Listening and Speaking Activities

Transcription

1 Grammar and Composition Listening and Speaking Activities Grade 6

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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 1 (page 6) Objective: To learn by taking notes, organizing, and summarizing spoken ideas. Suggestion: Have students sit back-to-back during this activity to mimic the lack of nonverbal cues in a telephone conversation. 1. Answers should indicate an understanding of transition words and phrases that link the steps in a process. 2. Answers should reflect critical analysis of the speaker s ability to clearly explain the process. 3. Answers should include specific techniques for improving listening skills. 2 Listening Actively II (page 7) Objective: To listen to a description and retell it in writing. Suggestion: Invite students to compare their listening experiences by reading to the class their summaries and discussing how the story changed from person to person. Discuss the skills involved in accurate listening. 1. Answers should reflect that interesting details maintain the listener s attention and make a presentation memorable. 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 language, sound effects, and background music contribute to a radio broadcast. Suggestion: If possible, choose a broadcast from public radio that has been recorded at the scene of the event being described. 1. Answers should include specific details from the radio broadcast. 2. Answers should take into account a variety of responses. 3. Answers should reflect that a radio broadcast is usually a one-time event, whereas a newspaper article can be set aside for later reading. Listening and Speaking Activities, Grade 6 1

6 Teacher Notes 4 Communicating on the Telephone (page 9) Objective: To practice telephone skills by leaving and taking messages, using an appropriate tone of voice, following appropriate phone etiquette, and listening carefully. Suggestion: Before beginning, invite the class to think of a variety of situations that might require leaving and taking messages. Also, ask students to share their experiences with incorrect telephone messages. 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 various phone messages. 3. Answers should include specific benefits of taking careful messages. 5 Taking Notes in Class I (page 10) Objective: To learn by taking notes for an absent classmate. Suggestion: Suggest that students share their notes with a person who is not in the class for which the notes are taken. Discuss the importance of taking careful and thorough class notes. 1. Answers should reflect a critical analysis of the note taker s ability to capture important information from the 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. Allow time for students to ask questions before the activity and discuss results afterward. 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 learn by preparing for and conducting an interview. Suggestion: Monitor students choice of subjects and questions to maintain an atmosphere of courteous curiosity. 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 (page 13) Objective: To plan and carry out an interview, videotaping the interview if possible. Suggestion: If access to video equipment is limited, enlarge the size of the groups to five and recast the interview as a panel discussion. 1. Answers should demonstrate an understanding of how nonverbal cues communicate 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 6

7 Teacher Notes 9 Communicating Nonverbally I (page 14) Objective: To use, observe, and interpret nonverbal cues in communication. Suggestion: To students who complain that they do not normally use much body language when communicating, point out that in the absence of words, gestures and facial expressions must be exaggerated. 1. Answers should indicate an understanding of the importance of nonverbal cues. 2. Answers should reflect a critical analysis of the performer s use of nonverbal expression and of the audience s skill in interpreting it. 3. Answers should include examples that demonstrate an understanding of how nonverbal cues enhance the spoken message. 10 Communicating Nonverbally II (page 15) Objective: To use nonverbal communication to interpret a poem or song. Suggestion: Review students poem or song choices for appropriateness. Make suggestions when necessary. 1. Answers should indicate students openness to new ideas. 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 in a variety of situations. Suggestion: Before students begin the activity, allow them to discuss their experiences with making introductions. 1. Answers should indicate an understanding 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: Point out that an informal discussion is one that might take place at lunch, at a social gathering, or at the family dinner table. Ask students to recall such experiences as they plan the activity. 1. Answers should reflect individual student experiences. 2. Answers should include specific techniques that students found helpful. 3. Answers should include details or examples that support their opinions. 13 Speaking Informally II (page 18) Objective: To use careful listening, speaking, and cooperative decision-making skills to create a plan. 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. 1. Answers should describe and assess each group s unique experience. 2. Answers should reflect 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 6 3

