Listening and Speaking Activities Grade i_ii_Anc_889920.indd 25 4/7/08 3:40:44 PM Copyright © by The McGraw-Hill Companies, Inc All rights reserved Permission is granted to reproduce the material contained herein on the condition that such materials be reproduced only for classroom use; be provided to students, teachers, and families without charge; and be used solely in conjunction with the program Any other reproduction, for sale or other use, is expressly prohibited Send all inquiries to: Glencoe/McGraw-Hill 8787 Orion Place Columbus, OH 43240-4027 ISBN: 978-0-07-889920-1 MHID: 0-07-889920-6 Printed in the United States of America 10 079 12 11 10 09 08 i_ii_Anc_889920.indd 26 4/7/08 3:40:44 PM Contents Teacher Notes 1–4 iv Teacher Notes 5–9 v Teacher Notes 10–14 vi Teacher Notes 15–19 vii Teacher Notes 20–24 viii Listening Actively I Listening Actively II Listening Critically Nonverbal Communication I Nonverbal Communication II Telephone Communication Interviewing The Job Interview Brainstorming Roles in Group Meetings 10 Participating in Groups 11 Introductions 12 The Personal Narrative 13 Impromptu Speech 14 The Demonstration Speech 15 Speaking to Inform 16 Speaking to Persuade 17 Storytelling 18 Oral Interpretation of Poetry 19 Oral Interpretation of Prose 20 Reader’s Theater 21 Debate I 22 Debate II 23 Parliamentary Procedure 24 Listening and Speaking Activities Teacher Notes Encourage students to articulate and analyze the principles involved in each activity The questions at the end of each activity are designed to help them this Students may answer the questions on paper, in small group discussion, in class discussion, or in a combination of the three formats A cooperative approach is encouraged so that students may learn from each other Activity 1—Listening Actively I Objective: To listen to a description and retell it accurately in one’s own words Suggestion: Point out that much of the information we assimilate during the course of our lives is through hearing Re-creating a verbal picture helps sharpen listening skills Answers should indicate that imprecise listening can create significant differences between descriptions Answers should reflect an understanding that listening to oral descriptions is a skill requiring close attention to detail Answers may include visualizing, remembering key words, or simply paying close attention to detail Activity 2—Listening Actively II Objective: To listen to directions and take accurate note of the details Suggestion: Point out that giving and following directions are skills people practice all their lives Encourage students to share experiences they have had with imprecise or complicated directions Discuss with them what qualities make directions easy to understand iv Listening and Speaking Activities, Grade Answers should reflect that giving directions requires precise detail and careful organization Answers should indicate that in taking notes, people often pick up different information, not all of which is necessary or relevant Answers should suggest that taking notes requires good judgment and selection of detail Activity 3—Listening Critically Objective: To distinguish between fact and opinion Suggestion: Remind students that they will spend much of their lives listening to facts and opinions Without the ability to distinguish between the two, they could become confused or exploited Answers should reflect an awareness that facts are not always clear-cut, and opinions are sometimes mistaken for facts Examples will vary Answers should indicate that students are developing techniques for distinguishing fact from opinion These might include asking questions, listening to the use of words, or even observing body language Answers should indicate that sound decisions are made only on the basis of reliable information Activity 4—Nonverbal Communication I Objective: To practice nonverbal communication by acting out a skit Suggestion: To students who complain that they not normally use much body language when communicating, point out that in the absence of words, gestures and facial expressions must be exaggerated Answers should indicate an understanding that some situations are more suitable to nonverbal communication than others Answers should indicate a student’s ability to reflect on his or her performance Answers should reflect an awareness that body language is often an unconscious form of communication and, as such, may reveal a person’s true feelings more accurately than words Copyright © The McGraw-Hill Companies, Inc The Listening and Speaking Activities booklet consists of five pages of teacher notes and twenty-four activity pages Teacher notes discuss the speaking and listening principles involved in each activity They provide practical guidelines for conducting the activity and for evaluating students’ answers to questions Activity pages include practical tips and suggestions for performing the activity and questions to help students evaluate the effectiveness of their own and their peers’ participation Listening and Speaking Activities Teacher Notes Activity 5—Nonverbal Communication II Objective: To gain insight into nonverbal expression through the use of nonsense syllables Suggestion: Point out that solely by tone of voice people can transmit important information Warm up for this exercise by asking students to repeat the word rhubarb lovingly, angrily, proudly, secretively, etc Answers should indicate an awareness that composing successful interview questions requires forethought and a knowledge of human nature Answers may suggest that even the most scripted interview can take on a direction of its own Answers should suggest that there is no substitute for experience Answers should indicate the need for exaggerated verbal mannerisms in the absence of word sense Students may have mixed feelings about the experience Answers should reflect an awareness that heightened emotions are often defined vocally by extremes in pitch, pace, and volume Answers should show that students understand the importance of tone of voice when visual contact is unavailable Activity 8—The Job Interview Objective: To take both sides in a mock job interview Suggestion: Point out that even before a candidate begins to speak at an interview, the potential employer is making judgments Model the first few seconds of a job interview by asking a volunteer to play the applicant entering the room, shaking hands, sitting down, etc Copyright © The McGraw-Hill Companies, Inc Activity 6—Telephone Communication Objective: To practice the skills necessary for a successful telephone conversation Suggestion: Point out that in a telephone conversation empathy must be communicated in words and tone of voice Help students articulate how tone can reveal and interpret