Listening and Speaking Activities Grade 11 i_ii_Anc_889922.indd 23 4/10/08 9:18:02 AM 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: 978-0-07-889922-5 MHID: 0-07-889922-2 Printed in the United States of America 10 021 12 11 10 09 08 i_ii_Anc_889922.indd 24 4/10/08 9:18:03 AM 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 Drama 20 Reader’s Theater 21 Debate I 22 Debate II 23 Parliamentary Procedure 24 Listening and Speaking Activities Teacher Notes Listening and speaking skills require practice, stimulation, direction, and application The activities, tips, and questions work together to bring about learning through a variety of creative, interactive experiences Students may reflect on these challenges through discussion in class, in small groups, or through writing Students learn from one another through cooperative learning activities that connect both to real-world experiences and across the curriculum to other areas of knowledge and interest Activity 1—Listening Actively I Objective: To compare the merits of taking notes versus listening closely without writing Suggestion: Try to ensure that there is ample space between the groups For this activity to work effectively, students must be relatively free of distractions Answers should indicate that the experience of listening is not a constant Students’ preferences will vary Answers should suggest that taking notes is an aid in retaining facts and key ideas Answers should reflect an understanding that the role of the listener will vary with the task at hand and the material presented Activity 2—Listening Actively II Objective: To listen to instructions and retell them accurately Suggestion: Invite students to compare their listening experiences by reading to the class their original instructions and describing how these changed from person to person Discuss the skills involved in accurate listening iv Listening and Speaking Activities, Grade 11 Answers should indicate an awareness of the importance of listening skills Answers should reflect the differing learning styles of individual students Answers should include specific techniques for understanding and retaining oral instructions Activity 3—Listening Critically Objective: To distinguish opinionated and persuasive language from fact Suggestion: Lead students to understand that facts sometimes create only partial truths and can be as misleading as the wildest advertising claim Brainstorm with the class to write a list of unreliable facts Answers should acknowledge the complexity of persuasive writing Answers should reflect the ambiguity of certain statements Answers should refer to specific areas in which persuasive language is used, such as advertising, politics, entertainment, morality, and education Activity 4—Nonverbal Communication I Objective: To create and perform simple, nonverbal statements and questions Suggestion: Introduce this activity by asking for volunteers to perform nonverbally a few simple statements or questions that you have prepared in advance Answers should indicate that certain nonverbal expressions are more frequently used than others Answers should reflect an understanding that some individuals communicate nonverbally more freely than others Answers should acknowledge that nonverbal communication is in use at all times Exclusively nonverbal communication might be employed when one is in a foreign country, when there is a need to be silent, or when one is addressing someone with hearing loss Copyright © The McGraw-Hill Companies, Inc The Listening and Speaking Activities booklet provides five pages of teacher notes and twenty-four diverse classroom activities Teacher notes explain the listening and speaking skills that each activity is meant to develop Guidelines for facilitating discussion are included The numbered items below answer the worksheet questions Activity pages give students directions for completing the activity, suggestions for mastering the skills, and questions that help students learn from their individual and group efforts Listening and Speaking Activities Teacher Notes Activity 5—Nonverbal Communication II Objective: To interpret a film or television excerpt played without sound Suggestion: Choose a scene of three to five minutes involving emotion and physical activity (Actual fighting may be too obvious.) Students may need to see it twice before writing their summaries Activity 8—The Job Interview Objective: To take both sides in a mock job interview Suggestion: Make sure that students appreciate the importance of first impressions at a job interview Invite them to share experiences they have had in making quick judgments—or in being judged by others Answers should reflect an understanding that some nonverbal signals are universally understood, while others are less easy to read Answers should indicate that body language and facial expressions are often open to a range of interpretation 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 Answers should acknowledge that acting natural in a formal interview may require preparation and rehearsal 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 Copyright © The McGraw-Hill Companies, Inc Activity 6—Telephone Communication Objective: To practice the skills necessary for a successful conference telephone call Suggestion: Introduce this activity by asking students how telephone communication differs from faceto-face conversation Lead them to understand that words and tone of voice take on increased importance on the telephone Answers should indicate that tone of voice and word choice are central to telephone communication Answers should reflect the need for courtesy, selfdiscipline, and organization as the number of participants increases Answers should include some of the benefits and restrictions of voice-only communication Activity 9—Brainstorming Objective: To brainstorm as a group on a variety of subjects Suggestion: This activity can be linked to a single theme and serve as an effective review session Each station, for example, could have as its heading a character in a novel or an act