The purpose of this course is to help students acquire sufficient knowledge and skills necessary for giving a presentation, asking questions and holding discussions in such formal contexts as academic conferences and business meetings. Such knowledge and skills may also be learned partly at English II: Academic Reading and Writing, and English II: Business Reading and Writing, but this course focuses on speaking and listening. For this purpose, it is also necessary for students to learn important expressions frequently used in formal settings as well as how to observe "good manners" as both presenters and members of the audience. Moreover, attention should be paid to effective use of gestures, eye contact, posture and other elements of non-verbal communication. Through this course, students can deepen their understanding of formal language and have opportunities to review what they have learned in other English courses in terms of formality and appropriateness. Students who fail this course are not allowed to take English II: Presentation and Discussion in the second semester.


Students can understand and use common words/phrases frequently used in formal spoken interactions. Students can interact with others appropriately and effectively in formal settings. Students can make presentations and participate as active audience members in presentations given by fellow students.


There will be frequent quizzes based on vocabulary, grammar and listening comprehension exercises. Each unit of the textbook will focus on a theme and a public speaking skill, as described in the schedule below. While the focus of the course is on public speaking, the lessons will also involve practice in all the language skills (listening, speaking, reading, writing,) review of grammar, note-taking and summarizing. Each week, some students will be chosen in each lesson to make short practice speeches to the class, and all students will do a final speech assignment toward the end of the semester. We will also study some examples of short speeches.The teacher will give both spoken and written feedback on the performance of speeches with respect to such elements as non-verbal communication, language errors, pronunciation, voice clarity and content.


1. Course introduction. Unit 1 Theme: self-introduction. Sub-skill: posture.
2. Performance of speeches based on Unit 1. Unit 2 Theme: hometown. Sub-skill: eye contact.
3. Performance of speeches based on Unit 2. Unit 3 Theme: family. Sub-skill: gestures.
4. Performance of speeches based on Unit 3. Unit 4 Theme: interests. Sub-skill: stage position.
5. Performance of speeches based on Unit 4. Unit 5 Theme: education. Sub-skill: projection.
6. Performance of speeches based on Unit 5. Unit 6 Theme: culture shock. Sub-skill: enunciation.
7. Performance of speeches based on Unit 6. Unit 7 Theme: stereotypes. Sub-skill: intonation.
8. Performance of speeches based on Unit 7. Unit 8 Theme: population. Sub-skill: phrasing.
9. Review lesson: Integration of sub-skills in Units 1-8.
10. Performance of speeches based on Unit 8. Unit 9 Theme: events. Sub-skill: anticipating questions.
11. Performance of speeches based on Unit 9. Unit 10 Theme: places. Sub-skill: understanding questions.
12. Performance of speeches based on Unit 10. Unit 11 Theme: processes. Sub-skill: checking understanding.
13. Performance of speeches based on Unit 11. Unit 12 Theme: opinions. Sub-skill: staying in control.
14. Final speech performances.
15. Final speech performances.


At least one hour of preparation and review will be necessary before each class.


Homework and quizzes 30% 
Speaking assignments for each textbook unit 40%
Final speaking assignment 30%


Attend all the classes, make efforts speak English in class, and participate in all activities. Stay on schedule with all the assignments. There are 15 classes per semester. At the end of the course, any student who has been absent for more than 1/3 of the classes, for whatever reason, cannot get credit for this course. Note that this permitted number of absences gives a student a reasonable allowance for any absences due to illnesses, injuries, and emergencies. For example, if a student were absent 4 times for no good reason, then absent once because of a serious injury, then absent again to attend a funeral (reasonable excuses for absences, usually), he would still fail to get credit for the course because 4+2=6, which is more than 1/3 of 15.