Listening and Speaking Activities Grade 10 i_ii_Anc_889921.indd 22 4/7/08 3:50:07 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: 978-0-07-889921-8 MHID: 0-07-889921-4 Printed in the United States of America 10 079 12 11 10 09 08 i_ii_Anc_889921.indd 23 4/7/08 3:50:08 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 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 complete a task that requires accurate listening Suggestion: Preview this activity by asking students to share moments—and mishaps—that they have encountered in following directions Lead them to understand that listening is a skill requiring conscious effort Answers should reflect an awareness that listening techniques are consciously employed Answers should focus on the importance of giving clear, organized instructions Answers should include specific techniques for understanding and retaining oral instructions Activity 2—Listening Actively II Objective: To take notes and accurately summarize information Suggestion: Students should understand that note taking not only helps them retain orally transmitted information but also helps them listen more effectively Encourage students to discuss their note-taking techniques iv Listening and Speaking Activities, Grade 10 Answers should indicate whether students’ notes helped them repeat information accurately Answers should reflect knowledge of good listening and note-taking techniques Answers should include the idea that note taking helps listeners identify and remember key ideas Activity 3—Listening Critically Objective: To analyze a political debate Suggestion: This activity requires a video of an effective political debate One possibility is a dramatic reenactment of one of the Lincoln-Douglas debates Point out to students that listening critically encourages them to become active listeners Answers should reflect an ability to identify the elements in a logical argument Answers should identify specific verbal skills (logical reasoning, facts, statistics) and nonverbal techniques (gestures, facial expressions, body language) and should explain why they were effective Answers should reflect an awareness that critical listening increases the ability to evaluate a debate Activity 4—Nonverbal Communication I Objective: To practice nonverbal communication by playing charades Suggestion: Point out that this nonverbal activity encourages students to explore the use of facial expression, gesture, and pantomime to communicate ideas, activities, and emotions Before the activity, help students practice their nonverbal skills Answers should reflect a self-awareness of choices in body language Answers should reflect an understanding that some emotions, activities, and ideas are often conveyed by specific facial expressions and movements 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 communicate by means of nonsense syllables Suggestion: Point out that how people say something is often as important as what they say This gibberish activity helps students realize the importance of vocal tone and facial expression in communication Answers should reflect a self-awareness of choices in tone of voice and facial expression Answers should explain how specific facial expressions and vocal tones communicated the encounter Answers should reflect an understanding of what can or cannot be conveyed effectively with tone of voice and facial expression Copyright © The McGraw-Hill Companies, Inc Activity 6—Telephone Communication Objective: To role-play and analyze a telephone conversation Suggestion: Help students articulate how tone can reveal and interpret more than words might suggest By focusing on telephone communication, students learn how much they rely on nonverbal forms of communication Answers should reflect an awareness that, when nonverbal communication is not possible, speakers must convey emotion through their word choice and tone of voice Answers should describe how words, vocal mannerisms, and tone of voice contributed to the impression of the speaker Answers should cite the benefits and restrictions of voice-only communication Activity 7—Interviewing Objective: To conduct an interview with a fellow student Suggestion: Help students create questions that will elicit informative answers You might also ask students to role-play famous people and use a television talk show format to conduct their interviews Answers should focus on the interviewer’s ability to listen and communicate with the interviewee Answers should focus on being receptive to the interviewee’s feelings, setting the interviewee at ease, and asking interesting questions Activity 8—The Job Interview Objective: To take both sides in a mock job interview Suggestion: Point out that presenting a positive selfimage to an employer is a skill that can be practiced and refined This activity helps students articulate their qualifications and evaluate the performance in a noncompetitive atmosphere Answers should reflect students’ abilities to evaluate the images they conveyed during their interviews Answers should show that such qualities as confidence and enthusiasm make a good impression Answers should focus on skills that demonstrate politeness, self-confidence, and preparedness Activity 9—Brainstorming Objective: To participate in a group brainstorming activity Suggestion: Instead of having students work from a predetermined subject, suggest that they begin their brainstorming session with a free-association word game Point out that this activity focuses on ways students can build on one another’s ideas Answers should identify such skills as creative thinking, building on the ideas of others, and articulating ideas in a group situation Answers should analyze the dynamics within the group, paying special attention to members’ abilities to build on one another’s ideas and to refrain from criticism 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 Answers should cite specific instances when planning and spontaneity contributed to or detracted from the interview experience Listening and Speaking Activities, Grade 10 v Listening and Speaking Activities Teacher Notes Answers should evaluate the ability to offer suggestions, listen courteously, and accept criticism Answers should reflect an awareness of the responsibilities and rules of behavior in group meetings 