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Superior Speaking Course Overview & Resource Guide CEC-2023

This document provides an overview of the Superior Speaking course curriculum created by instructor Sharon Frame. The 10-week course aims to help students vastly expand their English speaking abilities through overcoming bad habits, improving body language, vocabulary, and giving weekly speeches. Students will learn communication skills, participate in debates and presentations, and complete self-reflection journals. The course involves class participation, exams, projects and activities to develop students' reading, writing and speaking skills in English.

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100% found this document useful (1 vote)

818 views100 pages

Superior Speaking Course Overview & Resource Guide CEC-2023

Uploaded by

Sara Gordón

We take content rights seriously. If you suspect this is your content, claim it here.

Available Formats

Download as DOCX, PDF, TXT or read online on Scribd

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CEC-EPN Superior Speaking Class

Course Curriculum Creator & Instructor: Sharon Frame

[email protected]
Think Better. Speak Better.

Superior Speaking Course Overview

Overall Expectation:
I am so glad you have chosen to take this life-changing course.
If you are open to self-improvement, and you commit to sticking with the process, you will
vastly expand your ability to speak English more fluently. That is my promise to you.
This class is called Superior Speaking for a reason. I expect Superior input, Superior work, and
Superior commitment from each of you to ensure your Superior growth and success.

Teacher's Class Expectations:

1. Mutual Respect: Listen while others talk, collaborate, no cell phones
2. Class Participation (40% of your grade/60% of the rest of your grade)
3. Safe Space: Feel free to speak, reach out to me if you need help
4. Have Fun!

Student Expectations:
Agreements To Each Other: (rules you came up with to be posted on classroom bulletin board)

Brief Course Layout: What You Will Learn: T-L

1. Overcome Main Pitfalls/Breaking Bad Habits

2. Combat Faulty Voice & Articulation Habits
3. Body Language-Non-Verbal Communication
4. Vocal Variety & Voice Tone
5. Weekly Vocabulary Building
6. IPA-International Phonetics Alphabet
7. Figurative Language
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8. Ed Verb Endings
9. Word Pronunciation
10. Weekly Speeches
a. SupClub speech deliveries (Tuesdays +Thursdays)
b. Your Authentic Passion (Exam #1)
c. The Art of Debate (Exam #2)
d. The Art of the Elevator Pitch—Job Fair & Networking Event (Exam #3)
e. The Art of Interpretation, Persuasion & Critical Thinking (Exam #4)
f. Finding, Writing, Delivering the Facts: WSSC-TV Student Newscast (Exam #5)
(Optional if time permits)
g. SupClub Student-Run Meetings (Tuesdays + Thursdays)
h. The International Phonetic Alphabet (IPA) (Phonetic Friday)
i. Self-Reflection Journaling (Friday)

Class Exams-Dates Discussed

Exam #1 Wednesday, November 9, 2022

Exam #2 Wednesday, November 23, 2022
Exam #3 Wednesday, December 7, 2022
Exam #4 Tuesday, December 20, 2022
Last Day of Class: Wednesday, December 21, 2022

Cycle 5 Holidays

November 2nd & 3rd/ December 5th.

Course Material:

 100+ page Course Resource Guide (provided by teacher)

 Notebook or Journal
 Writing utensils (pen, pencil, highlighter, white-out, eraser)
 English dictionary (optional) Digital dictionary
 Folder/binder to keep work neat and organized

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Overview of Course Projects/Activities:

 WhatsApp Group: Build community, teamwork, communication link.

 Vocabulary Word Tree: Develop reading/writing/speaking skills.
 Weekly self-reflection Journal: Analyze what you have learned, why it matters, and
how you plan to apply the new knowledge in meaningful, real-life experiences.
 Tongue Exercises: Improve speech clarity/articulation/pronunciation.

Weekly Vocabulary Building:

 Yapa videos: Advanced English Words to be incorporated in everyday conversation, class
discussions and utilized in exams.
 Getting to the root of words: Students learn how to root out the origin of words and
create word trees to drastically multiply vocabulary.
 Cognates: Tap into thousands high-quality words similar in both English and Spanish.

Expect Pop Quizzes:

 Four quizzes scheduled for this cycle. You never know when I will give a pop quiz, so
take copious notes in class and study your notes.

Extra Credit:

 Students who take initiative, go beyond required assignments.

 Students who display leadership skills by serving/helping classmates.
 Students who volunteer for extra duties, such as being the scribe for weekly vocabulary
word tree project.

Grade Breakdown
 1st exam speech is worth 10% of your grade
 2nd exam speech is worth 20% of your grade
 3rd exam speech is worth 30 % of your grade
 4th exam speech is worth 30% of your grade

Teacher Discretionary Grade

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The last 10% of your grade is broken into five parts--each worth 2 points:
 1. Exceptional SupClub Participation
 2. Superb & Timely Homework
 3. Deep Self-Reflection Journaling
 4. Superior Class Leadership
 5. Superb Self-Directed Learning Strategy

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Superior Speaking Self-Assessment / Self-Tracking / Self-Directed Learning
Teacher: Sharon Frame

Name: __________________________________________________________
Age: ____________________________________________________________
Working Professional- Your Occupation: _______________________________
University Student-Your School: ______________________________________
High School-Your School: ____________________________________________

1. Why am I taking this Superior Speakjng course?

______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

2. What do I expect to get from this course?

3. What are my strengths/ weaknesses as an English speaker?

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4. What do I expect from myself / my classmates?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

5. How will I montitor my growth and/or reflect on my progress?

6. Where do I see myself 5 years from now, 10 years from now?

7. Who are 3 awesome speakers I admire & why?

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Self-Directed Learning Strategy (5 Steps)
1. Set short term & long-term goals
2. Create Plan of action
3. Monitor Learning
4. Get help when needed
5. Routinely reflect on personal progress
Example:
1. Goals
Long term

 Reach a C1 level of English, by taking the TOEFL test.

 Have the enough level of English to attend patients and communicate with colleagues.
 Approve the OET English requirement to be licensed in the U.S.
Short term

 In the next months I will be in a med online class in English, with classmates from the
entire world, so it will be a nice opportunity to practice.
 I will have all my devices and my content consumption in English, like the movies or
series I watch, the books I read, the music I listen.
 Review the topics mentioned to accomplish the test mentioned

2. Plan
Timing

 Take at least 1 hour per day to practice English.

Materials

 Use web tools like breaking news English, Duolingo, Coffeestrap, HelloTalk.
Effective learning strategies

 I love the Feynman technique as my learning strategy.

3. Monitor learning
The Feynman technique includes a monitor-learning step
4. Help when needed
If it is necessary, I will take another CEC EPN course to achieve the test mentioned
5. Reflect on the process
Before I take the tests mentioned, I will take simulation tests to measure my progress.
Video Source: https://youtu.be/kgfFCnBdSas / https://youtu.be/zDimJQQySzA

Self-Direcetd Learning (PowerPoint) Gabby Alban Cycle 4 2022

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https://docs.google.com/presentation/d/1RxxmGdZ4OINbPZ1sUiVLv9MMBDzkU15Q/edit?
usp=sharing&ouid=117469405735973874767&rtpof=true&sd=true

The Art of Self-Reflection & Metacognitive Thinking

What is Self-Reflection:
Taking quiet, quality time to think about, analyze and evaluate your thoughts; to critically assess
and scrutinize your behavior, motivations, emotions and actions from an objective posture. This
personal internal reflection creates crucial self-awareness. It helps you track your life to
determine if you are making proper decisions, making progress on your personal goals, or if you
need to make any adjustments or course correct.
Read more about Self-Reflection @: https://www.holstee.com/blogs/mindful-matter/self-reflection-
101-what-is-self-reflection-why-is-reflection-important-and-how-to-reflect

Free self-reflection App: https://www.reflection.app/

What is Self-Reflective Journaling?

Taking quiet, quality time to think about, analyze and evaluate your thoughts and copiously jot
down your thoughts, introspective observations in a journal. The written self-diagnosis can help
you routinely examine or evaluate your life, track or monitor your personal growth and commit
to creating new ways to excel.
Watch this video on Why Introspection Matters @ https://www.youtube.com/watch?v=s-
NiJzwdN0Y&t=6s

Self-Reflective Journaling in your Superior Speaking class:

Free Online Personal Journal: https://penzu.com/
A self-reflective /self-practice journal is something you are writing to youtself. Its is a
thoughtful, introspective self-assessment.

 It’s a written conversation with yourself.

 Identify meaningful “take-aways” that make you think deeper or differently.
 You are thinking about your thinking.

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 Reviewing what you learned over the week.
 Commenting on what it means, why it matters, and how you plan to use it in practical
ways.

As you write, ask yourself and answer questions like:

 What did I learn?

 How did it (they) impact me?
 Why does it matter?
 How does the new knowledge make me feel?
 How did the new information changes, challenge or enhance my view, my existing
knowledge, my beliefs?
 Where can I use the new knowledge and concepts, in my everyday life and English
conversations?
 How has the new knowledge changed me as a person, as a speaker, as a student?
 How will I apply it?

Write your response like you are talking to yourself.

 You are self-reflecting and using tangible examples of what you have learned.
 You are analyzing you, your growth, any new revelations you have learned from class.

What is Metacognition:
Thinking about your thinking.
Deeper, critical thinking. “Thinking better leads to doing better.”

 The Power of Analytical thinking: How Metacognitive skills improve Performance

https://www.youtube.com/watch?v=uxvTlMh5XlM
 How to Foster Metacognitive Skills for Independent Learning
https://www.youtube.com/watch?v=LZHQltfMekA

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How to Outline/Structure Your Speech
CEC-EPN Superior Speaking- Instructor Sharon Frame

I. The Introduction (The Grabber)

(Open or start your speech) (15 to 30 seconds)

 Question
 Quote
 Story
 Alarming Fact
 Humor

II. The Body (The Keeper)

(Details, evidence, facts, your personal stories, examples, etc.) (2:00-2:30 minutes)

 Relevant/Main/ Detail Point 1

 Relevant Detail Point 2
 Relevant Detail Point 3

III. The Close (The Wrapper)

(Conclude of finish your speech) (15 to 30 seconds)

 Powerful one/two sentences that

wrap up your speech
 Could end how your speech started (Example: quote, question...)

Two main reasons why you deliver a speech, presentation or have a conversation:

 To urge listeners to think differently

 And/or to take action

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What is A Speech Outline?

A speech outline is a written guide that helps you organize your thoughts and your speech on
paper. It is a framework used to structure or arrange your major and supporting points. The
outline can serve as a valuable blueprint to help you properly write a speech, and effectively
deliver it to an audience (your listeners) with clarity, simplicity, and confidence.

A clear and organized speech outline leads to a clear and organized speech delivery. And that
helps you more successfully connect with your audience and engage them on a deeper level.
That way, you leave your listeners informed, impressed, inspired by a memorable speech, or
even challenged to think differently about a subject, or take some sort of action.

Typically, there are three main parts to any speech outline:

1. The introduction, or the open (Grabber)

2. The body (Keeper)
3. The close, or the conclusion (Wrapper)

However, you will also learn how to use crucial transitional phrases to link these three main
parts to make your speech flow properly, making it easier for your listeners to follow along.

So, your speech outline, and your subsequent speech, will have five parts, not three:

1. Introduction
2. Transitional phrase #1
3. Body
4. Transitional phrase #2
5. Close

Your Transitional Phrase #1 will always be:

In the next few minutes, I am going to… (share with you, tell you, reveal to you, etc.)

Your Transitional Phrase #2: Choose one from five options:

 As I said earlier,
 In conclusion,
 Finally,
 Recapping,
 Wrapping up,

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Speech Outline Structure: Class Discussion Example

Speech Type: Informative: My Authentic Passion

Speech Topic: Traveling Around the World

I. Introduction (Intro)
“The world is a book. And those who do not travel read only one page.” That’s a
famous quote from Saint Augustine, renown philosopher and theologian.
I have read and flipped through many pages on my daring adventures around the
world.

(Transitional Phrase from Intro to Body)

And in the next few minutes, I am going to share with you three reasons why
travelling the globe is my authentic passion.

II. Body

1. Relevant Point 1
a. Visit new places, meet new people
 Visit to France: Dinner with the Correas’
 Visit to Egypt: Camel riding in the desert;
Israel: Touring the Holy Land
2. Relevant Point 2
a. Experience different cultures
 Cultural experience in Ecuador: Otovallo Festival-
Story Example
 Cultural experience in Italy: Touring the ancient
Roman colosseum -Story Example
3. Relevant Point 3
a. Return home with lasting memories
 Getting lost in Nazareth, Israel
 Climbing to the Panecillo in Quito, Ecuador
 Parasailing in Acapulco, Mexico

(Transitional Phrase from Body to Close: 5 options. Use only one.)

