CRITICAL BOOK REPORT (CBR)

GROUP 3:

MARULI TUA HAMONANGAN SINULINGGA (2183121048)

RYAN TIMOTIUS GINTING()

JOHANNES OLIBER HUTAGALUNG()

ENGLISH LANGUAGE EDUCATION 18 C

ORAL LANGUAGE SKILL ()

FACULTY OF LANGUAGE AND ART

MEDAN

2016/2017
 BOOK I

BOOK IDENTITY
BOOK TITLE :GIVE GREAT PRESENTATIONS HOW :TO SPEAK CONFIDENTLY
AND MAKE YOUR POINT

AUTHOR :FIONA PIKE

PUBLISHERS :A & C Black Publishers Ltd

MOLD / YEAR :- / 2006

THICKNESS :102
 CONTENTS OF BOOK
The first thing you should do is when you’re planning and giving the
presentation, keep all your objectives in mind at all times—they’ll focus your
thoughts, then try as best you can to find out who is going to be in your audience,
and their expectations.It’s important that you know the extent of the audience’s
knowledge about the topic you’ll be discussing, as their familiarity with the
subject will determine the level at which you pitch the talk and the language you
use. When you mastering those thing, get back to basics by checking that you
have all the main facts straight. After that, you have to begin write down your
speech. OK, so you know what you want to say, who you’re aiming it at, and your
slides are ready. It’s time to put everything together and practise. And that is all
your step to prepare for presentations.

The second thing is start giving presentations. First you should do is

introduce your presentations, your intoduction must attract your audience’s
interest and attention. Then you can present your presentation and make an
impact in the main section of the presentation. Close by summing up the key
points of what you’ve covered. The closing seconds of your presentation are as
crucial as the opening sentence as they give you an opportunity to really hammer
home your point. To make the most of this, think about what action you’d like
your audience to take after the presentation is over and then inspire them to do
it. After that, some people prefer to take questions at the end of a presentation
rather than have their flow of concentration interrupted while they’re speaking.
This is a good strategy if you’re nervous or if you’re talking about a complicated or
very technical subject—it’s all too easy to lose your way. In the end, make a
dignified exit.
 That’s all step you should do if you want to make a good presentation.
Next, it’s time to discuss how to “ fighting back againts nerves”. If you see yourself
failing at something in your mind’s eye, you’re much more likely to end up with a
disaster on your hands. Try to get your imagination under control and instead of
seeing yourself getting it all spectacularly wrong, see yourself succeeding
brilliantly. Your body will follow the cues from your mind, so train your mind to be
positive and to ‘invite’ success for yourself. And take some breathe, it will help
you relax more. One good way of lessening the fear of public speaking is to think
of it as having a conversation, rather than giving a talk. It also helps to break the
ice by meeting a few people from your first audience.

You also need to boosting your message with your body language. First, you
must do a good entrance, and when you speak up or present your presentation
you must use positive texture that comfortable for you and suitable with your
presentation materials, be natural, and stay to keep your eye contact and Watch
your tone and mannerisms.

There is also a virtual or online presentations, so this is the way you should
take. As with a face-to-face presentation, the first and most important things to
decide are who your audience will be, exactly what you want to say to them, and
how to split this into sections to present as slides. How you structure your text is
also important, as people rarely read screen pages word by word; instead they
scan the page, picking out individual words and sentences. To cater for this, your
copy needs to be very clear and easily readable in order to get the message across
quickly. A big advantage of online and virtual presentations is that you can use all
sorts of effects to make your information more dramatic and interesting, and
thereby catch your audience’s attention. When you’re creating your presentation,
it’s important to keep the needs of your audience in mind. They are probably busy
people with limited time, so you need to make it as easy as possible for them to
access the information you’re providing. You have to invite and bring your
audience take activities in your presentation.
 In all situations there are many worst-case scenarios, and you must be
ready to face it. When you encountering it, don’t pacnic , first Make sure you
can handle the technology and equipment you need. Then manage the
audience don’t show your trouble, be able to stay confidence. Some presenters
dread questions from the audience more than anything else, as it’s impossible
to know what might come up or whether someone might have a particular
agenda attached to the question they ask, so try to answer their question and
give some pressure that make them agree with your answer. And be able to
fight againts your nerves.
 STRENGTHS AND
WEAKNESS
 Strengths
1. This book show as if the author try to talk with the
reader
2. This book give a cheerful and interesting concept so the
reader not boring when read the book.
3. Contents of the book is very comfortable for beginner to
learn how to speak up.
4. The contents of this book are very simple and easy to
understand.
5. This book gives in-depth details and also examples of
practices.
6. There are also link is available to find other learning
resources.