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 participate in unstructured small group discussions Suggestion: This activity works well with openended questions about literature or textual analyses of poetry Give students four or five minutes to interact and discuss with new members Make sure that ambassadors not become homing pigeons and return to their original groups Answers should indicate students’ capacity to evaluate their learning styles and participation in collaborative activities Answers should express a range of views on the effectiveness of collaborative learning Answers should point out that a group has the collective strength of its members’ ideas and experiences; a group can sometimes be overly cautious in its conclusions and slow in reaching decisions Activity 12—Introductions Objective: To interview a fellow student and introduce him or her to the class Suggestion: Encourage students to focus their introductions on one or two of the individual’s most unusual interests or experiences Answers should reflect an awareness of what makes an introduction effective vi Listening and Speaking Activities, Grade 10 Answers should identify the specific techniques that made 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 two personal narratives, one nonfiction and one fiction Suggestion: Preview the activity by telling two narratives of your own Challenge students to guess which one is fiction Answers should reflect the wide variety of creative responses that individuals have to telling personal narratives Answers should point out that certain mannerisms, vocal qualities, and creative choices serve as indicators of truth or falsehood 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 impromptu speeches on questions of current interest Suggestion: Although students have no time for preparation, help them understand that even impromptu speaking requires making conscious choices in organization and delivery Answers should reflect an awareness that impromptu speaking requires the ability to think and formulate an answer quickly, while rehearsed speech allows more time for planning and organization Answers should discuss the fact that impromptu speeches are apt to be less organized, so the listener must work harder to identify main ideas Answers should reflect an awareness that impromptu speaking is a required skill in group discussions, question-and-answer sessions, and debates Copyright © The McGraw-Hill Companies, Inc Activity 10—Roles in Group Meetings Objective: To assume roles in a semiformal group meeting Suggestion: Make sure students understand the responsibilities of chairperson, recorder, and observer Ask them to explain the rules of order that should be followed in a group meeting Point out that problemsolving group meetings teach the rules that are needed to maintain order and foster decision making Listening and Speaking Activities Teacher Notes Activity 15—The Demonstration Speech Objective: To demonstrate a process with the help of visual aids Suggestion: This activity will help students organize the steps of a process in sequential order and practice using props and other visual aids to illustrate each step Emphasize that visual aids should only be used if they help listeners understand information more quickly or clearly Answers should explore how visual aids can help focus a demonstration speech Answers should reflect an awareness of the proper uses of 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 and present an informative speech on a subject of the speaker’s choice Suggestion: Review the different ways students can organize the information they gather: problem/ solution, comparison/contrast, cause/effect, and so on Answers should reflect the students’ ability to evaluate their speech and the audience’s reaction to it Answers should discuss such listening skills as identifying main ideas and note taking Answers should reflect the understanding that an informative speech may be more engaging than a written informative essay Activity 18—Storytelling Objective: To adapt and retell a short story Suggestion: As students adapt written stories for a dramatic storytelling performance, ask what makes a story suitable for storytelling Discuss nonverbal communication techniques that can bring a story to life Answers should reflect anticipation and awareness of audience response Answers should reflect an understanding of dramatic storytelling techniques 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 introduce and recite a poem to the class Suggestion: Point out that effectively reciting a poem requires an understanding of what the poet is trying to express with his or her use of words, phrasing, rhythm, and figures of speech Suggest to students that this activity may enhance their understanding and appreciation of the poem Answers should discuss how interpretation revealed emotions and meanings that weren’t immediately obvious and made the poem more personally meaningful Answers should reflect an awareness of the creative choices available to the oral interpreter of poetry, such as tone of voice, gesture, posture, phrasing, and emphasis Answers should point out that both the speaker and the listener can gain greater insight into the poem when it is interpreted orally Activity 17—Speaking to Persuade Objective: To make a persuasive speech on a topic about which the speaker feels strongly Suggestion: Help students identify examples of sound evidence and discuss examples of faulty reasoning Suggest that they refer to Unit of Writer’s Choice for further examples of persuasive techniques Answers should reflect an understanding of the criteria for an effective persuasive speech Answers should identify examples of sound evidence and examples of faulty reasoning Answers should indicate that an understanding of persuasive techniques enables speakers and listeners to make informed choices and assessments Listening and Speaking Activities, Grade 10 vii Listening and Speaking Activities Teacher Notes Answers should reflect the understanding that, in order to depict a character, the interpreter has to analyze every detail about that character Answers should discuss how the speaker used verbal and nonverbal communication to make each character distinct Answers should reflect an awareness that the performer of an oral interpretation is 