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1. As I said earlier, 2. In conclusion, 3. Finally, 4. Recapping, 5. Wrapping up,

III. Close (Conclude your speech)

Two Speech Close Examples:

1. Repeat the introduction quote, and bring speech full-circle

Example: As I said earlier, in the words of St. Augustine: “The world is a book. And those who
do not travel read only one page.” I intend to read every page of the book—and dare to
venture out to as many places as I can. For me, this is true living. And that’s why traveling is my
authentic passion.)
2. Reiterate or recap your three relevent points
Example: In conclusion, traveling provides me with a source of fun, adventure and cultural
discovery, where I can look at the world with new eyes. Traveling allows me to visit new places
and meet new people, learn about new cultures, and return home with great memories and
new friendships. That’s why traveling is my authentic passion.

Authentic Passion Speech

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An Authentic Speech gives you a chance to share your deep passion for something and express
your love it through the use of strong feelings and emotion. Such a speech opens a window into
your world, so the audience feels your passionate joy and excitement, and gets to know you on
a personal level.

Authentic Passion Student Speech Outline Structure:

Class Discussion

(Outline parts indicated in red or bolded)

Speech Type: Informative: My Authentic Passion

Speech Topic: Dancing

Intro: Story

When I was in school, I wanted so badly to join the basketball team. Guess what? I didn’t make
the cut. I was told to join the dance team instead.
I remember being woefully angry about it. I didn’t want to dance! I wanted to play basketball.
But you know what happened in the end? I fell in love with dancing!

Transition #1
In the next few minutes, I’m going to reveal 3 reasons why dancing is now my authentic
passion.

Body
1. Relevant Point #1
Dancing builds my self-confidence
a. Wearing makeup and stunning dance wardrobe boots my belief in my beauty
b. My talent on displace helps me appreciate me more
c. Work to improve my talent and build more self-love

2. Relevant Point #2
Dancing makes me feel accomplished
a. Story: Learning to dance hip hop
b. Success due to persistent training and hard work
c. Mindset shift and self-empowerment

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3. Relevant Point #3
I get to learn about different dance cultures from around the world
a. Story: Learning Dancehall and Jamaican culture
b. Signature moves from Chris Brown or Rhianna music videos
c. Story: dance competition in Argentina

Transition #2

As I said earlier,

Close/Conclusion:
I love dancing. It gives me confidence, it makes me feel accomplished, and it lets me connect
with other cultures.
I hope to keep dancing and sharing this passion for many more years to come.

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Authentic Passion Student Speech Outline Structure

(Final Step: Fully Written Speech –Ready to Be Verbally Presented)

Speech Topic: My Authentic Passion - Dancing

The first reason is, dancing makes me feel confident. I feel beautiful when I dance!
When I get prepared to perform, I do a pretty makeup and select a stunning wardrobe.
However, it’s not only these superficial things that make me feel confident.
If I show up in front of an audience, they will notice if I am being insecure.
Dancing has helped me build confidence in myself. Now I realize I’m beautiful and talented and
that if I believe in this, my dance will shine even more, and everybody will notice.

The second reason why I like dancing so much is because it makes me feel accomplished.
One day, I decided I wanted to learn how to dance hip hop music.
When I first started, I was extremely bad at it. I just didn’t have the physical strength required.
Anyways, my mentor encouraged me. He told me: you are not bad; you only need to keep on
training.
So I kept training and training… and now.. well, I’m not an expert, but I’m so much better than
what I was in the beginning.
I feel accomplished. Even if my progress is small.
Dancing makes me feel like I have the power to achieve anything with enough effort.

The last reason why dancing is so much fun for me is I get to know different cultures.
When I learn to dance, I also get curious about the cultures these dances come from.
For example, when I learned dancehall, I learned about Jamaica.
I learned about a dancer named Mr. Wacky, whose signature movements are now used on all
kinds of music videos like the ones from Chris Brown or Rhianna
Furthermore, I have been able to connect with people from different countries.
Thanks to dancing, I had the opportunity to travel to Argentina and now I have a lot of friends
there.
I would have never had this opportunity If I hadn’t kept on dancing.

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As I said earlier, I love dancing. It gives me confidence, it makes me feel accomplished, and it
lets me connect with other cultures.
I hope to keep dancing and sharing this passion for many more years to come.

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Group Activity-Example #1: Authentic Passion Student Speech Outline Structure

(With Outline Parts Indicated in Red or bolded)

Speech Topic: My Authentic Passion - Cooking

Intro: Quote (The Grabber) :15-30

"Passion is energy. Feel the power that comes from focusing on what excites you." This is a
tremendously powerful quote by Oprah Winfrey, who is known for living her life with personal
passion. Her words express what I feel when I cook: an insane amount of excitement doing
what I love.

Transition#1: (From Intro to Body)

In the next few minutes, I’m going to explain the three main reasons why cooking is my
authentic passion.

Body: (The Keeper) 2:00

(3 relevant points using details, evidence, facts, your personal examples, story, etc.)

First of all, cooking allows me to be creative. I remember the first time I tried to cook something
out of the ordinary, I was bored of always eating the same dishes, so I planned to cook a recipe
I saw on YouTube. The dish had a combination of ingredients out of the ordinary for me and my
family, sausages, rosemary, potatoes, and even red wine, it sounds crazy really. When I was
cooking, I was worried when I realized that the dish was not looking like the one in the video,
but I improvised, I felt the need to do it, so I took some chili, that never fails to fix the flavors
and at the end of the afternoon I served my dish. Surprisingly, it tasted good, not the best in the
world, but I tasted different flavors, what I wanted to get. I was very relieved because my family
liked what I cooked; they even congratulated me. Knowing that they like what I do gives me
confidence to keep cooking, and not only that, but it also gives me courage to trust myself and
what I do in my life.

Another great thing about cooking is that it allows me to experience other cultures without the
need to travel abroad, to have a part of the world's cultures on my plate. I met a teacher in
Advanced 1, his name is Vinu, and he is from India. We always had a very good relationship; he
was one of the first teachers that I really considered a friend. At the end of the cycle, he invited
me to go to his house for lunch, I was excited because he said he would prepare something
from his country. He cooked lamb curry, and it was amazing, he really has the gift of cooking.
And what surprised me the most is that he didn't need any exotic ingredients, he told me that
he bought everything from the market. This opened my mind and allowed me to realize how
many new foreign dishes I could cook.

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But without a doubt the reason that most motivates me to cook is to spend time with my
family. There is nothing better than spending a Saturday or Sunday with them cooking. I
remember when my sister had the brilliant idea of trying to cook pizzas and it was so much fun.
We were all together helping each other, having a good time, even if the pizza would have
tasted bad it didn't matter, what matters is that cooking brings us together as a family. Being
able to share this hobby with them fills me with a lot of joy, I would like to be able to stop the
time and enjoy those beautiful moments with them always.

Transition #2: (from Body to Close)

In conclusion,

Close: (The Wrapper) :15-:30

My passion for cooking feeds my soul. And one of the most deliciously rewarding moments is
when I cook and the faces of the people I love and appreciate light up with delight and
satisfaction. This makes me want to try new, delicious recipes, and take this great love of
cooking to the next level. It’s what excites me!

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Example #1: Authentic Passion Student Speech Outline Structure

(Final Step: Fully Written Speech –Ready to Be Verbally Presented)

Speech Topic: My Authentic Passion - Cooking

In the next few minutes, I’m going to explain the three main reasons why cooking is my
authentic passion.

But without a doubt the reason that most motivates me to cook is to spend time with my
family. There is nothing better than spending a Saturday or Sunday with them cooking. I
remember when my sister had the brilliant idea of trying to cook pizzas and it was so much fun.
We were all together helping each other, having a good time, even if the pizza would have
tasted bad it didn't matter, what matters is that cooking brings us together as a family. Being

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able to share this hobby with them fills me with a lot of joy, I would like to be able to stop the
time and enjoy those beautiful moments with them always.

In conclusion,

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Group Activity-Example #2: Authentic Passion Student Speech Outline Structure

(With Outline Parts Indicated in Red or bolded)

Speech Topic: My Authentic Passion – Reading & Writing

Intro: Story (The Grabber) :15-30

When I was a child, I had to spend time alone because my parents worked, and my
grandmother was busy. I felt scared. But then, I learned to build a protective fort with books to
keep away the many demons that I imagined lived in my house. And that’s where my love of
reading was born. I remember opening, a book called “The Little Prince,” and discovering the
magic that books have to chase away my childhood fears of demons. Later in life, that led to my
love of writing, because I wanted to create a different end to the stories I read. And that is why
Reading and Writing are my authentic passion.

Transition#1: (From Intro to Body)

In the next few minutes, I am going to share with you three ways this passion has shaped my
life.

Body: (The Keeper) 2:00

(3 relevant points using details, evidence, facts, your personal examples, story, etc.)

First, reading allows me to travel without having to leave the house. Because every book is a
different world that I can explore and learn about. In the little prince I can explore space and six
different planets like the king’s planet, the conceited planet, drinker’s planet, also a different
earth. In other case for example I can visit London and an incredible world of magic when I read
Harry Potter.

Who would like to be someone else just for a moment? That is another reason why I am so
passionate about reading. When I read, I can live someone else’s life because in every story, I
identify with a specific character, and it happens because we have the same personality or
maybe how these characters grow up and make their dreams true. For example, I identify with
Hermione Granger in Harry Potter series because she is smart, she spends all the time reading
and she is a good friend. I really admire Hermine.

Writing is also great fun for me because when I write I create my perfect world . So, for instance
if I want to change the way the story ends in a book I am reading, I just rewrite it to reflect my
version. Also, I write a love story between two characters that I want them to be together. In
Harry Potter I wanted a love story between Hermione and Draco, so I rewrote it. Draco who

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hates impure magicians falls in love with one and not just anyone because she turned out to be
the best friend of his worst enemy. Could you imagine it?

Transition #2: (from Body to Close)

As I mentioned earlier,

Close: (The Wrapper) :15-:30

my deep love for reading and writing has helped me travel the world without having to leave
my house, I can live someone else’s life, or use words to create a new one for myself, and with
the stroke of a pen or the click of my computer keyboard, I have the power to give any
narrative a perfect ending. And now you may understand why reading and writing are my
authentic passion.

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Example #2: Authentic Passion Student Speech Outline Structure

(Final Step: Fully Written Speech –Ready to Be Verbally Presented)

Speech Topic: My Authentic Passion – Reading & Writing

In the next few minutes, I am going to share with you three ways this passion has shaped my
life.

Writing is also great fun for me because when I write I create my perfect world. So, for instance
if I want to change the way the story ends in a book I am reading, I just rewrite it to reflect my
version. Also, I write a love story between two characters that I want them to be together. In
Harry Potter I wanted a love story between Hermione and Draco, so I rewrote it. Draco who
hates impure magicians falls in love with one and not just anyone because she turned out to be
the best friend of his worst enemy. Could you imagine it?

As I mentioned earlier,

24
my deep love for reading and writing has helped me travel the world without having to leave
my house, I can live someone else’s life, or use words to create a new one for myself, and with
the stroke of a pen or the click of my computer keyboard, I have the power to give any
narrative a perfect ending. And now you may understand why reading and writing are my
authentic passion.

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My Authentic Passion Speech Outline -Group Activity Sheet

Instructions:

 Break down your group’s assigned speech into its outline structure parts.
 List each speech part separately and put the details in this box below.

Speech Outline Structure Breakdown

Introduction/Open: (Also known as what?)

5 method types used in a speech Introduction:

Specific Introduction method used in your group’s speech:

Transitional Phrase:

Phrase used to connect the Introduction to the Body in your group’s speech:

Body: (Also known as what?)

What specific information goes into the Body of a speech:

List Relevant Point #1:

List Relevant Point #2:

List Relevant Point #3:

Transitional Phrase(s):

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5 method types s used in a speech Close:

Phrase used to connect the Body to the Close in your group’s speech close:

Close: (Also known as what?)

Define the Close.

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Figurative Language
Whenever you describe something by comparing it with something else, to create a mental
picture with words, you are using figurative language. Any language that goes beyond the
literal meaning of words in order to furnish new effects or fresh insights into an idea or a
subject.
Definition: “Figurative language refers to the use of words, phrases and expressions with a
meaning that is different from the literal interpretation—or actual words used.” Opposite of
literal language. Referred to as “a figure of speech.”
Examples:
Flavor your Speaking with Figurative Language
(Simile. Metaphor. Idiom. Hyperbole. Personification. Alliteration.)

Types of Figurative Language

 Simile = a comparison of two unlike things using the word "like" or the word "as."
The kitten is as soft as silk.
This sentence is an example of simile because it compares a kitten's fur to silk using the
word "as".
Simile examples:

 Paul is as busy as a bee.

 My suitcase is as light as a feather.
 My neighbors fought like cats and dogs

 Metaphor = a comparison of two things with no obvious connection to make a striking

point.
The baby was a screaming alarm that woke the neighbors.
This is an example of a metaphor. It compares a crying baby to a loud alarm that wakes
people up.

