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101 Quotes to inspire speakers | SpeakerHub

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Inspiration sometimes runs dry, and for presenters feeling uninspired can lead to a poor performance.

Where do you go when you need a bit of extra lift? Sometimes the well thought out words of history's very best orators can be just the ticket.

From drafting speeches, to calming your nerves right before you step into the spotlight, we've collected the top inspiring 101 quotes from thought leaders around the world.

Check nuggets of wisdom from Dale Carnegie, Mark Twain, Tony Robbins and Winston Churchill (we've even thrown in some William Butler Yeats and Seth Godin for good measure.)

Continue reading more quotes below or download the eBook from SlideShare.

101 Quotes to inspire speakers

1. "90% of how well the talk will go is determined before the speaker steps on the platform." - Somers White ()

2. "Once you get people laughing, they're listening and you can tell them almost anything."
- Herbert Gardner ( Tweet this)

3. "The most valuable of all talents is never using two words when one will do."
-Thomas Jefferson ( Tweet this)

4. "Failure to prepare is preparing to fail."
-John Wooden ( Tweet this)

5. "Expect the best. Prepare for the worst. Capitalize on what comes."
- Zig Ziglar ( Tweet this)

6. "A talk is a voyage with purpose and it must be charted. The man who starts out going nowhere, generally gets there."
- Dale Carnegie ( Tweet this)

7. "Our language is the reflection of ourselves. A language is an exact reflection of the character and growth of its speakers."
-Cesar Chavez ()

8. "Inaction breeds doubt and fear. Action breeds confidence and courage. If you want to conquer fear, do not sit home and think about it. Go out and get busy."
-Dale Carnegie ()

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Inspiration sometimes runs dry, and for presenters feeling uninspired can lead to a poor performance. Where do you go when you need a bit of extra lift? Sometimes the well thought out words of history's very best orators can be just the ticket.

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Writers using complex sentences in Language Paper 1 Q2 - sentence forms

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Writers using complex sentences in Language Paper 1 Q2 - sentence forms

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The writer uses complex sentences to convey Mr. Fisher's views on books of the past. This is shown in "Mr Fisher...illuminating minds and hearts" as the writer shows that Mr. Fisher felt joyous towards these books. The way they do this is by slowing down the pace of the sentence using two hyphons and a syndetic list to get into a thorough description. On one hand, lack of full stops and use of punctuation emphasizes the feeling of excitement Mr. Fisher feels about these books. On the other hand, the flow of the sentence and the extensive desciption resembles daydreaming, like Mr. Fisher is doing when thinking about these books; he feel that books in the past were more creative.

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Writers using similes in Language Paper 1 Q2 -language features and techniques

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Writers using similes in Language Paper 1 Q2 -language features and techniques

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Similes are used by the writer to convey Mr. Fisher's views on stories of the past. Similes including "ran like gazelles", "pounced like tigers" and exploded like rockets" make it seem like Mr. Fisher feels he is inside the stories himself. The use of these similes make the stories seem more real. The verbs used add more surprise and are active rather than static. They are also more aggressive and are feelings evoked from the reader, which is also how Mr. Fisher feels.

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Writers using contrast in Language Paper 1 Q2 - words and phrases

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Writers using contrast in Language Paper 1 Q2 - words and phrases

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Contrast is used in this extract by the writer to covey Mr. Fisher's views on books of the past. An example of this is "we dreamed in colour though films were in black and white". This quote shows how he cares for books more than other forms of entertainment, as although books would most likely not have been in colour, he felt they were because of the way they were written. It also gives the books a sense of uniqueness to him personally, in a way other things could not achieve.

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credit M L

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Being perceptive is not just about answering the question. Start with analysing the structure and then dig deeper by analysing the language.

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The Tiredness of Rosabel - Written in 1908 - between Victorian and Edwardian - almost always is - contextual.

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credit M L

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The beam of street signs pierced the rain stained window tempting the broken passengers to spend their hard earned wages on unnecessary items; another red coat that would change their lives.

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Descriptive Writing completed by Monday 16th November.

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Descriptive Writing completed by Monday 16th November.

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Post previous school work and exams for Bindu to look at.

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Romeo and Juliet (2019) for Free | Playing Shakespeare with Deutsche Bank | Shakespeare's Globe

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Find and create gamified quizzes, lessons, presentations, and flashcards for students, employees, and everyone else. Get started for free!

