Speak Out by Teacher Superstore

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A speaking and debating course for 10 - 12 year old students. © Re adyE dPubl i cat i ons •f orr evBy i ewSally pur posesonl y• Murphy

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REAU1009

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Written by Sally Murphy. Illustrated by Rod Jefferson. © Ready-Ed Publications - 1997. Published by Ready-Ed Publications (1997) PO Box 276 Greenwood Perth Australia 6024 E-mail: info@readyed.com.au

Web Site: www.readyed.com.au

COPYRIGHT NOTICE Permission is granted for the purchaser to photocopy sufficient copies for non-commercial educational purposes. However, this permission is not transferable and applies only to the purchasing individual or institution. ISBN 1 86397 136 X

INTR ODUCTION INTRODUCTION SPEAK OUT is a public speaking course aimed at 10 to 12 year old students. The book’s aims are twofold For Teachers

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To provide a range of speech-based activities which can be integrated across the curriculum. For Students

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RATIONALE

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To provide varied opportunities for verbal expression in a non-threatening environment and so improve confidence in public speaking.

In today’s world successful people are, by necessity, successful speakers. Every adult must be able to speak clearly and confidently in a range of situations, from large gatherings to business meetings. Even those applying for the most menial jobs must be able to perform well at job interviews, and in personal matters every individual must be able to state a case clearly and ensure his/her rights are not infringed. Yet few students leave school equipped with such skills. One reason for this is that students learn to fear these situations at an early age. Another reason is that teachers find it difficult to create opportunities for practising and developing public speaking skills. Every teacher knows the reaction s/he will get following a directive to “prepare a three minute speech on...”.

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This book attempts to alleviate these problems by providing activities which are fun and stress-free for students, yet which develop effective speech skills.

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Contents Section One: Getting Started

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Section Two:

Skill Building

Teachers’ Notes It Was Like This... Superquiz A Great Fall? Body Language - 1 Body Language - 2 Tone of Voice Buy It! Let Me Out! Ark Adventure And The Winner is... The Great Invention An Informative Speech A Persuasive Speech

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Teachers’ Notes Let Me Introduce... My Favourite Things Tongue Tied Who Is This? Character Interviews How Does It Look?

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Section Three:

Games

Teachers’ Notes Warm-up Games Impromptu Activities Impromptu Cards Set One Impromptu Cards Set Two Impromptu Cards: Teacher Blank

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25 26 27 28 - 29 30 - 31 32

o c . che e r o Section Four: Debating t r s super Teachers’ Notes Debating - Fact Sheet A Practice Debate Speechmasters for Speakers Debate Adjudication Sheet Debate Topics

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33 34 35 36 - 42 43 44

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SECTION I: Getting Star ted Started Teachers’ Notes

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The following steps are suggested for each activity. 1. Distribute sheets.

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The emphasis in this section is on getting students talking. The activities are designed for partner or small group work, to give students practice in oral activities before making more formal presentations to the whole class. The exception to this is the first activity, which has been included as a way of getting things started, and of assessing the ability of a new class. It is particularly effective with groups that are not well acquainted with each other. Remember that there are no ‘right’ answers to these activities - they aim simply to build confidence. As such, teacher intervention should be minimal.

2. Work through sheet, one section at a time. Rather than reading through the whole sheet, explain each numbered task, then allow time for students to complete that task only. When all students are ready, begin the next task. This will keep students focused.

© ReadyEdPubl i cat i ons 3. As students attempt each task, circulate amongst them to observe, intervening •f orwho r e vnot i e wtaskp r p sedifficulties. sonl y• only with groups are on oru who areo having

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4. After each activity, allow time for discussion. Highlight tasks done well and identify areas of difficulty. This is an important time for obtaining student feedback and assessing progress.

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Let Me Introduce... You might know the names of some, or even all, of your classmates, but how well do you really KNOW them? Today you are going to get a little better acquainted with all of them. 1. First, find yourself a partner. Make sure it is someone in the class that you don’t know very well - after all, you already know plenty about your best friend!

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My partner is .............................................

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2. Next, spend five minutes talking to your partner. Try to find out something about him or her that you don’t already know - the more interesting the better. You might wish to write notes so that you remember what you’ve heard. Make sure you talk for the whole five minutes so that you learn as much as you can.

He/She ..................

© ReadyEdPubl i cat i ons 3. In a• moment your will bei asked to introduce your partner too then class. Write f o r e v e w p u r p o s e s l y • down what you are going to say in the space below. ................................................................................................................ ................................................................................................................

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Good morning/afternoon class. Let me introduce .................................... The most interesting thing I learned about him/her is ..............................

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4. Now, listen carefully to all the introductions. Try to remember as many names and details as you can. 5. Finally, the hard part. On the back of this sheet draw a map of all the desks in the classroom. On each desk write the name of the person who sits there, and any information you can remember about him or her. Compare with your partner to see who has remembered the most.

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My F av ourite Things Fav avourite This activity simply requires you to list and talk about your favourite things. It gives you a chance to tell your partner exactly what your favourite things are, and why. 1. Start by filling in the following list.

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My favourite food is ................................... because .................................... .......................................................................................................................

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My favourite TV show is ...................................because ................................

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My favourite sport is ...................................because ......................................

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My favourite hobby is ...................................because ....................................

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My favourite season is ...................................because ..................................

© ReadyEdPubl i cat i ons My favourite person is ................................... because .................................. •f orr evi ew pur posesonl y• .......................................................................................................................

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My favourite school subject is ................................... because .....................

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My favourite place is ...................................because ....................................

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My favourite song/music is ...................................because ............................

....................................................................................................................... My favourite book is ...................................because ...................................... .......................................................................................................................