Metaphor examples:

 The snow is a white blanket.

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 She was fishing for compliments ( *)
 I am drowning in a sea of grief
 Life is a rollercoaster- (Life has ups and downs)

 Idiom = a phrase that cannot be taken literally

Nick's head exploded when he heard the bad news!
This is an example of an idiom because it cannot be taken literally. His head did not
really explode. This is figurative language meaning he was incredibly angry.

Idiom examples:

 Don’t beat around the bush.

 I am going back to the drawing board.
 He missed the boat.

 Hyperbole = The use of obvious, deliberate exaggeration

She jumped so high she could touch the moon!
This sentence is an example of a hyperbole because it is an obvious exaggeration.
Nobody can actually jump high enough to touch the moon. It is figurative language
meaning she jumped exceedingly high.

Hyperbole examples:

 The hamburger was bigger than my head.

 He's running faster than the wind.
 This bag weighs a ton.
 That man is as tall as a house.
 My dad will kill me when he comes home.

 Personification = giving an object or animal a human

characteristic. Giving human traits (qualities, feelings, action, or characteristics) to non-
living objects.

Personification examples:

 My car died on the way to work.

"Car died" is an example of personification. Cars cannot really die like people or animals
do because they are not alive. It is figurative language meaning that the car stopped
working.
 Lightning danced across the sky.
 The wind howled in the night.

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 Rita heard the last piece of pie calling her name.
 My alarm clock yells at me to get out of bed every morning.

 Alliteration = A method in literature that links words for a certain effect. The repetition
of a sound in a group of words. Tongue twisters are familiar examples of alliteration.
The repetition of similar word sounds used near one another adds strong rhythm and
musical structure.
Used in poetry to add drama, rhythm, build suspense and influence the mood for the
reader.

Alliteration examples:

 Money matters
 Potential power play
 Criminal charges for corruption
 Silly Sally sings sixty songs on Sunday.
 Peter Piper picked a peck of pickled peppers (Notice the repeating "s" and repeating “p”
sounds. See more tongue twisters on pages 17 & 18)

Benefits of figurative Language:

 More likely to engage your audience and make your argument more relevant and
convincing, makes speech/ writing/presentation come alive in listeners’ mind.
 Creates pictures for the readers/listeners… Helps audience form mental images and get
clearer picture of what’s happening
 Illicit emotion often through humor, adds color and flavor (like adding seasoning to
bland food)
 Draws audience/listeners into your story, inspires creativity in the listener’s mind.
 Crucial part of having strong literacy skills.

Literal vs Figurative: More Examples:

Literal language: You have a beautiful smile.
Figurative language: Your smile shines like the moon on a dark night.
Literal language: Lacking intelligence
Figurative language: A sandwich short of a picnic; his elevator doesn’t go all the way to the top.
Literal language: Small but fatal weakness despite overall strength.
Figurative language: Achilles’ Hee

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SupClub Meetings:

Student-run meetings every Tuesdays and/or Thursdays for the first 30-45 minutes of the class
session. Schedule is reduced to once a week at 6th week mark.

Each student is assigned a speaking role specified on a spread sheet sent to students via e-mail
and/or posted in class and one posted on class” WhatsApp group. The roles are:
1. SupClub Master
2. Joke Master
3. Quote Master
4. Prepared Speakers-- (2 to 3 people, depending on class size) to deliver 2-3-minute speeches
5. Word Master
6. Speech Evaluators (2 to 3 people, depending on class size)
7. Grammarian
8. Master Timekeeper
9. General/Master Evaluator

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SupClub Meeting Role Descriptions

Club Master:
This person serves as the “host” in charge of SupClub meeting flow. He/She is the meeting
organizer. They open and run meeting, introduce all meeting participants, and close meeting.
Joke Master:
This person sets a relaxed environment by telling a relevant joke. They bring levity, lighten the
mood, and get audience to laugh, which helps to release stress, anxiety, and fatigue.
(Joke Time: 1 to 2 minutes/ Up to 5 when exercise is involved)
Quote Master:
This person delivers a quote of their choice and explains why it’s significant to them. This will
offer audience inspiration and motivation. It can also challenge them to follow their goals and
realize that anything is possible.
(Quote Time: 1 to 2 minutes)

Prepared Speakers:
These people will deliver individual speeches that are prepared and in line with instructor’s
Superior Speaking segment teaching. Teacher will assign speech topics in advance, so students
have ample or sufficient time to prepare. Speeches include informative, demonstrative,
persuasive, argumentative, inspirational, and impromptu or extemporaneous.
Speeches must reflect the superior speech structure taught in class: Consist of proper and
dynamic open, 3-point body, and take-away close.
Speech should also include proper use of words (7% of impact on an audience) vocal
variety/voice tone (38% of impact on an audience) and body language (55% of impact on an
audience) plus emotional connection with the audience, storytelling, clear and commanding
speech delivery, etc. (Speech Time: 2-3 minutes)

Word Master:
An assigned student will select a new and compelling advanced word before the SupClub
meeting. They will present a PowerPoint slide during the meeting, explaining the word’s
definition, its proper part of speech, correctly use the word in a complex sentence, and offer
some synonyms as well as track the “root” of the word. He or she will then encourage the

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students to use the word often in conversation and include and add it to their vocabulary word
tree list. Objective: To help foster steady and exponential growth of students’ English
vocabulary. (Word Master Time: 1 to 2 minutes)

Evaluators:
Three people will serve as speech evaluators to our three prepared speakers. Evaluators will
give thoughtful and positive feedback to the individual speakers they are assigned to evaluate.
Evaluators are to take notes on the bright spots in the speech and encourage the speaker early
and often. Any critique should also identify the weak areas in the speech and offer suggestions
to improve. (Evaluator Time: 1-2 minutes)

Grammarian:
During the SupClub meeting, this person takes copious notes on participants’ use of grammar.
They evaluate each person, also taking note of students who incorporate past word-tree
vocabulary words or other impressive phrases. Later, they deliver a grammarian’ report on the
errors made and offer suggestions for improvement.
(Grammarian Time: 1-2 minutes)

Timekeeper:
This student is responsible for keeping a record of the time sequence of each participant’s
speech. They will also use a timecard to signal to speakers when they have 1 minute, 30
seconds and zero time left. They then give the speaker a motion to wrap up.
The Timekeeper will deliver a full timer’s report in the meeting.
(Timekeeper Time: 1-2 minutes)

General Evaluator:
This person is responsible for evaluating the entire SupClub meeting on micro and macro level.
They will identify what worked and what needs improvements. They will critique each meeting
participant. Instructor will hold this role and later hand it over to students who have matured to
the level of a General Evaluator.
(General Evaluator Time: 5 minutes)

Close:
The Club Master closes out the meeting in uplifting comments and then teases the next
SupClub Meeting.

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These student-run SupClub Meetings are conducted twice a week and run 30-45 minutes,
depending on the size of the class.
Meeting duties will rotate, giving each student the opportunity to perform each of the twelve
separate roles multiple times.
The SupClub Meeting is a model of Toastmasters. It’s uniquely designed to build students’
communication skills of listening, critical thinking, and effective speaking. It is also meant to
boost participants’ self-confidence, leadership and planning skills, teamwork, as well as give
students a sense of personal pride, accomplishment, and satisfaction.

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SupClub Evaluator Guide Sheet / Speech Feedback
Speaker’s Name:
Speech Type/Title:
Always start with Positive Feedback- What Worked?
1.
2.
3.
Evaluate Speech Structure:
Open:
(Question/ Quote/Alarming Fact/ Story/Humor)
Body:
What were the Speaker’s Three Relevant Points
1.
2.
3.
Body Language/ Voice Tone: Eye Contact/ Posture/Gesture/Connect with Audience… etc.
Close:
How Speaker Concludes: Why Convincing/Rushed/Strong/ Weak/

Suggested Improvements:
1.
2.
3.
Evaluator’s Name:

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Superior Speaking Student TV Newscast
SS Exam #2/#4
Newscast Outline Structure
1. Intro
Coming up on S-S-I News at 9…. (Tease one or two stories you will be talking about)
I am Sharon Frame (mention your full name)
2. Body Part 1
Here Are Our Top Stories: (Write 5 news stories. Write one sports story and one weather
story: seven stories in all, each story about 30 seconds long)
3. Body Part 2
Guest Interview Segment: (Interview your class accountability partner on a topic that you
both agree on. Come up with 7 to 10 questions to ask your guest. So, your guest, they will be
the expert on the topic, and you will ask them the questions during your interview
conversation.
Next on the show, (Explain we have a special guest to talk about (Chosen topic)
Now let’s bring in our special guest, (name of guest)
(Open) Hello (name of guest). Welcome to the show.
(Close) Thank you (guest name) for joining us for a worthwhile conversation.
4. Close
And that is the time we have for now. See you later tonight for S-S-I News at 10.
I am Sharon Frame (Mention your full name) Have a Good Day.
Exam Task: Produce a videotaped, two-part TV News Show that is at least 7 minutes long.
You will write and deliver short news stories in the first segment. You will interview a guest
in the second segment.
**You must include and correctly use at least 30 of your advanced English words in your
news broadcast and your guest interview, as well as use examples of your six Figurative
Language styles. So be sure to write them in your stories and interview questions. **
You will be graded on 1. Your correct use of your advanced English words, 2. Your correct
use of the six figurative language styles your learned, 3. Collaboration with your classmate,
4. Delivery presentation, 5. Pronunciation, 6. Voice tone, 7. Body language.

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Links to News Sources
(Online sites where you can find current news stories and ideas to write your stories)
https://www.elcomercio.co

https://apnews.com/hub/t

https://breakingnewsengli

https://www.usnews.com/topics/locations/south_america

(Link to NotiLoca video news clip in Spanish)

https://youtu.be/vN9_89oAQSs?t=56

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The 3 Rules for “ed” Ending Verbs
The Study of Past Tense Pronunciation for Regular English Verbs
In English, spelling is not the same as pronunciation.

Example Example Example

Asked Planned Decided
Asked (t) Planned (d) Decided (id)

Present Tense Past Tense “ed” Ending Rules

Walk Walked “t” Voiceless Sound
Glance Glanced “t” Voiceless Sound
Arrive Arrived “d” Voiced Sound
Order Ordered “d” Voiced Sound
Hand Handed “id” Extra Syllable
Taste Tested “id” Extra Syllable

All six words above are past tense. However, they are pronounced differently.
Which should you use when? Here are the rules:

Rule 1: If the verb base Rule 2: If the verb base Rule 3: If the verb base ends
ends in a voiceless sound, ends in a voiced sound, in the letter “t” or the letter
then the –ed ending sounds then the –ed ending sounds “d” , or sounds like it ends in
like “t”. like “d”. t or d, then the –ed ending
sounds like “id”.
(Verb base= the infinitive The “d” is blended together
w/o the “to” (to walk, to with the previous It is pronounced as an extra
move, to follow, blend ) consonant and not syllable.
(the present tense form of pronounced as an extra
a verb) syllable.
Walked—“t”
The “t” is blended together
with the previous
consonant and not
pronounced as an extra
syllable.

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A voiceless sound is like a A voiced sound means that
whisper. Your vocal chords your vocal chords vibrate.
don’t vibrate.
Voiceless consonant
Voiced consonant sounds:
sounds:
b, v, g, z, j, th, l, m, n, r
p, f, k, s, sh, ch, th
All vowel sounds are
voiced.

More examples of past More examples of past More examples of past tense
tense verbs where the –ed tense verbs where the –ed verbs where the –ed ending
ending sounds like “t” ending sounds like “d” sounds like “id”

Worked / work Moved / Move Started (id)/ /start

Dropped / drop Returned/ return Graduated( id)/ /graduate
Finished /finish Stayed / stay Visited (id)//visit
Divorced /divorce Studied /study separated ( id)/separate
Stopped /stop Married /marry dated /date
Laughed / laugh Widowed widow attended (id)/attend
Coughed/cough Raised/ raise Flabbergast (id)
Watched/ watch Engaged/engage
Traveled /Travel
Used /use

Ed Endings: [t], [d], [id] Slow Practice https://www.youtube.com/watch?

v=ULOEVa7U8ZQ&ab_channel=ElementalEnglish

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The Study Of Cognates:
1. Perfect Congates
2. Near Perfect Cognates
3. False Cognates

https://baselang.com/blog/vocabulary/spanish-cognates/

Perfect Cognates

These words are the exact same in both languages (Spanish & English).

Perfect Cognates are spelled the same way—and mean the same things. The only differenrce is

they are pronounced slightly differently.

Examples:

Actor Considerable Error Agenda

Miserable Balance Artifcial Extension

Festival Génesis Perfume Vital

Religión Múltiple Idea Chocolate

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Near Perfect Cognates

Near perfect cognates are words that mean the same thing and can be converted from Spanish

to English or English to Spanish by applying a simple rule – although the rule is not applicable in

every single case.

