Listening and Speaking Activities

Transcription

1 Grammar and Composition Listening and Speaking Activities Grade 8

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3 Contents Teacher Notes Teacher Notes Teacher Notes Teacher Notes Teacher Notes Listening Actively I Listening Actively II Listening Critically Communicating on the Telephone Taking Notes in Class I Taking Notes in Class II Interviewing Interviewing with Technology Communicating Nonverbally I Communicating Nonverbally II Making Introductions Speaking Informally I Speaking Informally II Speaking Formally Reports: Speaking to Demonstrate Reports: Speaking to Inform Reports: Speaking to Persuade Reports: Speaking to Entertain Reports: Reviewing Books and Films Presenting an Oral Interpretation of a Poem Brainstorming Conducting Group Meetings Listening and Speaking in a Debate

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5 Teacher Notes The Listening and Speaking Activities booklet provides five pages of teacher notes and twenty-three 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. 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 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. 1 Listening Actively I (page 6) Objective: To listen carefully and repeat given directions. Suggestion: Make sure each group has adequate meeting space. For this activity to be effective, students must be relatively free of distractions. 1. Answers should indicate an understanding of transition words and phrases that link the steps in a set of directions. 2. Answers should reflect critical analysis of the speaker s ability to give directions. 3. Answers should include specific techniques for improving listening skills. 2 Listening Actively II (page 7) Objective: To listen to a description and identify the place being described. Suggestion: Remind students to provide enough but not too much information. Details should set the scene but not give the location away. 1. Answers should reflect that interesting details maintain the listener s attention and provide helpful or intriguing clues. 2. Answers should include examples that support students opinions. 3. Answers should suggest that taking notes is an aid in retaining facts and key ideas. 3 Listening Critically (page 8) Objective: To analyze how dialogue, sound effects, and background music contribute to a movie. Suggestion: If possible, choose a scene that includes exciting action or melodrama from a movie students are not likely to recognize. 1. Answers should include specific details from the movie scene. 2. Answers should take into account a variety of responses. 3. Answers should reflect that these elements enhance the audience s reaction to the film. Audience members participate by filtering the sounds they hear through their own experiences and associations. Listening and Speaking Activities, Grade 8 1

6 Teacher Notes 4 Communicating on the Telephone (page 9) Objective: To practice telephone skills by simulating a variety of telephone situations. Suggestion: Before beginning, invite the class to identify a variety of situations that involve the telephone. 1. Answers should indicate an awareness of how the caller s tone of voice changes depending on the purpose of the call. 2. Answers should reflect individual student s reactions to the telephone skills of others. 3. Answers should include specific benefits of using proper telephone skills. 5 Taking Notes in Class I (page 10) Objective: To practice note taking. Suggestion: Review commonly used note-taking shorthand, such as the symbols for the words at (@) and therefore (three dots in a triangle) and the use of arrows to indicate steps in a process. 1. Answers should reflect a critical analysis of the note-taker s ability to capture important information from the class lecture. 2. Answers should reflect the partner s assessment of the notes. 3. Answers should include specific techniques for improving note-taking skills. 6 Taking Notes in Class II (page 11) Objective: To practice the two-column format for taking notes. Suggestion: Before students begin the activity, model this note-taking method on the board, using a subject you have covered recently. Give examples of thoughtful questions that may result from this technique. 1. Answers should include specific examples from students experiences. 2. Answers should reflect the different learning styles of individual students. 3. Answers should include specific reasons for or against recommending this technique. 7 Interviewing (page 12) Objective: To prepare for and conduct an interview. Suggestion: Monitor students choice of subjects and questions to maintain an atmosphere of courteous curiosity and to avoid repetition. 1. Answers should reflect a critical analysis of interview questions. 2. Answers should demonstrate an understanding of the merits of specific questions. 3. Answers should include specific suggestions for helping an interview subject share information. 8 Interviewing with Technology Objective: To understand how the use of video affects how students speak and listen during a person-on-the street interview. Suggestion: Monitor students choice of topics for appropriateness and interest. 1. Answers should demonstrate an understanding of how unspoken language communicates information. 2. Answers should reflect an understanding of how listening and speaking strategies change depending on the task at hand. 3. Answers should be based on a critical analysis of the interview process. 2 Listening and Speaking Activities, Grade 8

