UNIT 6

PUBLIC SPEAKING
(speech)
 MALALA YOUSAFZAI

Malala Yousafzai is a Pakistani activist for

female education and the youngest-ever
Nobel Prize laureate.
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Malala’s Speech in United Nations

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DISCUSSION
 What are the messages delivered in that
speech?
 What are the threats for children
especially girls to get the education in
Pakistan?
 Give some expression you think are the
keywords that make this speech
powerful!
 VOCABULARY

 Compassion (noun) ..............................

 Suffer(ing) (verb) ..............................
 Affect(ed) (verb) ..............................
 Deprivation (noun) ..............................
 Illiteracy (noun) ..............................
Noun Clauses
What is a noun clause?
• Review: Nouns can be used in many ways. For example, a
noun can be the subject of a clause…
Some books are very expensive.

• …the object of a clause…

I bought some books at the bookstore.

• …or an object of a preposition…

There are lots of pictures in those books.

• Sometimes we also use a clause in the same way that we

use a noun. A clause can be a subject, an object, or an object
of a preposition. We call this kind of clause a noun clause.

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Compare nouns and noun clauses…
• The subject is a noun: The food was delicious.
• The subject is a clause: [What they ate for dinner] was
delicious.

• The object is a noun: Everyone liked the food.

• The object is a clause: Everyone liked [what they ate for
dinner.]

• The object of a preposition is a noun:

They told us about the food.
• The object of a preposition is a clause:
They told us about [what they ate for dinner.]

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Using noun clauses
• A noun clause begins with one of these words:
that what whatever
the fact that when whoever
whether where whenever
if why
how
• Many of these can also be question words. However, the
word order in noun clauses is different from question word
order:
What are you doing? (Question order: verb before
subject)
I don’t know [what you are doing]. (Noun clause order:
verb after subject.)
 The word order in a noun clause is like the word order in a
statement: Subject + Verb + Object

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Noun clauses with that
• That is often used in reported speech, when we’re telling
what someone said, thought, knew, wrote, etc.
The teacher said [that we should do our homework].
Did you know [that Sacramento is the capital of
California]?
I think [that classical music is boring].

• We can also omit that in this kind of sentence.

The teacher said [we should do our homework].
Did you know [Sacramento is the capital of
California]?
I think [classical music is boring].

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Noun clauses with that or the fact that
That or the fact that can also be used in sentences like these:
You forgot my name. It makes me sad.
 [That you forgot my name] makes me sad.
Gold is expensive. It’s a well-known fact.
 [That gold is expensive] is a well-known fact.
The bus was late. That’s not unusual.
 [The fact that the bus was late] is not unusual.
I had promised to go to Starbucks with you. I forgot it.
 I forgot [that I had promised to go to Starbucks with you].
The doctor made a mistake. He regrets it.
 The doctor regrets [the fact that he made a mistake].

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Noun clauses with whether or if
Whether and if can be used in noun clauses that come from
yes/no questions:
Is today Ellen’s birthday? I don’t know.
 I don’t know [whether today is Ellen’s birthday].
 I don’t know [if today is Ellen’s birthday].

Is there a Starbucks next to the bank? I can’t remember.

 I can’t remember [whether there’s a Starbucks next to the
bank].
 I can’t remember [if there’s a Starbucks next to the bank].

Can he finish in time? That’s not my problem.

 [Whether (or not) he can finish in time] is not my problem.
 (If doesn’t work well when the clause is a subject.)

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Noun clauses with question words
Question words like who, where, or what can also introduce
noun clauses. The word order is Subject + Verb + Object
Where was Leonardo Da Vinci born? I’ve forgotten.
 I’ve forgotten [where Leonardo Da Vinci was born].

Why do people like watching TV? We can’t understand it.

 We can’t understand [why people like watching TV].

How can heavy airplanes stay in the air? It puzzles me.

 [How heavy airplanes can stay in the air] puzzles me.

What do you want? Anything is fine with me.

 [Whatever you want] is fine with me.

Who will come to the party? I’m thinking about it.

 I’m thinking about [who will come to the party].

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More about noun clause connectors
As you know, a noun clause can play various roles in a
sentence:

 Sometimes the noun clause is the subject of the sentence:

[How heavy airplanes can stay in the air] puzzles
me.

 Sometimes the noun clause is the object of the sentence:

I’ve forgotten [where Leonardo Da Vinci was born].