of a play Answers should indicate an understanding that brainstorming as a group generates many more ideas than attempting the same task alone Answers should acknowledge that there are individual approaches to brainstorming activities 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 Activity 7—Interviewing Objective: To take both sides in an interview with a fictional character Suggestion: After everyone has had a chance to participate, ask for volunteers, who had not been matched before, to conduct an interview in front of the class Discuss points of interest arising from this performance Answers should point to open-ended questions, which encourage a wide variety of responses Answers should reflect an awareness that there is no formula for conducting an interview Answers should indicate that skilled interviewers can create spontaneity with their questions Listening and Speaking Activities, Grade 11 v Listening and Speaking Activities Teacher Notes Activity 10—Roles in Group Meetings Objective: To participate in a semiformal group meeting Suggestion: Although these groups are not operating under formal rules, make sure that students understand the responsibilities of the leader and recorder and that all participants agree to respect the need for order Activity 13—The Personal Narrative Objective: To tell a story about a turning point in one’s life Suggestion: Reassure students that you are not looking for a life-changing moment so much as an experience that affected their lives in some definable manner Modeling an incident from your own life will give them a sense of what this exercise requires Answers should indicate students’ ability to offer suggestions, listen courteously, and accept criticism Answers should indicate an understanding that groups rarely reflect the will of the individual Answers should acknowledge the responsibility of a group to focus on its goal and achieve its task Answers should indicate that students understand the skills involved in crafting an effective personal narrative Answers should indicate that students have thoughtfully assimilated feedback from their peers Answers should reflect an understanding of what constitutes a good story and what speaking techniques can make an anecdote more interesting Answers should indicate an understanding that groups have strengths or weaknesses determined by their individual members and collective self-discipline Answers should reflect students’ capacity for analysis and self-evaluation Answers should reflect an awareness that an unmoderated group can foster wide-ranging discussion but may become ineffective if members not abide by the rules Activity 12—Introductions Objective: To introduce a historical character to an audience Suggestion: Students who feel that their knowledge of history is weak may appreciate a brainstorming session This exercise also works well with characters from literature Answers should suggest that a good introduction is based on a solid groundwork of information Answers should reflect an awareness of what makes an introduction effective Answers should reflect an awareness that an introduction may provide an audience with its first impression of both the speaker and the person begin introduced vi Listening and Speaking Activities, Grade 11 Activity 14—Impromptu Speech Objective: To make an impromptu response to a challenging question Suggestion: Point out that the tall tale is a timehonored form of humor This is a literary activity, not one designed to encourage lying! Answers should acknowledge that impromptu speech involves temperament as well as skill 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 11—Participating in Groups Objective: To participate in and to observe a discussion conducted without a chairperson Suggestion: Instead of dealing with current affairs, choose a subject based on students’ reading This type of discussion adapts effectively as a means of reviewing issues encountered in literature Listening and Speaking Activities Teacher Notes Activity 15—The Demonstration Speech Objective: To give a demonstration speech performing and explaining a magic trick Suggestion: Ask students who own a book of tricks if they would lend their copies for classroom reference Answers should reflect the students’ capacity to evaluate their performances and the audience’s reaction Answers should indicate the importance of practicing with props Answers should reflect an understanding that visual aids are most effective when used to illustrate a process 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 a speech describing cause and effect Suggestion: Make sure that students understand the many degrees of certainty covered by the causeand-effect model Point out that some theses (the moon influences the tides) are much more certain than others (school uniforms increase student morale) Answers should acknowledge the range of opinion encompassed by many cause-and-effect statements Answers should reflect an understanding that delivering an informative speech from notes requires rehearsal and improvisational skills Answers should focus on good organization, clear explanations, and effective delivery Activity 18—Storytelling Objective: To adapt and tell a frightening story Suggestion: Remind students that some of the most frightening stories achieve their effects with subtle images, description, and suspense Violence is generally not an ingredient Answers should reflect an understanding that an audience’s age and experience will affect all aspects of storytelling 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 analyze and practice reciting a poem Suggestion: Select poems with powerful emotions or dramatic narratives that will benefit from oral interpretation Look for interesting rhythms or rhyme patterns and imagery that appeals to the senses Answers should indicate students’ capacity for selfevaluation and an appreciation of the skills involved in the recitation of poetry Answers should suggest that a poem’s effect can be enhanced by a thoughtful, rehearsed performance 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 