7 Teacher Notes 9 Communicating Nonverbally I (page 14) Objective: To communicate by using and observing nonverbal clues. Suggestion: Begin by asking students to demonstrate commonly understood gestures (such as those for eating, drinking, and choking) and facial expressions (such as those for happiness, anger, and sadness). 1. Answers should indicate an understanding of the importance of nonverbal clues. 2. Answers should reflect a thoughtful evaluation of the performer s use of nonverbal expression and of students skill in interpreting it. 3. Answers should demonstrate an understanding of how nonverbal clues enhance the spoken message. 10 Communicating Nonverbally II (page 15) Objective: To use nonverbal communication to enhance the reading of a children s story. Suggestion: Point out that nonverbal communication is an important part of storytelling. Ask students to recall performances in which nonverbal communication was used successfully. 1. Answers should indicate students awareness of listener response. 2. Answers should demonstrate an understanding of the relationship between facial expression and gestures and the spoken word. 3. Answers should include specific techniques for incorporating nonverbal communication into literature readings. 11 Making Introductions (page 16) Objective: To practice making introductions between people of varied backgrounds. Suggestion: Encourage students to create imaginary personas that are quite different from themselves for this activity. 1. Answers should demonstrate an awareness of conversation-starting techniques. 2. Answers should reflect students individual experiences and temperaments. 3. Answers should include specific ways that speaking, listening, and nonverbal communication work together during an introduction. 12 Speaking Informally I (page 17) Objective: To use verbal and nonverbal communication techniques in an informal discussion. Suggestion: With the class, brainstorm to list characteristics of a negative trait, such as greed, jealousy, or impatience. 1. Answers should reflect individual group experiences. 2. Answers should include specific techniques that students found persuasive. 3. Answers should include examples from the discussion that support the opinions expressed. 13 Speaking Informally II (page 18) Objective: To use careful listening, speaking, and cooperative decision-making skills to make a recommendation. Suggestion: Emphasize the cooperative nature of this activity. Point out that each member of the group should contribute and listen respectfully to the ideas of other group members. After students have finished, consider having a vote on the best five ideas. 1. Answers should reflect each group s unique experience. 2. Answers should demonstrate a critical analysis of the group s performance and include specific techniques for improving group-member participation. 3. Answers will reflect individual experiences and evaluations. Listening and Speaking Activities, Grade 8 3

8 Teacher Notes 14 Speaking Formally (page 19) Objective: To adapt personal language, speaking rate and pitch, and gestures to suit a formal speech. Suggestion: Allow plenty of time for students to gather ideas, either by prewriting or by brainstorming. 1. Answers should reflect an understanding of the difference between informal and formal speech. 2. Answers should indicate students thoughtful evaluation of their classmates speeches. 3. Answers, based on examples from speeches students have heard, should include specific public speaking techniques. 15 Reports: Speaking to Demonstrate (page 20) Objective: To work cooperatively with a partner to plan and produce a videotaped how-to show. Suggestion: Point out that word choice, visuals, and the complexity of the task should be appropriate for the intended audience. Remind students to use clear transition words to signal the various steps in the process. 1. Answers should reflect critical analysis of students demonstrations and include specific techniques to consider in future presentations. 2. Answers should demonstrate an understanding of the importance of effective visuals in a demonstration. 3. Answers should include specific examples to support students ideas. 16 Reports: Speaking to Inform (page 21) Objective: To use effective speaking skills to communicate knowledge. Suggestion: If students have difficulty coming up with topics, suggest that they recall recent essay questions they ve answered, describe a scientific process, or explain a historic event. 1. Answers should demonstrate an understanding of the interests and perspectives of each audience. 2. Answers should reflect a critical analysis of student speeches and audience reaction. 3. Answers should include specific strategies for improving the speech. 17 Reports: Speaking to Persuade (page 22) Objective: To practice speaking persuasively in real-life situations. Suggestion: Before beginning the activity, encourage students to review the persuasive strategies described in their textbook or strategies they have used successfully in the past. 1. Student answers should demonstrate how they used their voices to enhance the information being presented. 2. Answers should reflect a critical analysis of persuasive techniques. 3. Answers should indicate students understanding of the role organization plays in persuasion and include examples from the activity. 18 Reports: Speaking to Entertain (page 23) Objective: To use verbal and nonverbal communication skills to amuse an audience. Suggestion: Before beginning, give examples of appropriate material. Try to provide ample space for each group. For this activity to work effectively, students must be relatively free of distraction. 1. Answers should reflect thoughtful evaluation of group member s performances. 2. Answers should demonstrate an understanding of successful storytelling techniques. 3. Answers should include specific examples from a speech presented to the group. 4 Listening and Speaking Activities, Grade 8