8 Teacher Notes 14 Speaking Formally (page 19) Objective: To deliver a formal speech, adapting personal language, speaking rate and pitch, and body gestures to suit the occasion. Suggestion: Encourage students to make a list of real-life situations that might call for formal speeches. Tell students to limit their speeches to two minutes. 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 should include specific speaking techniques that students have seen used. 15 Reports: Speaking to Demonstrate (page 20) Objective: To work with a partner to plan and produce a videotaped how-to show. Suggestion: Remind students to keep their intended audience in mind as they plan their shows. Word choice, visuals, and the complexity of the task should be appropriate for the intended audience. 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 their ideas. 16 Reports: Speaking to Inform (page 21) Objective: To use effective speaking skills to communicate information. Suggestion: After the speeches have been completed, work with students to create a class list of successful public-speaking skills. 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 and those 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 the partner s persuasive techniques. 3. Answers should indicate students understanding of the role that evidence 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 entertain an audience. Suggestion: Try to ensure that there is ample work 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 members performances. 2. Answers should demonstrate an understanding of successful storytelling techniques. 3. Answers should include specific examples from at least one story. 4 Listening and Speaking Activities, Grade 6

9 Teacher Notes 19 Reports: Reviewing Books and Films (page 24) Objective: To practice persuasive communication skills in a book or film review. Suggestion: Encourage students to develop a list of evaluation criteria for books and movies and to use these criteria in their reviews. 1. Answers should indicate thoughtful evaluation of various persuasive techniques. 2. Answers will reflect a range of experiences but should include specific examples. 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, consider playing a tape of a fluent poetry reading, preferably by the poet. Ask students to discuss techniques they found particularly effective. 1. Answers should reflect a variety of experiences and abilities. 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: Point out that each member of the group brings a unique perspective to the activity and that the group s openness to different perspectives makes the brainstorming process more dynamic and effective. 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: After the activity, invite students to share their experiences by describing how they reached a consensus. Discuss the skills involved in conducting successful meetings. 1. Answers should reflect an understanding that the role of meeting participants will vary with the task at hand and the subject being discussed. 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: Oversee topic choices and suggest alternatives when necessary to avoid overly controversial or inflammatory subjects. 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 6 5

10 Name... Class... Date... 1 Listening Actively I Choose an activity or task, such as cooking a meal or creating a computer chart, that you know well enough to explain to someone else. Get together with a partner. Imagine that you are about to perform your partner s chosen task and that you are getting directions from him or her on the phone. Listen closely to the directions and jot down notes or sketches for each step. You have to listen for all of the key words and steps in the process. If you miss some important information, your meal or chart could be a disaster. When you have finished, repeat the entire process to your partner. Did you get it right? When you have finished repeating your partner s directions, switch roles. When everyone is done, get together with another pair of students. As a small group, discuss the activity. What did you do to be sure you understood the steps perfectly? What pitfalls did you run into? How did your partner make the steps of the task clear? Clear your mind of distractions and concentrate on the speaker s words. Identify the main points or ideas. If you don t understand something, ask a question. Asking questions right away helps avoid confusion later on. If a certain piece of information is important, repeat it to the speaker to make sure you have understood correctly. Visualize each step in the process as you hear it. 1. Which verbal clues helped you recognize each step in the process? 2. Which clues, 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 instructions? 6 Listening and Speaking Activities, Grade 6

11 2 Listening Actively II Listening and Speaking Activities Name... Class... Date... Working in a small group, take turns describing a favorite childhood memory. For example, you might describe a family vacation, a memorable celebration, or a favorite tradition. Include as many details as possible in your description, such as the sights, sounds, smells, and tastes that you associate with the memory. You might want to jot down some ideas before sharing your memory with the class. As you listen to each group member, take notes and ask questions when you don t understand something or want more information. On a separate sheet of paper, write a brief summary of each person s memory. When everyone has spoken, share your summaries with the speakers to check for accuracy. As a group, discuss each presentation. What details grabbed your interest? What could the speaker have done to make the subject clearer? Make your description detailed enough to encourage careful and active listening. Prepare to listen by clearing your mind of other thoughts and eliminating physical distractions. When taking notes, write key words or phrases and abbreviate spelling. Writing whole sentences will prevent you from keeping up with the speaker. 1. How detailed were your summaries of each person s description? How well did you grasp the significance of each memory? 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 6 7

12 Name... Class... Date... 3 Listening Critically Unlike television, which relies on vivid images to convey information, radio news depends on description, sensory language, and sound effects to capture the listener s interest. Your teacher will play a tape of a radio broadcast about an important news event. Listen to the radio announcer s introduction to the story and notice how the introduction sets the tone for what follows. Jot down facts that are presented about the story and note the feeling that the descriptive language, sound effects, and background music contribute to the tone. In a group of four, write notes about what you heard. Try to answer the questions who, what, when, where, and why as you summarize the news story. List sensory language and sound effects that contributed to the overall effect. Think about similar stories you have read about in the newspaper. How does hearing such a story differ from simply reading about it? Describe what has more influence over your reaction to the story: the appeal to your senses or the facts. Try to notice what catches your attention in the radio story and how emotionally you react to the story. Identify the facts of the news story. How do the vivid descriptions and sound effects affect the listener s feelings about the story? Compare your group s reaction to the radio story to your own reaction. Think about how personality influences the way people listen and respond to radio broadcasts. 1. What details from the radio story had the greatest impact on you? 2. How did other members of the group react to the story they just heard? 3. What do radio reports offer that printed stories cannot? How does the radio listener have to participate in the process? 8 Listening and Speaking Activities, Grade 6