prepare a persuasive speech and to perform it on videotape Suggestion: Point out that to perform effectively in front of a camera requires polish Hesitations, fumbling with notes, or loss of eye contact are all unacceptable in a television presentation Answers should suggest that the on-camera performances require rehearsal and careful selfassessment Answers should indicate that students can evaluate their own performances and assess the elements contributing to an effective persuasive speech Answers should focus on the importance of careful preparation, sound supporting evidence, vivid use of language, and effective delivery Listening and Speaking Activities, Grade 11 vii Listening and Speaking Activities Teacher Notes Answers should reveal an understanding of characterization and some of the skills necessary to create a believable character on stage Answers should reflect a capacity for honest self-evaluation Answers should reflect an awareness that an oral interpretation helps bring the selection to life Activity 21—Reader’s Theater Objective: To create and perform an impressionistic theatrical presentation based on a work of literature Suggestion: Encourage students to use all available space for this activity Invite them to rearrange seating in order to facilitate their production Answers should cast light on the creative process that shaped students’ productions Answers should reflect an awareness that oral interpretations provide listeners with new insights Answers may include such considerations as expressive reading, creative staging, thoughtfully chosen excerpts, and careful rehearsing Activity 22—Debate I Objective: To debate the guilt or innocence of a character from literature Suggestion: Based on the characters and issues of a single book, this debating activity can serve as a useful and entertaining unit review Answers should suggest that good literature presents issues and characters that are thought provoking and relevant to students’ experiences Answers should establish that students are able to evaluate their performances with knowledge and detachment Answers should reflect an understanding that participating in a debate helps a speaker think and speak logically and listen critically viii Listening and Speaking Activities, Grade 11 Activity 23—Debate II Objective: To debate an issue of current affairs Suggestion: Have a number of debate topics at hand to supplement the list that students compile Discuss the kinds of evidence students must gather and use to support their arguments Answers should indicate an understanding that debaters must remain emotionally detached when preparing for and during the debate Answers should reflect students’ ability to evaluate the logic of their own arguments Answers should establish that students are able to assess their performances with knowledge and detachment Activity 24—Parliamentary Procedure Objective: To research proposals and to present them as motions at a parliamentary-style meeting Suggestion: This exercise will work best if students take their proposals seriously Encourage them to come up with ideas—social, political, or environmental— that they sincerely believe will benefit the quality of life on Earth Answers should focus on the rewards and challenges of researching and defending a motion Answers should reflect an understanding that participants in democratic assemblies must often settle for less than total satisfaction on the part of each individual Answers should indicate that parliamentary procedure is useful for large meetings with a wide range of opinions Such rules not serve much purpose in small, informal gatherings Copyright © The McGraw-Hill Companies, Inc Activity 20—Oral Interpretation of Drama Objective: To rehearse and perform a dramatic excerpt Suggestion: Make sure students understand that they won’t be able to interpret their assigned section adequately if they have not read and understood the entire play Listening and Speaking Activities Name Class Date Listening Actively I Activity From a textbook or work of literature, choose an interesting excerpt that takes two to three minutes to read aloud In a group of three, take turns reading your chosen passages aloud While one person reads, another should take notes, and the third person should listen closely without taking notes Each member will have one opportunity to read and two opportunities to listen Each member should take notes on one listening occasion; on the other, he or she should simply listen After each person has finished reading, ask the listeners questions about the excerpt Did they retain the important facts or message? Discuss the pros and cons of taking notes versus close listening Tips • Read at a natural pace Emphasize important points with your voice but don’t slow down to help the person taking notes • When taking notes, write key words or phrases and abbreviate spelling Writing whole sentences will prevent you from keeping up with the speaker • Prepare to listen by clearing your mind of other thoughts and by eliminating physical distractions • • Shut your eyes while listening if doing so aids concentration Whether listening or taking notes, focus on what the reader is saying Don’t get distracted by nearby groups Copyright © The McGraw-Hill Companies, Inc Questions for Response or Discussion Which form of listening did you prefer? Why was this the case? How did the listeners fare against those taking notes in recalling the material? What would you conclude about the benefits of taking notes versus close listening? Listening and Speaking Activities, Grade 11 Listening and Speaking Activities Name Class Date Listening Actively II Activity Work in a group of five or six students to compose a set of instructions for finding a treasure chest Include six to eight detailed steps and feel free to be imaginative (“In order to find the treasure, climb out your bedroom window on a nylon rope, hop on your left foot to the old cemetery ”) Write your instructions and exchange them with another group Appoint one member of your group to be