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Between my finger and my thumb

The squat pen rests; snug as a gun.

Under my window, a clean rasping sound

When the spade sinks into gravelly ground:

My father, digging. I look down

Till his straining rump among the flowerbeds

Bends low, comes up twenty years away

Stooping in rhythm through potato drills

Where he was digging.

The coarse boot nestled on the lug, the shaft

Against the inside knee was levered firmly.

He rooted out tall tops, buried the bright edge deep

To scatter new potatoes that we picked,

Loving their cool hardness in our hands.

By God, the old man could handle a spade.

Just like his old man.

My grandfather cut more turf in a day

Than any other man on Toner's bog.

Once I carried him milk in a bottle

Corked sloppily with paper. He straightened up

To drink it, then fell to right away

Nicking and slicing neatly, heaving sods

Over his shoulder, going down and down

For the good turf. Digging.

The cold smell of potato mould, the squelch and slap

Of soggy peat, the curt cuts of an edge

Through living roots awaken in my head.

But I've no spade to follow men like them.

Between my finger and my thumb

The squat pen rests.

I'll dig with it.

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Digging by Seamus Heaney | Poetry Foundation

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Features/techniques The Tone The poem has two moods; the excitement and also the sudden despair. These photos highlights as best as possible the main two moods of Shapcott's tone during the poem: In the poem the use of the simile "Small trees scattered like match sticks" shows

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Find another poem to compare with 'The Great Storm' (in terms of the message the poet is making through the use of poetry)

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1

This scene is set at Capulet's ball and his young nephew, Tybalt, is angry because Romeo, a Montague, has gatecrashed the party. Tybalt thinks that Capulet should 'not endure' having a Montague at the party. However, Capulet considers the social implications of Tybalt's anger and demonstrates that, unlike his young nephew, he is willing to set rivalry aside for the sake of his reputation in front of his guests.

Capulet understands why Tybalt is upset about seeing a Montague in their household, but he is not prepared to challenge Romeo at his own party, and in his response to Tybalt he describes Romeo as a 'virtuous and well-governed youth'. This suggests that Capulet is aware of some of Romeo's positive traits. 'Virtuous' indicates that Romeo was considered to be good and possibly pious, whilst well-governed suggests that he controls himself well (unlike Tybalt, for example) and that he is also respected by society, and Capulet clearly cares a great deal about the perceptions of others. Although Capulet dislikes the Montague family, unlike Tybalt, he knows that a party is not the best time for confrontation. Capulet seems to value his reputation highly and he appears to be determined to guard his social status. He uses the line 'for all the wealth in this town' to warn Tybalt not to cause trouble. His use of such a strong, financial image indicates that he will not tolerate anything that might reflect badly on him. He also states that Tybalt will 'make a mutiny amongst my guests!' The use of the word 'mutiny' has implications of an uprising against his leadership and his concern for 'my guests' underlines the pride he feels in his role as host. The word 'my' implies his desire to control the experiences of those he seeks to entertain. He also seems to want to control Tybalt and his behaviour.

Capulet tells Tybalt that he must 'be patient'. He twice calls Tybalt a 'boy' referring to his youth and he shows his own power as an older 'master' by commanding Tybalt several times to 'Go to!' implying that he must leave Romeo alone rather than to upset the whole party.

Capulet's final lines to Tybalt are particularly forceful as he includes a veiled threat in 'This trick may chance to scathe you.' This suggests that Tybalt will suffer for any disruption he causes. These words sound rather like a stern father addressing a naughty child. Shakespeare uses this comment to reinforce Capulet's command of the situation and to indicate the obedience he expects from Tybalt as a younger family member.

Therefore, in this scene, Capulet appears to be understanding of young people. This attitude is also revealed later when Paris asks him if he can marry Juliet. Capulet is willing to consider the request but he is also quite protective of his daughter as he thinks that she is very young and 'a stranger in the world'.