more than words might suggest Answers may reflect students’ feelings that the person taking the initiative has the more challenging role, but responses will vary Answers should indicate that facial expressions and body language are important in face-to-face conversations, while tone of voice takes on more importance over the telephone Answers should include some benefits and restrictions of voice-only communication Activity 7—Interviewing Objective: To create a list of thoughtful interview questions and conduct an interview Suggestion: Help students create questions that will elicit informative answers Demonstrate the advantage of open-ended and follow-up questions by modeling an interview with a student for the class Answers should indicate that both employer and applicant utilize specific skills in a job interview Answers should point out that honesty, enthusiasm, curiosity, and intelligence—among other qualities—are universally acceptable Answers should reveal that students appreciate some of the skills and challenges involved in job interviews Activity 9—Brainstorming Objective: To think freely and to find stimulus in the ideas of others through the process of brainstorming Suggestion: Brainstorming establishes an environment in which students should feel free to express their ideas As you monitor the groups, steer students away from critical or judgmental comments Answers should indicate an understanding that brainstorming as a group generates many more ideas than attempting the same task alone Answers should acknowledge brainstorming’s potential for creating new and surprising paths of thought Answers should reflect an awareness that brainstorming is an effective tool in all creative and problem-solving endeavors Students may propose rules that allow all group participants a chance to voice their opinions without fear of criticism Listening and Speaking Activities, Grade v Listening and Speaking Activities Teacher Notes Answers should indicate an appreciation for the contribution an individual makes to a group Answers should acknowledge the responsibility of a group to focus on its goal and achieve its task Answers should reflect an awareness that an orderly group discussion provides direction for the participants but may inhibit the free flow of ideas Activity 11—Participating in Groups Objective: To observe how individuals participate as members of a task-oriented group Suggestion: Invite students to share the problems and benefits they have experienced in working as part of a team Point out that group productivity increases when members behave courteously, act cooperatively, and keep their goal in sight Answers should indicate an understanding that groups have strengths and weaknesses determined by their individual members and collective selfdiscipline Answers should reflect a student’s capacity for analysis and self-evaluation Answers should point out that a group has the collective strength of its members’ ideas and experiences, but that a group can sometimes be overly cautious in its conclusions and slow in reaching decisions Activity 12—Introductions Objective: To practice creating and delivering an organized and entertaining public introduction Suggestion: This activity will work best when everyone agrees to accept the central premise: a real celebrity is coming to the class! The student making the introduction should appear honored and enthusiastic; the audience should be attentive and respectful vi Listening and Speaking Activities, Grade Answers should reflect an awareness of what makes an introduction effective Answers should identify the specific techniques that make an introduction memorable, such as humor, anecdotes, and comparisons Answers should reflect an awareness that an introduction may provide an audience with its first impression of both the speaker and the person being introduced Activity 13—The Personal Narrative Objective: To tell an effective personal narrative Suggestion: Students should understand that many skills go into telling a successful narrative Selection of detail, humor, tone of voice, pace, focus, and the lesson, or moral, all contribute to an effective performance Consider modeling a narrative for the class based on a first experience of your own Answers should reflect an understanding of the possible ways to alter a story or its delivery Answers should cite specific techniques, such as using different voices to portray characters Answers should reflect an understanding of what constitutes a good story and what speaking techniques can make an anecdote more interesting Activity 14—Impromptu Speech Objective: To make an impromptu speech based on personal experience Suggestion: Encourage students who cannot come up with a memory on the spur of the moment to talk about their ideal vacation, job, or meal Answers should reflect an awareness that impromptu and rehearsed speeches require different skills and are evaluated differently by the listener Answers should indicate that students were listening actively to the content and delivery of their fellow students Answers should reflect an awareness that impromptu speaking is a useful skill in group discussions, question-and-answer sessions, and debates Copyright © The McGraw-Hill Companies, Inc Activity 10—Roles in Group Meetings Objective: To reflect on participation in a semi-formal group meeting Suggestion: If time permits, extend this activity to a class-wide discussion, and vote on the three most successful fund-raising ideas Afterwards, ask students to compare their roles as members of the small and large groups Listening and Speaking Activities Teacher Notes Activity 15—The Demonstration Speech Objective: To make a speech demonstrating a simple process with the assistance of visual aids Suggestion: Students must assume that their audience knows nothing about the process they are demonstrating Encourage them to think through each step of the process—which way to unscrew a light bulb, how to make a loop in a shoelace, etc Answers should focus on organization, clarity, and appropriate use of visual aids Answers should indicate the importance of carefully choosing and employing visual aids Answers should reflect an understanding that visual aids are most effective when used to illustrate information that would be difficult to visualize through speech alone Copyright © The McGraw-Hill Companies, Inc Activity 16—Speaking to Inform Objective: To research, organize, and present an informative speech Suggestion: This exercise calls for only a limited amount of research Students should concentrate on organizing their material and developing an effective delivery with the assistance of note cards Answers should indicate that researching and organizing factual material sets the informative speech apart