13 Name... Class... Date... 4 Communicating on the Telephone Working in pairs, take turns pretending to speak to each other on the telephone. Each caller should leave a short, clear message after asking for someone who is not available. The person receiving the call should write an accurate, complete message. Calls might be made to the dentist, to a friend, to a grandparent or other relative, or to a teacher. for the Caller Identify yourself immediately. Speak clearly and politely. Ask if you can leave a message. Give a brief, clear message that includes your name and phone number. for the Listener Speak clearly and politely. Record the message clearly and accurately. Repeat the caller s name and phone number to verify their accuracy. 1. How does a caller s tone of voice vary with the purpose of the phone call? 2. How did the speaker s tone of voice influence your enthusiasm for the message? 3. Explain the importance of taking careful messages. Listening and Speaking Activities, Grade 6 9

14 Name... Class... Date... 5 Taking Notes in Class I It s one thing to take class notes for your own use: you have your own personal shorthand and habits that are easy for you to understand. However, when you are taking notes for someone else, you need to make sure the person can understand them when you aren t there to explain them. Imagine that your friend, who is home sick, has asked you to take notes for a class in which you will have a quiz. Take notes for one class period and share them with a friend. Ask your friend to critique your notes on the basis of their thoroughness and clarity. Don t rush. 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 communicate how points are related. 1. How complete and clear were your notes? 2. Was your partner able to understand the concepts by reading your notes? 3. How can you improve your note taking to better capture the main idea of a lecture? 10 Listening and Speaking Activities, Grade 6

15 6 Taking Notes in Class II Listening and Speaking Activities Name... Class... Date... On a blank sheet of paper, draw a large T over the whole page. You will use this paper to take notes. During a lecture, write your notes on the left side of the vertical line. Use whatever shorthand or symbols you normally use when taking notes. After the lecture, use the right side of the vertical line to record your comments or questions. In a group of three, choose two or three paragraphs from your textbook that you haven t read for class yet. Assign a member of your group as lecturer. While the lecturer reads the passage, the rest of the group should take notes using the T form. After the lecture, give the listeners a few minutes to jot down additional comments or questions on their form. When the listeners have finished, they should share their notes with the rest of the group. How are your notes different than the other listener s notes? Take turns at being the lecturer so everyone gets a turn. Repeat the two-column format on as many pages as necessary. Place your comments and 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, ensuring accurate and thorough responses. 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. Explain why you would or would not recommend this form of note taking to a classmate. Listening and Speaking Activities, Grade 6 11

16 Name... Class... Date... 7 Interviewing Identify a person in your class whom you don t know very well. It could be someone whose hobby or background intrigues you or who has a quirky sense of humor. Write a list of questions you ve always wanted to ask this person. However, be careful not to pry into his or her personal life. Ask the person for permission to conduct an interview, and arrange a time. Conduct your interview and write a brief character sketch based on what you learned about the person. Share the character sketch with your interviewee and discuss how well your character sketch reflects the interview. Start 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. Such questions invite the speaker to expand on ideas. Listen closely to your partner 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 interviewee to share information? 12 Listening and Speaking Activities, Grade 6

17 8 Interviewing with Technology Listening and Speaking Activities Name... Class... Date... In a group of three students, create a videotaped interview about a subject important to people your age. The topic might be teen curfews, the environment, or year-round school. The three of you will take turns being each person in an interview: the interviewer, who asks the questions; the subject, who answers them; and the producer, who operates the video camera. Work together to come up with ideas for catching and maintaining the viewer s interest. Then plan interview questions. Create a general outline for the interview but leave room for interesting or unexpected replies. Record each interview and then review the interviews as a group. 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. These questions encourage the subject to expand on answers. As subject, make sure to answer each question. As interviewer, help keep the conversation on track. As producer, be sure you understand how to operate the video equipment before you begin taping. 1. How do tone of voice, gestures, and facial expressions communicate impressions? 2. How were your listening skills different when you were the interviewer and when you were the subject? How were your partner s listening skills? 3. How effective was your use of technology? Did it enhance or detract from your message? Listening and Speaking Activities, Grade 6 13

