Extended Speech and Lectures

EXTENDED SPEECH AND LECTURES
Extended speaking
 A type of speaking activity that involves learners speaking

for longer periods of time and in a freer form than
controlled speaking practice.
 Extended speaking is an opportunity to practice all the
skills needed for communication.
 A personal view of a speaker delivered to an audience that
one may never even see again.
 It is normally a one-way delivery on a subject that the
speaker wishes to share with others whom he has no
official control of.
Example
The learners have been reading about xenophobia in different countries and they now share
their opinions on causes in an open class discussion.
In the classroom
Extended speaking activities can include speaking games such as ‘Just a minute'
Lecture
 A period of continuous exposition by the instructor.

 As with any leaning activity, the decision to lecture should result from a careful
consideration of the instructor’s strengths, the students’ capabilities, the nature of the
course material, environmental factors, and learning objectives.
 A lecturer normally evaluates the students to see how much they understood.
 The pressure is normally on the listener (student).
 A speaker on the other hand is evaluated (formally or informally) by the audience.
So there is a lot more presume on a speaker than there is on a lecturer.
Advantages of Lecture
 Lectures can efficiently disseminate foundational knowledge

 Lectures make students feel comfortable
 Lectures provide control and consistency
 Lectures can demonstrate academic skills, methods, and dispositions
Limitations of Lecture
 Lectures risk losing students’ attention

 Lectures do not generally stimulate higher-order thinking (see Bloom's Taxonomy)
 Lectures may discourage questioning
 Lectures may present too much information, irrelevant information, and too quickly
 Lectures may ignore the social dimension of learning
Lecture Tools
Visuals
Visual tools can enhance lectures.
Some concepts are more easily conveyed or understood in visual form.
Visual presentation can also break the monotony of a lecture, potentially regaining
students’ attention.
Lecture Guidance Documents (Handouts)
Lectures can be easier for students to understand and follow if they have a handout that
contains the outline of the lecture or a set of “partial notes,” that is, a handout that contains
key terms or definitions missing for students to fill in.
Lectures Worth Listening To…
Are Organized
 Present information in a logical, clearly stated structure (chronology, thematically,
problem and solution, thesis and evidence, etc.).
 Use verbal signposts (e.g., “the second point is…”), appropriate repetition, and
summaries.
 Balance general information with specific examples.
 To reinforce coherence, relate new information to existing information.
Are Delivered with Authenticity

 Know your material well enough to present it with minimal notes.
 This communicates to students that the material is important enough for you to
have internalized and assures students that you will be able to answer their
questions (i.e., that you know more than is in your notes).
 More practically, this allows you to make eye contact with students, walk the room,
and be attentive to students’ reactions.
 Students are more receptive—and may learn more—when lecturers “humanize”
themselves, that is, they seem at ease, are energetic (but not nervous), and use
colloquial speech, self-disclosure, and humor when appropriate (Bligh, 2000).
Are Accompanied by Guidance and Opportunity for Note-Taking,

 The benefit of a lecture is inseparable from the ability to create useful notes.
Consider offering a brief in-class discussion or handout on note-taking.
 Be sure your lecture is paced for students’ note-taking.
 Pause after each main point, and immediately repeat important definitions or lists.
 Note-taking can also be an opportunity to encourage higher-level thinking by, for
instance, asking students to record questions in their notes as they arise during the
lecture or giving time for students to summarize a series of points before moving on.
 Finally, encourage students to review their notes after each class, rather than seeing
them only as a tool for exam preparation.
Invite questions
 Students are more likely to ask questions if the lecturer pauses and solicits questions
not just at the end of the class session, but throughout, especially when dealing with
complex issues and before moving on to new topics. The way questions are solicited
is also important.
 For instance, “are there any questions?” is less likely to get a response than “what
questions do you have?” and when the instructor does not move on until at least
one question has been asked (often one question will spark another).
 Better still is when an instructor poses specific but open-ended questions to
students.
Solicit and Act on Feedback
 Gather feedback on your lectures that can help evaluate your performance.
 Record your lecture to view later, being observed by a colleague, or receiving
student feedback.
 Student ratings at the end of a course can be helpful for future courses, but don’t
overlook opportunities to improve during a course.
 Consider regular “fast feedback” forms, completed by students after each class, at
the end the week, or with each exam.
 You can also become more reflective about your teaching by intentionally observing
student behavior, requesting to view students’ notes (to see how well students’
notes reflect the lecture),
 Simply noting “what worked” and “what didn’t work” immediately after each
lecture.

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EXTENDED SPEECH AND LECTURES

 A type of speaking activity that involves learners speaking

 A period of continuous exposition by the instructor.

 Lectures can efficiently disseminate foundational knowledge

 Lectures risk losing students’ attention

Lectures Worth Listening To…

Are Delivered with Authenticity

Are Accompanied by Guidance and Opportunity for Note-Taking,

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