from other presentations Opinions will vary Answers should focus on good organization, clear explanations, and effective delivery Answers should reflect an understanding that delivering an informative speech from notes requires rehearsal and improvisational skills Activity 17—Speaking to Persuade Objective: To practice persuasive speaking by presenting an oral movie review Suggestion: Encourage students to choose movies that they feel strongly about Point out that they will find it easier to be persuasive if their opinions are powerful: either “you must see it” or “stay away from this.” Answers should reflect an awareness of the many professions that frequently employ persuasive speech, including advertising, law, politics, and education Activity 18—Storytelling Objective: To tell a familiar story from the point of view of one of its central characters Suggestion: If students are uncomfortable with the idea of narrating from another point of view, select a story that you have read in class, and model the process for them by retelling the story in the words of one of the characters Answers should reveal an understanding that no two characters will tell a story in the same way Responses to the second question will vary Answers should indicate that students appreciate the number of skills—dramatic, linguistic, and physical—that storytelling involves Answers should reflect an understanding of the choices a storyteller must make when adapting a written story Activity 19—Oral Interpretation of Poetry Objective: To recite expressively the lyrics of a song without the music Suggestion: Ensure that students select songs with words that will stand on their own Point out that the lyrics of some effective songs are too simple or repetitious to be read effectively without the music Answers should reflect an understanding that performing song lyrics as poetry can draw attention to aspects of a song that were not immediately apparent Answers should indicate students’ capacity for selfevaluation and an appreciation of the skills involved in the recitation of poetry Answers should reflect an awareness of creative choices such as tone of voice, gesture, posture, phrasing, and emphasis Answers should indicate that students can evaluate their own performances and assess the elements contributing to an effective persuasive speech Answers should indicate that nonverbal communication contributes to the effectiveness of a persuasive speech Listening and Speaking Activities, Grade vii Listening and Speaking Activities Teacher Notes Answers should suggest awareness of the skills required for effective dramatic reading Students may indicate that performing increased their understanding of the literature Answers should discuss how the speakers used verbal and nonverbal communication to make each character distinct Answers should reflect an awareness that performing orally involves acting out each character in the selection; an oral interpretation helps bring the selection to life Activity 21—Reader’s Theater Objective: To create and perform a dramatic scene from a novel or short story Suggestion: Suggest that students pretend they are performing for listeners who have not read the original work This will encourage them to create informative introductory and concluding narrations Answers should reflect an awareness of speaking skills that are essential to group presentations, such as timing, enunciation, listening for cues, and working for an overall mood or effect Answers should indicate that a theatrical presentation gives immediacy to prose fiction but loses much of the information supplied by the author’s voice Answers may include such considerations as expressive reading, an informative narration, thoughtfully chosen excerpts, and effective use of rehearsal time Activity 22—Debate I Objective: To make a brief speech supporting or opposing an assigned statement Suggestion: Some students may be at a loss for supporting evidence Encourage them to consult with peers, and be prepared to serve as an idea bank to bolster their arguments viii Listening and Speaking Activities, Grade Answers should indicate an awareness of the logical and dramatic skills involved in effective debating Answers should reflect the ability to identify examples of solid evidence and faulty reasoning Answers should reflect an understanding that participation in a debate helps a speaker think logically, speak clearly, and listen critically Activity 23—Debate II Objective: To participate in a brief, formal debate followed by questions from the audience Suggestion: Help students discuss the kinds of evidence they must gather and use to support their arguments Point out that Unit in their textbook contains appropriate tips Answers should reflect the students’ ability to evaluate the logic of their own arguments Answers should reflect an understanding that varied evidence, sound reasoning, and effective delivery can have a powerful effect upon an audience Answers should establish that students are able to evaluate their performance with knowledge and detachment Activity 24—Parliamentary Procedure Objective: To stage a debate observing the rules of parliamentary procedure Suggestion: Help students understand the basic rules of parliamentary procedure Ask a volunteer to study Robert’s Rules of Order and give a short summary to the class before the debate Answers should point out that the rules help maintain order but also restrict expression Answers should suggest that the chairperson must be firm, observant, self-confident, fair, and well versed in parliamentary procedure Answers should indicate that parliamentary procedure is useful for large meetings with a wide range of opinions Such rules not serve any purpose in small, informal gatherings Copyright © The McGraw-Hill Companies, Inc Activity 20—Oral Interpretation of Prose Objective: To rehearse and perform orally a selection from a novel or short story Suggestion: Students may need assistance in choosing excerpts suitable for performance Pre-selecting passages for them will jump start this activity Look for excerpts that include variety in speaker and tone Listening and Speaking Activities Name Class Date Listening Actively I Activity Take a few minutes to visualize a room in your home as it looks when you stand in the doorway Include the essential features—the furniture or appliances, windows, and decorations—and where they are in relationship to each other Then describe that room as precisely as you can to a partner When you have finished, listen to your partner’s description without taking notes When everyone has had the opportunity to exchange descriptions, tell the rest of the class or a small group about your partner’s room After each description, give your partner a chance to respond