18 Name... Class... Date... 9 Communicating Nonverbally I As a class, make a list of strong emotions such as fear, anger, or joy. Work with a group of three or four classmates to choose one of the emotions. Once you have chosen your group s emotion, determine a situation in which at least one of the people involved would feel your group s emotion. As a group, perform for the rest of the class a silent skit portraying your situation and emotion. Remember, no talking! During each performance, members of the nonperforming groups should take notes about the body language, facial expressions, and gestures being portrayed. After the performance, audience members should identify the emotion and describe the nonverbal cues used to show the emotion. Did the class recognize your emotion? Remember that in the absence of words, visual signals must be easy to understand. When performing, exaggerate normal actions, gestures, and facial expressions. As you observe, try to imagine yourself using the same gestures or expressions. As a performer, concentrate on your feelings and let them become visible to others. 1. How do gestures help people communicate? 2. How well did the audience identify the expressed emotions? 3. How can an awareness of nonverbal cues improve your communication skills? 14 Listening and Speaking Activities, Grade 6

19 10 Communicating Nonverbally II Listening and Speaking Activities Name... Class... Date... With a partner, choose a poem or song that conveys a great deal of emotion. While your partner reads the poem or the song lyrics out loud, use nonverbal expression to communicate the message of the poem or the song. Use body language, dramatic gestures or movement, and facial expressions. Ask your partner to critique your performance. Then switch roles, this time with you reading the poem or the song and offering a critique to your partner. Read the poem or the song lyrics several times beforehand to make sure you understand its message and rhythm. Use your imagination to make your nonverbal interpretation unique. Consider imagining that you are performing the song or poem for a person with impaired hearing. When critiquing your partner s performance, remember that the interpretation of a poem or song is personal, with no correct answers. 1. How did your partner s nonverbal interpretation change your view of the poem or song? 2. How did your partner s gestures and facial expressions enhance his or her interpretation? 3. How might you incorporate nonverbal communication the next time you read a piece of literature out loud? Listening and Speaking Activities, Grade 6 15

20 Name... Class... Date Making Introductions Work in a group of three people to practice making introductions. Each member of the group will play one character. For example, you may be Julia, a safari leader, or Mr. Hotchkiss, an art collector. Take some time to develop details about your character s personality and life. Now, imagine you and your group members are at a party. Many of the guests are meeting for the first time. At the party are friends, family members, and new neighbors. The guests have a wide variety of interests and are different in age. Take turns introducing each other to the other guests. Be sure to meet everyone at the party. When all the introductions have been made, discuss how your introductions changed depending on the specific situation, the person you were introducing, and the person to whom you were introducing. 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. Try to mention something interesting about each person in order to start the conversation. Use the name of the person you meet immediately in the conversation so you will remember it. 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 6

21 12 Speaking Informally I Listening and Speaking Activities Name... Class... Date... Get together with a group of six students for an informal discussion. Choose a topic about which you all have an opinion, such as why a particular song is popular or whether students should be required to wear uniforms. Discussions are more lively if members of the group have a variety of ideas or experiences to share. If all group members have similar ideas about a topic, you might want to choose another one. Organize an informal group discussion. Be sure that everyone participates. After your discussion, get back together with the rest of the class and compare experiences. 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 persuade you to 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 6 17

22 Name... Class... Date Speaking Informally II Work in a group of four to plan a party to kick off your favorite sports season. Your goal is to decide on a plan of action and to agree on responsibilities for each group member. Start by determining four specific tasks, such as food and equipment. Decide on a date, a location, and a theme. Assign each group member a task to handle. At the end of the discussion, the plan of action should be clear, and each group member should have accurate notes about his or her responsibilities. Listen carefully to what other people say. To contribute to the discussion, you must have a good idea what points have already been made. Help the discussion more 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. Try to express yourself as naturally as you can. Accept and evaluate criticism of your ideas. Make sure that responsibilities are spread evenly within the group. 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 was your group s final plan? Did the group feel the plan was reached by consensus? 18 Listening and Speaking Activities, Grade 6

