Observing the Correct Use of Stress and Pitch

When Delivering a Persuasive Speech

 You have learned that pitch is the highness or lowness of the voice
 Stress is the emphasis given to a syllable of a word.
 The correct use of these two prosodic features help the listeners distinguish
what a word or statement means.
 When delivering a persuasive speech, observing the correct use pitch and
stress is very important.
 A persuasive speech is intended to convince or sway the listeners to agree to
what you agree on, or believe in what you believe.
 To be more effective in persuading your listeners, you need to vary your pitch
and should avoid a monotone.

 Pronounce the words well, too.

 Emphasize the syllable where it needs to be stressed, to make sure the listeners
clearly understand as you want them to.

Here is an example of a persuasive speech by Matteo Berto.

Let us read and observe the correct pitch and stress.
Ladies, gentlemen, there has recently been a debate as to
whether social networking sites do more harm than good.

Personally, I believe social networking sites are harmful and do

have consequences. I have solid evidence to support my
statement and so I would like to start with a true story
concerning Facebook - a popular social networking site.

Not too long ago, a girl in her teens made a friend on Facebook
- a chat buddy. This other unidentified friend didn’t give any
personal details and one day this girl and friend met up at the
mall. The girl was never seen again. This is a serious matter
Another story is that of a suicide because a person couldn’t meet
up with another person on another social networking site. People
- is our nation known for its numerous social networks which
invade privacy and prevent outdoor activity and exercise? Are
our students supposed to spend tie chatting online instead of
studying for future careers which make this country great?

The opposition argues that social networking sites give people

their own space and that these blog sites represent fun and
socialisation. Well, would we not prefer our children to go outside
and socialise and meet friends that they know where they live
and they know their gender?
Did people in the 60s need social networking sites? In the
olden days we didn’t express a need for an online high tech
chatting system. Social networking sites prevent youths from
spending time with their parents and their siblings. Another
issue about social networking sites is what if your child comes
across discrimination or cyber bullying? This only adds to
depression. If we are to be a happy nation we should restrict
these sites to people above the age of sixteen. This is a fairly
easy alternative which I am sure the majority of you would vote
for.
Overall, the benefits are few and the drawbacks are many -
social networking sites are the centre of misconduct, less
studying and unsafe blogs. Do we want our youths to have
their eyes glued to computer screens or their ears plugged to
headphones? We must restrict social networking sites to 16s or
above!
Get your children outside socialising and inside studying!
Observing the Correct Use of
Juncture When Delivering a
Persuasive Speech
Juncture is the temporary stop that a speaker makes when speaking,
or a reader makes when reading. Others consider this stop as a
pause, while others think that a pause is what you do when you
breathe.

For this lesson, use “stop” and “pause” will be used

interchangeably to mean juncture.

Juncture is a pause between syllables, so that a speaker

can make sure that his or her listeners are able to
distinguish the diffrence in the meaning of the words.

A slash (/) is used to show the pauses.

• Pausing or phrasing makes the meaning of words or phrases
clear.
• For example, “cart track” can be mistaken as “car track” if the
speaker is not able to pause between the words.
• It can also be a stop or pause between phrases for the purpose
of dividing or grouping the phrases into thought groups. For
example, in the sentence, “It is as if it is all that I’m after.” This
statement can be taken as, “It is as if/ it is all the time/after,” or
can be heard as “It is sasif...”, though there is no such word, if
the speaker is not very familiar with the English language.

• The statement, “Better

Take another example. In the absence of juncture, try reading the sentences that follow

Imagine the speaker is unable to apply the correct juncture in a persuasive speech.For example, he or she
says,

“Why choose?” and is heard

as “white shoes” because he “Better go naked people
or she did not temporarily don’t mind,”
stop between the words?

Or a father tells his son to

“keep playing” and is Juncture is applied to obtain
understood by his son as clarity of words and phrases.
“keep laying”?
Put a slash (/) to show the pauses. Then read th
phrases or sentences from left to right.

1. He said I stink. He said, “ice ink.”

2. We’ll own a lot. We loan a lot.
3. It sprays so be careful. It’s praise so be careful.
4. You may cough soon. You make off soon.
5. I am keen on your crimes. I am keen on York
rhymes.
Use modals appropraitely
 Using Modals Appropriately

• In the previous lesson, you have learned some opinion-marking signals such as,
I believe that..., As far as I am concerned..., In my opinion..., and others.

• Modal verbs and expressions are used if you want to express what you think or
believe; thus they are used in giving your opinions.

• Modals also are used to control a possible action.

Study and compare the following sentences.

The man who just arrived is the guest speaker. I know it because my colleage said he is
wearing an expensive suit.
That man must be the guest speaker. I said so because he is wearing an expensive suit.
 Which of these sentences gives an opinion?
Sentence 1 is not because the speaker is sure of what he
is saying.
Sentence 2 is an opinion.

 The use of the modal verb, MUST makes it one.