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 an oral pastiche based on literary works studied during the year Suggestion: Encourage students to draw excerpts from a wide variety of literary forms Point out that multiple voices offer an extended range of vocal possibilities and that rehearsal is more essential when more than one individual is involved 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 reflect an awareness that oral interpretations provide listeners with new insights Answers should reflect an understanding that a reader’s theater presentation is a planned and rehearsed interpretation Multiple voices can create a more dramatic effect Activity 22—Debate I Objective: To debate one-on-one in front of a panel of student judges Suggestion: Point out that debating stresses the importance of constructing logical and convincing arguments Help students select debate topics, and discuss the kinds of evidence they must gather and use to support their arguments viii Listening and Speaking Activities, Grade 10 Answers should reflect the ability to identify examples of solid evidence and faulty reasoning Answers should point out that a well-reasoned argument is most effective during a debate Answers should reflect an understanding that participation in a debate helps a speaker think and speak logically and listen critically Activity 23—Debate II Objective: To prepare a brief and participate in a team debate Suggestion: Make sure that the student judges understand the distinction between delivery, evidence, and reasoning before initiating the first debate Answers should reflect the students’ ability to evaluate the logic of their own arguments Answers should reflect an understanding that reasoning requires the use of sound evidence to support an argument Answers should reflect an awareness that formal debate requires good skills in thinking and reasoning, research, organization, persuasive speaking, and critical listening Activity 24—Parliamentary Procedure Objective: To propose, debate, and vote on bills in a mock student congress 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 congress before it convenes Answers should point out that the rules help maintain order but also restrict expression Answers should discuss the appeal of logic and solid evidence during a parliamentary debate Answers should reflect an understanding of the purpose of parliamentary procedure rules: to help maintain order and to ensure that everyone is fairly represented Copyright © The McGraw-Hill Companies, Inc Activity 20—Oral Interpretation of Prose Objective: To rehearse and read dramatically an excerpt from a work of literature Suggestion: Have students use different voices, facial expressions, and gestures to differentiate characters and bring them to life Listening and Speaking Activities Name Class Date Listening Actively I Activity On a piece of paper draw a design made up of geometric shapes, such as lines, circles, triangles, squares, and rectangles Then, in a small group, take turns giving the members detailed instructions on how to draw the design Don’t let the other group members see your design as you provide instructions Each member should try to duplicate the design without asking questions or looking at anyone else’s work After the group members have finished, let them compare their drawings with your original design How well did the members in your group listen to instructions? Repeat the activity until each group member has had a chance to provide drawing instructions Tips • Concentrate on giving clear instructions If all of the group members draw the same “wrong” design, the problem might be unclear instructions • If the first design duplicating effort is a disaster, the next group member should try to make his or her design less complex On the other hand, if everyone is able to duplicate the first design easily, the second design should be more challenging • • Try to visualize the design as you listen to the drawing instructions Listen carefully for spatial terms, such as above, below, right, left, next to, diagonally, across, inside, and around Copyright © The McGraw-Hill Companies, Inc Questions for Response or Discussion How did each of your drawings compare with the original designs? Did your drawing ability improve as you repeated the activity? If so, what did you differently? How did the designer’s instructions help or confuse you? What did this activity teach you, as a listener, about giving oral instructions? What listening techniques did you find were most effective in helping you follow oral instructions? Listening and Speaking Activities, Grade 10 Listening and Speaking Activities Name Class Date Listening Actively II Activity Choose a partner and take turns reading aloud passages (two or three paragraphs) from a textbook, newspaper, or magazine While you read your passage, your partner should listen and take notes on the information After you have finished reading, ask your partner to summarize the information using the notes See if he or she can identify the passage’s main idea and important supporting details Then you listen and take notes while your partner reads a different passage See if you can identify the passage’s main idea and important supporting details After you have completed the activity, assess and discuss your listening ability What kind of information did you record accurately? What kind of information did you tend to leave out? Tips • Read the passage clearly and at a natural pace Help your partner understand the information by emphasizing important points • When you listen, don’t try to write down every word Briefly note only the passage’s main ideas and important supporting details • • Use short phrases and abbreviations to speed up your note taking You may want to jot down your notes in outline form, with supporting details indented under the main idea Did your partner manage to identify the main idea and most of the supporting details in the passage you read? If so, how you think he or she accomplished this? If not, what advice would you give your partner? How can taking notes increase your ability to listen effectively? Listening and Speaking Activities, Grade 10 Copyright © The McGraw-Hill Companies, Inc Questions for Response or Discussion How effective were your notes? Could you use the notes to reconstruct the information from the passage