a reader He or she should read the instructions quietly to another member, who then must repeat them as exactly as possible to a third person When everyone has heard the instructions, ask the last person in line to give his or her version to the group Compare this with the original, and discuss any steps that were altered or left out along the way Would you have found the treasure on the basis of the last version? Tips • Make your instructions detailed enough to encourage close and active listening • Use your voice to emphasize key words: Go through the green door Choose the shovel with the wooden handle • Give your instructions at a natural pace Do not stop, repeat yourself, or make up a new step when you forget one • Visualize the steps as you hear them When your turn to speak comes, describe the mental images you created while listening What did you find most difficult to recall when it was your turn to repeat the instructions? What listening techniques did you find most effective in helping you repeat the instructions? Listening and Speaking Activities, Grade 11 Copyright © The McGraw-Hill Companies, Inc Questions for Response or Discussion How did the final version of your instructions compare with the original? Were you surprised by the outcome? Explain Listening and Speaking Activities Name Class Date Roles in Group Meetings Activity Form a group with five or six other students Appoint a leader, a recorder, and a spokesperson Those without official positions will be active participants Your assignment is to share ideas and vote upon the qualities of The Ideal Summer Home Your leader will invite you to consider aspects such as location, style, size, color, facilities, and any other features that would make this place perfect for a vacation (Limit your discussion to a home that one family could maintain You not have servants!) Vote on issues as they arise The recorder should take note of your decisions When you have finished your discussion, assist the recorder in writing a paragraph describing the summer home that the majority of you favor The spokesperson should read the paragraph to the class After all groups have had a turn, discuss the problems and rewards of achieving group decisions Tips • Allow the chairperson to select the speaker—even if you are bursting to say something • If the chairperson is allowing the discussion to wander, keep it on track by making sure that your comments are focused on the topic • Make a point of inviting quieter members to share their ideas In such small groups, everyone’s participation is essential • • Visualizing your summer home may help you come up with proposals Remember that you have a goal to achieve If it is clear you are in the minority, give way graciously Questions for Response or Discussion Describe your role in the group Were you more frequently in the majority or the minority? How did you feel about this? How did the summer home your group approved compare to a place you would have described if working individually? On a scale of one (poor) to ten (excellent), give your group a grade Explain your choice 10 Listening and Speaking Activities, Grade 11 Copyright © The McGraw-Hill Companies, Inc • Don’t be afraid to respectfully disagree People may prefer your ideas when you have aired them Listening and Speaking Activities Name Class Date Participating in Groups Activity As a class, select a topic of current interest about which most of you have something to say (For example, How to improve public education, Steps to save the environment.) Spend a few minutes making notes of your own ideas on the chosen topic Then divide the class into two equal groups and arrange your desks in two circles, one inside the other The first group, sitting in the inner circle, will discuss the issue There will be no chairperson and no recorder You may speak when you feel it is appropriate, either offering ideas of your own or responding to something that has been said Only one person may speak at a time While this discussion is going on, the second group should silently observe and listen After a set time determined by your teacher, the two groups should exchange seats, allowing the second group, now on the inside, to continue the discussion When both groups have served as speakers and observers, discuss the experience of participating in a selfregulated group discussion Tips • Wait for a suitable turn to speak Without a chairperson, your discussion depends upon the courtesy and good judgment of the members • • • • • Copyright © The McGraw-Hill Companies, Inc • Avoid personal arguments Criticize ideas, not people Speak up when you have something to say but don’t dominate the proceedings Express your 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 Listen to what others have to say and refer back when possible: “As earlier .” was saying As observers, watch critically for what makes a successful discussion Questions for Response or Discussion How successful were the discussions? Was each group equally effective? How would you assess your own role in the group? In a future discussion would you participate differently? Why or why not? What advantages are there to unmoderated discussions of this sort? What are the disadvantages? Listening and Speaking Activities, Grade 11 11 Listening and Speaking Activities Name Class Date Introductions Activity Choose a historical character who interests you and take brief notes on his or her principal achievements Then imagine that you are a television talk show host introducing a very special guest—your character! Create a lively, light-hearted introduction for this person, including several highlights from his or her biography, but not inform your audience who the person is until the very end (For example, you could being with: “My next guest is a truly remarkable young woman, who wants you to know that she doesn’t speak English very well.” Then describe her principal achievements Finally, introduce her: “Ladies and gentlemen, please welcome Miss Joan of Arc!”) In a small group, take turns rehearsing your introductions Take advice from your peers on how to polish your performance Then introduce your character to the class After you call out the name of your guest, another member of your group will come forward and introduce his or her historical figure Tips • Sound enthusiastic Convince your audience that they really want to meet this person • • Stay serious Even if members of your “studio” audience laugh, keep a straight face Tantalize your audience by bringing up a variety of fascinating facts before naming your guest • If your featured guest means a lot to you, personalize your introduction by explaining why • 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 You’re on television! What was successful about your introduction? How would you improve it for another occasion? How can something as simple as an introduction have an impact on an audience? 