9 Teacher Notes 19 Reports: Reviewing Books and Films (page 24) Objective: To practice persuasive communication skills in a radio review. Suggestion: Remind students that in radio, verbal skills are particularly important. 1. Answers should indicate thoughtful evaluation of various persuasive techniques. 2. Answers will reflect a range of experiences. 3. Answers should show an understanding that facts lend credibility to a reviewer s opinions. 20 Presenting an Oral Interpretation of a Poem (page 25) Objective: To use voice, facial expression, and gestures to present an oral interpretation of a poem. Suggestion: Before students begin, model a poetry reading, using a selection with which students are familiar. Ask students to discuss techniques they found particularly effective. 1. Answers should reflect an awareness of the relationship between voice, body language, and message. 2. Answers should indicate an awareness of the benefits of reading poetry aloud versus reading it silently. 3. Answers should reflect a variety of experiences and responses. 21 Brainstorming (page 26) Objective: To practice the skills necessary for a fruitful brainstorming session. Suggestion: Explain the brainstorming technique sometimes called king of the hill. In this technique, the group uses the latest idea accepted by the group. This idea is considered king (or queen) of the hill until it is replaced by another, more universally accepted idea. 1. Answers should indicate students receptiveness to new ideas. 2. Answers should reflect thoughtful evaluation of each group s brainstorming session. 3. Answers should include specific ways this strategy enhanced the brainstorming process. 22 Conducting Group Meetings (page 27) Objective: To learn by assuming a variety of roles in a group meeting. Suggestion: Before students begin their meetings, discuss the attributes necessary to perform each role successfully. 1. Answers should reflect an understanding that the behavior of group members will vary with the task at hand. 2. Answers should show an understanding of how an individual s communication style affects his or her performance in a meeting. 3. Answers should reflect a variety of techniques to ensure inclusion, cooperation, and consensus. 23 Listening and Speaking in a Debate (page 28) Objective: To practice effective listening and speaking skills in a debate setting. Suggestion: Show students a videotaped portion of a famous debate. As a class, critique the performances of each participant. Remind students to keep successful strategies in mind as they conduct their own debates. 1. Answers should reflect a critical analysis of the information presented. 2. Answers should include specific techniques and an evaluation of their effectiveness. 3. Answers should indicate an understanding of the relationship between listening and speaking in a successful debate. Listening and Speaking Activities, Grade 8 5

10 Name... Class... Date... 1 Listening Actively I Have you ever asked someone for directions, only to forget them once you were on your way? How can you be sure you understood the directions perfectly? You have to listen for all of the key points, turns, and landmarks in order to be able to reach your destination. If you miss some important information, you might end up where you started: asking for directions. In a group of four people, practice giving and receiving directions to a place at least six blocks from your school. The first person gives a set of directions to the person on his or her right, who, in turn, gives the directions to the next person, and so on. The last person to receive the directions says them out loud. As a group, discuss how accurate the final directions are. for Active Listening Clear your mind of distractions and concentrate on the speaker s words. Identify the each step or turn you must take. If you don t understand something, ask a question. Asking questions right away helps avoid confusion later on. If a certain part of the directions is important, repeat it to the speaker to make sure you have understood correctly. If you have taken notes, review them as soon as possible after the conversation; fill in any information you may have left out. 1. Which verbal clues helped you recognize each step in the directions? 2. Which part of the directions, if any, caused confusion? 3. How might you improve your listening skills in this situation? What can a speaker do to help the listener understand directions? 6 Listening and Speaking Activities, Grade 8

11 2 Listening Actively II Listening and Speaking Activities Name... Class... Date... Working in a small group, take turns describing a place you ve visited recently. For example, you might describe a library, a mall, or a nature trail. Include details such as sights, sounds, smells, and tastes that you associate with the place; however, don t identify the place you are describing. You might want to jot down some ideas before describing the place to the group. As you listen to each group member, take notes and ask questions when you don t understand something or want more information. On a sheet of paper, write down the place you think the person is describing. When everyone has had a turn, share your guesses with the group. As a group, discuss each description. What details helped you identify the place? What could the speaker have done to make it easier or more difficult to guess the place? Provide as many concrete details as possible, such as the musty smell of old books, the gentle swishing of leaves, or the constant bumping into people during the busy shopping season. Describe what you are doing without giving away the location. For example, say you are walking slowly and peering at many objects, your heart is racing and you are sweating, or your arms and feet are tired after your long day at the place. When asking questions about the descriptions, try to find out how the location affects the five senses or what the person is physically doing while there. 1. How accurate were your guesses of each person s place? How did the details help or trick you? 2. What kinds of details were most effective? Which were least effective? 3. How does taking notes help make you a better listener? Listening and Speaking Activities, Grade 8 7