23 14 Speaking Formally Listening and Speaking Activities Name... Class... Date... Some situations, such as ceremonies, contests, or campaign events, call for a formal speech. Such speeches call for planning. Like an essay or a report, a formal speech has an introduction, a thesis statement, supporting facts and details, and a conclusion. You nominated a friend for an award, and he or she won! Now, write a formal speech presenting the award. You should include details about your friend s experiences and accomplishments that make him or her deserving of the award. Draft your speech and practice giving it to a small group. Using their suggestions, revise your speech. Deliver the final speech to the whole class. 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 different parts of the audience. If you are consulting your notes, be sure to look up from them. 1. How did you change your style of self-expression to suit a formal speech? 2. What techniques used by other speakers 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 6 19

24 Name... Class... Date Reports: Speaking to Demonstrate Every person has something he or she does well, such as bake a cake, build a birdhouse, or perform the latest dance. You will often see experts demonstrating their skills on television programs or videos. Choose one such program and watch it with a partner. Take notes about the methods used to teach the skill. List the steps and visual aids used. Also note how the host uses words and gestures to make the demonstration clear and interesting. With your partner, design a television program or video for an audience of your choice. Use note cards to outline the steps you will teach in a five-minute show. Choose visuals that will highlight each step in the process. Practice your demonstration and add cues to your cards. Listen to your partner s feedback and adjust your demonstration 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. Include an introduction that interests your audience and a conclusion that summarizes 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. If you used visual aids, how well did they support your demonstration? 3. How do preparation and cue cards help make a process understandable and interesting? 20 Listening and Speaking Activities, Grade 6

25 16 Reports: Speaking to Inform Listening and Speaking Activities Name... Class... Date... Speaking knowledgeably and confidently about a topic that interests you can help you gain respect from your elders. Choose a topic you would like to share with your parents or other older family members. Your report might be about a new after-school activity, your favorite kind of music, or your idea of a perfect day. Prepare a short speech (2 3 minutes) about your topic. Begin by making an outline. Then prewrite your ideas, being sure to include information that your audience will find interesting. Jot down your main idea and supporting details on note cards. In a small group, present your speech in a manner that you think will impress your intended audience. Keep your audience in mind when you select your topic. What interests you might not grab the attention of your parents or other relatives. Adjust the language and form of your speech to maintain the attention of an older audience. Consider which visual aids, if any, would help illustrate your ideas. Add cues to your note cards 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 had been presented to preschoolers? 2. How well do you think you got your ideas across? What reactions from the test audience convinced you? 3. If you were actually to present this speech to your intended audience, how would you modify it? Listening and Speaking Activities, Grade 6 21

26 Name... Class... Date Reports: Speaking to Persuade Throughout your life, you will face situations that call for persuasive speaking. Whether you want to convince your parents that you re old enough to stay up later or you want to ask your boss for a raise, knowing how to speak persuasively is half the challenge. Being able to back up your arguments with facts and examples is the other half. With a partner, make a list of issues that make you want to speak out. Perhaps you think that the cost of movie tickets or CDs is too high or that your community needs a teen center. Decide what audience is in the best position to help you or to make a change. With your partner, consider ways to convince your audience to agree with you or to take action. Each partner will work independently to prepare a speech about the issue. Gather facts or talk to experts to find information that will support your point of view. Organize your ideas and make note cards to help you make a clear presentation. Meet with your partner to practice your speech. Take turns offering suggestions about ways to make the speeches more persuasive. Revise your speech on the basis of your partner s suggestions. 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 evidence in a persuasive speech? 22 Listening and Speaking Activities, Grade 6

27 18 Reports: Speaking to Entertain Listening and Speaking Activities Name... Class... Date... With a small group, take turns sharing stories you have written. Your goal is to entertain, so choose a lively story and make it come to life through gestures, facial expressions, and tone of voice. Ask each listener to comment on your reading of the story, noting which techniques you used effectively and which you might change to improve the story. After everyone has presented a story, discuss ways each person made his or her story come to life. When you were the reader, which techniques came most naturally to you? Which were the most difficult? Make eye contact with members of your audience. Watch for listeners reactions. When they meet your eyes, you have their attention. Adjust your voice and speaking rate to match the action in your story. Change pitch and speaking style to fit different 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. When your story s action peaks, pause for a beat. Also, wait for laughs and pause after punch lines. 1. How did members of the group differ in their storytelling styles? 2. Which storytelling techniques were especially effective? 3. How is body language important in storytelling? Use an example from one story. Listening and Speaking Activities, Grade 6 23