12 Listening and Speaking Activities, Grade 11 Copyright © The McGraw-Hill Companies, Inc Questions for Response or Discussion Did introducing a historical character make this exercise particularly challenging for you? Explain Listening and Speaking Activities Name Class Date The Personal Narrative Activity Recall a turning point in your life—perhaps when a sibling was born or a loved one died, when you passed your driving test or started a weekend job, when you learned that you were good at math, or when you discovered that all people are pretty much the same Think about the ways in which this experience has changed you, and ways in which you have remained unchanged Try to remember as many details as possible Did you even understand how important the experience was when it happened? Tell your story to a small group Try to make your listeners see and feel your experience Afterwards, ask for comments What did they enjoy most about your narrative? What made them curious? What confused them? Most important, did you succeed in making your audience understand the significance of the occasion? Copyright © The McGraw-Hill Companies, Inc Tips • When searching for a suitable subject, recall moments that made a difference in your life A turning point does not necessarily mean a 180-degree change in direction; five degrees also represents a turn • Use precise details and vivid language By recreating your experience as fully as possible, you will encourage your audience to share your feelings • How you tell your narrative may be as important as what you say Let your voice reflect your excitement or fear Change the speed of your delivery as the narrative suggests • Keep your narrative focused on what made this experience a turning point Avoid irrelevant details • Be a good listener when your turn comes Encourage the speaker by staying alert and interested Questions for Response or Discussion How challenging was it to find a suitable subject? Was putting your experience into words difficult for you? Explain How did your listeners respond to your narrative? Did you agree with their comments? Why or why not? How would you define the qualities of a good personal narrative? Listening and Speaking Activities, Grade 11 13 Listening and Speaking Activities Name Class Date Impromptu Speech Activity With a partner, compose two questions that ask for an explanation of some natural phenomenon Think along the following lines: • • What causes earthquakes? Why are there no mountains in the Midwest? Now join another pair of students and take turns asking each other questions and making unrehearsed replies Your aim is to answer the question with a fanciful, entertaining, and almost believable explanation See if you can stretch your tall tale to as long as one minute When everyone has had a chance to improvise, encourage your group’s most convincing impromptu speaker to field a question from the rest of the class Tips • Even though your explanation isn’t true, tell it with a sincere tone and a straight face • Details will make your story more believable “A dog named Bella—she was the biggest and laziest St Bernard you’ve ever seen—just lay down plop in the middle of the country, flattening the land under her.” • • In any speech, eye contact is important When telling a tall tale, eye contact is essential! If necessary, take a few moments to think before talking Repeating the question is not a convincing way to start a tall tale What made some responses more believable 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 11 Copyright © The McGraw-Hill Companies, Inc Questions for Response or Discussion Did you find this activity difficult? Why or why not? Listening and Speaking Activities Name Class Date The Demonstration Speech Activity Think of a magic trick or card trick that you are able to perform and prepare a demonstration speech—first performing the trick, then explaining how it is done (If you’re not a magician, you will find that the library has books on the subject.) The material required to perform your trick may be all you need in the way of visual aids If necessary, however, prepare an illustration to help your audience understand the process At the end of your demonstration, invite a volunteer from the audience to try the trick How successfully did you teach your lesson? Tips • Choose a trick that anyone can learn rather than one requiring special skills • Rehearse your trick thoroughly beforehand Practicing in front of a mirror will help you coordinate your performance • • Perform your trick at a natural pace Your aim is to mislead your audience • When explaining the trick, break your demonstration into simple steps If necessary, outline the process on a note card Make sure that the audience has a good view of your visual aids If showing a card, hold it up so that everyone can identify it Copyright © The McGraw-Hill Companies, Inc Questions for Response or Discussion How would you evaluate your own demonstration? Which part was more effective, the trick or the explanation? Why was this so? How did working with props affect your speech? Did they help you focus and organize your demonstration? Explain 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 11 15 Listening and Speaking Activities