Did you remember the important details? Was everything in the right place? Would your partner recognize his or her room from your description? Share with others your experience of listening to a description and retelling it in your own words Tips • When describing your room, try to see it as a stranger would Remember that things you take for granted are unfamiliar to your partner • Make sure to describe the principal features first Don’t get bogged down in insignificant details • When listening, try to visualize the room You can then re-create your mental picture when it is your turn to describe it to the group • Listen carefully for spatial terms such as above, below, right, left, next to, opposite, inside, and under Copyright © The McGraw-Hill Companies, Inc Questions for Response or Discussion How did your description of your partner’s room compare with the original version? What might explain the differences? What did you find most difficult to understand as a listener? What did this activity teach you about giving oral descriptions? What advice would you give to someone listening closely to a description? Listening and Speaking Activities, Grade Listening and Speaking Activities Name Class Date Listening Actively II Activity Form a group with three or four other students and take turns giving oral directions on how to get to the school from your home (If you live very near the school, choose a destination that involves a few more steps.) Deliver your directions at a natural pace, without pausing or stopping to repeat yourself While each speaker is giving directions, the listeners should be taking notes After everyone has had a chance to speak, compare your notes with those of the other members Then choose a spokesperson to repeat the directions back to the member who first gave them Compare the directions you gave with those the spokesperson gave back to you Were there many differences? What was it about your information or your listeners’ notes that might explain any inaccuracies? Tips • Take a few moments to think through your directions before giving them Make sure that the order is correct and that you are not leaving out any essential steps • Use your voice to emphasize important words in your directions, including left, right, half a mile, and straight ahead • Use significant landmarks—buildings, trees, signs, or hills—to make your directions clearer Street names are not always enough • • • When taking notes, use a separate line for each major step in the directions Visualizing the directions as you listen will help you take note of the important steps Use abbreviations for commonly occurring words such as r for right and l for left How did your notes compare with those of your fellow group members? Did you include too much or too little information? Explain What did you learn about taking notes from this activity? Listening and Speaking Activities, Grade Copyright © The McGraw-Hill Companies, Inc Questions for Response or Discussion How easy or difficult did you find giving directions? On another occasion what changes could you make in order to be more clearly understood? Listening and Speaking Activities Name Class Date Roles in Group Meetings Activity Form a group of six or seven and consider the following problem: Your freshman class has pledged to raise $2,000 to buy equipment for a sister school in another country The money must be available within two months The principal of your school has asked you to come up with three suggestions for raising the funds What will they be? Before beginning your discussion, appoint a chairperson, a recorder, and two observers The chairperson’s role is to establish an orderly exchange of ideas, and the recorder will take written notes of suggestions The observers should consider how effectively the meeting is run Is it focused, orderly, and courteous? Are all members participating? After a set time—ten or fifteen minutes—ask the recorder to read out the suggestions Agree upon three fundraising activities and write down the final descriptions The chairperson should then present your group’s ideas to the full class After each group has made its presentation, the observers should give their reflections on how effectively their groups functioned Tips • Allow the chairperson to select the speaker—even if you are bursting to talk Encourage all members to participate Listen to what other people have to say If you disagree, so courteously If a chairperson is allowing the discussion to wander, keep it on track by making sure that your comments are focused on the topic • Remember that you have a goal to achieve Cooperate—don’t compete—with other members • Give good reasons supporting your proposals, but be open-minded to other proposals Questions for Response or Discussion How would you evaluate your own participation in the group? In what ways might you improve your value as a group member? On a scale of one (poor) to ten (excellent), give your group a grade Explain your choice What are the advantages of conducting an orderly group discussion? What might be the disadvantages? 10 Listening and Speaking Activities, Grade Copyright © The McGraw-Hill Companies, Inc • • • Listening and Speaking Activities Name Class Date Participating in Groups Activity In a group of five or six students, spend five minutes writing a list of ideas for new programs or activities that you would like your school to start These might include new courses, social activities, clubs, or sports teams Select one of these ideas to develop and spend another five minutes coming up with reasons each chosen program or activity is important Then compose a letter to the principal proposing your idea and stating your reasons Your teacher will give you fifteen minutes to work on your letter and will tell you when time is up Have a class discussion about the task you have just been working on Did you have enough time to draft a letter? How did your group function? Did everyone participate? Tips • While writing your list, refrain from criticizing other members’ ideas • • • • • • Always keep your group’s task in mind Don’t get sidetracked by other topics Speak up when you have something to say but don’t dominate the proceedings Express you opinions, even if you feel others may not agree with them If there is tension in the group, relieve it by asking people to clarify their differences Encourage quieter members to contribute by asking for their opinions Observe how group members are participating—including yourself! Copyright © The McGraw-Hill Companies, Inc Questions for Response or Discussion How effectively would you say your group functioned? What problems did you encounter as a group? What strengths did you display? How would you assess your own role in the group? What advantages