you heard? Listening and Speaking Activities Name Class Date Roles in Group Meetings Activity Form a group of six or seven students Select members within the group to serve as a chairperson, a recorder, and an observer Then hold a group discussion on a current problem facing your school or community For example, you may discuss how to promote school spirit or ways to encourage people in your community to recycle The chairperson should begin the discussion by announcing the topic, and the recorder should write down all the ideas expressed After fifteen minutes, the chairperson should have the recorder read the ideas aloud and ask the group to vote on the best ones During the discussion, the observer should consider the following questions: Who is contributing to or distracting from the discussion? Is the group remaining focused on the topic? Is the group interaction courteous and orderly? After the discussion, the observer should share what he or she noted about the group’s effectiveness as a team Then hold another group discussion on a different topic Choose a new chairperson, recorder, and observer Tips • Keep order by discussing only one idea at a time Allow the chairperson to decide who will speak • Listen carefully to the other participants Taking notes may help you to be more attentive • Help the chairperson keep the discussion on track If you notice that the discussion is wandering, draw participants’ attention to this fact and start a new idea rolling • • Encourage other members to participate • Keep in mind that it is acceptable to disagree with or question the group members’ ideas However, make sure that you criticize ideas, not individuals • • Use sound reasoning to explain why you disagree with a particular idea Accept criticism of your own ideas Questions for Response or Discussion Did you volunteer your own ideas at the group meeting? Did group members criticize your ideas? How did you handle that criticism? Did your group agree on a solution to the problem? What communication skills did you learn from listening to and observing the members of your group? What are the advantages of conducting an orderly group discussion? What might be the disadvantages? 10 Listening and Speaking Activities, Grade 10 Copyright © The McGraw-Hill Companies, Inc Think of the group as a team Individuals should cooperate to reach the best possible solution to a problem Listening and Speaking Activities Name Class Date Participating in Groups Activity Get together in groups of three or four Your teacher will give you a few challenging study questions to discuss or a poem to analyze After five minutes of discussion, appoint one member of your group to be a roving ambassador He or she should change places with an ambassador from another group Continue to discuss the problems with your new member When the teacher indicates that time is up, trade another of your original members for a second roving ambassador Continue discussing and swapping members in this manner until everyone has had a chance to transfer groups at least once At the end of the session, talk about the dynamics of group participation Did this rotating membership encourage or inhibit group discussion? Did everyone participate? What about your answers? Were they refined by the input of new members, or was there too much coming and going? Tips • Wait for a suitable opportunity to speak In an unstructured discussion, the effectiveness of your group depends upon the courtesy and good judgment of the members • • Always keep your group’s task in mind Don’t get sidetracked by other topics • If one or two people are dominating the discussion, encourage quieter members to contribute by asking them their opinions • Avoid personal arguments Criticize ideas, not people Welcome new members and invite them to contribute what they have learned in previous discussions Copyright © The McGraw-Hill Companies, Inc Questions for Response or Discussion How did working in a group with changing membership affect your own participation? Were you quieter or more assertive than you would normally have been? How well did your group solve the problems you were set? How did the arrival of fresh ideas change your answers? What advantages are there to solving problems or completing tasks in groups? What are the disadvantages? Listening and Speaking Activities, Grade 10 11 Listening and Speaking Activities Name Class Date Introductions Activity Choose a partner and take turns interviewing and then introducing each other to the rest of the class If you like, invent a scenario to help guide your interview questions and your introduction For example, you might pretend that your partner is a game show contestant, an award winner, a new member of a club, or a famous historical figure Try to make your introduction memorable Include interesting information about your partner’s background, achievements, and future plans When you have finished your introduction, your partner should stand up to be acknowledged by the class It will then be your partner’s turn to introduce you Tips • Use a natural, informal manner when you introduce your partner • Remember that the focus of your introduction is your partner, not you Try not to detract attention from your subject • Plan what you want to say and order your introduction ahead of time If you like, write brief notes on index cards • • Use your partner’s name frequently so that the audience will remember it • When you are listening to an introduction, try to connect at least one point of interest with the person being introduced so that you will be able to remember that person Engage the audience’s attention from the start by sharing one of your partner’s unusual traits, interests, or experiences Which introductions stand out in your mind? How did the speakers capture your attention? How can something as simple as an introduction have an impact on an audience? 