Public Speaking

"There are two types of speakers: those that are nervous and those that are liars."—Mark Twain

According to the book of lists, the fear of speaking in public is #1—the fear of dying is only #7! Yet, in every English class, students are forced to stand up in front of their peers and make a presentation. What can you do to control those fears?

First, you need to know what you are talking about. If you don’t really understand what you are saying, you will be more nervous. Be prepared not only for your speech, but to answer questions about it. Also, use language that you normally use so that you won’t forget what to say.

If it’s available, use a projector with PowerPoint slides of your main ideas and visuals to support them. This can help you to get your message across, because the audience can see your points as you explain them. It also helps you to remember what your points are. Don’t write out your whole speech though; then nobody will need to listen to you. And don’t try to hide by speaking to your screen instead of your audience!

Practicing your speech is very important. Rehearse it out loud over and over again. If it’s a timed presentation, practice with a timer. If possible, try to practice in the actual location where you are going to speak and with any equipment you plan to use.

It’s a good idea not to rehearse on the day of your presentation, however. Try to do something else to help you relax instead. You can ease your stress by doing some stretching and some breathing exercises. Imagine yourself standing in front of your audience and speaking loudly, clearly and confidently.

When it’s time to speak, begin by addressing the audience and making eye contact with them. Remember that they are on your side—they want you to do well, too. They are hoping to hear something informative and interesting.

You will be nervous, but usually the audience can’t see that. They also don’t know what you are planning to say, so don’t apologize if your nervousness causes you to miss something—you’ll only be calling attention to it. Just go back and say what you had planned to say and move on. Nobody will know you made a mistake.

The more you speak in public, the more experienced you will become at controlling the butterflies in your stomach. Although the nervousness will never disappear completely, you will become a more confident speaker over time.

IELTS or TOEFL iBT?

Students often ask me if they should take a TOEFL (Test of English as a Foreign Language) or IELTS (International English Language Testing System) English assessment test. The first question I ask is, “What do you need the test for?”

For immigration, the Canadian government will grant up to 8 points in language proficiency based on an IELTS score. Canadian universities now accept IELTS results, although many US universities will still only accept a TOEFL score. For professional accreditation, the TOEFL is still a little more accepted in North America.

There are two types of IELTS: an academic version and an easier general version. The TOEFL only has an academic test. If a general IELTS score is acceptable, do that test. This may even be possible when applying to a graduate school in Canada.

On the academic level, both tests are usually accepted today; so, deciding which one to take depends on individual strengths and preferences. Both the IELTS and TOEFL have 4 sections—reading, listening, speaking and writing—but the formats of these sections are different.

The TOEFL listening and reading sections use multiple choice questions, but the IELTS uses a variety of different question types. The TOEFL reading and listening passages are on academic topics, while the IELTS has a variety of topics. Also, the TOEFL listening passages use a standard American accent; however, on the IELTS test, many different English accents from around the world can be heard.

Both the IELTS and TOEFL writing sections have a short essay, but the IELTS essay is marked individually for word choice, grammar, logic, fluency and cohesion. The TOEFL essay, meanwhile, emphasizes overall clarity and does not penalize the odd grammar or spelling mistake. Both tests have a summary task, but the IELTS’ is based on a graph or chart while the TOEFL summary requires combining information from a short academic reading and lecture. One more difference is IELTS tasks can be written by hand, but TOEFL tasks must be typed on a keyboard.

It is on the speaking section that the two tests are most different. IELTS' speaking section is a face-to-face interview with an evaluator, but TOEFL test-takers speak into a microphone. Although the IELTS has a time limit, timing is flexible. On the TOEFL, speakers have a strict time limit and must finish exactly on time or be penalized. Also, two of the TOEFL speaking tasks are to summarize academic lectures; if a test-taker doesn’t understand the lecture, it is very difficult to speak for a minute about it.

One advantage of the TOEFL is that it is more structured than the IELTS and, therefore, practicing the test over and over will improve scores. The IELTS is harder to prepare for.

Top 10 (Almost) New English Words

At the close of each year, we often see lists of new English words. Many of them reflect the events and mood of the year. For example, the word “funemployed”—people who welcome their new unemployed status as a vacation—became popular because of the economic crisis in 2009. Similarly, using “green-collar” to describe jobs which benefit the environment shows people’s increased concern for our mother earth.

Some of these new words will continue to be used and become standard English vocabulary; others will not. “Obamanation,” used by critics of the American president to describe those policies they disagree with (i.e. all of them), will become a side note of history once he is no longer in office. Likewise, “recessionistas,” who started looking for their fashionable clothes at chain stores in 2009, will begin shopping at pricey boutiques again as the economy improves.

Here are my picks for the top 10 of new words that I think will continue to be used over the new decade:

App: An abbreviation of application—software that performs a specific task—this word has been used by computer programmers since the 1980s. However, it wasn’t until Apple opened its App Store in 2008 that the word began to be used by everyone.

Bromance: A close relationship between two straight males, or “bros.”

Chillaxing: A blend of chilling and relaxing, it means really enjoying doing nothing.

Flash mob: A group of people organized through text messaging to gather at a specific location, perform a specific action and then leave—like the group that moonwalked at Dundas Square after Michael Jackson’s death.

Frankenfood: What critics call genetically modified food.

Freemium: A business model which offers free basic services, but value added services are sold for a premium. Skype uses this strategy.

Netbook: A small, cheap laptop.

Shovel-ready: An adjective to describe a construction project that can be started immediately. This word has become a favorite of politicians, especially those who are looking for money for a project.

Tweet: A noun or verb, tweet refers to an online posting by a Twitter user. In fact, I could write a whole column about all the new “twitter” words that appeared last year, but I won’t.

Unfriend: To remove someone from your friends list on a social networking site. It was named “word of the year” by the Oxford Dictionary.