28 Name... Class... Date Reports: Reviewing Books and Films Work with two partners to produce a short video review of a recent best-selling book or blockbuster movie. Begin by watching a book or movie review on television. Discuss with your partners how well the reviewer presented his or her ideas about the work. On the basis of the review, would any of you buy the book or rent the movie? Why or why not? Now choose a book or movie that you and your partners would like to review. Decide which of the partners will videotape the review. Discuss your opinions of the work and prewrite your ideas. Outline your points and practice discussing them in a persuasive and knowledgeable way. Two of you present your review as a dialogue while the third, the producer, videotapes. 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 film. Your review can be informative and entertaining, but persuasion is your goal. If you disagree with your partner about the book or movie, do so politely and confidently. Choose a tone to fit that of the book or movie you re reviewing. Maintain the tone throughout your review, using gestures when appropriate. 1. What persuasive techniques did you use in your review? Which ones were most effective? 2. How did your partner emphasize his or her point of view? How well did you express differing opinions? 3. Why are facts as well as opinions important in a review? 24 Listening and Speaking Activities, Grade 6

29 Name... Class... Date Presenting an Oral Interpretation of a Poem When a poem is read aloud, its rhythm, sound, and meaning can change depending on who is reading it. Recall a favorite poem that you would like to share with a person who is younger than you. 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. Accent certain words and use pauses, body language, and facial expressions to communicate the poem s message. Listeners should make suggestions to help you give a more meaningful interpretation of the 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 and change your delivery to highlight them. For example, vary your tone and gestures and make use of pauses. 1. How did you use your voice and body language to communicate the poem s message? 2. How does hearing a poem read aloud improve your appreciation of it? 3. What oral interpretation methods worked well, either for you or your classmates? Listening and Speaking Activities, Grade 6 25

30 Name... Class... Date Brainstorming The saying two heads are better than one accurately describes a brainstorming session. Each person in a group has his or her own experiences and perspectives to bring to the table, and tapping into that information to generate ideas can be very helpful. Meet with four other students and discuss the purpose of brainstorming. Your goal is to share ideas, with each person participating freely and without fear of criticism. Discuss topics for a brainstorming session. You might create a plan, organize an event, or solve a problem. Once you ve selected a topic, choose one member to listen carefully and take notes as people speak. Take turns sharing ideas. Allow time for group members to expand on ideas or to bring up new ones. Finally, review your notes and assess your brainstorming session. Consider breaking your brainstorming session into two parts. The first is sharing ideas without evaluation or criticism. During the second part, group members decide which ideas are worth pursuing and continue brainstorming to expand on them. Allow time for taking notes. Don t interrupt. 1. How did listening to the ideas of others affect your own thinking? How did you respond to these ideas within your group? 2. What were the strong points of your brainstorming session? What areas could be improved? 3. If you split your brainstorming session into two parts, how did this help the flow of ideas during the first part? 26 Listening and Speaking Activities, Grade 6

31 22 Conducting Group Meetings Listening and Speaking Activities Name... Class... Date... Often a goal can be more effectively achieved by a group than by an individual. Get together with four other classmates and make a list of topics that might be discussed in a group meeting. Choose one topic to discuss. You might plan a party, propose a solution to a school problem, or suggest improvements in your community. Take turns playing the roles of the various group members. The leader announces the 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. Anyone who wants to speak for or against an idea should first be recognized by the leader. After your group has reached a final decision, discuss what worked about your meeting and what could have been handled better. Change roles and continue 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. 1. How did your behavior and goals change when you switched roles? 2. How did the changing of roles affect the outcome of your meeting? 3. How did you try to involve everyone, control conflict, and reach an agreement during your meeting? Listening and Speaking Activities, Grade 6 27

32 Name... Class... Date Listening and Speaking in a Debate A good debate explores a topic through evidence, reason, and careful listening. With a partner, choose a topic and agree on which side each of you will argue. For example, you might discuss teen curfews or the influence of television on young people. Each student should research both sides of the topic. Develop a persuasive speech supporting your side. Be prepared for the arguments your partner might make. 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 lead listeners to accept your point of view. Be ready to argue against your opponent s point of view with facts, quotations, and examples. Watch your tone. Speak forcefully but reasonably. An angry or emotional attack may work against you. Look for weak evidence, poor generalizations, or overlooked points in the opposing argument. Do not interrupt your opponent. It is important to take turns during a debate. 1. How well prepared were you to explain your position? Did you need more information to support your views? 2. What persuasive strategies did your opponent use to convey his or her position? 3. Why are both listening and speaking important in a debate? 28 Listening and Speaking Activities, Grade 6