12 Listening and Speaking Activities, Grade 10 Copyright © The McGraw-Hill Companies, Inc Questions for Response or Discussion Do you feel that you presented your partner in an interesting manner? How did you decide what information to include in the introduction? How did you engage the audience? Listening and Speaking Activities Name Class Date The Personal Narrative Activity Think of something unusual that you have experienced or witnessed (The time you were bitten by a monkey, for instance!) Now think of another unusual story about yourself—but this time make it up Turn each story—the nonfiction and the fiction—into a lively narrative of one to two minutes in length Rehearse your stories with a partner Try to fool him or her into believing your fiction by the use of realistic detail and a matterof-fact delivery When you are able to deliver both narratives fluently and believably, try your storytelling skills on the full class After your performance, ask your listeners to judge which story was nonfiction and which was fiction Tips • Keep your two stories at the same level of believability The nonfiction must be a little strange; the fiction, not too wild Don’t claim that you were abducted by aliens (unless you were) • • An undramatic, down-to-earth delivery will make any story seem believable • As a listener, keep alert for any tone of voice, choice of detail, or subtle body language that indicates a falsehood The speaker is bound to give something away Use precise, realistic details to recreate your experiences (true or not) and to confuse your audience Copyright © The McGraw-Hill Companies, Inc Questions for Response or Discussion Which did you find easier to narrate, the nonfiction or the fiction? Explain As a listener, how frequently did you guess correctly? How could you tell if someone was telling a truth or a falsehood? What would you define as the qualities of a good personal narrative? Listening and Speaking Activities, Grade 10 13 Listening and Speaking Activities Name Class Date Impromptu Speech Activity Form a group of six or seven students to practice impromptu speaking To begin the activity, each group member should write one or more questions on separate slips of paper The questions may deal with issues involving your school or community or with current social and political issues Some possible questions include: “Do you think your school should have a dress code?” and “Should the production of fur and leather coats be banned?” Now place all of the slips of paper in a box Take turns drawing a question from the box and responding to it Each speaker should express his or her opinion on the question, giving an unplanned, unrehearsed response The impromptu speeches should not exceed one minute Hold a group discussion after each speech Offer suggestions to help the speaker improve the content and delivery of his or her speech • Be aware of your delivery Speak clearly and maintain a poised, confident posture Establish eye contact with several different people as you speak • Keep in mind that there is no right or wrong answer to your question You are expressing your opinion • Be brief If your question is extremely general, focus on one major point in your answer • As you listen to the speaker’s answer, try to identify the main point Questions for Response or Discussion Do you find impromptu speaking easier or more difficult than giving a rehearsed speech? Why? How is listening to impromptu speaking more challenging than listening to a planned speech? 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 10 Copyright © The McGraw-Hill Companies, Inc Tips • Take a few moments to think before answering the question Begin your answer by rephrasing the question This will help you focus your answer—and give you extra time to think Listening and Speaking Activities Name Class Date The Demonstration Speech Activity Prepare a five-minute demonstration speech to present before your class In your demonstration speech, use visual aids to help your classmates understand a particular process For example, you may demonstrate how to play a video game, or you may explain what happens during a volcanic eruption Select visual aids, such as charts, diagrams, photographs, and models, to help your audience visualize the process you are demonstrating Try to use a visual aid to illustrate each step of the process Keep in mind that your explanation should be clear enough to allow your listeners to perform the process Copyright © The McGraw-Hill Companies, Inc Tips • Jot down each step in the process you want to explain on a separate note card You may also want to use the cards to remind yourself when to present a particular visual aid • Use visual aids that can be seen clearly by everyone If possible, present the actual objects used in the process If it is not practical to bring these objects into the classroom, use representations such as charts, diagrams, or scale models • Practice your demonstration speech with the visual aids in front of a mirror to help you coordinate your presentation • Don’t get so involved with your props that you forget about your audience Speak slowly so that they can follow the order of the process you are demonstrating • When listening to the students present their demonstration speeches, try to determine whether any steps in a particular process have been left out Questions for Response or Discussion How did working with visual aids affect your demonstration speech? Did they help you overcome your nervousness? Did they help you focus and organize your speech? How did the speakers’ use of visual aids help you understand and retain what they were demonstrating? Which visual aids were most effective in supporting a particular speech? 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 10 15 Listening and Speaking Activities Name Class Date Speaking to Inform Activity Think of a subject about which you know a great deal or in which you have great interest Possible subjects include sports, current events, environmental issues, and the arts Narrow your topic and then prepare a fiveminute informative speech to present to the class Begin by establishing your purpose and researching your topic Once you have gathered all the information you need, organize your ideas into an outline Copy your main ideas onto note cards that you can refer to during your speech You may wish to turn to Unit in your textbook for more information on drafting and writing an informative essay At the conclusion of your speech, be prepared to answer any questions the other students may have about your topic Tips • Present your ideas in a logical order and use transitions to connect the ideas • • • • Define any words that listeners might not be familiar with • • • Number your note cards or connect them with a key ring to