Examples of common Near Perfect Cognates & their Rules:

Información (ción) to Information (tion) Aniversario (ario) to Anniversary (ary)

Spanish words that end in ción, can be Spanish words that end in ario, can be
transformed to English words by changing transformed to English words by changing
the ending to tion. the ending to ary.

Curioso (oso) to Curious (ous)

Básico (ico) to Basic (ic)
Spanish words that end in oso, can be
Spanish words that end in ico, can be transformed to English words by changing
transformed to English words by changing the ending to ous.
the ending to ic.

Abstracto (cto) to Abstract (ct) Perfectamente (mente) Perfectly (ly)

Spanish words that end in cto, can be Spanish words that end in mente, can be
transformed to English words by changing transformed to English words by changing
the ending to ct. the ending to ly.

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False Cognates

False cognates are words that also look similar in writing and pronunciation, but have a

completely different meaning. They are also referred to as “false friends”.

They look very similar, but do not share anything alike.

Examples:

Spanish Word Correct English Translation English Misinterpretation Spanish

Translation

Últimamente Recently Ultimately Por último

Exito Success Exit Salida

Embarazada Pregnant Embarrassed Avergonzada

Emocionante Exciting Emotional Sensible

Tongue Twisters
Tongue twisters are a fun way to play around with words and sounds. They work the mouth
muscles. Muscle exercises stretch the muscle, help develop fluency, clearer pronunciation and
better speech patterns. They can also improve accents. The repetition can form muscle memory
for particular sounds.

 She sells seashells by the sea shore.

 How much wood would a woodchuck chuck if a woodchuck could chuck wood?
 Rubber Baby Buggy Bumpers.
 How much ground would a groundhog grind if a groundhog could grind ground?

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 Red leather, yellow leather, red leather, yellow leather.
 Silly Sally swiftly shooed seven silly sheep. The seven silly sheep Silly Sally shooed Shilly-
shallied south. These sheep shouldn’t sleep in a shack; Sheep should sleep in a shed.
 How much wood would a woodchuck chuck if a woodchuck could chuck wood? He
would chuck, he would, as much as he could, and chuck as much wood, as a woodchuck
would if a woodchuck could chuck wood.
 Two tiny timid toads trying to trot to Tarrytown.
 Fuzzy Wuzzy was a bear. Fuzzy Wuzzy had no hair. Fuzzy Wuzzy wasn’t fuzzy, was he?
 I slit the sheet, the sheet I slit, and on the slitted sheet I sit.
 Three thin thinkers thinking thick thoughtful thoughts.
 I thought, I thought of thinking of thanking you.
 If a dog chews shoes, whose shoes does he choose?
 Nine nimble noblemen nibbling nuts.
 How much wood would a woodchuck chuck if a woodchuck could chuck wood?
 Peter Piper picked a peck of pickled peppers. How many pickled peppers did Peter Piper
pick?
 Can you can a can as a canner can can a can?
 Frivolously fanciful Fannie fried fresh fish furiously.
 To begin to toboggan first buy a toboggan, but don't buy too big a toboggan.
 Too big a toboggan is too big a toboggan to buy to begin to toboggan.
 She saw Sharif's shoes on the sofa. But was she so sure those were Sharif's shoes she
saw?
 Give papa a cup of proper coffee in a copper coffee cup.
 Seventy-seven benevolent elephants.
 The chic Sikh's sixty-sixth sheep is sick.
 A loyal warrior will rarely worry why we rule.
 A pessimistic pest exists amidst us.
 Drew Dodd's dad's dog's dead.
 Which witch switched the Swiss wristwatches?

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CEC- SS: The Art of Debate Exam #2/ #4

Debate: Simple Definition: To argue for or against a topic. Prove why your team is right and
the opposition is wrong
What Debaters Learn: Teamwork, research, planning, analyzing both sides of an argument,
rebuttal skills
Basic Debate Structure & Procedure:
1. A Claim - Similar to a Speech Intro
2. A Warrant- Similar to a Speech Body
3. An Impact- Similar to a Speech Close

Claim: “What it is you are trying to prove.”

Warrant: “The evidence/proof for why your argument is true.”
Impact: “Why it matters in the first place.”
What’s Needed:

 Two teams with three or more members/debaters/speakers

 Timekeeper (Each speaker has 8 minutes)
 Judges
Team Affirmative-Argues FOR the topic/the motion.
Team Opposition /Negative: Argues AGAINST the topic.

Example /Debate Topic/The Motion:

Animal testing should be banned.

1st speaker on Affirmative team speaks:

 Lays out the overall debate argument

 Introduces Affirmative team members & their individual debate subtopics
 Begins debate with first argument as to why Animal testing should be banned

2nd speaker to speak is from Opposition/Negative team:

 Lays out their team’s debate strategy

 Strongly rebuts argument of first opponent on Affirmative team

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 Introduces Opposition team members & their individual debate subtopics
 Begins rigorous debate arguing why Animal testing should NOT be banned

Rebuttal: To identify and “choose a point made by opposition team, then meticulously
argue/explain why they are wrong and prove why you are right.”

2nd, 3rd, 4th … speakers from Affirmative/Negative teams alternate, build upon team’s argument,
and rebut the opposition.
Last speaker on both Affirmative and Opposition/ Negative teams rebuts opposition’s debate
and summarizes their team’s argument.
Last speaker on Opposition /Negative teams has last word in debate.
Judges decide the winner. Judges consider communications skills, timing of debate, team with
the most convincing argument.

Preparing For a Debate

Debate Claim (Motion): What it is you are trying to prove.

Example: Debate Claim (Motion): Animal testing should be banned.

Research Topic: Animal Testing
Specific Research Topic: Animal testing should be banned.
Specific Research Questions:
1. What are the disadvantages of animal testing?
2. Do the animals suffer?
3. What are the key arguments for and against animal testing?
4. What are the human benefits of animal testing?
5. What cures to human diseases have resulted from animal experimental research?
6. How can we find cures without using animals?

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Sub-Arguments for Affirmative & Opposition Teams:

Careful investigative research of the general and specific debate topic, coupled with proper
research questions, will yield strong and sufficient debate subtopics or sub-arguments.

 Each team member on both the affirmative and opposition sides will be assigned a
specific subtopic of the main debate to present a vigorous individual argument.
 Debaters each have 8 minutes to deliver a persuasive, robust argument to prove their
strong viewpoint using facts, research, and personal anecdotal evidence.
 Each debater must aggressively rebut (challenge) an opposing debate team member
 Their rebuttal is a crucial part of their exam grade.

Debate Claim (Motion): Animal testing should be banned.

Team Affirmative Team Opposition

Topic #1: Topic#1:

Animal´s rights are violated when they are Animal testing contributes to life-saving cures
used in research and treatments.

Speaker #1: Carlos Speaker #1: Freddy

Topic#2: Topic#2:
Animals are vastly different from human Animals are appropriate research subjects
beings because they are similar to human beings in
many ways.
Speaker #2: Melany Speaker #2: Anahi
Topic#3: Topic#3:
Animal testing is a massive waste of Animals themselves benefit from the results
resources. of animal testing.
Speaker #3: Daniela Speaker #3: Melody
Topic#4: Topic#4:
There is increasing demand for cruelty-free Animal researchers treat animals humanely,
products. both for the animals’ sake and to ensure
reliable test results.
Speaker #4: Paola Speaker #4: Darwin
Topic#5: Topic#5:
Existing alternative testing methods can Animal experimentation has played a vital
replace the need for animals. role in practicing all of the medical
discoveries of the last decade.
Speaker #5: Alisson Speaker #5: Karla

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More Debate Terminologies

 Claim (Motion): What you are trying to prove

 Warrant: Evidence/proof of why your argument is true.

Speakers make their debate topic points with evidence, facts, data, statistics, stories, --
relevant details to prove their positions.

 Time: Debaters each have 6 minutes, except for Team Affirmative’s 1st speaker who
starts the debate. That person gets 7 minutes.

 Rebuttal: Each debater must rebut a point in their immediate opponent’s argument.
That rebuttal is incorporated into their 6-minute debate speech.

 Mandatory Speech Structure: Each debater must follow the speech structure taught in
class using gripping introduction, 3-point body and commanding close. Team Opponent
will get the last close in the debate

 Impact: Why your argument matters in the first place.

Conclude your point in a strong, convincing manner.

Both groups should meet with their group members and work on their case. The evidence that
can prove -both- sides of this case can be found in the short story, which we read and
examined. Re-read with your group and find/discuss the proof that will help you build and win
your case.

47
How to Do Research For a Dabate
What is Research?
Research is a systematic investigation or study of information in order to explore, analyze and
establish facts to increase one’s knowledge and understanding of an issure. Research helps the
learner create new knowledge and synthesize existing knowledge, which lead them to reach
new or deeper conclusions.

1st Step: EXPLORE your broad debate topic: Online Learning

Learn about your topic: Use books, Google, internet search engines, websites, videos (don’t
take any notes at first, just explore)

2nd Step: IDENTIFY a specific debate topic.

Pick one aspect to research: Example: Online Education Causes More Harm Than Good

3rd Step: CREATE some specific research questions about your topic.
1. How does online learnig work?
2. What are the disadvantages of eLearning?
3. What are the benefits of online learning?
4. How has THE COVID-19 crisis changed/impacted online learning?
5. What are some key factors that make e-Learning effective?
6. What are the main challenegs /pitfalls student face with online learning education?
Source: https://www.youtube.com/watch?v=EEuul8hBip8

4rd Step: GATHER your facts and start taking notes.

Collect facts to help answer your research questions.
Take notes in your own words.
Write bullet phrases, not whole sentences.
Use quotation marks when copying an exact quote.

5th Step: WRITE your speech/presentation /debate

Use the speech structure
Intro/Body/Close

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Debate Breakdown Example:
Research Topic: Online Education
Specific Research Topic: Online Education Causes More Harm Than Good

Harmful Aspects of Online learning: (Disadvantages of eLearning)

1. Limited Social Interaction (social isolation)
2. Technology Costs
3. Digital discrimination (Computer inaccessibility to some populations)
4. Technical disruptions
5. Teacher technophobia
6. Security & Privacy Risks
7. Cheating prevention is complicated

Helpful Aspects of Online learning: (Advantages of eLearning)

1. Learning convenience
2. Less expensive
3. Technology Exposure
4. Increase Student Participation
5. Teacher Technophlia
6. Safely stored documentation
7. International Study opportunities
8. It’s eco-friendly

Resource: https://e-student.org/disadvantages-of-e-learning/
Best Debate Topics:
https://www.onlineschoolscenter.com/best-debate-topics-college-students/

49
Debate Sample Intros for 1st Speakers from Both Sides
(You can start with a quote, question, alarming fact, story, or humor)
1. Quote: “Leaving no one behind means leaving no one offline.” That is a quote from
Antonio Guterres, the Secretary General of the United Nations.
 Quote: “At the end of the day, I think the more online educators there are, I think the
better off the whole world is.” That’s a quote from Anant Agarwal, an Indian Scientist and
online learning expert.

2. Question: Did you know that six out of ten children in Ecuador don’t have internet
access, and can’t continue their education online? That is according to UNICEF, a global
humanitarian agency for children. So how do we expect these children to get equal learning
opportunities?
 Question: Did you know that students retain 20 to 60 percent more information when
they learn online compared to 8 to10 percent retention in the classroom? That is what several
studies show. This research offers undeniable proof that online learning is helping education
here in Ecuador and across the globe.

3. Alarming Fact: Six out of ten children in Ecuador don’t have internet access. That’s
according to UNICEF. That means these children don’t have equal access to proper education.
 Alarming Fact: Not as applicable to the opposition, which is arguing that online learning
is good for education. The positive nature of that argument would not lend itself to an Alarming
Fact as an open.

4. Story: 16-year-old high school student, Denisse Toala, was disturbed when she
learned that most school children in a poor Guayaquil neighborhood had no access to
computers. So, they could not continue their education online during the COVID
outbreak. The concerned teenager was determined to so something to help these
students. An article in Yahoo’s “In the Know” describes how Taola started a makeshift
school under a tree in the community, and taught 40 children who otherwise, would
have been left behind. This story proves how Online Learning is Harming Education in
Ecuador, especially for poor kids whose families have no internet access.
 Story: (Find a personal story online/magazine/newspaper/blog, etc. about someone
loving and benefiting from distance learning)

5. Humor: There is nothing humorous about this debate topic. So, you would not choose
this option for an open.

Debate Sample Intro for 1st Speaker/Affirmative Team

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“Leaving no one behind means leaving no one -offline-.”
That’s quote from Antonio Guterres, the Secretary General of the United Nations. Like many
people he expressed his concern about online learning because it poses a risk and a danger to
many school students. So, it raises the question: is online learning harming education? That is
the subject of today’s great debate.
My team and I will argue and prove to you that Online Learning -Is- Harming Education,
especially here in Ecuador.
My colleague, Jorge Sangucho will argue how distance learning causes social and mental
problems for students.
Next, Andrea Inaquiza will show how online learning poses security and privacy risks.
And what about the negative impact on our health? Angeles Redroban will make that argument
and detail the dangers to our health.
And my other colleague, Daniel Mena will prove how online learning has caused a disturbing
rise in student cheating… further damaging the education system.
But first, I, Nicolas Alcivar, will prove to you how online learning causes gross digital
discrimination against poor and indigenous students, who have little to no access to computers
and internet service.
And we are confident after we lay out our undeniable proof, you will agree with us, that Online
Learning is Harming Education in Ecuador.