12 Name... Class... Date... 3 Listening Critically Moviemakers pay great attention to the sounds that accompany their films. Every sound from the dialogue, to the musical score, to the sound effects contributes to the total effect of the film. Your teacher will play a scene from a videotaped movie with only the sound on. Listen to the dialogue, the musical score, and the sound effects to get a sense of the action in the scene. Jot down details that you hear and note what they tell you about the action in the scene. Write notes about what you heard. Try to answer the questions who, what, when, where, and why as you summarize the movie scene. Then share your summary with a group of three other students. Try to notice what sounds catch your attention in the movie scene and how the sounds influence your reaction to the scene. Identify the sound effects in the scene. How do they affect the listener s feelings about the scene? Compare other group member s reaction to the scene to your own. Think about how personality influences the way people listen and respond to different sounds in a movie. 1. What details from the movie scene had the greatest impact on you? 2. How did other members of the group react to the scene? 3. What do sound effects, music, and dialogue contribute to a movie? How does the movie audience have to participate in the process? 8 Listening and Speaking Activities, Grade 8

13 Name... Class... Date... 4 Communicating on the Telephone Sit back-to-back with a partner and take turns pretending to speak to each other on the telephone. At the beginning of the call, the caller should identify himself or herself and state the purpose of the call, such as to ask for directions, invite someone for dinner, inquire about a part-time job, or introduce oneself to a prospective baby-sitting client. The person receiving the call should act as the person to whom the call is directed. After each person has placed two calls, discuss what went well and which aspects of the telephone communication could have been improved. for the Caller Identify yourself immediately. State the purpose of your call. Speak clearly and politely. Provide as much information as possible, such as the date and the time of the dinner, your recent work experience, or the names of people for whom you ve baby-sat in the past. Ask appropriate questions to show the listener you are serious about the subject. for the Listener Speak clearly and politely. Ask questions that you think the person in the situation might ask. Answer the caller s questions in the manner that someone in the situation would respond. 1. How does a caller s tone of voice vary with the purpose of the phone call? 2. How did the caller s tone, preparedness, and questions influence your enthusiasm for the call? 3. Explain the importance of making a good impression on the telephone. Listening and Speaking Activities, Grade 8 9

14 Name... Class... Date... 5 Taking Notes in Class I Taking clear and thorough notes is an important part of your study routine. As you take notes during class or while you read, you will develop your own note-taking system, with certain shorthand symbols that you alone understand. Be sure that you are using symbols and abbreviations that you will understand later, especially when you are studying for mid-term or final exams. Take notes for one class period of science, math, or history. Share your notes with a partner who is in the same class and ask for feedback on the thoroughness and clarity of your notes. Make sure the speaker has completed a key idea before writing it down. Keep listening as you take notes. Stay alert so that you don t miss important information as you write. Keep your notes brief. Don t try to write down everything the speaker says. You don t need complete sentences. If possible, use graphic aids to organize information clearly. Charts, pictures, tables, or even arrows and lines can help you remember how points are related. 1. How complete and clear were your notes? 2. Was your partner able to understand the concept by reading your notes? 3. How can you make sure you better capture the main idea of a lecture in your notes? 10 Listening and Speaking Activities, Grade 8

15 6 Taking Notes in Class II Listening and Speaking Activities Name... Class... Date... When you are studying a challenging topic, you may think of many questions as you read or listen to a lecture. To help you organize your ideas, use a two-column format when you take notes. On each page you will use for notes, make a large T over the whole page. Write the subject of the class across the top of the T. During class, write your notes on the left side of the vertical line. Use whatever shorthand you normally use when taking notes. After the class, use the right side of the vertical line to record your comments or questions at the appropriate point in the notes. This approach lets you use your notes or even the teacher s own words to help you phrase your questions. Repeat the two-column format on as many pages as necessary. Place your questions so that they line up with the notes on which they are based. Refer to your notes as you write your questions. This will help you write thoughtful and complete questions. Questions for Discussion or Review 1. How did this form of note taking allow you to interact with the new information? 2. What kinds of questions did you write in the right-hand column? How did the format help you clarify your thinking? 3. Would you recommend this form of note taking to a classmate? Why or why not? Listening and Speaking Activities, Grade 8 11