are there to solving problems or completing tasks in groups? What are the disadvantages? Listening and Speaking Activities, Grade 11 Listening and Speaking Activities Name Class Date Introductions Activity As a class, make a list of celebrities—sports legends, movie stars, politicians, or local heroes—that you would like to have appear as speakers in your class Then, with a partner, choose two of the men or women on the list Spend a few minutes with your partner reviewing what you know about the people you have chosen What are their greatest achievements? Why would it be a thrill to have these people in your class? Practice introducing your would-be featured speakers Keep your introductions lively and informative and about one minute in length Now take turns in front of the class First introduce your partner as one of the celebrity speakers; then he or she will introduce you as the other featured speaker After everyone has given an introduction, discuss what was successful about your introductions and in what ways they could have been improved Tips • Speak naturally but clearly Everyone in the class must hear you • • • Look out at your fellow students You are talking to them Plan the order of what you are going to say ahead of time If the featured speaker means a lot to you, you may want to personalize your introduction by explaining why • Not everyone in your audience will be familiar with your speaker Describe his or her principal achievements at the beginning of your introduction • Write brief notes on index cards if you are uncertain of facts or the order of your remarks Glance at your cards and look up Never read from them Which introduction was your favorite? What made it so memorable for you? Why would you say introductions are important? 12 Listening and Speaking Activities, Grade Copyright © The McGraw-Hill Companies, Inc Questions for Response or Discussion What was successful about your introduction? How would you improve it for another occasion? Listening and Speaking Activities Name Class Date The Personal Narrative Spend a few minutes thinking about your first time at a new experience You might consider the first day of school, the first team practice, the first trip away from home, or the first meeting with a person who later became your friend Then get together with a small group and take turns describing your experience How did you feel? What details can you recall? Conclude by explaining why this incident is meaningful to you After narrating your experience, invite the group to comment on your performance What did the others remember most about your narrative? What would they like to have heard more about? How effective was your voice and body language as you told your story? After everyone has had a turn, discuss with the group the qualities of a good personal narrative Tips • The effectiveness of your narrative will depend upon your ability to bring it to life for your listeners Try to recall vivid details • Focus on some aspect of your experience that made it meaningful Did you learn a lesson? Was there a conflict to be resolved? • How you tell your narrative may be as important as what you say Let your voice reflect your excitement or fear • • Consider using dialogue to bring your narrative to life • Humor often holds an audience’s attention There is something amusing in almost any situation Be a good listener when your turn comes Encourage the speaker by keeping alert and interested Copyright © The McGraw-Hill Companies, Inc Questions for Response or Discussion Were you pleased with your narrative? What would you change if you told it again? What did the most successful narratives have in common? How would you define the qualities of a good personal narrative? Listening and Speaking Activities, Grade 13 Listening and Speaking Activities Name Class Date Impromptu Speech Activity Get together with a group of six or seven other students and think of a memorable experience you have had Jot it down on a piece of paper in the following unfinished form: • • • The best vacation I ever took The strangest dream I ever had The worst meal I ever ate Start the activity by reading your fragment aloud and then calling out the name of another group member He or she must repeat the fragment and continue talking on the topic for at least one minute, using his or her own experiences as subject matter When everyone has had a turn, compare your experiences as impromptu speakers What difficulties are involved? What made certain speeches effective? Tips • Choose an experience that others in the group are likely to have shared “The biggest shark I ever caught ” will not get much response from some students • Take a few moments to think before repeating the sentence opener A memory will probably pop into your head • If you find yourself totally at a loss for a true experience to complete your fragment, make up a story about yourself Impromptu speaking has a way of activating the imagination • • Be aware of your delivery Speak clearly and maintain eye contact with your listeners Questions for Response or Discussion Do you enjoy impromptu speaking, or would you rather have time to prepare your presentation? Explain your answer What made some speeches more effective than others? Why is impromptu speaking an important skill? When would the ability to speak off the cuff come in handy? What communication skills does impromptu speaking help you sharpen? 14 Listening and Speaking Activities, Grade Copyright © The McGraw-Hill Companies, Inc As a listener, take note of what is effective in the speeches you hear Listening and Speaking Activities Name Class Date The Demonstration Speech Think of a simple process that you frequently perform without much thought and prepare a two- to threeminute speech demonstrating it in detail (Assume that your listeners know nothing about the subject.) Your topics might include changing a light bulb, tying your shoes, finding the cafeteria, or opening a can With a partner, help each other prepare at least two visual aids to illustrate each demonstration These visual aids might include maps, charts, diagrams, or objects Spend a few minutes thinking about the steps in the process and planning how to use your visual aids effectively Present your demonstration to the class Afterward, ask your audience for comments Did you miss any important steps? Were the visual aids well chosen and easy to understand? Tips • Pretend that your listeners have no knowledge of the subject For example, if you are demonstrating how to change a flashlight battery, make sure they know what a flashlight is • Keep the steps in the correct order If necessary, outline the process on a note card that you can glance at during the demonstration • • • Make your visual aids clear and simple