 Sometimes the noun clause is the object of a preposition:

I’m thinking about [who will come to the party].

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More about noun clause connectors
 We can also think about what role the noun clause
connector plays in the noun clause.

 Sometimes the connector is the subject of the noun clause:

I’m thinking about [who will come to the party].

 Sometimes the connector is the object of the noun clause:

I’ve already forgotten [what you told me].

 Sometimes the connector isn’t any of these things:

We’ve forgotten [where Leonardo Da Vinci was born].
I don’t know [why I should study this].
Do you know [whether the post office is open]?

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More about noun clause connectors
 When a question word is the subject of a noun clause, it
always needs a singular verb.

I don’t know [who is knocking at the door].

[Whoever knows the answer] should tell us right away.
Please tell me [what has happened].

 Of course, sometimes you can’t tell if the verb is singular or

plural. Here the verb is the same in singular or plural.

I don’t know [who broke the window].

[Whoever broke the window] should apologize.
We’re all wondering [what might happen].

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Summary
In this section, you have learned about these things:
• A noun clause is a clause that can be used in the
same way as a noun.
• A noun clause begins with a noun clause
connector.
• A noun clause has the same word order as a
statement (not a question).

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Practice
1. He sings beautifully. It is amazing
How he sings is amazing.
2. The meeting was on time. That is unusual.
That the meeting was on time is unusual.
3. How fast does he drive? It surprises me.
How fast he drives surprises me.
4. Is today the test? I don’t know.
I don’t know if today is the test.
5. Who will do the work? I’m concerned about it.
I’m concerned about who will do the work.
How to write a speech

WRITING

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 Some Tips for Writing a Speech
first

KISS: the golden rule of Keep It Short and Simple really

does apply. Keep your sentences short, your grammar
simple. Not only is this more powerful than long rambling
prose, but you’re more likely hold your audience’s attention –
and be able to actually remember what you’re trying to say!
 Some Tips for Writing a Speech
second

Rule of 3: another golden rule. The human brain responds

magically to things that come in threes. Whether it’s a list of
adjectives, a joke, or your main points, it’s most effective if
you keep it to this structure.
 Some Tips for Writing a Speech
third

Imagery: Metaphors, similes and description will help an

audience to understand you, and keep them entertained.
 Some Tips for Writing a Speech
fourth

Pronouns: Use “we” to create a sense of unity, “them” for a

common enemy, “you” if you’re reaching out to your
audience, and “I” / “me” if you want to take control.
 Some Tips for Writing a Speech
fifth

Poetry: Repetition, rhyme and alliteration are sound effects,

used by poets and orators alike. They make a speech much
more memorable. Remember to also structure pauses and
parentheses into a speech. This will vary the flow of sound,
helping you to hold your audience’s attention.
 Some Tips for Writing a Speech
sixth

Jokes: Humor is powerful. Use it to perk up a sleepy

audience, as well as a rhetorical tool. Laughter is based on
people having common, shared assumptions – and can
therefore be used to persuade.
 Some Tips for Writing a Speech
seventh

Key words: “Every”, “improved”, “natural”, “pure”, “tested’

and “recommended” will, according to some surveys, press
the right buttons and get a positive response from your
listeners.
Here is an example

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 MARTIN LUTHER KING’S GREAT SPEECH

I have a dream that one day down in Alabama, with its vicious racists,
with its governor having his lips dripping with the words of interposition
and nullification – one day right there in Alabama little black boys and
black girls will be able to join hands with little white boys and white
girls as sisters and brothers.

I have a dream today.

I have a dream that one day every valley shall be exalted and every
hill and mountain shall be made low, the rough places will be made
plain, and the crooked places will be made straight, and the glory of
the Lord shall be revealed and all flesh shall see it together.

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What makes this a great speech?

1. Abstract nouns like “dream” are incredibly emotional. Our

dreams are an intimate part of our subconscious and express our
strongest desires. Dreams belong to the realm of fantasy; of
unworldly, soaring experiences. King’s repetition of the simple
sentence “I have a dream” evokes a picture in our minds of a
world where complete equality and freedom exist.
2. It fuses simplicity of language with sincerity: something that all
persuasive speeches seek to do!
3. Use of tenses: King uses the future tense (“will be able”, “shall
be”, “will be made””), which gives his a dream certainty and
makes it seem immediate and real.

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