16 Name... Class... Date... 7 Interviewing Identify a person in your community whom you find interesting, amusing, or courageous. Write a list of questions you ve always wanted to ask this person. However, be careful not to pry into the interview subject s personal life. Ask the person for permission to interview him or her and arrange a time. Conduct your interview and write a brief human-interest story about the person. Share the story with the subject of your interview and discuss how well your story reflects what was discussed in the interview. Start your interview with general questions. As you learn more about the person, make your questions more specific. Ask open-ended questions, such as those that begin with why or how. Open-ended questions invite the speaker to expand on ideas. Listen closely to your subject s answers and create follow-up questions from these responses. 1. Which questions let your subject reveal the most about himself or herself? 2. Why are specific questions better than general ones? 3. How can an interviewer encourage an interview subject to share information? 12 Listening and Speaking Activities, Grade 8

17 8 Interviewing with Technology Listening and Speaking Activities Name... Class... Date... With a partner, create a person-in-the street video about a topic important to people your age. The topic might be smoking, teen stress, or the latest blockbuster movie. The two of you will take turns performing the roles of interviewer, who asks the questions, and producer, who operates the video camera. Each person who answers your interview questions is a subject. Work together to select a topic idea and three or four related questions. Create a general outline for the interview, but leave room for interesting or unexpected replies. Interview at least two people each. Record your interviews and review them with your partner. Choose the best interview to share with the class. Before beginning an interview, ask for permission to videotape the person. Think about how gestures, facial expressions, and tone of voice contribute to the message of both interviewer and subject. Use interview questions that begin with how or why. This type of question encourages the subject to expand on answers. During your interview, keep the conversation on track. Practice operating the video equipment before beginning to tape. 1. How do tone of voice, gestures, and facial expressions communicate impressions? 2. How were your listening skills different when you were the interviewer than when you were the producer? 3. How effective was your use of technology? Did it enhance or detract from your interviews? Listening and Speaking Activities, Grade 8 13

18 Name... Class... Date... 9 Communicating Nonverbally I Some facial expressions and gestures are universally understood. Others are unique to the person using them. When talking with someone who doesn t speak your language, body language and facial expressions may be needed to help you communicate. In such situations, you want your expressions and actions to be as clear as possible. In a group of three people, take turns trying to communicate a simple idea without using words. For example, you might ask where the nearest gas station is, tell someone that you ve hurt your leg, or ask for a particular kind of food. When you have finished, ask group members to guess what you were trying to communicate. Posture: Is the person erect or hunched over? Seated or standing? Moving or still? Facial expressions: Does the person make eye contact? Is the smile sincere or phony? Gestures: Is the person mimicking a familiar activity? Expressing emotions? Signaling directions or passage of time? 1. How do gestures help people communicate? 2. How well did members of the group identify the idea or message? 3. How can an awareness of nonverbal cues improve your communication skills? 14 Listening and Speaking Activities, Grade 8

19 10 Communicating Nonverbally II Listening and Speaking Activities Name... Class... Date... Choose a children s story with an interesting plot or memorable characters. Read the story out loud to a younger relative or friend, using nonverbal expression to communicate the action in the story. Use body language, dramatic gestures or movement, and facial expressions as you read. Consider assuming different postures, gestures, and facial expressions for each character. After you read the story, ask your listener what he or she enjoyed most about your performance. Read the story several times beforehand to make sure you understand the plot and characters. Try different gestures and movements until you find the ones that work best. Use your imagination to make your interpretation unique. Children might understand your actions better if you exaggerate your movements and facial expressions. Questions for Discussion and Review 1. How did your listener react to your actions? 2. How did you use gestures and facial expressions to enhance the story? 3. How might you incorporate nonverbal communication the next time you read a piece of literature out loud? Listening and Speaking Activities, Grade 8 15

20 Name... Class... Date Making Introductions Work in a group of four people. Imagine that this is the first day of high school and that each of you have come from different middle schools. The four of you have a wide variety of interests and backgrounds. On small cards, jot down a brief description of the person you are pretending to be; then swap cards with someone in your group. Using the information on the cards, take turns introducing one another and sparking a conversation between the two new acquaintances. Later, discuss whether your introductions reflected the person s true or imagined character. Make eye contact when introducing someone and when you are introduced. Use hand gestures to show whom you are introducing. If someone extends a hand, shake hands firmly and briefly. When introducing two people, use their full names. Mention something interesting about each person to help start the conversation. Use the name of someone you just met so you will remember the name. Questions for Response and Discussion 1. What are some natural ways you can start a conversation between two people? 2. What was your reaction when other group members introduced you? 3. Why are effective speaking, listening, and nonverbal communication skills important when making introductions? 16 Listening and Speaking Activities, Grade 8