However, once Capulet finally decides that Juliet should marry Paris, Shakespeare shows us a change in his character as he expects her to be 'ruled in all respects' by him. Moreover, we should remember that it would be normal for a father to expect his daughter to obey him in this period. As head of the household, his reputation would be at stake if his daughter defied him. So, although he may seem unreasonable to a modern audience, it is perhaps understandable. In affluent Elizabethan families it would be usual for a family to arrange a marriage to gain financially or for social status. This shows that he has a cruel, unforgiving side to his character. Capulet calls Juliet a 'disobedient wretch' when she will not do what he wants. Even when Juliet 'kneels down' and begs for his understanding, he remains angry with her.

Capulet's desire for control over the young people affects the whole direction of the play: his force of will makes Juliet take a potion in order to avoid following his orders and this in turn leads to the death of both young lovers. His attitude finally changes once his daughter and Romeo are dead but it takes the extremity of these young people's deaths to make him reconsider the 'ancient grudge' and to finally make peace with his enemies.

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Sample Answers - Romeo and Juliet (Grades 9-1)

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This scene is set at Capulet's ball and his young nephew, Tybalt, is angry because Romeo, a Montague, has gatecrashed the party. Tybalt thinks that Capulet should 'not endure' having a Montague at the party.

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Oprah Winfrey Receives the Cecil B. deMille Award - Golden Globes 2018

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- There's a lot of crude language among the young men
-There are a lot of comedic lines, it's as if the play was so close to being a comedy
- There is a lot of back and forth speech; characters often seen combating each other
- Romeo and Juliet use a lot of religious imagery; teasing
- Juliet is referred to often as a light
-There is a lot of power struggles, people of power trying to desperately enforce their authority

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Shakespeare uses juxtaposition in Romeo and Juliet's sonnet when the first meet to show the irony of the young lovers' fate being doomed from the beginning. The rhyming couplets in ABAB give us a sense of flow and continuity, implying that their new-born love is natural and right. However, the last line "Give me me my sin again" has no rhyme, which has a sense of finality and suggests that this is no longer trivial attraction, but the start of a downfall, and that their love is no longer good, but a sin.

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Music is more important than playing computer games and watching TV
DAFOREST
direct address. - you we I
aliteration
face - figurative language (simile metaphor)
Onomatopeia
rhetoric question
exaggeration , emotive
speed, statistics
timing, triplets
Mental Health

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Young peoples' mental health should be prioritised over success in school

Start with an anecdote about how students' mental health were affected by pressure of exam grade

-> research how much time is spent on mental health issues versus time spent on exam success
-> examples of what schools do to help with mental health issues - not enough time and doesn't help
like a topic in a box they can tick off -> spend a session or sessions a week on mental health instead of revision and grade improvement

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Act 1.5 (Meeting of Romeo and Juliet at the Capulet party)

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Act 1.5 (Meeting of Romeo and Juliet at the Capulet party)

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Shakespeare presents the love and connection between Romeo and Juliet in many different ways in the play. The extract follows a contrasting scene in which Tybalt

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Act 1 Scene 5 (Meeting of Romeo and Juliet at the Capulet party)

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Act 1 Scene 5 (Meeting of Romeo and Juliet at the Capulet party)

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Shakespeare presents the love and connection between Romeo and Juliet in various ways in the play, conflict in particular. The tragic ill-fated nature of the young lovers’ relationship proves how strong their love was for each other, as they desperately fought for their love in a society that they were destined to fail in. There is a vast contrast between Tybalt's booming anger towards "that villain Romeo" shown in the religious imagery used, and the way Romeo is portrayed to the audience just moments later. The audience is conditioned to see Romeo as the hero and main protagonist of the story, when really he ends up causing the deaths of Tybalt, Paris and his lover.

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D - DIRECT ADDRESS
A - ALLITERATION, ANECDOTES
F - FACE (FACIAL EXPRESSIONS - SMILE -FIGURATIVE LANGUAGE), FACTS
O - ONOMATOPOEIA
R - RHETORICAL QUESTION, REPITITION
E - EXAGGERATION, EMOTIVE LANGUAGE
S - SPEED (PAUSES ETC), STATISTICS
T - TIMING, TRIPLETS

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Speech - Why you should live your life to the fullest - YOLO, Impossibilty and Improbability

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How to Write an Article (Mr Salles) Gain Grade 9 in Language Paper 2

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0:00 / 9:06•Watch full video

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'AN INSPECTOR CALLS' ESSAY STRUCTURE - GRADE 9 GCSE MODEL ESSAY!