Name Class Date Speaking to Inform Activity Think of situations in which one event occurs as the result of another You can find cause-and-effect relationships just about anywhere you look: • • • Science: The earth’s plates slowly move against each other, causing earthquakes Music: Country-western meets the blues to create rock-and-roll Health: The evidence continues to accumulate that smoking causes cancer Choose a cause-and-effect relationship that interests you and prepare a speech about five minutes long to give to your classmates Research your subject and select the material that best supports your thesis (See Unit 23 of your text for further information on research methods.) Organize your supporting evidence on note cards that you can refer to while you speak Rehearse your speech several times before delivering it to the class After speaking, ask your audience for any questions about the material you presented Tips • Organize your speech around a thesis statement—a clear statement of your main idea This statement is often included in an introductory paragraph • Remember that experts often disagree about why things happen Acknowledge any significant disagreement and present the best evidence for your thesis • Connect your ideas by using transitional words or phrases, including as a result, therefore, consequently, due to, and because • • • Make simple notes, using key words and phrases that will jog your memory at a glance Number your note cards or connect them with a key 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 • 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 While researching, what challenges to your thesis did you encounter? How did you deal with them? Describe your experience of working from note cards Do you feel you presented your material successfully? What did you notice about other speeches that you considered most effective? 16 Listening and Speaking Activities, Grade 11 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 Imagine that High Scene, a television program aimed at young people and featuring teenage reporters, has asked you to present a two-minute editorial on an issue affecting high school students Choose a subject about which you feel strongly—standardized testing, length of the school year, dress codes, homework, cafeteria food—and create your case What facts or statistics can you find to support your opinion? What examples? What logic can you apply to persuade your audience? Rehearse your speech thoroughly High Scene does not allow its reporters to read their speeches (Working from notes only, according to the producers, creates a spontaneous, youthful atmosphere.) Have one of your classmates record your editorial on videotape Present your tape to the class and discuss the results Will High Scene take you on as a permanent member of staff? Copyright © The McGraw-Hill Companies, Inc 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 Speak expressively Allow your tone of voice to reflect your opinion Engage in eye-contact with the camera You will appear to be looking at the viewers Memorize important passages in order to avoid hesitation Rehearse with your notes taped to a mirror Compose notes—key words and phrases—in large print on sheets of paper A partner can hold these up behind the camera, allowing you to engage in eye contact with your audience Questions for Response or Discussion How did performing in front of a camera influence your delivery? How well, you feel, did you get your opinions across to your audience? How would you change your presentation on another occasion? How did the most successful persuasive speeches compare with each other? Listening and Speaking Activities, Grade 11 17 Listening and Speaking Activities Name Class Date Storytelling Think of a story that you thought was frightening when you first heard it Maybe it was from a book, a movie, or a Halloween party years ago Could you put the story into your own words and make a group of fourth graders shudder around a camp fire (but still be able to sleep)? Adapt your story so that you can perform it in three to five minutes Analyze what you found scary and try to include these elements in your own retelling (keeping in mind that you are addressing an audience of nine- and ten-year-olds) Was there a menacing atmosphere or a terrifying surprise? Did the storyteller’s dramatic tone of voice or vivid language keep you awake that night? Rehearse your story carefully and perform it for a small group of students Ask for their reactions and suggestions After everyone has had a turn, encourage your group’s scariest storyteller to perform for the class Tips • Practice to achieve the right tone of voice How you tell a scary story is as important as what you say • Consider carefully the speed at which you speak Scary storytellers generally favor a slow, deliberate pace • • • • • Don’t be afraid to pause dramatically from time to time Gestures and facial expressions will help bring your story to life Add details to emphasize important points in the plot, especially the climax Use eye contact to engage and hold your audience’s attention Watch the audience to evaluate how your storytelling techniques are working Don’t be afraid to improvise as you perform What did the best performances have in common? What techniques most successfully increased their dramatic effect? What characteristics make a story good for an oral presentation? What can a storyteller to enhance a story? 