 This statement is an opinion because the speaker is
not sure if the man is really the guest speaker and is
just basing what he thinks on a possibility, since the
man is wearing an expensive suit.
Now, check these statements:

 Janine always attends her classes. (This is not an

expression of an opinion because it is more of a fact.)
 Janine may not attend her classes. (This sentence makes
use of a modal verb, MAY in its negative form that
controls the action of Janine, by giving her permission not
to attend her classes.)
Other examples using modal verbs or expressions:

• You should take more care.

• She mustn’t worry so much about her daughter. She is a
responsible student.
• We ought to be there in an hour.
• He might be late because of the traffic.
• Mr. Vargas may borrow my car if he needs it.
• Shall we go watch a movie first before going to the
supermarket?
 Modals
and
Semi Modals
(Modal Verbs)
 What are They ?
shall may might
should can
will
could
would
must
ought to
have to have got to

We use Modal verbs to talk about an ability/a duty/

a need /a necessity/wanting
‫ יכולת‬,‫ הכרח‬,‫ צורך‬,‫חובה‬,‫פעלים אלו מבטאים רצון‬...
Modals
 What is special about them?

Modal verbs behave very differently

from normal verbs.
Here are some important differences:

‫פעלים אלו "מתנהגים" באופן שונה מפעלים אחרים‬.

‫בהמשך יוצגו מספר הבדלים חשובים‬:
?How
1. Modal verbs are always followed by a verb in
its base form.

EXAMPLES:
He can speak Chinese.
Compare: I speak Chinese.
He speaks Chinese
You may take the book to school.
She may take the book to school.
Compare: You take the books to school.
She takes the books to school.
‫ יופיע תמיד פועל בצורת המקור שלו‬,‫לאחר פעלים אלה‬.
?How
2. Modal verbs do not take "-s" in the third
person in the present simple.

EXAMPLES:
• He speaks Chinese.
• He can  speak Chinese. (NOT- He cans speak…)
• She eats a sandwich at 9:30
• She may eat a sandwich at 9:30.

‫ יופיע תמיד פועל בצורת המקור שלו‬,‫לאחר פעלים אלה‬.

‫ לא תתווסף‬,‫ לשניהם‬S ‫בגוף שלישי יחיד‬.
?How
3. You use "not" to make modal verbs
negative, even in Simple Present and
Simple Past.
(We don’t use the helping verb “do”)

EXAMPLES:
He should not be late.
They might not come to the party.
Compare: I don’t like to be late.
I cannot eat any more cakes.
I don’t eat carrot cakes.
,‫כדי ליצור את צורת השלילה של פעלים אלה‬
‫נשתמש ב‬- not ‫ ללא פועל העזר‬do.
?How

4. Many modal verbs cannot be used in the

past tenses or the future tenses.
‫ לא ניתן להשתמש בעבר או בעתיד‬,‫ברוב הפעלים האלה‬.

EXAMPLES:

He will can go with us.  WRONG

She must studied very hard. WRONG

Modal Verbs and their substitutes

• Many modal verbs cannot be used in all

of the English tenses. That's why we
need to know their meaning and the
substitute for these modal verbs.

‫כיוון שחלק מפעלים אלה אינם ניתנים לשימוש‬

‫אפשר‬/‫ עלינו להבין במה צריך‬,‫בכל הזמנים‬
‫להחליף אותם‬.
 will- will not - won’t

We use this modal to speak about future

actions that we are sure/ convinced
about.

‫משתמשים בפעלים אלה כדי לדבר על‬

‫משוכנעים שתתרחשנה‬/‫פעולות שאנו בטוחים‬
‫בעתיד‬.
 will- will not(=won’t)

Today is Tuesday. Tomorrow will

be Wednesday.
= I know it because this is a known fact.

We will not be in the office

tomorrow.
= I know it because he is going on vacation.
 Can – Could –Be able to

We use these modals to express:

• General ability/ disability
• possibility / impossibility
• opportunity
• Permission ‫משתמשים בפעלים אלה לבטא‬:
• ‫ חוסר יכולת‬/‫יכולת‬
• request • ‫הזדמנות‬
• ‫ בקשת רשות‬/ ‫רשות‬
 Can

I can walk.
= I have the general ability to do
the action of walking.

I can’t hear you, it is too noisy.

=I don’t have the ability to hear what you are
saying because of the noise.
 Can
I have some free time. I can help her now.
=I have the opportunity to help her.

I can't help her  now because I don't have any time.

=I don’t have the opportunity to help her.
 Can Could

In the past, can changes to could.

He could speak only Hebrew when

he was a kid. He couldn’t speak to
his neighbor who speaks only English.
(General ability)

Practice time-can/could
 ‫‪may‬‬

‫‪=future possibility/get permission‬‬

‫‪:‬משתמשים בפועל זה לבטא‬

‫סיכוי •‬
‫יכולת עתידית •‬
‫בקשת רשות •‬
 may
• I may choose to wear the red dress to the
party.
=I have two dresses. There is a chance that I will choose
to wear the red dress and not the blue one.
‫סיכוי‬
‫יכולת עתידית‬
• Today, he may come on time.
=Although usually he comes late,
There is a possibility that today he will come on time.
 may
• May I come to visit you at 5 o’clock?
=I want to come to you but I’m not sure that you want
me to come/that you will be at home/that you will let
me enter .