1st speaker then starts his/her 8-minute speech using the speech structure

Debate Sample Intro for 1st Speaker/Opposition Team

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Is Online learning really hurting education here in Ecuador?
That is the question. Or is it helping? My team and I will argue that not only is Online Learning
NOT hurting education, in fact, it’s HELPING education here in Ecuador. And we intend to prove
this.
My colleague Anahi Amaguaya will argue that distance learning is eco-friendly, therefore good
for education.
Then Jair Llimiquinga will prove how this form of learning offers excellent international study
opportunities for Ecuadorian students right from their computers.
Lady Guachala will argue that online learning is far more convenient than face-to-face
classroom learning.
And our colleague Luis Arguero will prove how learning online offers tremendous technology
exposure and huge benefits in that area, to students.
And I, Erick Morales, will prove to you how less expensive and more cost-effective online
learning is when compared to traditional learning.
But first, let me respond to something my esteemed opponent, Nicolas said.
1ST Speaker on Opposition Team rebuts the argument of the 1st Affirmative speaker’s speech.
He/she then starts their 8-minute debate speech using speech structure.

Debate Sample Close for Last Speaker/Affirmative Team

52
Last debater on Affirmative team wraps up their 8-minute debate speech, ending with strong
conclusion.
They then take one minute to wrap up for their team.
With all the overwhelming evidence my team and I have shared with you, I am certain you will
agree with us, that Online Learning -IS- Hurting Education in Ecuador.

My colleagues have proven, without a doubt, that online learning severely discriminates against
the poorest students. They do not have access to the same level of education as others,
because their families cannot afford internet service or phone data. And that means they are
being left behind.
Our evidence also proves that online learning poses serious social, and mental and physical
health problems for students.
Also, the security and privacy risks linked to distance learning is very troubling. What is more,
we showed you, with facts and statistics, how online learning has caused a dramatic increase in
student cheating. That is particularly harmful to our educational system.
We are certain with our strong and vigorous argument; we have proven without doubt that
Online Learning -IS- Harming Education in Ecuador.

Debate Sample Close for Last Speaker/Opposition Team

Last debater on Opposition Team rebuts the last Affirmative debater, then he/she delivers
their 8-minute debate speech, ending with strong conclusion.
They then take one minute to wrap up for their team.

Our opponents have argued that Online learning is Hurting Education in Ecuador.
But we have proven to you just the opposite… that distance learning is actually helping
Ecuadorian students.
My colleagues and I have shown compelling evidence of how E-learning is less expensive than
traditional education, and that it is eco-friendly. Being online also offers Ecuadorian students
amazing international study opportunities abroad, plus it makes learning convenient, and it
exposes both teachers and students to innovative technology, so they can learn more.
We believe we have presented a persuasive case with facts and evidence that prove Online
Learning is -Helping- Education here in Ecuador – not harming it, as our opponents claim.
And we are certain you will agree with us!

53
Sources:
https://www.intheknow.com/post/ecuadorian-student-sets-up-class-under-tree-for-kids-without-
internet-access/
https://quotesgram.com/anant-agarwal-quotes/
https://www.weforum.org/agenda/2020/04/coronavirus-education-global-covid19-online-digital-
learning/

Avoiding Plagerism:
Citing Sources: Why it Matters
https://docs.google.com/document/d/16iq4PcS4DPCunfNmpL5Eh1DckpAihiW_aNU3v7C9I1A/edit

Citing Sources- Why & How to Do it

https://www.youtube.com/watch?v=-JV9cLDCgas

Paraphrasing Tips- How to Do it, And Why it Matters

https://www.youtube.com/watch?v=oiM0x0ApVL8

The Art of Critical Thinking and Reasoning:

Logic and the Role of Arguments

Critical thinkers tend to exhibit certain common traits.

54
What is Critical Thinkig? https://youtu.be/HnJ1bqXUnIM

What is Crutical Thinking? https://youtu.be/-eEBuqwY-nE

*Ethos. Pathos. Logos https://youtu.be/aUpiy67_nt4
*The Three Persuasive Appeals: https://youtu.be/-oUfOh_CgHQ
Introduction To Ethos, Logos, Pathos https://youtu.be/9L_G82HH9Tg

Traits (Elements) of Critical Thinking

1. Open-mindedness
Critical thinkers are open and receptive to all ideas and arguments, even those with
which they may disagree. Critical thinkers reserve judgment on a message until they
have examined the claims, logic, reasoning, and evidence used. Critical thinkers are fair-
minded and understand that a message is not inherently wrong or flawed if it differs
from their own thoughts. Critical thinkers remain open to the possibility of changing
their view on an issue when logic and evidence supports doing so.

2. Analytic Nature
Critical thinkers are interested in understanding what is happening in a message. Critical
thinkers ask questions of the message, breaking it into its individual components and
examining each in turn. Critical thinkers dissect these components looking for sound
logic and reasoning.

3. Systematic by Method
Critical thinkers avoid jumping to conclusions. Critical thinkers take the time to
systematically examine a message. Critical thinkers apply accepted criteria or conditions
to their analyses.

4. Inquisitive
Critical thinkers are curious by nature. Critical thinkers ask questions of what is going on
around them and in a message. Critical thinkers want to know more and take action to
learn more.

55
5. Judicious
Critical thinkers are prudent in acting and making judgments. Critical thinkers are
sensible in their actions. That is, they don’t just jump on the bandwagon of common
thought because it looks good or everyone else is doing it.

6. Truth-Seeking Ethos
Critical thinkers exercise an ethical foundation based in searching for the truth. Critical
thinkers understand that even the wisest people may be wrong at times.

7. Confident in Reasoning
Critical thinkers have faith in the power of logic and sound reasoning. Critical thinkers
understand that it is in everyone’s best interest to encourage and develop sound logic.
More importantly, critical thinkers value the power of letting others draw their own
conclusions.

“Recall that critical thinking is an active mode of thinking. Instead of just receiving messages
and accepting them as is, we consider what they are saying.
We ask if messages are well-supported. We determine if their logic is sound or slightly flawed.
In other words, we act on the messages before we take action based on them.
When we enact critical thinking on a message, we engage a variety of skills including listening,
analysis, evaluation, inference and interpretation or explanation, and self-regulation.”
Source: https://courses.lumenlearning.com/ivytech-comm101-master/chapter/chapter-6-logic-and-the-
role-of-arguments/

Minimal Pairs Lists

56
A minimal pair is a pair of words which differ only in one sound.
A minimal pair or close pair consists of two words with sounds that are very similar but have
different meanings.

Æ ʌ
Cat Cut
Ankle Uncle
Ran Run
Drank Drunk
Match Much

ɜ: ɔ:
Wor
Walk
k
Bird Bored
Fur For
Shirt Short
Sir Saw

ʃ S
Ship Sip
She Sea
Sure Sore
Shoot Suit
Shy Sigh

T Θ
Tin Thin
True Through
Tree Three
taught Thought
Boat Both

R L

57
Fry Fly
Right Light
grammar glamour
wrong Long
Wrist List

V B
Vote Boat
Very Berry
Van Ban
Vest Best
Vet Bet

ɪ i:
Ship Sheep
It Eat
Hit Heat
Bin Bean
Live Leave

Æ eɪ
Hat Hate
Mad Made
Lack Lake
Back Bake
Cap Cape

S Z
Sip Zip
Sue Zoo
Place Plays
Rice Rise
Ice Eyes

58
S Θ
Sin Thin
Thum
Sum
b
Sank Thank
Sink Think
Saw Thaw

Ŋk Ŋ
Thin
Thing
k
Sank Sang
Bank Bang
Rink Ring
Sunk Sung

P B
Pin Bin
Pest Best
Pig Big
Pit Bit
poure
Bored
d

æ E
bat Bet
dad Dead
pack Peck
sad Said
tan Ten

ɑ: ɔ:
far Four
tart Taught
part Port
farm Form

59
barn Born

ʃ tʃ
shoes Choose
shee
Cheap
p
wash Watch
mash Match
cash Catch

d Ð
doze Those
day They
dare There
den Then
doug
Though
h

w V
wine Vine
west Vest
while Vile
wet Vet
wary Vary

p F
poor Four
pair Fair
pine Fine
Pill Fill
pleas
Fleas
e

60
Minimal Pairs Examples

R/ vs /L/ Minimal Pairs Examples

Grammar / Royal / Loyal Arrive / Alive Ramp/ Lamp Bowling / Belly / Berry
Glamour Boring
Rock / Lock Light / Right Grow / Glow Collect / Climb / Crime Rag / Lag
Correct
Link / Rink Gloom / Lice / Rice Root / Loot Elect / Erect Cloud /
Groom Crowd
Lack / Rack Ram / Lamb

/S/ vs /TH/ Minimal Pairs Examples

Sick / Thick Mouth / Sigh / Thigh Song / Thong Pass / Path Sink / Think
Mouse
Force / Math / Mass Thumb / Sum Saw / Thaw Myth / Miss Thing / Sing
Fourth
That / Sat

/F/ vs /V/ Minimal Pairs Examples

Fast / Vast Fender / Fan / Van Refuse / Foul / Vowel Fairy / Very
Vendor Reviews
Phase / Vase Vine / Fine Save / Safe

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Phonemic Chart Keyboard
International Phonetic Alphabet (IPA)
http://www.phonemicchart.com/

single vowels Diphthongs

ɪ i ʊ U eɪ ɔɪ aɪ

Ship sheep Book Shoot Wait coin like

ɛ ɜ ə ɔ eə ɪə ʊə

Left her teacher Door Hair here tourist

Æ ʌ ɒ ɑ oʊ aʊ /

Hat up On Far Show mouth

unvoiced consonants

P f Θ T S ʃ ʧ K

Pea free Thing Tree See sheep Cheese Coin

voiced consonants

B v Ð D Z ʒ ʤ G

Boat video This Dog Zoo television Joke Go

M n Ŋ H W l R J

Mouse now Thing Hope We love Run You

↗ ↘ . ˈ ˌ : ʔ ˑ

62
- British vowels - American vowels - show hints

single vowels Diphthongs

ɪ i ʊ U eɪ ɔɪ aɪ

Ship sheep Book Shoot Wait coin like

ɛ ɜ ə ɔ eə ɪə ʊə

Left her teacher Door Hair here tourist

Æ ʌ ɒ ɑ oʊ aʊ /

Hat up On Far Show mouth

unvoiced consonants

P f Θ T S ʃ ʧ K

Pea free Thing Tree See sheep Cheese Coin

voiced consonants

B v Ð D Z ʒ ʤ G

Boat video This Dog Zoo television Joke Go

M n Ŋ H W l R J

Mouse now Thing Hope We love Run You

↗ ↘ . ˈ ˌ : ʔ ˑ

63
The Elevator Pitch
Your Personal Pitch/ Job Fair
Learn How to

 Make an Elevator Pitch

 Sell yourself in a Job interview or at a Networking Event

The Elevator Pitch

What It Is:
Presenting and Pitching /selling yourself in a professional setting to impress someone who has
the power to hire you for a job. It’s a “quick synopsis of your background and experience. The
reason it's called an elevator pitch is that it should be short enough to present during a brief
elevator ride.”

Elevator Pithc Tips:

“Keep elevator pitch short and sweet:” Your elevator speech is a sales pitch. Be sure you can
deliver yourmessage in 60 seconds or less. For our class purposes, your elevator pitch should be
no longer than 90 seconds

“Focus on the essentials:” Say who you are, what you do, and what you want to achieve.

“Be positive and persuasive:” Your time is limited. Focus on what you want to do, not what you
don’t want to do. Be upbeat and flexible.

“Practice, practice, practice:” Deliver your speech to a friend or record it, so that you can be
sure that your message is clear.”