18 Listening and Speaking Activities, Grade 11 Copyright © The McGraw-Hill Companies, Inc Questions for Response or Discussion How did preparing your story for a younger audience affect your performance? Listening and Speaking Activities Name Class Date Oral Interpretation of Poetry Activity With two or three other students, discuss a poem that your teacher gives you What is the poem about? Is the poet teaching a lesson, creating an atmosphere, eliciting a powerful emotion, describing a scene, or perhaps just telling a story? Is the speaker of the poem someone different from the poet? Is there more than one speaker? When you have come to an understanding of the poem, take turns reading it aloud to each other, practicing ways of conveying your interpretation to your listeners Choose one member of your group to introduce the poem and recite it to the class When each group has had a turn, discuss the skill required to interpret poetry orally Copyright © The McGraw-Hill Companies, Inc Tips • 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 • 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 of the poem • • Speak distinctly Poets choose their words carefully, so make sure every word is heard As a general rule, recite the poem more slowly than you usually speak Listeners often need more time to fully understand poetry than other forms of speech • Observe the poem’s punctuation as you would when reading prose Don’t pause at the end of a line if there is no indication that you should • As a listener, try to pick out the mood and emotion of each performance Note how different speakers convey this mood Questions for Response or Discussion How successful were you at reading the poem aloud? How would you improve a future reading? How would you describe the mood of your poem? What did you to convey that mood in your oral interpretation? How does hearing a poem differ from reading a poem? What benefits the speakers and listeners gain from the oral interpretation of poetry? Listening and Speaking Activities, Grade 11 19 Listening and Speaking Activities Name Class Date Oral Interpretation of Drama Activity Your teacher will provide you with a short play of ten to fifteen minutes in length Divide the play into roughly equal sections and form small groups Each group will rehearse and perform one of these dramatic sections There should be as many members in a group as there are speaking parts in the section assigned to it (If there are too many or too few students, combine or subdivide sections so that everyone has a speaking part.) Get together with your group, assign parts, and read the entire play Discuss how you feel it should best be performed What is motivating the characters? What emotions they reveal? How would they speak? Then rehearse your assigned sections, bringing your characters to life with an expressive reading When everyone has had a chance to rehearse, form a circle around the room and read the whole play consecutively Listen to how other groups perform their parts Did their interpretations correspond to yours? Tips • If your scripts are copies that will not be used again, make notes on the pages about how to emphasize certain words or lines • Discover everything you can about your characters’ appearance, background, personality, and emotional state Consider how you can use your voice to bring each character to life • • While performing, project your voice so that everyone in the room can clearly hear you Don’t be afraid to use a voice quite different from your own if that is an appropriate way to represent your character How did your interpretation compare to those of other groups? Would you change your performance on another occasion? How is listening to drama 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 11 Copyright © The McGraw-Hill Companies, Inc Questions for Response or Discussion Describe the character you played How did you try to bring him or her to life? Listening and Speaking Activities Name Class Date Reader’s Theater Activity Collaborate with four or five other students to select a literary work that you have read this year in class On your own, go through this work carefully, writing down brief passages that strike you as meaningful, unusual, or simply beautiful Try to collect a variety of passages: descriptions, vivid images, or fragments of direct speech None of your selections should take more than fifteen or twenty seconds to read aloud With your group, read each other’s passages and create a script from those you find most striking Arrange these in any order you like—thematically, chronologically, by character, by word association, or in a way that best evokes the spirit of the literature Assign readers for each passage and practice reading your script Then decide where the readers will be in the room Will there be a “stage?” Will there be movement? Will readers exit or enter the room? Rehearse your reader’s theater and perform it for the class Afterwards, ask for comments from your audience What was most dramatic or moving? How could you have improved your performance? Tips • Discuss with your group how lines should be read and mark your script with instructions for pauses, emphasis, pronunciation, and emotional expression • • Copyright © The McGraw-Hill Companies, Inc • • • • • Be creative in assigning parts and strive for variety Don’t hesitate to repeat lines that you feel are important Use them like a chorus in your script Consider creating a musical sound track to accompany your performance Experiment with choral speaking in certain passages Consider memorizing one or two key passages in order to address your audience directly Rehearse until the flow from one passage to the next is smooth Speak distinctly This is a theater of words, not of action Questions for Response or Discussion How did you create your script? Was there a theme or principle governing your arrangement? How did the reader’s theater presentations enhance your understanding or appreciation of a piece of literature? What did you notice about the most effective performances your classmates staged? Listening and Speaking Activities, Grade 11 21 Listening and Speaking Activities Name Class Date Debate I Activity As a class, brainstorm to create a list of characters you have encountered in literature who may be guilty of crimes, misdemeanors, or simply questionable behavior Write an opinion-based statement about each one (Example: Jay Gatsby was a criminal and does not deserve the reader’s sympathy.) Get together with three other students and choose one of these topics that interests you Then form pairs and decide (by a flip of a coin, if necessary) which side you and your partner will support Research the