Unnecessary detail may confuse your listeners • As a listener, pretend that you are hearing this information for the first time Ask yourself if you could perform the process on the basis of this demonstration Plan in advance when to refer to your visual aids Don’t get so involved with your visual aids that you forget about your audience Speak slowly, so that they can easily follow your demonstration Copyright © The McGraw-Hill Companies, Inc Questions for Response or Discussion What would you say are the most important aspects of a demonstration speech? Explain your choices How did working with visual aids affect your speech? Did they help you focus and organize your demonstration? Why you think visual aids are effective tools in public speaking? Should they be used on every speaking occasion? Explain why or why not? Listening and Speaking Activities, Grade 15 Listening and Speaking Activities Name Class Date Speaking to Inform Activity Prepare for this activity by finding two informative sources for a subject that you want to know more about Any subject that interests you will do: basketball, presidential politics, or cooking Your sources might include books, magazine and newspaper articles, television programs, or reliable Web sites Now think of how you would present this information to the class in a speech of three to five minutes What important facts or issues does your research emphasize? How would you best organize this material to inform your audience? Organize your speech in outline form on note cards, writing down important facts and phrases in the order you wish to present them (Unit in your textbook gives further information on preparing and drafting an informative essay.) Rehearse your speech several times before delivering it to the class After speaking, ask your audience for any questions about your presentation Tips • Base your speech on your research Do not attempt to be an expert in all areas of your topic • Make simple notes, using key words and phrases that will jog your memory at a glance Make sure that notes are clear and bold so that you can refer to them quickly and at arm’s length Never read from your cards • • • Number your note cards or connect them with a key-chain ring to keep them in order • Speak clearly and with appropriate expression The most interesting information can be lost when the delivery is inaudible or monotonous • • Don’t overwhelm your listeners with too many statistics Connect your ideas by using transitional words or phrases As a listener, evaluate the speaker’s organization, content, and delivery Did you learn something? Did the speaker keep you interested? Questions for Response or Discussion How does making an informative speech differ from other presentations you have given? Does working from notes make the speaker’s job easier or harder? What did you notice about the speeches that you considered most effective? How is presenting an informative speech different from writing an informative essay? 16 Listening and Speaking Activities, Grade Copyright © The McGraw-Hill Companies, Inc Rehearse in front of a mirror, maintaining eye contact with your reflection and only glancing down briefly at your notes Listening and Speaking Activities Name Class Date Speaking to Persuade Activity Think of a movie that you could watch a hundred times without getting bored Now recall another that you could barely sit through once What was it about these films that created such a strong reaction in you? Choose one that you want to tell the class about in an oral review Think carefully about the acting, the plot, the dialogue, the special effects, the theme, and the music—all those elements that contribute to a movie’s total effect Then prepare note cards listing the evidence that supports your opinion Use these cards in a persuasive review lasting three to five minutes After delivering your review, ask for comments from your audience Did you use your evidence effectively? Were any of your listeners persuaded to see the movie—or to avoid it—on the basis of your speech? Tips • Make sure that you state your opinion clearly in your introduction • Try grabbing your listeners’ attention from the beginning with a bold opinion, an interesting quote, or a provocative question • • Active, vivid language helps reinforce your argument • • Copyright © The McGraw-Hill Companies, Inc • Support your opinions with evidence from the movie: “He’s such a bad actor that in the funeral scene you can’t tell whether he’s laughing or crying.” Persuade your audience with tone of voice and body language as well as with evidence Summarize the movie’s plot in a few sentences Give just enough information for the audience to understand your praise or criticism If you are trying to persuade people to see the movie, don’t give away the ending! Questions for Response or Discussion How well you feel you got your opinion across to your audience? How would you change your presentation on another occasion? As a listener, how much were you influenced by the speakers’ tone of voice and body language? In what other situations or professions might persuasive speech be an essential skill? Listening and Speaking Activities, Grade 17 Listening and Speaking Activities Name Class Date Storytelling Activity Think of a story you have known well since childhood Your story may be a traditional folk tale or a children’s book that you loved to read Now imagine that you are one of the characters in the story You might be Cinderella or the little pig who builds the house of bricks How would he or she describe the events of the story? With a partner, practice telling your story in the first person, from your chosen character’s point of view Try working in dialogue and feel free to make up details that might not have appeared in the original version Keep your retelling to less than five minutes in length When you feel comfortable with your performance, tell your story to the class Afterward, ask your audience for comments How believably did you tell your story from another point of view? Did your voice and gestures add to the performance? Tips • Choose any story with which you are comfortable Don’t worry if your audience is not familiar with the original • Think carefully through the story Remember that your chosen narrator may not have witnessed all of the events that occur in the original version • Have fun telling your story Let your voice sound sad, happy, fearful, or angry as the occasion requires Make dialogue sound like two different voices • • • • Gestures and facial expressions help bring your story to life • As you listen, think about the performance’s successes, as well as its weaknesses Add details to emphasize important points in the plot, especially the climax Use eye contact to engage and hold your audience’s attention Questions for Response or Discussion How did you story change when you told it from the point of view of one of the characters? Did you find the new version more interesting? Explain What did you find most difficult about telling your story? How would you improve your performance? What characteristics make a story good for an oral presentation? What can a storyteller to enhance a story? 