keep them in order • While listening, analyze how well the speaker supports his or her ideas with facts, examples, and experts’ opinions Don’t clutter your speech with filler words, such as you know, um, uh, and okay Use gestures to emphasize main points Tick off numbered reasons on your fingers Use one note card to outline each main idea and its supporting details Use short phrases that will provide you with enough information to jog your memory, but not enough to tempt you to read your cards Don’t overwhelm your listeners with too many statistics Questions for Response or Discussion Did you present your ideas clearly? Did your audience ask follow-up questions, or did they ask questions that indicated they were confused? As a listener, were you able to pick out the main ideas of your classmates’ speeches? What listening techniques did you use to follow the speeches? How is presenting an informative speech different from writing an informative essay? Why is speaking from brief notes more effective than reading a speech? 16 Listening and Speaking Activities, Grade 10 Copyright © The McGraw-Hill Companies, Inc Use variation in voice pitch, speed, volume, and emphasis to keep your tone from getting monotonous Listening and Speaking Activities Name Class Date Speaking to Persuade Activity Prepare a speech in which you try to persuade a small group of your classmates to take a specific action For example, you might pretend to be a salesperson trying to persuade potential customers to buy a car, a high school counselor trying to convince students to stay in school, or an environmentalist trying to persuade people to conserve water First, choose an issue about which you feel strongly Then research the issue to gather facts, examples, and experts’ opinions that will support your position Consider what your audience already knows about the issue and determine what facts and examples would most effectively engage their interest (Turn to Unit in your textbook for tips on writing persuasively.) Finally, outline your speech on note cards After each presentation, the group should discuss whether or not the speech was effective Copyright © The McGraw-Hill Companies, Inc Tips • Begin your speech with an introduction that clearly states your position Try grabbing your listeners’ attention from the beginning with a startling fact, an interesting quote, or a provocative question • Use confident, enthusiastic body language and active, vivid language to make your persuasive statements more powerful • Although emotional appeals can be effective persuasive tools, specific information and sound logic are more likely to convince your classmates • End your speech by summarizing your argument and calling your listeners to take a specific action • As a listener, see if you can detect faulty reasoning in your classmates’ arguments Some examples of faulty reasoning include overgeneralizations, cause-and-effect errors, and either/or reasoning Questions for Response or Discussion Did you support your position clearly and logically? Did you succeed in persuading your listeners? As you listened, what persuasive techniques succeeded in convincing you? What errors in reasoning did you detect? How might an understanding of persuasive techniques help you to be an effective speaker and listener? Listening and Speaking Activities, Grade 10 17 Listening and Speaking Activities Name Class Date Storytelling Activity Select a story that you would like to tell to a small group of your classmates The story you choose may be fiction or nonfiction, but it must be short enough to present in five minutes Once you have found a story and feel you know it well, adapt it for a storytelling performance Decide which details of character and plot you want to emphasize and which ones could be deleted Explore ways to bring your story to life with gestures, facial expressions, movement, and sound effects After your performance, discuss your storytelling techniques with your group Use the group’s comments and suggestions, as well as their reactions during your performance, to revise your story Then perform your story for another group, incorporating the new ideas Tips • Choose a story that has dramatic possibility Consider myths, fairy tales, and humorous anecdotes • When adapting the story, emphasize or add sensory details that will help listeners see, hear, taste, touch, and smell the story • • Add sound effects, voice changes, and gestures to make your story lively • • • Add details to emphasize important points in the plot, especially the climax • Respond to each story while you listen to it Your reactions will help the storyteller evaluate the success of his or her adaptation Bring key characters to life by acting them out Try adding dialogue and using gestures and facial expressions to portray their traits and emotions Use eye contact to engage and hold your audience’s attention Questions for Response or Discussion Why did you choose this particular story to tell? How did you adapt the written version for your performance? How did the audience respond to your adaptation? As a listener, what did you like best about a story? Which techniques most successfully increased your enjoyment? What characteristics make a story good for an oral presentation? What can a storyteller to enhance a story? 18 Listening and Speaking Activities, Grade 10 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 Select a poem that you would like to share with your classmates Consider what the poem means to you and how you can encourage an audience to share your feelings about it Create a brief introduction in which you name the poem and poet and give any background information that will help your listeners understand the poem Next, practice reading your poem aloud Experiment with using different tones of voice to convey your personal interpretation of the poem If possible, practice with a tape recorder so that you can hear what you sound like and adjust your performance as needed Finally, present your oral interpretation of the poem to a group of your classmates Copyright © The McGraw-Hill Companies, Inc Tips • Choose a poem that tells a story, creates a mood, or elicits a strong emotion Look for interesting rhythms or rhyme patterns and imagery that appeals to the senses • Study the poet’s word choices to discover exactly what he or she