea is a world of beauty and wonders.
10. Music in our life.
11. Beauty will save the world.
Task V. Training the ability to answer questions.
Three students take turns being asked to answer questions about their topic. It is necessary to rephrase the question each time, maintaining its meaning, and give a short answer.
The “jury”, selected in advance, evaluates the ability of future speakers to answer questions using a 10-point system, taking into account:
1) how accurately the meaning of the question was understood;
2) brevity and accuracy of answers;
3) impression of the manner of answering (quickness of reaction, self-control, friendly tone).
Task VI. Performance training. Students are encouraged to prepare a mini-speech
tion (for 3 minutes) for each lesson. The topics of speeches, for example, are: “This is interesting to know”, “How I like to relax”, “My attitude to entrepreneurship; classical music; mountaineering, etc.” (any topics whose title contains the word “I” or “my, mine”).
To Chapter 7 “Culture of Controversy”
Task I. The teacher, together with the students, chooses a topic of debate (thesis), for example: “In our country there should be government censorship of the media” (or “one state language”, “paid healthcare”, “free higher education” and etc.). The opposite statement (must not...) is an antithesis. Supporters of each statement unite in teams and prepare for debate, using reference and other literature. It is necessary to clarify all the terms included in the thesis, analyze the problem according to the plan proposed in Chapter 5 (pp. 72-73), collect all the arguments and prepare a persuasive speech. You should consider a way to refute your opponents and criticize their arguments.
The “jury” is invited to the lesson. The performance of the teams is assessed by:
oratory skills of the leader of each team; the logic and persuasiveness of each argument; quality of refutation; questions from both teams; cohesion of each team; the tone of the debate;
the use of tactics and techniques for conducting polemics;
the use of tricks and their neutralization. It is recommended to prepare forms for fixation
assessments of team performance taking into account these criteria.
Before giving the floor to team members, the teacher talks about the purpose of the lesson, introduces the members of the “jury”, and announces the order of conduct