18 Listening and Speaking Activities, Grade Copyright © The McGraw-Hill Companies, Inc Watch the audience to evaluate how your storytelling techniques are working Don’t be afraid to improvise as you perform Listening and Speaking Activities Name Class Date Oral Interpretation of Poetry Activity Choose a song that means a lot to you because of what it says, and write down the lyrics What is it about these words that touch or impress you? Is it possible to convey some of the song’s meaning to other people through its words alone? Write a brief introduction to the song, explaining who sings it, where you first heard it, and why it is important to you Then practice reading the words as if they were a poem In your rehearsals, try to find ways of giving the words some of the impact you feel when they are set to music Perform your spoken song for the class Afterwards, play the original version to the students Did your performance convey the song’s message? Copyright © The McGraw-Hill Companies, Inc Tips • Choose a song that has an important message Some songs emphasize the music over the lyrics Songs that tell stories or describe feelings are good choices • Experiment reading the lyrics in several ways Don’t feel that you have to follow the rhythm of the music when you read the words alone • Practice with a tape recorder so you can adjust your reading to best convey the song’s meaning • Let the words speak for themselves Once you have begun rehearsing, try not to refer back to the music • Experiment with varying the pitch, volume, and speed of your voice in order to convey the mood and meaning of the song • Make a reading copy of the lyrics on which you mark pauses, underline words you want to emphasize, and write marginal reminders about gestures and voice changes you wish to use • As a listener, try to identify the mood and emotion of each performance Note how different speakers convey mood Questions for Response or Discussion Describe the experience of reading the words of a song without its music How did presenting the words alone affect your understanding and appreciation of the song you selected? How effective you feel you were in conveying your song’s meaning to the audience? How would you vary your performance on another occasion? What devices did the most effective presenters use to create a mood and to convey ideas and emotions? Listening and Speaking Activities, Grade 19 Listening and Speaking Activities Name Class Date Oral Interpretation of Prose Activity With a small group, choose an interesting passage from a novel or short story that you have studied in class The excerpt you select should take three to five minutes to read aloud Study the passage together, making sure that you all understand its meaning Then divide your excerpt into roughly equal parts and assign each part to a different member Practice reading aloud, with each member taking his or her turn As you rehearse, agree on the tone of voice your selection requires If there are places where two or more characters are speaking, explore ways of using your voice and body language to make each character distinct Perform your excerpt for the class Afterwards, ask for comments Was your group’s reading smooth and consistent? Did your performance aid your audience’s understanding of the selection? • Work as a team When one member stops reading, take your turn without a break, adopting a suitable pace and tone • Get to know the narrator or the characters who are talking What sort of people are they? How would they speak? Consider how you can use your voice to bring each character to life • Make copies of your selection to use as a script Make notes on your script about how to emphasize certain words or lines • When listening to other readers’ oral interpretations, try to visualize the character or characters the speaker is portraying and the mood the speaker is trying to convey Questions for Response and Discussion What was the greatest challenge for your group in putting together this performance? What did you learn about reading literature aloud? Think about the group that you found the most moving or revealing How did they achieve that success? How is listening to literature read aloud different from reading it to yourself? How can a good performance contribute to your understanding of the work? 20 Listening and Speaking Activities, Grade Copyright © The McGraw-Hill Companies, Inc Tip • What is the mood of your excerpt: solemn, lighthearted, menacing, or funny? Think of the best tone of voice to convey the mood Listening and Speaking Activities Name Class Date Reader’s Theater Activity With a small group, create a dramatic version of a scene from a novel or short story that you have read in class Your presentation should include narration and dialogue and be three to five minutes in length One member of your group, acting as narrator, should introduce the scene you have chosen to act, briefly describing the characters and explaining the action that has led to this point in the plot Assign speaking parts to other members and choose a second narrator to give a brief conclusion that explains what happens as a result of the episode you have chosen Double up on speaking parts if necessary to ensure that every member has a role to play Write out your script and rehearse until you can read your parts smoothly and with expression Finally, perform your scene for the class Copyright © The McGraw-Hill Companies, Inc Tips • Selecting an episode in which characters reveal strong emotions will give your presentation dramatic power and hold your audience’s attention • Make sure that your narration gives enough information to introduce the characters and set the scene • If you wish to include two or more scenes of dialogue, link them with passages of narration explaining how they are connected • You need not memorize your lines, but learn them well enough so that you can concentrate on how you deliver them Use your script to highlight your lines and mark for pauses, emphasis, pronunciation, and emotional expression • • Rehearse until the flow of narrative and dialogue is smooth Speak clearly Direct your words to the audience, not to one another Questions for Response or Discussion What did you enjoy most about participating in your group’s performance? How did working in a group improve your speaking skills? What did making a theatrical