is trying to say Analyze the ideas and emotions the poet intended to convey through the use of figurative language, phrasing, repetition, and rhythm Explore the possible connotations of all important words • Experiment to discover how—by varying the pitch, volume, and speed of your voice—you can highlight certain words, lines, or ideas to convey the mood and the meaning of the poem • Who is the speaker in your poem? Is there more than one? Change your voice and body language for each new speaker • Make a reading copy of your poem on which you mark pauses, underline words you want to emphasize, and write marginal reminders about gestures and voice changes you wish to use • When listening to other students’ oral interpretations, try to pick out the overall mood or emotion of each poem Note how each speaker conveys this mood Questions for Response or Discussion How did preparing and presenting an oral interpretation enhance your understanding and appreciation of the poem you selected? What devices did the most effective presenters use to create a mood and to convey ideas and emotions? How does hearing a poem differ from reading a poem? What benefits the speaker and listeners gain from the oral interpretation of poetry? Listening and Speaking Activities, Grade 10 19 Listening and Speaking Activities Name Class Date Oral Interpretation of Prose Activity Select an excerpt from a work of prose literature (short story, novel, autobiography, essay) to interpret orally for the class You may wish to research background information about the author, the piece of literature, and the time and place in which it was written Study the excerpt carefully, until you feel you understand it completely After you have studied your selection, practice your delivery Don’t try to memorize your selection but practice it enough so that your delivery will be smooth If your excerpt includes more than one character, explore ways of using your voice and body language to make each character distinct Try out your oral interpretation before a small group and ask group members for feedback on how your performance aided their understanding of the selection If necessary, make adjustments to your delivery before presenting your oral interpretation to the class Tips • When analyzing the characters in a work of fiction, look for details about each one’s appearance, background, personality, and emotional state Consider how you can use your voice to bring each character to life • If there is only one speaker (a narrator or the author), consider whom the speaker is addressing: himself or herself? another character? the reader? • Make a copy of your selection to use as a script Make notes on your script about how to emphasize certain words or lines • • Use a tape recorder to rehearse your performance Questions for Response and Discussion How did your preparation enhance your understanding and appreciation of the selection? Based on your audience’s reaction, how well you think you conveyed your interpretation? Think about the oral interpretation that you found the most moving or revealing How did the performer achieve that success? How does listening to an oral interpretation differ from reading the same selection? How the uses of voice and body language in oral interpretation differ from their uses in other types of public speaking? 20 Listening and Speaking Activities, Grade 10 Copyright © The McGraw-Hill Companies, Inc 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 Listening and Speaking Activities Name Class Date Reader’s Theater Activity Get together with a group of your classmates to create a reader’s theater script based on excerpts from the literary works you have read in class this year Select excerpts from a wide variety of literary forms, such as novels, short stories, plays, poems, and essays Then work together to write a script to connect the selections First, divide your completed script into parts Assign the selections to group members and ask one person to narrate the transitions between selections If a dramatic or fictional excerpt contains more parts than there are members in your group, members can take more than one part After your group has had adequate time to rehearse, perform your reader’s theater presentation for the class You may use your script during the performance Copyright © The McGraw-Hill Companies, Inc Tips • Consider selecting excerpts based on a broad theme, such as nature, youth, justice, or freedom • Be creative in assigning parts and strive for variety Divide lines by character in plays and novels In material without distinctive characters or voices, alternate readers by verse, line, or word, but don’t change readers so often that your performance becomes choppy Consider places where unison reading or overlapping voices would be effective • Feel free to adapt the material for your performance For example, you may wish to have a chorus of voices repeat a line, or you might perform a narrated conversation as a dramatic dialogue • 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 from one excerpt to the next 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 a reader’s theater performance? How did working in a group improve your speaking skills? How did the reader’s theater presentations enhance your understanding or appreciation of a piece of literature? How does a reader’s theater presentation go beyond a simple reading? What effects can multiple voices achieve that one interpreter could not? Listening and Speaking Activities, Grade 10 21 Listening and Speaking Activities Name Class Date Debate I Activity As a class, brainstorm to list debate topics Write the topics that you feel strongly about and would most like to debate Then form a team of four students and choose a partner within that team Agree on a topic to debate one-on-one Decide who will debate the affirmative side and who will debate the negative side (Flip a coin, if necessary.) Gather evidence for your argument Hold your debate while the other pair of students judges your performance Each debater will make a fiveminute speech to state his or her position on the topic These will be followed by two-minute rebuttal speeches Judges will decide the winner of the debate based on who presented the most logical and convincing argument At the conclusion of your debate, you and your partner should serve