issue, supporting your case with evidence from the text and with logical arguments Stage your debate in front of the class Each team should make an opening statement of three to five minutes and a rebuttal speech of two to three minutes Invite the class to vote on which side made the most telling case Tips • Have the text at hand and quote from it wherever it is relevant Draw from the opinions of other characters when possible • Base your argument on the literary text but don’t hesitate to make connections with people’s behavior in the nonliterary world (“How you think people became rich in the Prohibition years? By selling water?”) • You might not agree with your assigned argument, but persuade yourself that you feel powerfully about it for this activity • • Anticipate the opposing viewpoints and collect material to contradict them Take notes during the opposing side’s opening speech Make sure that you address these issues during your rebuttal Questions for Response or Discussion How did you feel about debating an issue from literature? How did the debate affect your appreciation of the book? Did the audience’s vote surprise you? If you had been a member of the audience, how would you have voted? Explain How does participating in a debate sharpen one’s thinking, speaking, and listening skills? 22 Listening and Speaking Activities, Grade 11 Copyright © The McGraw-Hill Companies, Inc • Speak clearly and at a normal pace, maintain a relaxed position, use natural hand gestures, and avoid nervous habits Listening and Speaking Activities Name Class Date Debate II Activity As a class, make a list of topics currently disputed at the local, national, or international level List these issues on the board and briefly describe what they are about and who is involved Then get together with four or five other students and adopt one of these issues to research and debate Agree on the wording of a statement to support or attack (Example: Economic development should take priority over human rights.) Your teacher will tell you how much time you have for research During that period, find out as much as you can about the issue, using print, television, and reliable Internet sources Become familiar with the arguments on both sides of your statement and take notes of your findings On the day of the debate, get together with your group, divide into two teams, and decide which team will support and which will oppose the proposition Spend a few minutes organizing your arguments with your teammates Then debate the issue in front of the class, each side making two constructive speeches and two rebuttals After debating, the class should vote on a winner, based on the criteria of delivery, evidence, and reasoning Tips • While researching, try to stand apart from your personal views on the issue You may be asked to oppose your genuine beliefs • In your preparation, remember to employ all the persuasive resources open to both sides—facts and statistics, example, reasoning, and opinion • • Make sure that your facts are accurate and up-to-date 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 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 How did you feel about having to take either side in the debate? Did this make the research easier or more difficult? 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? Do you agree with the class’s decision on who won your debate? Explain Listening and Speaking Activities, Grade 11 23 Listening and Speaking Activities Name Class Date Parliamentary Procedure Activity Think of a proposal you could make to improve life in the United States—or perhaps everywhere on Earth Phrase your proposal in practical terms (“Ban the sale of handguns” rather than “End senseless killings.”) Then research your topic, looking for expert opinions and evidence to support your proposal You will have the opportunity to propose your idea as a motion at a parliamentary-style meeting Make sure to have a brief, wellorganized speech to support your motion A chairperson, appointed by your teacher, will brief the class on parliamentary procedure and then call the meeting to order Each motion that is debated will be put to a voice or roll call vote No debate should last more than ten minutes At the end of the meeting, tally the new proposals that your parliamentary assembly has approved Will the world be a better place as a result of your meeting? • Be prepared to support and defend your motion Not everyone will agree with you, even though you think your idea may change the world! • As the one who proposed the motion, you have the opportunity to make the opening speech in its favor Your case will be stronger if you brief allies with evidence that they can use in supporting speeches of their own • The majority vote will prevail The minority must agree to abide by the majority’s decision • Only one motion may be discussed at a time After a vote, the chairperson will call for more motions • Always be courteous to your fellow debaters Questions for Response or Discussion Describe your experience of creating and defending a motion Did you find it easy to find supporting evidence? Did your proposal meet with unexpected opposition? Explain Do you approve of all the proposals passed by the meeting? What did this activity teach you about democracy? 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 11 Copyright © The McGraw-Hill Companies, Inc Tips • Before the meeting, enlist another member to second your motion Without a second, your proposal will not be debated ... language, and effective delivery Listening and Speaking Activities, Grade 11 vii Listening and Speaking Activities Teacher Notes Answers should reveal an understanding of characterization and some... benefits of taking notes versus close listening? Listening and Speaking Activities, Grade 11 Listening and Speaking Activities Name Class Date Listening Actively II Activity Work... disadvantages? Listening and Speaking Activities, Grade 11 11 Listening and Speaking Activities Name Class Date Introductions Activity Choose a historical character who interests you and