21 12 Speaking Informally I Listening and Speaking Activities Name... Class... Date... Get together with a group of six students for an informal discussion. Your topic will be a positive character trait that can be described in one word, such as responsibility, courage, or kindness. The goal of your discussion will to be to share personal ideas about the character trait and to agree on a definition for the word. Discussions are more lively if everyone in the group has different ideas or experiences to share. If all group members have similar ideas, you might want to choose another topic. Use voice, words, and gestures to help others understand your ideas. Listen carefully to other people in the group so that you can respond intelligently to their ideas. Do not interrupt. Speak clearly and slowly. Make eye contact. Draw others into the conversation. Be polite, even if you disagree. Explain why you don t like an idea or why you think your idea is better. Don t criticize people. 1. What methods were most effective in presenting ideas? 2. What methods did another group member use to make you agree with him or her? 3. Which skill that you used or observed today will you try to incorporate into future conversations. Why? Listening and Speaking Activities, Grade 8 17

22 Name... Class... Date Speaking Informally II Work in a group of five to discuss ways to improve the lives of eighth-graders. Your goal is to come up with a list of five actions you think would benefit people in your age group. Start by breaking down the topic into five specific areas, such as school, family life, entertainment, technology, and health. Each group member should lead the discussion for one of the five areas and take notes during that part of the discussion. The group should strive to list a recommendation for each category. Listen carefully to what other people say. To respond well, you should have a good idea of what points have already been made. Help the discussion move forward. Make sure each comment adds something to the topic. Take turns listening and speaking without interrupting each other. Speak in a normal tone of voice. Feel free to use gestures to stress a point you want to make strongly. Try to express yourself as naturally as you can. Accept and evaluate criticism of your ideas. 1. How did careful listening and constructive criticism contribute to the mood of the discussion? 2. How easily did all group members participate in the discussion? Is there a way to make sure people feel more comfortable expressing their ideas? 3. What were your group s final recommendations? Did the group feel the list was created by consensus? 18 Listening and Speaking Activities, Grade 8

23 14 Speaking Formally Listening and Speaking Activities Name... Class... Date... When you finish the eighth grade, the event may be marked with a graduation ceremony. Imagine that you have to give a two-to-three-minute graduation speech about the most important lesson you learned in school. Your audience will consist of students, parents, and faculty members. Keep in mind that a formal speech, like an essay or a report, has an introduction, a thesis statement, supporting facts and details, and a conclusion. Write a draft of your speech and practice delivering it out loud. When you are ready, deliver your speech for a partner. Speak clearly and at a normal pace. Vary the volume and pitch of your voice according to what you are saying, as you do in normal speech. Pause after making an important point or after giving your audience a lot of information. Make eye contact with people in various parts of the audience. If you are consulting your notes, be sure to look up from them. 1. How would you change your personal style of self-expression to suit a formal speech? 2. What techniques used by your partner did you find effective? 3. Think of an impressive speech you ve heard recently. What do you think are good qualities in a speech? Listening and Speaking Activities, Grade 8 19

24 Name... Class... Date Reports: Speaking to Demonstrate Television programs often feature how-to demonstrations: how to repair a screen door, how to make a quilt, how to roast a turkey. Find a how-to program on television and watch the program with a partner. Take notes about the methods used to teach the skill. List the steps presented and the visuals shown. Notice how the host uses words and gestures to make the demonstration clear and interesting. With your partner, design a how-to show for an audience of your choice. Choose a skill that involves physical activity, such as performing a new dance, changing a bicycle tire, or planting a tree. Use note cards to outline the steps you will teach in a five-minute show. Choose visuals that highlight each step in the process. Practice your demonstration and add cues to your cards. Listen to your partner s feedback and adjust your show accordingly. Videotape your program and share it with the class. Remember that your purpose is to explain a process. If you include humor in your demonstration, use a light touch. As you plan your program, consider your audience. Adjust your directions and visuals accordingly. Practice using your visuals so that your movements are natural and do not distract your viewers. Make sure that each step is complete, clear, and easy to follow. Plan to give your program an introduction that interests your audience and a conclusion that summarizes the importance of the skill you are demonstrating. 1. What parts of your demonstration presented the greatest challenge? How effectively did you meet the challenge? What might you do differently in the future? 2. How well did your visual aids support your demonstration? 3. How do preparation and cue cards help make a process understandable and interesting? 20 Listening and Speaking Activities, Grade 8