64
Research Strategies:

 Start developing your Elevator Pitch by researching and studying the company you want
to work for.
 Research Questions to Consider & Answer/ Start with the 5 W’s:
 Use the 5 W’s to also assess personal details about you to gather details fry or pitch.
1. Who are you? Who do you want to work for/What company/why?
2. What: What is the ideal/desired job/position you seek?
How does your background equip you for the job? What is your academic background:
(“I graduated from __and am a PR major// I am the manager of __” Explain & provide
context) (See elevator pitch examples)
3. What: Share your soft skills and your hard skills and your story. (See elevator pitch
examples)
4. Why: Why is this job important to you? Explain your passion. (See elevator pitch
examples)
5. When: After conclusion be sure to ask for the follow-up meeting. (See elevator pitch
examples)

65
Elements Needed in Elevator Pitch

Opening –Grabber/Compliment:
Hi Mr. Santos. What a surprise meeting you here. Let me just congratulate you on your recent
promotion to Director of Coordination at CEC-EPN! I suspect the school will make great
improvement under your leadership.
Who I Am:
My name is Sharon Frame. I am a Graduate student at PUCE here in Quito, studying a masters
in Pedagogy. I noticed on your website that CEC is looking for new EFL teachers.
Let me tell you why I think I am a perfect candidate for the job.
My Brief Story:
I have loved teaching just about all my life. It seems like only yesterday when I was playing
summer school tutor to my baby sister in the basement of your house. I got my first real
classroom of student when I was 16, teaching Sunday School to five and six-year old kids.
Educational Background:
My passion for teaching later led me to attend Emerson College in Boston.
Professional (hard skills)
There I secured my bachelor’s’ degree and became a tv journalist. I later secured a Masters in
Petegogy from Catolica University. I have also worked as an EFL teacher at the Prestigious
Fullbright Teaching program here in Quito.
Soft Skills:
My varied experience has helped me strengthen my communication, critical thinking, and time
management skills, because I learned to work efficiently under deadline, writing and delivering
daily TV news stories.
Conclusion/Follow-Up:
I would love to join your team and apply my unique skills to benefit CEC-EPN as an EFL teacher.
I think CEC is the best learning environment for young, passionate, motivated go-getters like
myself.
Here is my card. When can we meet to follow up this conversation? May I contact your
secretary to make an appointment?
It was so nice to meet you in person.

Elevator Pitch Sample (Long version)

66
#1 Seeking A Company Job
Open/Grabber/Compliment:
Hello Dr. Petez Daszak.
It is such a pleasure to meet you. I am a big fan of your tireless work and career with EcoHealth
Alliance. Like you, I am passionate about working to protect the health of people, animals and
the environment.
Who I Am:
My name is Andrea Chávez and I am a Biotechnology Engineer pursuing an MSc in Sustainable
Development Program at Louvain in Belgium. One of my dreams is to work for EcoHealth
Alliance as a researcher.
My Story:
Since I was seven years old, I have been fascinated by biodiversity. That’s when I got my first
book on the subject from my older sister. It was about animals and their habitats in Ecuador.
My Hard Skills:
During my last two years of college, I was privileged to work on wildlife health research
projects. That led me to pursue a Master’s degree in Sustainable Development at the best
university in Belgium, where I was awarded a full scholarship.
My Soft Skills:
Conducting scientific research has given me the opportunity and experience to grow as a
leader. It has also helped me develop my critical thinking and communication skills.
Experience:
For instance, as an intern at the Institute of Public Health, I coordinated multidisciplinary teams,
which grew my planning, collaboration, decision-making and team-building skills. I also directed
research in an effective way. (give a quick/short example of one of your autonomous projects
here)
My research skills grew even more when I served as a volunteer on the Galapagos Islands. That
experience taught me more about the need of my country to achieve the sustainable future I
want to help create and live in. It also made me more determined to be the change
Conclusion/ Wrapper Compliment
I would be utterly delighted to apply my research skills to benefit your premier institution,
which I believe is the best learning environment for a young, passionate, scientific
environmentalist as myself.
Follow Up Request:
So, when can I get an appointment on your calendar for us to have a follow up conversation?
67
Mr. Daszak, it was such a pleasure meeting you.

Elevator Pitch Sample (Long version)

#2 Seeking an Internship

68
Open/Grabber/Compliment:
Hi Dr Mier.

What a pleasure it is to meet one of the best veterinarians in Ecuador. That’s not just my
opinion, but many of your patients and other doctors say the same thing.

Who I Am:
My name is Domenica Mena, and just like you, I am an extreme pet lover. In fact, I am a pet
groomer, with five years of experience. And one of my dreams is to work as an intern at your
pet hospital as a groomer.

My Story:
My grandfather was a veterinarian, and I remember when I was a child, every stray and
abandoned animal that I found on the streets, I took them home for my grandfather to heal
them. and I would care for them until they got better.

My Passion:
My grandfather taught me many things about animals, and one important thing he said was: “If
you been a veterinarian you need to feel passion about this” because the job is not easy. So, he
told me that is important to study and increase my knowledge.

When my grandfather died, I made a promise that when I grew up I would study veterinary.

My skills:
Throughout my life, I have always taken care of animals. now I am working with my cousin’s
dog “Dante” that is possibly obese. I love to work with animals who need my help, and this is
the real reason why I would like to work with you. Like me, you treat our beloved pets like a
member of the family and you work hard to save their lives when they get sick.

I know I’d bring value to your team of doctor’s cat hospital workers.

I am passioned about working with animals, and my enthusiasm grew even more when I
worked for at “Casa Somos Institution.” There, I teach pet owners the importance of animal
hygiene.

One of my grooming specialties is using anti-stress techniques to help pets reduce their fear or
traumas before their veterinary visits

Conclusion/Follow-Up:
I look forward to bringing my skills as a pet groomer to help you grow your hospital business, as
I get the chance to live my passion to take care of animals.

When can we talk further about me joining your team as an intern? Here is my contact
information. I am ready to start as soon as possible.
69
Elevator Pitch Sample (Long version)
#3 Seeking Volunteer Work
Open/Grabber/Compliment:

70
Hello Mrs Helen Smith.

I am so honored to meet you.

When I read about the work your company does to help the poor I was deeply inspired. In fact, I
realized that volunteering for the international Red Cross is something I would like to do.

Who I Am:
My name is Augusto Curillo.

And offering my time and knowledge to help people who need it would make me improve
myself as a human being.

In fact, I’m so impressed with your humanitarian outreach I would like to leave my current
activity and join the Red Cross as soon as possible. Such a move would give me the chance to
reach one of my dreams to help people who need it around the world.

My Experience:
I’m electrical engineer and have a master’s degree in Planning and Strategic Direction. I speak
Spanish and am studying English at CEC-EPN on Superior 1 level.
While working at Quito Electrical Company I developed some important projects. Then I started
my own successful company.

Soft Skills:
In both cases I put my best skills in teamwork, imagination, and negotiation. My business
colleagues will tell you that I am well known as a hard worker, especially under pressure.

I would like to offer my experience and business skills to benefit people in need, free of charge.

Conclusion/Follow Up:
I hope you are interested in my services because it is very important for me to feel useful. And
what better way to that than to serve the poor and less fortunate.
So, when can we set up a meeting to further discuss my offer?

I believe both you and I will greatly benefit.

Elevator Pitch Sample (Long version)

#4 Seeking Internship

71
Open/Grabber/Compliment:
Hi Dr. Cortez.
It’s a real pleasure to meet one of the most prodigious neurology pediatric doctors in Hospital
Metropolitan.
Who I Am:
My name is Emily Vasco and becoming a doctor with a specialty in neurology pediatric is one of
my biggest dreams.
Hospital Metropolitan is a phenomenal institution where I would love to intern and get a
chance to learn from you and your medical colleagues. It would be an invaluable opportunity
for me to be exposed to the medical profession, learn from your excellent doctors and gain
valuable experience on how to be more efficient, tenacious, and humane, as I embrace this
outstanding career.
My Story:
It’s female doctors like you, Dr. Cortez, who have inspired me to pursue medicine as a career. I
was also influenced by my father who is a doctor himself. I remember, as a little girl, digging
into my father’s medicine books and trying to read them even though they were difficult.
That is where my love for medicine started. I’ve always been passionate about learning the
complexities of the human brain as well as the nervous system not only in children but also in
adults.
It would bring me such a gratification to secure an internship at your prestigious health
institution where patient care is always priority.
My Experience:
Along with me enthusiasm, I’ll also bring hands-on experience I got when I interned at a
diagnostic clinic. There, I worked with other doctors such as my father, assisting them during
different medical procedures. This first-hand experience has made me more passionate to
become an exceptional professional, and help sick and hurting patients in the best way
possible.
Soft Skills:
Also, working at that clinic has taught me how to be level-headed, patient, and hard- working.
In addition, I have learned how to be a problem-solver, critical thinker and how to work under
pressure, which are crucial skills to have in a medical emergency.
I’m certain that my traits and skill sets will contribute to the best hospital in Quito. And the
experience which I will gain from you and the whole personal there is going to be utterly
enriching.
Conclusion/follow up:
Dr. Cortez, I hope we can continue talking about me joining your team as an intern. Here’s my
72
card and contact information.
When can I look forward to hearing from someone in your office about intern opportunities?

Elevator Pitch Sample (Short Version)

#1 Company Job

73
Hello, Mr. Bechtel. It is such an honor for me to meet the man who runs the largest engineering
and construction firm in the United States! I am a big fan of your family’s many signature
building projects!
Let me tell you how amazed I am at the long history of impressive architectural structures
Bechtel Construction has built over the last 150 years!
My all-time favorite is the Kingdom Center in the city of Riyadh, in Saudi Arabia.
My name is Adrian Crisanto. I am a postgraduate student at the University of the Armed Forces,
located in Ecuador, where I studied Civil Engineering. I hear that your company is looking to
hire new, conscientious and committed people to work within the skyscraper construction field.
Let me tell you why I would be a good fit to join your team.
Since I was little, the great infrastructures have caught my attention, especially those in New
York City, like the; The Empire State Building, the Chrysler building and specifically the now
missing Twin Towers. They made me fall in love with the field of construction and engineering.
That’s why I was determined to pursue my studies in Civil Engineering, obtaining my degree at a
very young age. Later I worked at Quito’s Public Water Company where over time I gained
valuable experience and became a highly qualified engineer and builder, developing my critical
thinking, team collaboration and strong leadership skills.
If given the chance, I’ll use all these skills and my eager commitment to work faithfully and add
value to your prestigious Bechtel company.
Your family firm’s first-rate reputation is world-renown. And it would be a dream come true for
me to be able to contribute my grain of sand to help continue building on your company legacy.
So, tell me, when can we talk more about how I can benefit your global construction firm?
Here is my business card. I hope we can talk soon.
Mr. Bechtel, it was a pleasure meeting you

Elevator Pitch Sample (Short Version)

#2 Internship
Hello Ms. Bahous.

74
Wow! What an honor to meet you in person!! I´m a big fan of yours, and I love your work in
fighting for the rights of women, and your push for gender equality. I want to empower our
young people especially girls, just like me.
My name is Andrea Criollo. And one of my dreams is to work at the UN office here in Ecuador as
an intern. And I especially want to work with you and UN Women in Ecuador.
Right now, I´m a student at Universidad Hemisferios, studying International Relations. As an
intern in your office, I am sure I’ll get to practically apply my academic learning.
I am passionate about Global Affairs especially after seeing young social activist Malala on the
news. She inspires me to fight for our rights. At my University, I attended conferences that gave
me a broader knowledge of Global Affairs, and what is badly needed to improve the lives in the
world. The chance to work with you will help me to further develop my empathy, leadership,
and critical thinking skills, which will guide my path to a successful professional career.
So, who can I talk to in your office to get a follow-up conversation?
I am confident I’ll bring passion and dedication to the job as your intern with the UN Women.
Ms. Bahous, it´s was a pleasure to meet you!

Elevator Pitch Sample (Short Version)

#3 Internship

75
Hello Mrs. Ngozi Okonjo. What a delightful pleasure meeting you, the CEO of the World Trade
Organization.
Let me just say how proud I am of your distinction as the first woman to lead the organization.
I am very confident that the organization will improve significantly under your leadership.
My name is Lizeth Piedra, an International Business student at UTE university in Quito,
Ecuador.
I know that the Organization is always looking for conscientious and motivated interns who can
help promote the work.
Let me tell you why you should consider me for one of those crucial internships.
Since I started studying International Business, I have been fascinated by how countries reach
trade agreements and settle their disputes.
My passion to know more for my career led me to do an internship at the National Customs
Service of Ecuador.
I have learned valuable leadership skills, since I had to make decisions very quickly for the
negotiations to be successful, I also had to work under.
With my desire to learn more and the great passion for my career, I am ready to do an internship
at the organization
Like you and everyone in the organization, I am passionate about and would love to learn more
about the global rules that govern trade between nations.
I’d love to have a follow-up conversation with you to explain how I can be a vital part of this
great organization. Should I wait for a call from you? Here are my data.
Mrs. Ngozi Okonjo it was so nice meeting you.

Elevator Pitch Sample (Short Version)

#4 Company Job

76
Good afternoon, Dr. Delgado. It’s a pleasure to meet you here.
I enjoyed your book "Between Public Service and Private Practice".
I know you are the general manager of Notary 21.