presentation from a novel or story add to the work? What was lost? What did you notice about the most effective performances your classmates staged? Listening and Speaking Activities, Grade 21 Listening and Speaking Activities Name Class Date Debate Activity As a class, write a list of controversial topics that most students have an opinion about and phrase them as statements For example, “The legal driving age should be 18.” The topics may range from school issues to international affairs Edit the list so there are half the number of statements on the board as there are students in the class Then have someone write each topic on one slip of paper labeled “agree” and on another slip of paper labeled “disagree.” Put all the slips in a hat and pass it around until each student has chosen a topic Spend a short while preparing a statement of one to two minutes in length, which either agrees or disagrees with your chosen topic, as specified on the paper If you are stuck for ideas, consult with a partner Make notes of the points you wish to raise Put your desks in a circle and select one student to present an argument He or she should be followed by the student with the opposing viewpoint Continue around the circle until every student has had a turn Tips • You might not agree with your assigned argument, but persuade yourself that you feel powerfully about it for this activity • In the short time permitted, you might not be able to find facts or statistics to support your case Example, opinion, and logic can still create a powerful argument • • Anticipate the opposing viewpoints and collect material to contradict them • Speak clearly at a normal pace, maintain a relaxed position, use natural hand gestures, and avoid nervous habits Questions for Response or Discussion How did you respond to being assigned a point of view? Did you have difficulties sounding persuasive? What was your best argument? Your weakest? How effective were you at anticipating your opponent’s arguments? How does participating in a debate sharpen one’s thinking, speaking, and listening skills? 22 Listening and Speaking Activities, Grade Copyright © The McGraw-Hill Companies, Inc Refer to your notes only briefly as you speak Effective debaters use eye contact to connect with their audience Listening and Speaking Activities Name Class Date Debate II Activity With a partner, create a list of topics suitable for classroom debate Choose the three topics that interest you the most and frame them in the form of statements (“Mandatory school uniforms will go a long way to improving public education.”) Share your ideas with the rest of the class and invite other pairs to debate one of the issues with you When every pair is matched with another team, get together and choose sides on your issue (Decide by flipping a coin, if necessary.) Your teacher will tell you how much time you have for research Use the research time to prepare a wellorganized opening speech of two to three minutes and to anticipate your opponents’ arguments On the day of the debate, each team will give its speeches, followed by rebuttal speeches of no more than two minutes After these four statements, invite the audience to challenge both sides with questions and then vote for a winner by secret ballot Tips • Create note cards that are easy to read for quick reference during your speeches Highlight key ideas and facts • In your preparation, remember to employ all the persuasive resources open to you— facts and statistics, example, reasoning, and opinion • • Make sure that your facts are accurate and up-to-date Copyright © The McGraw-Hill Companies, Inc • Take notes during the opposing side’s opening speech Make sure that you address these issues during your rebuttal As listeners, be aware of which types of arguments are making an impact on the audience Consider adjusting your own arguments accordingly Questions for Response or Discussion How good were you at thinking on your feet (refuting opponents’ arguments, defending your arguments against rebuttal)? What have you learned about your powers of reasoning? Which team’s argument changed—or nearly changed—your mind on an issue? Why was this so? Do you agree with the class’s decision on who won your debate? Explain Listening and Speaking Activities, Grade 23 Listening and Speaking Activities Name Class Date Parliamentary Procedure Activity As a class, make a list of proposals for improving your school Then select the four most interesting and controversial of these items Choose two that you will support and two that you will oppose (For this activity, don’t feel that you have to agree with the position you have been assigned.) A chairperson, appointed by your teacher, will call to order a parliamentary-style meeting in which your proposals are moved, debated, and voted on Keep individual speeches to under one minute and total debating time on one motion to ten minutes At the end of each debate, take a voice vote or roll-call vote If you have been persuaded by arguments that have been made contrary to your original position, you may change sides The session will conclude when a vote has been taken on each motion Tips • Speak only when the chairperson has recognized you Only one person may speak at a time • To gain the chairperson’s recognition, raise your hand and say, “Mr./Ms Chairperson.” • • • Once recognized, propose your motion by stating, “I move that ” A motion cannot be debated until another person has said, “I second the motion.” • Only one motion may be discussed at a time After a vote, the chairperson will call for any more motions • Always be courteous to your fellow debaters Questions for Response or Discussion What did you like and dislike about debating within the confines of the rules of parliamentary procedure? What role did you play in getting any of the proposals passed or rejected? What qualities would you look for in a good chairperson? When you think parliamentary procedure would be particularly useful? Under what circumstances might it not be a good choice for conducting a meeting? 24 Listening and Speaking Activities, Grade Copyright © The McGraw-Hill Companies, Inc The person who proposed the motion has the opportunity to make the opening speech in its favor ... most effective presenters use to create a mood and to convey ideas and emotions? Listening and Speaking Activities, Grade 19 Listening and Speaking Activities Name Class Date ... be used on every speaking occasion? Explain why or why not? Listening and Speaking Activities, Grade 15 Listening and Speaking Activities Name Class Date Speaking to Inform... you set? Listening and Speaking Activities, Grade 9 Listening and Speaking Activities Name Class Date Roles in Group Meetings Activity Form a group of six or seven and consider