25 16 Reports: Speaking to Inform Listening and Speaking Activities Name... Class... Date... Oral reports challenge you to speak knowledgeably and confidently about a topic you ve studied. You might be called upon to give an oral report as part of a final exam or as a summary of a committee project. Prepare to present a short speech (2 3 minutes) about a topic you know well. Decide who your audience will be and how much the audience will already know about the topic. Prewrite, listing ideas that could be included in your report and then organizing your ideas in a logical way. Prepare a short outline and then jot down your main idea and the supporting details on note cards. Present your speech to a small group. Keep your audience in mind as you plan your speech. The complicated details that amaze you may be difficult for your audience to understand. Adjust the language and the form of your speech to maintain the attention of your audience. Consider which visual aids, if any, would help illustrate your ideas. On your note cards, add cues indicating when to use visual aids. Make eye contact and use gestures. Pause to emphasize major points. 1. How did you adapt your speech to suit the audience? How might your speech have been different if it was presented to a different audience? 2. How well do you think you got your ideas across? What reactions from the audience convinced you? 3. If you were to actually present this speech to your intended audience, how would you modify it? Listening and Speaking Activities, Grade 8 21

26 Name... Class... Date Reports: Speaking to Persuade With a partner, brainstorm to make a list of issues that concern you, such as safe recreation activities or the need for better public transportation in your community. Decide on a topic and determine what audience would be most apt to help you make a change. With your partner, consider ways to convince your audience to agree with you or to take action. Each partner should prewrite a list of ideas about the issue. Then gather facts or talk to experts to support your point of view. Organize your ideas and then make note cards to help you remember your main points. Meet with your partner to practice your speech. Take turns offering suggestions about ways to make the speeches more persuasive. Based on your partner s suggestions, revise your speech. While prewriting, list the ideas and experiences that led you to your point of view. Remember your audience. What evidence will convince them? List one point or piece of evidence on each note card. Arrange the cards until your idea develops clearly. At the end of your speech, repeat your points in order. Then restate your opinion. 1. How did you use your voice as well as facts to persuade the audience? 2. How did your partner communicate his or her views? 3. What is the value of organization in a persuasive speech? 22 Listening and Speaking Activities, Grade 8

27 18 Reports: Speaking to Entertain Listening and Speaking Activities Name... Class... Date... With a small group of listeners, share a funny story or a joke. Ask each listener to comment on your delivery, noting which storytelling techniques you used effectively and which need improvement. Make eye contact with various members of your audience. Watch for listeners reactions. When their eyes meet your eyes, you have their attention. Adjust your voice and speaking rate to match the action in your story or the punchline of your joke. Change pitch and speaking style to fit individual characters. Think about your posture. Your voice carries best when you stand tall. Change your posture and gestures to suit each character s actions. A well-timed pause helps convey suspense and humor. When the action peaks, pause for a beat. Pause after punch lines; wait for laughs. 1. Which storytelling techniques were especially effective? 2. What are some of the changes that could have been used to improve each performance? 3. How is body language important in storytelling? Use an example from one group member s performance. Listening and Speaking Activities, Grade 8 23

28 Name... Class... Date Reports: Reviewing Books and Films Work with a partner to produce a short radio review of a recent best-selling book or popular movie. First, listen to a book or movie review on the radio. Then discuss how well the reviewer presented his or her ideas about the work. Would the review convince either of you to buy the book or rent the movie? Why or why not? Choose a book or a movie that you and your partner would like to review. Decide which of you will record the review. Discuss your opinions of the work and prewrite your ideas. Outline your points and practice discussing them in a persuasive, knowledgeable way. Present your review as a two-person discussion and tape-record it. If possible, include excerpts from the book or the movie in your review. Play the tape for the class. Review what you ve learned about persuasive speaking. Choose the techniques that you feel will persuade the audience to take your point of view. Remember that your purpose is to persuade the audience to take your advice about reading the book or watching the movie. Use concrete examples from the work to support your views. Choose a tone to fit that of the book or movie you re reviewing. Maintain the tone throughout your review. 1. What persuasive techniques did you use in your review? Which ones were most effective? 2. If you used excerpts, how did they enhance or complicate your review? 3. Why are facts as well as opinions important in a review? 24 Listening and Speaking Activities, Grade 8