Phrasal Verbs

Last week, the Canadian Academic Success School's Sunday Seminar was on phrasal verbs.

Here's an activity using phrasal verbs for the classroom. Give each student a copy of the following:

Find someone who:

1. _______________ resembles his/her mother.

2. _______________ checked his/her homework carefully.

3. _______________ tolerates the cold weather in Toronto.

4. _______________ borrowed a book from a library.

5. _______________ put something in the garbage.

6. _______________ didn’t come to class last time.

7. _______________ exited a bus at school today.

8. _______________ has the same name as

......his/her grandmother/father.

9. _______________ has shown a classmate a mistake in

......his/her homework.

10._______________ has finished this exercise.

Now, restate your answers using the phrasal verbs below:

check out
get off
get through
go over
name after
point out
put up with
show up
take after
throw away

Math Memory Game

Preparation: On 3x5 inch index cards, write out 12 or 16 equations appropriate to the level of study. Each equation should be different, but pairs should have the same solution (eg. 4+8 / 15–3).

To Play: Place the cards face down in rows of four. Take turns turning up two cards at time and reading the equations aloud. If the solutions to the equations on the two cards are equal, the player keeps them and takes a second turn. If they do not match, the cards are replaced face down in the same position and the next player takes a turn. Don’t tell the players if they have a match. It is important that the players recognize matches themselves. Play until all the cards are matched. The player with the most pairs wins.

How To Help Failing Students

This advice is directed at teachers, but it is also useful to tutors and parents.

Identify problems as early as possible. In the first week of class, assess all students’ needs through testing, in class writing, and interviews.

Meet privately to discuss problems with students. Show the students the problems you have found in their work. Then, let students tell you what they think their problems are, why they have those problems, and what they think should be done to solve the problems. If they deny there is a problem, be firm and go through their work with them to provide specific evidence for your concern. Students must recognize their problems before they can be fixed.

Listen to what students tell you. You can learn a lot about students’ problems simply by listening attentively and paying close attention to body language. Your assessments may have only revealed the symptoms of their problems, but not source of the problems. Show the student that you are interested, and be open and honest with them.

Work with students to create a plan of action. Help students to determine the best starting point, and to set goals you both agree are realistic. Then, work together to plan reasonable steps to reach those goals. It’s important that students think of this as their goals and their plans. Later, you can use these plans to remind students of what they said they wanted to achieve and offer support and encouragement through each of the steps.

Become a resource for students. Make yourself available for additional instruction and provide extra material at an appropriate level for each student’s needs. Offer to locate other resources such as tutoring (www.CanadianAcademicSuccess.com) or community services which can help the students.

Vary your approach in class to accommodate all learning styles. This is something that all the students in your class will benefit from. Because each student takes in information differently, a varied teaching style will allow different groups of students to display their strengths at different times. However, don’t tailor your classes for those weaker students at the expense of the stronger learners.

Offer encouragement. Meet with students before major tests or assignments to listen to their concerns and help them develop a positive attitude. Even when students do poorly, stress the areas where they have improved and help them to learn from their mistakes. Try not to pass students for effort, though, as that will not give them a realistic understanding of their results.

Don’t take your students failures personally. Sometimes, despite all your best efforts, a student will still not improve. Don’t blame yourself; in the end, students are responsible for their own successes and failures. Console yourself by saying that you did everything that you could.

Tips for Writing Opinion Essays

Like a hamburger, an essay has several layers. Divide the essay into sections and develop each section separately over time.

The Introductory Paragraph

• The opening paragraph not only introduces the topic, but shows where you are going with it (the thesis). If you do a good job in the opening, you will draw your reader in. Just like in everything else, first impressions are key to winning someone over

• Write in the active voice rather than passive voice because it will make your essay much more powerful. Also, unless you are writing a personal narrative, avoid using the pronoun "I."

• Write more than one thesis. Even if you think your first idea is brilliant, try to come up with at least 2 more theses. You may surprise yourself with an even better idea.

• Vary your sentence structure and vocabulary. Try to avoid the same sentence pattern--especially SVO--and review your writing to make sure you're not using the same expressions over and over. This is something that you will carry through the whole essay.

• Plan your essay before you start. Make sure you are using the best supporting ideas and have a reason for putting them in the order you will use. An unplanned essay will always present an ineffective argument.

Supporting Paragraphs

• Each paragraph is like a mini-essay in of itself. Make sure each paragraph has a clear topic sentence that is obviously connected to your thesis, supporting details that are clearly related to the topic sentence, and a poweful final statement that closes the argument.

• Use transitions to show the relationship of each paragraph to the one that came before it. Each paragraph has to flow, one to the next. It's not enough to just have a plan, but you must tell the readers what your plan is throughout the essay. The transition can be included in the topic sentence.

• Use specific support. The best arguments are the ones that the readers not only can understand, but can see. Answer Who? What? When? Where? Why? and How? for each supporting detail.

The Concluding Paragraph

• Many essay writers torpedo a good argument with a weak concluding paragraph. This is the second most important paragraph after the introduction because it will create the impression the reader will take away from the essay. Write the conclusion carefully.

• Restate the thesis with originality. Do not simply copy it.

• Summarize your argument with authority. The reader should have no doubt about your position or conclusion of logic.

• Leave the reader with a powerful thought-provoking last thought. You want the reader to finish the essay thinking, "That was good!"

Edit and Revise

• Review individual sentences for spelling, grammar, and consistency. Use the spelling and grammar check in your word processing program. Avoid repetition of sentence structures and phrases.

• Reanalyse your argument. Make sure the ideas flow logically and there are no gaps or repetitions.

• Ask a knowledgeable friend to review and comment on your essay, and to repeat back what the essay says. You may be surprised.