I am Paulina Díaz.
I heard you are in need of a law assistant. I am the perfect candidate.
I am a sixth semester law student at UTPL.
Since I started high school, I have been my friends' counselor. I am especially good at giving
advice and I am trustworthy. Absolutely, I love helping others with their problems.
This exceptional passion led me to intern at a foundation and a law firm, where I helped
government officials.
All these experiences allowed me to make quick decisions because I learned to do many critical
things at the same time. I then developed leadership and collaboration skills.

With my passion, skills and experience. I believe I am prepared to bring value to Notary 21.
I am passionate about helping an expert like you.
I wonder when we can have another conversation so I can explain how I can benefit your office.
Here is my number. Dr. Delgado, it was a pleasure meeting you.

Terms/Definitions
What are Soft Skills:

77
“Character traits and interpersonal skills that characterize a person's relationships with other
people. In the workplace, soft skills are considered to be a complement to hard skills, which
refer to a person's knowledge and occupational skills.”
“It's important to possess soft skills to enhance your employability and achieve your dream
job… They will help you increase your productivity in your career, build professional
relationships and thrive at your job.”

 Leadership skills
 Critical thinking- Able to think things through for yourself
 Social skills
 People skills
 Self-motivation
 Collaboration skills
 Communication skills
 Creativity
 Emotional intelligence
 Self-confidence
 Teamwork
 Time-Management
 Problem solving skills
 Empathy
 Adaptability
 Dependability

“Why are Soft Skills important in the workplace?

78
 The modern workplace is interpersonal. Collaborations are an integral component of
any workplace. Skills such as listening and writing ensure that there is a smooth flow of
ideas without any conflicts. This creates a productive and healthy work environment.
 Soft skills set you apart. Good communication and negotiation skills can help you gain
an edge over other candidates. Hard skills can be learnt in a limited time but these skills
are harder and take longer to develop, since they depend more on your nature rather
than knowledge level. Having these skills can help you deal with challenges in the
workplace.
 They complement hard skills. Technical skills aren’t enough to bring out your best in a
job. All careers require soft skills to utilise technical expertise at the right time and place.
For example, if an executive is trying to close a deal with a customer, they will need
sales knowledge along with excellent communication skills.
 Future workplaces will depend more these skills. With advancements in technology,
many technical jobs are beginning to be outsourced to automation and artificial
intelligence (AI). This will result in more jobs relying on soft skills to be the key
differentiators in a workplace.”

Elevator Pitch Outline Structure

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Open/Grabber:
Hello:
Compliment:
Body/Keeper:
Name: Who I am
Brief Background:
The Ask: What I want
Brief Story: Why my Passsion
Hard Skills: What qualifies me (specific or academic skills)
Soft Skills: How I work & relate to others (interpersonal skills)
Close/Wrapper:
Conclusion:
Follow-Up:

Interview Possibilities:
Job

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Job promotion
Internship
Fellowship
Volunteer position
Mentorship (someone to mentor you if you want to start your own business)

Homework:

 Answer the 4 questions:

 Research the company.
 Determine who you will meet in the elevator
 Find out at least two great things the company is doing that you can compliment them
on.

What Job do I want?

What company do I want to work for?
Why do I want to work for that company?
What do I know about the company?

Open/Grabber:
Hello:
Compliment:

Body/Keeper:
Name: Who I am
Brief Background:
The Ask: What I want
Brief Story: Why my Passsion
Hard Skills: What qualifies me (specific or academic skills)

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1Soft Skills: How I work & relate to others (interpersonal skills)
Close/Wrapper:
Conclusion:
Follow-Up:

Homework Exercise:

82
Students, break down and identify the Outline Structure parts of Paulina’s Diaz’s final
Elevator Pitch below.
An example of how to do this is just below Paulina’s Elevator Pitch on page 3.

Paulina Díaz’s Final Elavator Pitch

Good afternoon, Dr. Delgado. It’s a pleasure to meet you here.
I enjoyed your book "Between Public Service and Private Practice".
I know you are the general manager of Notary 21.

Example of Outline Structure Breakdown:

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Open/Grabber:
Hello:
Good morning, Mister Roque Sevilla. What a pleasure to meet you!! You don’t know this, but
we share the same passion. Just like you I am in the tourisim business.
Compliment:
Congratulations on your company’s new Quito-Bogotá travel route. Metropolitan Tours’
expansion will certainly improve the tourism sector here in Latin America.
Body/Keeper:
Name: Who I am
My name is Dennisse Cuichan.
Brief Background:
I too am a National Tourism Guide. Six months ago, I graduated from the University of Tourism
Specialties at UDET, here in Quito.
The Ask: What I want
I follow all your social networks and I noticed that you are looking for a National Tourism Guide.
Let me tell you why you should consider me for that job.
Brief Story: Why my Passion
Traveling throughout Ecuador is one of my passions. I grew up taking fun family trips and
visiting the many beautiful provinces in Ecuador. And I remember being so excited to share my
travel experience and my knowledge with who ever would listen.
Hard Skills: How I am qualified
I have worked as a museum guide at Cathedral Church Museum and Maria Augusta Urrutia
museum sharing Ecuador’s beautiful historical, cultural, social heritage to local and foreign
tourists.

Soft Skills: How I work & relate to others

Working with people from different countries has taught me to be a creative, consciencious,
patient tour guide, as well as an eloquent communicator.

84
Close/Wrapper:
Conclusion:
I am ready to put my passion to work at your company.
Follow-Up:
So, when can we have a follow-up conversation?
Mr. Sevilla, it was a pleasure meeting you.

Final Version of Elevator Pitch

85
Good morning, Mister Roque Sevilla. What a pleasure to meet you!! You don’t this, but we
share the same passion. Just like you I am in tourisin business.
Congratulations on your company’s new Quito-Bogotá travel route. Metropolitan Tours’
expansion will certainly improve the tourism sector here in Latin America.
My name is Dennisse Cuichan.
I too am a National Tourism Guide. Six months ago, I graduated from the University of Tourism
Specialties at UDET, here in Quito.
I follow all your social networks and I noticed that you are looking for a National Tourism Guide.
Let me tell you why you should consider me for that job.
Traveling throughout Ecuador is one of my passions. I grew up taking fun family trips and
visiting the many beautiful provinces in Ecuador. And I remember being so excited to share my
travel experience and my knowledge with who ever would listen.
I have worked as a museum guide at Cathedral Church Museum and Maria Augusta Urrutia
museumsharing Ecuador’s beautiful historical, cultural, social heritage to local and foreign
tourists.
Working with people from different countries has taught me to be a creative, consciencious,
patient tour guide, as well as an eloquent communicator.
I am ready to put my passion to work at your company, Metropolitian Tours.
So, when can we have a follow-up conversation?
Mr. Sevilla, it was a pleasure meeting you.

86
FINAL ELEVATOR PITCH SCRIPT

Name: Kattya Rocha (Cycle 4 2022)

Good morning, Mr. Robert van der Eyken. It’s a pleasure to meet you here. Let me congratulate
you for your crucial work in Ecuadorian education as director of Academia Cotopaxi, and the
way you encourage access to international innovation.
My name is Kattya Rocha. I am a 9th semester student of English major at Universidad Central
del Ecuador. I noticed on the Academia Cotopaxi website that The ONE Institute is requiring
interns as English teachers. Let me tell you why I think I am a perfect candidate for this
opportunity.
I have loved teaching since I started high school. It has been easy for me to share my knowledge
with others since I did social work at the Children International, then I decided to specialize in
teaching English at the Central University, I am currently in my 9th semester and I am about to
get my proficiency in English at the CEC.
Undoubtedly during my years at the University, I have acquired superb experiences in different
institutions such as the Abdón Calderón High School and Universidad Estatal de Bolivar, which
made me a more dynamic and critical thinker. In addition, I was able to polish in an outstanding
way my leadership and collaboration skills as a teaching assistant.
With my passion, skills and experience. I would like to join your team at The One Institute as an
English teacher at Academia Cotopaxi.
Here's my card. Mr. Robert van der Eyken, I was wordering if we can meet to follow up this
conversation. it was a pleasure meeting you.

LINK VIDEO: https://drive.google.com/file/d/1EACQKR91RmKfRH6xoDWeLAHwtFxqF0ZG/view?

usp=sharing

87
SS Job Interview Exam #4 (Part 2)

Interviewer:

Hello Mr./Ms. _________ (Name of the person you are interviewing). Thank you for your interest

in the _(job/internship/volunteer post/mentorship) here at __( name of company).

Candidate/Job Applicant:

Thank you, Mr./ Ms., ______ (interviewer’s name) for granting me the opportunity to apply for

the position. I am looking forward to this interview.

Interviewer: OK. Let’s get started.

Close: Thank you, Mr./Ms., _______ (Name of the person you are interviewing) for your time.

We will contact you soon to let you know if you were chosen for the job. Have a good day.

Common Job Interview Questions/Instructions

Students, choose questions from this list to interview your study/ accountability partner.

The questions in bold must be asked. Remember, the person who is seeking the job DOES NOT

choose the questions to be asked. The student who is the interviewer does that. You represent

the company your partner wants to work for. The videotaped interviews should last a minimum

of seven minutes and a maximum of ten minutes per student. In addition to the regular questions

on the second page of this document, interviewers, you MUST ask the job seeker at least one of

the “Hypothetical /What if” questions,” as well as the Mandatory question, which is the very last

question on page three.

88
Common Job Interview Questions

 Tell me a little about yourself.

 Where do you see yourself in five years?

 Why do you want to work for this company? /What impresses you about me company?

 What is one of your biggest weaknesses?

 How do you handle stress and pressure?

 Out of all the candidates, why should we hire you?

 Describe your dream job.

 Why do you want this job?

 Tell me about one of your greatest strengths?

 What are your career goals? What are your top skills sets?

 What value can you bring to this company?

 What do you consider to be your biggest professional achievement?

 Tell me how you think other people would describe you.

 Why are you the best person for the job?

 If you were CEO of this company, what is the first decision you would make?

 Tell me about a time you disagreed with a decision. What did you do?

 What do you like to do outside of work?

 What else do you feel we need to know about you that we have not discussed?

89
Hypothetical or “What if” Questions: (Choose one)

 If you could do any job in the world, what would it be, and why?

 If selected for this position, can you describe your strategy for the first 90 days?

 If you could time travel to any period past or future, to what time would you go?

 If money were no object and you could go back to school to learn for fun, what would you

study?

 If you were stranded on a desert island with unlimited food and water, what three

additional things would you want to have with you and why?

 If you had a superpower, what would it be, and why?

Mandatory Question: Do you have any questions for me? (Must be asked & answered)

Sources:
https://www.themuse.com/advice/interview-questions-and-answers
hhtps://www.monster.com/career-advice/article/23-what-if-job-interview-questions-0126

90
Strategies to Answer Job Interview Questions

 Study your company! Thoroughly research the company you want to work for. Learn details

about their:

 Mission statement

 History

 Customers, services & products

 Culture

 Career opportunities

 Community involvement and commitment

 Company News

 Competitors & UPS (Unique selling proposition)

 Talk about specific things you know about the company through your research to impress

the interviewer.

 Use short personal stories and give examples to strengthen your answers.

 Shape your weaknesses into strengths when responding to “What is one of your biggest

weaknesses” question. For instance, if your weakness is, “I have little experience,” discuss how,

despite that, you are the perfect candidate because of your eagerness and enthusiasm to learn.

Describe how you are driven, self-motivated and a hard worker.

 Weakness: I have little experience. Strength: I am eager to learn and am self-motivated.

 Weakness: I am a perfectionist. Strength: I am meticulous and detailed in my work.

91
 Weakness: I tend to be a chatterbox. Strength: I speak up in meetings, offer thoughtful

ideas, ask critical questions to clarify work instructions to avoid mistakes.

 Weakness: I work too quickly and may make mistakes. Strength: I am fast, efficient, and

meet deadlines.

 Weakness: I think everything depends on me. Strength: I willingly take on large work

responsibilities. Less delegation means less miscommunication.

 Weakness: I don’t work well under pressure. Strength: I am an excellent planner,

manage stress well, and good at time management.

 Weakness: I tend to be too emotional. Strength: I am emphatic and care about others.

 Talk about how you can bring value to the company with your skills (describe your hard

skills, but strongly emphasize your soft skills --Leadership, communication, creativity,

teamwork, time management, problem-solving, critical thinking, collaboration, adaptability---)

 When answering the “tell me about yourself” question, briefly talk about where you

were/are attending university, your major, career choice (Your educational background).

Describe why you are passionate about your major/masters. Share a brief personal story of the

origin of your interest and love for your field of study. Mention some of your accomplishments

through your college associations, part-time jobs, internships. Remember to not only talk about

the “what” you have done, but also the “why” (passion) and “how” the experiences have

shaped you and developed your skills.

92
 Always tie your answers back to the job/internship/fellowship/mentorship you are seeking,

saying how getting the position will greatly benefit the company (WIIFM), and help you grow as

well.

 Have fun with “what if” hypothetic questions. There is no right or wrong answer to this

situational question. The interview’s objective is to see how you respond under pressure, think

on your feet, and cognitively process information when asked a question you can’t prepare for.