29 Name... Class... Date Presenting an Oral Interpretation of a Poem Reading a poem aloud often affects our understanding of the poem. A poem s rhythm, sound, and meaning can change depending on how the poem is read. Recall a favorite poem that you would like to share with a friend. The poem might describe a situation you have faced or might offer a unique view on life. Choose a poem that you can read in one to three minutes. In a group of three students, take turns introducing the poems and reading them out loud. Use pauses, accent certain words, and use body language and facial expressions to communicate the poem s message. Listeners should make suggestions to help you give a meaningful interpretation of your poem. Make sure your voice, facial expression, and gestures match the mood of the poem. Try pausing only at the punctuation marks. Pausing at the end of every line can sound stiff. Don t rush the words. Let your voice follow the lines and natural rhythm of the poem. Identify parts of the poem that should stand out. Flag those parts and change your delivery there. For example, change your tone, use a gesture, or add a pause. 1. How did you use your voice and your body language to communicate the poem s message? 2. How does hearing a poem read aloud improve your appreciation of it? 3. What oral interpretations methods worked well, either for you or your classmates? Listening and Speaking Activities, Grade 8 25

30 Name... Class... Date Brainstorming Brainstorming can be an exciting way to share ideas. Because each person in a group has unique experiences and perspectives to share, no two brainstorming sessions are alike. Meet with four other students for a brainstorming session. Your goal is to share ideas, with each person participating freely and without fear of criticism. Discuss possible topics for brainstorming. You might make a plan, organize an event, or solve a problem. Once you ve selected a topic, choose a recorder who can list the ideas on the board or on a sheet of paper. Then begin to brainstorm. Group members should generate as many ideas as possible, remembering to be polite and to give fellow group members fair opportunity to present their ideas. Ideas should not be evaluated or organized. Finally, review your list of ideas and assess your brainstorming session. Think creatively and listen with an open mind. Don t interrupt. Consider moving on to a second activity, in which group members discuss the various ideas that were presented. 1. How did listening to the ideas of others affect your own thinking? 2. What were the strong points of your brainstorming session? What areas could be improved? 3. If you predetermined that you would move from brainstorming to discussion, how did this decision help the flow of ideas during the brainstorming session? 26 Listening and Speaking Activities, Grade 8

31 22 Conducting Group Meetings Listening and Speaking Activities Name... Class... Date... Often a group can accomplish a goal more easily than an individual. Get together with four other classmates and brainstorm to find topics to discuss in a group meeting. For example, you might discuss plans for an upcoming dance, a problem in the community, and a recommendation for an award. Assign a role to each group member. The leader announces each discussion topic, keeps the discussion focused, and moves the group toward a decision. The recorder writes down all ideas, reads ideas to be reviewed, and records final decisions. Participants contribute and defend ideas, voice constructive criticism, and vote on decisions. Participants who want to support or criticize an idea should first be recognized by the leader. Discuss what worked well during your meeting and what could have been handled better. Change roles and continue the meeting until everyone has served as leader and recorder. Before the meeting begins, set an agenda, a list of things to be accomplished or discussed. Participants should ask the leader for permission to speak. Limit comments to the subject being discussed. Encourage all group members to participate by listening, speaking, and, if necessary, voting. Questions for Review or Discussion 1. How did your behavior and goals change when you switched roles? 2. How did the changing of roles affect the outcome of your meetings? 3. How did you try to involve everyone, control conflict, and reach an agreement during your meetings? Listening and Speaking Activities, Grade 8 27

32 Name... Class... Date Listening and Speaking in a Debate Debating issues is an important part of a democracy. Successful debaters use evidence, reason, and careful listening to explore topics. With a partner, choose a topic on which you both disagree, such as school rules, fashion trends, or politics. Discuss your views in a thoughtful, clear, and reasonable way. Then each partner should work independently to gather evidence. Be prepared to speak on either side of the debate. At debate time, flip a coin to determine which side of the debate each of you will argue. During your debate, speak clearly and organize your points persuasively. Show confidence in your ideas by making eye contact with your audience. Use evidence to support your point of view. Be ready to refute your opponent s point of view with facts, quotations, and examples. Speak forcefully but reasonably. Avoid angry or emotional attacks. As you listen to the opposing argument, listen for weak evidence, poor generalizations, or overlooked points. Wait for your turn to speak; do not interrupt your opponent. 1. How well do you think you explained your position? What other information might you have gathered to support your views? 2. What persuasive strategies did your opponent use successfully? 3. Why are both listening and speaking important in a debate? 28 Listening and Speaking Activities, Grade 8