as the judges while the other pair of students on your team debate • Collect facts, statistics, experts’ opinions, and examples to use as supporting evidence for your arguments Write each item on a separate index card and organize the cards by topic • Make sure that your facts are accurate and up-to-date Consider whether each fact can be interpreted in more than one way • Anticipate your opponent’s arguments and collect facts to contradict them Organize your evidence by possible argument so you can easily pull the appropriate cards for use in your rebuttal speech • Outline your speech on note cards, highlighting key ideas and facts Make your notes easy to read so you can maintain eye contact with the judges • Throughout the debate, speak clearly and at a normal pace, maintain a relaxed posture, establish eye contact, use natural hand gestures, and avoid nervous habits • As you listen to your opponent, examine all of his or her arguments for errors in logic or for faulty reasoning Questions for Response or Discussion What were the greatest weaknesses in your case? How effective were you at anticipating your opponent’s arguments and using sound evidence to disprove them? When you were acting as a judge, what skills did you think debaters displayed most effectively? How does participating in a debate sharpen one’s thinking, speaking, and listening skills? 22 Listening and Speaking Activities, Grade 10 Copyright © The McGraw-Hill Companies, Inc Tips • Preparing for a debate is much like preparing to write a persuasive essay See Unit in your textbook for appropriate tips Listening and Speaking Activities Name Class Date Debate II Activity As a class, decide on several issues you would like to debate Then form a debating team with four or five classmates Your teacher will assign you one of the topics and match you up with another team While you debate the issue, two other teams will judge the debate Be ready to debate either side of the issue Teams will flip a coin to determine who will argue the affirmative side and who will argue the negative side Your teacher will decide how long you have to gather evidence and prepare your brief Each team will take turns participating in the debate according to the following format: Your team’s first constructive speech five minutes Your opponents’ first constructive speech five minutes Your team’s second constructive speech five minutes Your opponents’ second constructive speech five minutes Your team’s first rebuttal speech two minutes Your opponents’ first rebuttal speech two minutes Your team’s second rebuttal speech two minutes Your opponents’ second rebuttal speech two minutes Judges will evaluate each team, awarding one to five points for each of the following categories: delivery, evidence, and reasoning At the end of each debate, the judges will add up their scores; the winner will be the team that scores the most points Then switch roles with the judges and evaluate their debating skills Copyright © The McGraw-Hill Companies, Inc Tips • After you have completed your research, prepare a brief that contains a detailed outline of all arguments and supporting evidence for both sides of the issue • Write facts, expert opinions, and examples on separate note cards and organize them for easy access • Prepare for your next speech during your opponents’ speeches Take notes on the opposing side’s arguments and begin thinking about an effective rebuttal • As you listen, note how the debaters use evidence to support their arguments and contradict their opponents’ arguments 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? When you were judging debates, what kind of arguments did you think were the most effective? How did the debaters use supporting evidence to back up these arguments? What skills are most essential to successful debating? Listening and Speaking Activities, Grade 10 23 Listening and Speaking Activities Name Class Date Parliamentary Procedure Activity Form a group of five or six students Each group will spend one class period writing a bill to propose before a student congress At the end of the class period, your teacher will list all of the bills on the board This list will be the agenda for a student congress session to be held during a subsequent class period Before the student congress session, research your bill as a group and be prepared to defend it in a parliamentary debate The chairperson (selected by the teacher) will convene the student congress by introducing the first proposed bill The group that proposed the bill will present its argument before the congress Then the chairperson will open the floor to debate Individual speeches will be limited to three minutes When the debate is concluded, or when the time limit is up, the chairperson will call for a vote The session will continue until each bill has been addressed Tips • Only one issue, or bill, may be discussed at a time Each bill must be voted on or tabled for further discussion before the next bill can be introduced • Each member must receive permission to speak from the chairperson Only one speaker may talk at a time • • Everyone has an equal right and responsibility to debate and to vote • Minority members have the right to question the majority decision and try to persuade representatives to change their minds 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 bills passed or rejected? What kinds of arguments and rhetorical devices were most effective in getting a bill passed or rejected? Why are so many rules needed to participate in a student congress? What would happen without these rules? 24 Listening and Speaking Activities, Grade 10 Copyright © The McGraw-Hill Companies, Inc The majority vote will prevail The minority must agree to abide by the majority’s decision ... disadvantages? Listening and Speaking Activities, Grade 10 11 Listening and Speaking Activities Name Class Date Introductions Activity Choose a partner and take turns interviewing and. .. effective tools in public speaking? Should they be used on every speaking occasion? Explain why or why not Listening and Speaking Activities, Grade 10 15 Listening and Speaking Activities Name ... How might an understanding of persuasive techniques help you to be an effective speaker and listener? Listening and Speaking Activities, Grade 10 17 Listening and Speaking Activities Name