 When asked tough, tricky questions you can use several approaches:

 Buy time to think about an answer by saying things like, “That’s an interesting question.”

“That’s a tough question. Let me think about that.”

 Buy time to think about an answer by repeating the question out loud, while your mind

searches for an answer.

 Buy time to think about an answer by asking the interviewer to repeat the question.

 If you don’t understand the question, ask the interviewer to clarify or rephrase the

question.

 If you don’t know the answer to a question, be honest and admit that you are not well

versed on that topic, and then redirect the conversation to a topic you can more

comfortably talk about that shows your strength, knowledge, and skills in another

related area.

https://www.indeed.com/career-advice/finding-a-job/what-to-know-about-a-company-before-an-interview
https://www.zippia.com/advice/what-to-do-when-you-dont-know-how-to-answer-an-interview-
question/
https://zety.com/blog/what-is-your-greatest-weakness

93
Rubric: Superior Speaking Online Job Fair
Task Description:
Students will communicate clearly and competently during extemporaneous interviews at a mock
online Job Fair with real native recruiters.

DIMENSIONS: Exemplary Competent Developing

Communicated Clear, succinct Clear, succinct Often confusing,

ideas clearly & answers. There are no answers. There are verbose answers.
confidently communication 1-3 communication There are more than 4
errors. errors. structural errors.
2.5 pts. 2 pts. 1 pt.

Dressed Dressed Dressed Dressed

appropriately professionally. There professionally. There unprofessionally.
are no outfit errors. 1-3 outfit errors. There more than 4
2.5 pts. 2 pts. outfit errors.
1 pt.

Used positive body Used body language Used body language Poor use of body
langauge and robust and voice tone and voice tone language and voice
voice tone effectively. effectively. tone effectively.
There are no errors. There are 1-3 errors. There are more than 4
errors.
2.5 pts. 2 pts.
1 pt.

Answered interview Questions answered Questions answered Questions answered

questions fully and partially and improperly and
convincingly using satisfactorily. adequately. inadequately. There
critical thinking There are no errors. There are 1-3 errors. are more than 4
skills errors. 1 pt.
2.5 pts. 2 pts.

Displayed good English pronunciation English pronunciation English pronunciation

command of English was clear and was sometimes was murky and
pronunciation understandable. There unclear and incorrect. confusing. There are
are no errors. There are 1-3 errors. more than 4 errors.
2.5 pts. 2 pts. 1 pt.

94
HELPFUL LEARNING WEBSITES

Part 1- Advanced English Words- Fluent English https://www.youtube.com/watch?

v=IFjJ9c5A938
Part 2 10 More Advanced English Words https://www.youtube.com/watch?v=04MdmS-
3_fo&list=PL6vMAFPIKMUiWC236wzF0NxL0TihVyCnD&index=2

Part 3 https://www.youtube.com/watch?
v=VO2ij0mFUAQ&list=PL6vMAFPIKMUiWC236wzF0NxL0TihVyCnD&index=3
Part 4 https://www.youtube.com/watch?
v=KRW0EH8dLYw&list=PL6vMAFPIKMUiWC236wzF0NxL0TihVyCnD&index=4
Part 5 https://www.youtube.com/watch?
v=rTFKDktBp5g&list=PL6vMAFPIKMUiWC236wzF0NxL0TihVyCnD&index=5
Part 6
https://www.youtube.com/watch?v=OqsDYc-
oStE&list=PL6vMAFPIKMUiWC236wzF0NxL0TihVyCnD&index=6
Part 7 https://www.youtube.com/watch?
v=7kHmM_35nK8&list=PL6vMAFPIKMUiWC236wzF0NxL0TihVyCnD&index=7
Part 8 https://www.youtube.com/watch?
v=IGiXy6QUj-k&list=PL6vMAFPIKMUiWC236wzF0NxL0TihVyCnD&index=8
Part 9 https://www.youtube.com/watch?
v=8DvYYiU5xYo&list=PL6vMAFPIKMUiWC236wzF0NxL0TihVyCnD&index=9
Part-10 https://www.youtube.com/watch?
v=GDQSj-nanmY

Advanced English Vocabulary Test https://www.youtube.com/watch?

v=FOTI5Hay6zg&list=PL6vMAFPIKMUiWC236wzF0NxL0TihVyCnD&index=11
English Intonation
https://www.youtube.com/watch?v=gzHmWg3ylFg

Great English Pronunciation: Move your mouth For Clear English (66 Farmers)
https://www.youtube.com/watch?v=mfZscA9V6nU

Ten Words You Are Mispronouncing https://www.youtube.com/watch?v=7h1O3wm7k18

1. The 7 Secrets of the Greatest Speakers in History | Richard Greene

95
https://www.youtube.com/watch?v=i0a61wFaF8A

2. Make Body Language Your Superpower

https://www.youtube.com/watch?v=cFLjudWTuGQ

2a. Body Language

https://www.youtube.com/watch?v=1sfM-xx7tHI

3. How to NOT Get Nervous Speaking in Front of People

https://www.youtube.com/watch?v=2ciJQ6yA9HE

4. The Five W’s

https://www.youtube.com/watch?v=vXWK1-L41f0

5. The Art of Debate: Never Lose an Argument Again

https://www.youtube.com/watch?v=LesGw274Kjo

6. Is Smart Technology Making Us Dumb-Debate https://www.youtube.com/watch?

v=Eqjech_6dc0

7. How to Learn 100+ English Words A Day. English Vocabulary.

https://www.youtube.com/watch?v=qXtKaqJrWCQ

8. 25 Idioms in English To Sound Like A Native

https://www.youtube.com/watch?v=awUqKKEKQh4

8a Tongues Twisters
https://www.ef.com/wwen/english-resources/tongue-twisters-english/

9. English Learning Website

https://www.BreakingNewsEnglish.com

10. How to Multiply Your English Vocabulary FAST with cognates:

http://spanishcognates.org/cognate-ending
http://SpanishCognates.org

Other Cognate sources:

https://www.realfastspanish.com/vocabulary/spanish-cognates

https://www.colorincolorado.org/guide/cognate-list-english-and-spanish

Cognate video tutorial: 9:25

https://www.youtube.com/watch?v=MRBenl2FghA&t=23s
1001 Spanish Words You Already Know | Spanish Cognates

96
https://www.youtube.com/watch?v=5YocqSelZjs
12 Spanish Cognates Rules: Learn 1000+ Spanish Words in 4 Minutes
Cognate video tutorial: 6:00
https://www.youtube.com/watch?v=bSwa5eVnjsI
English / Spanish Cognates: Learn 20+ New Words Instantly!

11. How to Pronounce “ED” at the End of a Regular Verb

https://www.perfect-english-grammar.com/how-to-pronounce-ed.html

11a. B vs. V Pronunciation Lessons

http://wpeau.ca/pronun_90B&V.php

The Art of Persuasion

https://youtu.be/cotZdapfbIc
The Three Persuasive Appeals: Logos, Ethos, Pathos
https://youtu.be/-oUfOh_CgHQ
Persuasive Speech: The danger of Cell phones https://www.youtube.com/watch?
v=cVxXUFIVUEI
Obama Speech: Examples of Logos, Pathos, Ethos
https://youtu.be/wc1TrKIzAJM
What Aristotle and Joshua Belll Can Teach us about Persuasion
https://youtu.be/O2dEuMFR8kw
Ethis, Pathos & Logos (*Short)
https://youtu.be/aUpiy67_nt4
How to Argue: Philosophical Reasoning*
https://youtu.be/NKEhdsnKKHs

The Art of Debate: Never Lose an Argument Again

https://www.youtube.com/watch?v=LesGw274Kjo

Debate Example: Intelligence: High School Debate:

https://youtu.be/iMEwVXv2aQc

97
Citing Sources: Why and How to Do it
https://youtu.be/-JV9cLDCgas
How to Avoid Plagiarism: 5 Easy Steps
https://youtu.be/WV2-cmi19sg
Plagiarism: SNL (Funny)
https://youtu.be/yDxN4c_CmpI
Husain Bolt Relay Race -Debate Related https://www.youtube.com/watch?
v=bQOw8LF5SM4&ab_channel=NBCSports

12. Practice Speaking English Online for the TOEFL, TOEIC, IELTS, General English Test, Speaking
English Perfectly
https://englishteststore.net

13. List of Irregular Verbs- Present and Past Tenses

https://www.gingersoftware.com/content/grammar-rules/verbs/list-of-irregular-verbs/
14. Minimal Pairs—Pronunciation
http://www.tinyteflteacher.co.uk/teacher/pronunciation/minimal-pairs-list.html

15. Minimal Pairs Classroom Activities*

https://www.fluentu.com/blog/educator-english/esl-pronunciation-activities/

16. Minimal Pairs-Extensive List

https://www.speech-language-therapy.com/index.php?
option=com_content&view=article&id=134:mp2&catid=9:resources&Itemid=108

16a Pronunciation: Minimal Pairs & Reading Practice

https://busyteacher.org/6278-pronunciation-minimal-pairs-reading-practice.html

16b. Minimal Pairs Works Sheet

https://allesl.com/minimal-pairs-worksheets/

17. Teach Yourself Phonetic Symbols

http://www.phonemicchart.com/learn/

18. English Pronunciation: An Introduction to the IPA (International Phonetic Alphabet) ****
http://www.englishteachermelanie.com/an-introduction-to-the-ipa/
19. How to Teach English Letter Sounds in ESL****
https://www.fluentu.com/blog/educator-english/teaching-esl-letter-sounds/
20. Free resources for teaching and learning English
https://www.EnglishBanana.com

98
21. ESL Games & Puzzles
https://www.eslactivities.com/old/crossword.php
22. Sounds of Phonetic Alphabet
http://www.antimoon.com/how/pronunc-soundsipa.htm
23. Learning Spanish Cognates like cion, idid, & mente and their English equivalents.
http://spanishcognates.org/
24. How to learn Anything Fast https://www.youtube.com/watch?
v=EtJy69cEOtQ
25. What is an Elevator Pitch –Great Explainer
https://slidebean.com/blog/startups-elevator-pitch-examples
First Year Stduent Sample-Elevator Pitch\https://www.youtube.com/watch?v=BRqkxz2OCd0
Persuasive Speech: The danger of Cell phones https://www.youtube.com/watch?
v=cVxXUFIVUEI
26. How to Create Your 30 Second Elevator Pitch! The Intern Queen
https://www.youtube.com/watch?v=Lb0Yz_5ZYzI

27. What’s an Elevator Pitch: Examples for Students & Job Seekers
https://www.youtube.com/watch?v=hGkIVxwxrCk
28. What is an Elevator Pitch –Great Explainer
https://slidebean.com/blog/startups-elevator-pitch-examples
29. Understanding Reflective Practice https://www.youtube.com/watch?
v=iBmtH0Qx0YU

30. The Art of Reflection

https://www.youtube.com/watch?v=iBmtH0Qx0YU

31. The Art of Body Language* (Verbal.Vocal. Visual)

https://targetstudy.com/articles/art-of-body-language.html

32. Interpretive & Dramatic Reading

https://www.publicspeakingsuperpowers.com/types-of-speeches-the-interpretive-reading/

33. 5 Vocal Warm Up Exercises Before Meetings, Speeches, & Presentations

https://www.youtube.com/watch?v=7eDcHZZn7hU

34. Vocal Exercises: Ma. Me. Mi. Mo. Mu (slow) https://www.youtube.com/watch?

v=Mq2U8-3jgm4

35. Here is How to Warm Up Your Voice Before You Speak (1:15)
https://www.youtube.com/watch?v=Mq2U8-3jgm4

99
36. Making Your Voiice Deeper: The Sound of Authority https://www.youtube.com/watch?
v=jTZt52mH5Z0

37. Voice Training Develop a Powerful Voice * (3:25) https://www.youtube.com/watch?

v=gLey8O2kIIM

38. 3 Daily Public Speaking Exercises * (4:30) https://www.youtube.com/watch?v=gLey8O2kIIM

39 How I Overcame My Fear of Public Speaking* (8:36) (Good gestures)
https://www.youtube.com/watch?v=80UVjkcxGmA

40. Voice Training: Your Strong Voice 3:13 (Breathing*/ Good gestures)
https://www.youtube.com/watch?v=fZe8XTQYTq4

41. 5 Aspects of a Powerful Speaking Voice* 3:00 (Breathing / Good gestures)

https://www.youtube.com/watch?v=wE7QJSO449o

42. The Magical Science of Story Telling* 16:44

https://www.youtube.com/watch?v=Nj-hdQMa3uA

43. Very Funny Weddijng Vows

https://www.youtube.com/watch?v=H1gXZh1frkE

44. Why StoryTelling is So Powerful in The Digital Era* 14:33 (Good gestures)
https://www.youtube.com/watch?v=mSi0kmqOBu4

100

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