 Weakness
1. This book gives an example in certain situations.
2. There are some repetitions of materials.
3. giving too many examples that make this book contain
more examples than theory.
4. there is mistakes in the relationship between chapters.
 CONCLUSION

This book is a very good book and is very suitable to be read and
practiced by everyone when doing public speaking. This book contains
many theory , ways and learning that we can take so we can increase our
skill in public speaking.
This book started by question from the author about our skill in
speaking. Then it’s show us the ways to prepare our presentation, giving
presentation, fighting back against nerves, and the book also give us
many information and suggesstion to improve our skill in speaking.
This book is very suitable to be read by teenagers and office
workers because of this age and type of work, many use speaking
techniques. This book writer only needs to fix littlely from the initial
content, where the author should make this book more simple without
lot of examples and repetitions that’s not required.But there is a slight
degree of compatibility between the various chapters.
 BOOK II

BOOK IDENTITY
BOOK TITLE : ORAL LANGUAGE ACROSS THE CURRICULUM

AUTHOR : DAVID CORSON

PUBLISHERS : MULTILINGUAL MATTERS

MOLD / YEAR : - / 1988

THICKNESS : 135
 CONTENTS OF BOOK
Child language will often be the first contact teachers have on which opinions of student
potential can be based, while in the closing stages of schooling language contact through formal or
informal assessments is often the only link between students and those assessors who finally declare a
child's educational fate. Language plays a central role in learning. No matter what the subject area,
students assimilate new concepts largely through language, that is, when they listen to and talk, read,
and write about what they are learning and relate this to what they already know. Through speaking and
writing, language is linked to the thinking process and is a manifestation of the thinking that is taking
place. Thus, by explaining and expressing personal interpretations of new learnings in the various
subject fields, students clarify and increase both their knowledge of the concepts in those fields and
their understanding of the ways in which language is used in each.

As the main means of human communication, oral language recommends itself as a major focus
of attention in schooling. Yet we know that oral language work is not given the attention it deserves in
schools (Galton, 1980), even while teachers themselves acknowledge its importance and their
willingness to do more (Bourke et al., 1980). This chapter presents arguments for oral language work
that go far beyond "the principal means of human communication" justification. Many educators are
convinced that proficiency in oral language is essential for children to achieve their potential for success
in schooling. Asargued , achievement in schools is highly dependent on the students' ability to express
what they know clearly and in an accepted form, since the educational system is founded on the child
being able to "display" knowledge. Reading and writing both have their bases in oral language. The
methods of using language in literacy are first established in oral competence, although there are
functional differences in the everyday applications of the two modes. ". Learning to read is also
"unnatural" to the extent that young children's intellects at this stage are never fully exercised by what
they read. Reading material never matches their already well- developed language ability in the sense
that what they are able to read is limited by the mechanical skills of reading that they have been able to
acquire. Their oral language use at this stage is far more advanced than the language of the books in
which they are taught to read.

To solve those problems, speech is not identical with thought, but it does provide the means of
reflecting upon thought processes and controlling them, which is essential for exercising intelligence and
for problem solving. It is possible to take this conclusion further and restate Moffett's conclusion that
the ability to think depends on the many previous dialogues people have taken part in. There is little
point in looking for research evidence that will confirm the effect oral language experience has on
thinking. Because thinking is a mental act, it frustrates attempts by researchers to describe its processes
with any degree of certainly, certainly in order to have an understanding of what "analytic competence''
might be, we need to recognize this simple claim: verbal thought is supported by words. Providing
opportunities for effective talk should be a central concern in thinking about classroom management in
the first school. Teachers often claim that it is the conditions under which they teach which can prevent
effective talk in the classroom. There is good reason for complaint here. Class size is the chief constraint
on a teacher in oral language work, but even for unacceptably large first school classes there are
recommendations which can be made to promote effective talk. How many children can reasonably
work together in effective talk activities? I have already mentioned the value for young first schoolers of
one-to- one talk, with the teacher seizing routine management moments in the day to engage in
dialogue. At the other extreme there is whole class talk. This demands a skilled teacher. The emotional
risks for children are many, especially where a genuine climate of trust and respect has not yet
developed.

Whatever the subject area, there is room for an array of imaginatively organized talking
situations, so that pupils can engage in talk to solve practical problems or to come to terms with
complicated ideas. In this section I discuss approaches under four headings: 1) effective group talk or
dialogue; 2) improvisation; 3) role play; and 4) reading aloud and storytelling. These are the most
relevant approaches at the middle school level, although Chapter 5 contains other ideas that can be
applied selectively in primary and lower secondary schooling. Physical games and oral language, music
and movement, song and poetry, improvisation and fictional narrative, all form natural pairs. Music
making activities, in which children are encouraged to experiment with vocal sounds, are very valuable
in making them aware of their voices as expressive instruments. Useful sound-making activities to help
children over their initial embarrassment include simple sound stories using voices and body sounds (for
example, the sounds heard at a fairground). More complex activities may include the development of
simple individual sound patterns, initially orchestrated by the teacher and later by a child in the group,
either randomly or to develop a predetermined pattern.
 STRENGTHS AND
WEAKNESS
 Strengths
7. This book is suitable for reading by teachers.
8. This book contains guidlines with high thingking skill.
9. the linkages between chapters are neatly arranged and
structured.

10. This book gives insight in carrying out teaching

techniques.

 Weakness
5. This book only suitable for specific reader.
6. This book too difficult to understand.
7. Too monotouns and boring.
 CONCLUSION
This book explains a good way to be used by the teacher in
carrying out the teaching and learning process. This book also provides
detailed teaching to teach students at every level. This book is very well
structured and neat, but too dense with information that is not needed

But above all, this book is too difficult to understand and too
boring to read. The language of this book is better simplified and give
more colour and some pictures so the reader doesn't feel pressured
when reading it.