‫ מתן רשות‬/ ‫בקשת רשות‬

• You may take only one candy.

=Although there are more candies, I permit you to take
only one of them!
 ‫‪might‬‬
‫‪=possibility‬‬

‫‪:‬משתמשים בפועל זה לבטא‬

‫אפשרות (בדרך כלל למשהו שלילי)‬
 might
• We may come on time, but if you miss the
bus, we might be late.
=I plan to come on time and this is why I I want to catch
the 7:15 bus.
If I catch the 7:30 bus, I can come on time or not, I’m
not sure.

• If you advertise on the Internet you might

get a lot of spam to your e-mail box.
=Although you don’t want to get spam, there’s a risk
that you will get it.
 ‫‪should‬‬
‫‪= advice or a strong suggestion.‬‬

‫משתמשים בפועל זה כדי לתת עצה‪,‬‬

‫"לעיתים "המלצה שאי אפשר לסרב לה‬
• If you want to be a champion you should
practice every day.
=You don’t have to practice but then, you will
not get better.

• When you make a cheese cake, you should

first check that you have cheese.
-or else, it will not be a cheese cake
 must - mustn’t
Must – very strong advice/ obligation
Mustn't – things you're not allowed to do.‫אסור‬

‫משתמשים בפעלים אלה כדי‬:

•‫"לתת עצה או "המלצה שאי אפשר לסרב לה‬
•‫לבטא חובה‬
• She is sick. She has high fever. She must take a pill.
= very strong advice/ obligation

• You mustn’t ride your bike without a helmet!

= you're not allowed to do.(‫)אסור‬
Semi modals
 have to - has to
had to – will have to

= it is necessary
=shows obligation and giving advice.

have to/has to –in the present/near future

had to –in the past
will have to –in the future
• I have to clean my room.
(My mother forces me to do it.)
• She has to finish the test before the bell
rings.
(After the bell rings, you can’t go on answering the
questions.)
• Gail Devers had to take radiation therapy
for her decease.
(…to get well.)
• At the end of the 8th grade we will have to
leave our school.
(…and go to high school.)
 don’t have to
doesn’t have to

Don't have to / Doesn't have to

= it isn't necessary

Practice time-have/has to
Ought to – be supposed to – be
allowed to
• Ought to =‫חייב‬
• be supposed to= we expect him/her to
• be allowed to = permission someone will
let/permit him do it.
• That’s a great movie. You ought to see it! (or You must see it.)
• The teacher is supposed to base the grades on the tests and
assignments.
• On Friday, the students in our school don’t have to wear the
school uniform. They are allowed to wear any color they want.
(They are permitted to / They can even wear a pink shirt with yellow stripes.)
 able to )be(

be able to show an ability.

-I don’t know when I will be ready. I will be
able to give you an answer later.
-Is he able to do it? Yes, he knows how to
do it and has time to do it.
(=Can he do it?)
 negative contractions
(short form)

http://www.english-zone.com/spelling/cont-02.html
Modal Verbs and their substitutes

• Many modal verbs cannot be used in all

of the English tenses. That's why we
need to know their meaning and the
substitute for these modal verbs.

‫כיוון שחלק מפעלים אלה אינם ניתנים לשימוש‬

‫אפשר‬/‫ עלינו להבין במה צריך‬,‫בכל הזמנים‬
‫להחליף אותם‬.
 Practice time
• Exercise on modal verbs and their substitutes
• Exercise - modal verb or substitute
• Exercise on 'must not' and 'need not' (for soccer fans)
• http://www.tolearnenglish.com/exercises/exercise-english-1/exercise
-english-476.php
• http://www.tolearnenglish.com/exercises/exercise-english-1/exercise
-english-443.php
• http://www.ego4u.com/en/cram-up/grammar/auxiliary-verbs/exercise
s
• http://www.agendaweb.org/verb/modals.html
 Recognizing Propaganda Techniques

 A Propaganda technique is a writer or speaker’s way in swaying

the opinions or the emotions of the audience.
 One of these techniques is glittering generalities.
 Glittering generalities is usually used as propaganda by linking
an idea or a person to anything positive.
 Glittering or “glowing” words, which are actually generic in nature
are used to persuade people to believe or accept the idea.
 For example , politicians would use words like democracy,
security, family, dignity, and change in their campaign speeches,
since these words are highly valued ideas or concepts.
• And because these words are emotionally appealing,
most people do not look for information to support the
claim and immediately agree to it instead.
• Beauty industries would also use sweeping and glittering
words or phrases to persuade people to buy their
products.

There are three methods used in glittering generalities:

1. Use of figures of speech like metaphors, hyperbole,
simile, alliteration
2. Use of and rhythm to attract attention
3. Use of words that are considered highly valued concepts