2. Compare your list with your partner’s. Don’t just read each other’s list - try to discuss them. This is your chance to talk about things that interest you during class time - don’t waste it! Explain to your partner why each thing is your favourite, and see if you can get your partner to change his/her mind about some of the things on his or her list.

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Tongue Tied 1. This activity will give you practice in speaking clearly. With your partner, take turns in reading the following tongue twisters aloud. How many times can you repeat each one before you make a mistake? In the column write how many times you were able to say each.

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Annabel ate eight enormous apricots.

Naughty Ned needed nine new neckties. Rascals ran rapidly round Robin’s rocket recently.

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Walter will walk with Wally on Wednesday. Baby Bear blew big beautiful bubbles. Snoozing Sam Snail snores sleepily. Hungry hippos hold hands happily. Lottie lost Lisa’s lovely lace.

Clarissa’s cow caught cousin Clare’s canary.

Turtle tickled Tim terribly. ©Terry R e a dyEdPubl i cat i ons Susan’s singing soothed six sick sheep. Proud peanuts particularly prettily. •f o rr e vi ewperformed pur po sesonl y•

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Eight elegant emus eloped eastwards.

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2. On the lines below write some tongue twisters of your own. Try them with your partner.

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............................................................................................................................... ............................................................................................................................... ............................................................................................................................... ............................................................................................................................... ............................................................................................................................... ............................................................................................................................... ............................................................................................................................... ............................................................................................................................... ...............................................................................................................................

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Who Is This?

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1. Your teacher will give you a picture of a person, cut from a magazine or newspaper. Glue the picture in the space below.

2. Now, think about who the person could be. Make up a name for him/her. How was s/he feeling when the picture was taken? What job does the person do? Where does s/he live? What is his/her family like? Write down some of your ideas here:

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3. Now, show your picture to the rest of your group. Tell them what you have made up about the person. Listen to what they say about the people in their pictures. Do you agree with their stories or do you think the person is different? Choose one story and explain why you do or do not agree with it. ............................................................................................................................... ............................................................................................................................... ............................................................................................................................... ............................................................................................................................... ............................................................................................................................... ............................................................................................................................... Page 8

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Char acter Inter views Character Interviews Have you ever wished you could be Superman or Lois Lane? Perhaps you’d rather be Snow White? Prince Charming? Think about it - if you could be any character from a television show, movie or book, who would you be? .......................................................................................

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Why? ...................................................................................................................... ...............................................................................................................................

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For a few minutes you are going to be given the chance to BE that character. First, fill in the following chart.

Character's name: .....................................

Show/book character is from: ........................ Best thing about being him/her: ......................

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Now, work with your partner. Remembering that you are your chosen character rather than yourself, explain to your partner who you are, where you are from and the best and worst things about being who you are. Your partner can then ask you any three questions about yourself - for example, Superman might be asked why he wears a cape, and Snow White might be asked why she bit the apple. You must try to answer as you think your character would. Finally, give your partner a turn to be his/her character with you listening and asking questions.

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How D oes It Look? Does

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This activity will test your drawing and listening skills, as well as your speaking skills. You will need to work with a partner. 1. First, one of you will draw a simple diagram in the space below. Use only basic shapes like squares, circles, crosses and so on. Do not let your partner see what you are drawing.

2. Now, you are going to help your partner draw a picture the same as yours on to his/her sheet - the catch is, s/he is not allowed to see your picture. How will you do this? Easy! By giving clear, simple instructions. Give directions such as “There is a square in the top right hand corner.” Your partner may ask questions like “How big is the square?” but you cannot look at what your partner is drawing. Only compare pictures when you think you have given all the necessary instructions.

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3. Next, your partner will draw a picture and give you instructions. Use the box below to follow his/her instructions. Once again, compare your drawings.

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Was this activity difficult? In what way? Did you do better the second time? ......... ............................................................................................................................... ............................................................................................................................... ............................................................................................................................... ...............................................................................................................................

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SECTION 2: Skill Building Teachers’ Notes

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The activities in this section aim to build on the confidence developed in Section One, to develop the skills of clarity and eloquence. By completing these activities students should learn to use the various tools at their disposal for clear, confident speaking.

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Some of these activities continue the use of group work, whilst others require students to work and speak individually. Remember, there will be students in any class who have difficulty speaking before large groups. For this reason the emphasis should be as much as possible on creativity and fun, rather than on assessment.

For the individual speeches at the end of this section, no time limit has been set it is up to the individual teacher to gauge the readiness of students to speak for particular time limits. There have also been no specific topics recommended, as many students will find the idea of speaking on a subject of their choice more appealing. Be aware, however, that some students will need guidance in choosing a topic. Once a class has completed these activities, you might work towards presenting speeches about topics covered in class.

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It W as Like This ... Was This... Today you will work in a group to test you and your classmates’ powers of observation and skill at passing on information.

First, work with your group to make up a short play. You could, for example, act

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out a crime in progress, an argument, or a classroom scene. Try to keep it simple and, if possible, use only two or three actors. Be prepared to act out this scene for the rest of the class.

Next as each group acts out their scene, another group will put their

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observation skills to the test.

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Only one of the members of the second group will watch the play. The rest will wait outside the classroom. The first group will present their act to the class.

Now, the second member of the observer group will be called in. The member who watched the act must describe it to the second person, in as much detail as possible. The third member will then be called in, and the second member will describe the act to him/her. This will be repeated until all the members of the second group are back inside. The rest of the class should listen, but should not comment.

The first group should then repeat their act for all the members of the second group to see. How different is the act from the first description? How much did the description change as it was passed from person to person?

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The activity should be repeated until all groups have presented their acts, and had a turn at being the observer group.

Write down some ideas for a play here. Then meet with your group to work out the best scene.

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Theme of play: .....................................................................................................

Characters: .......................................................................................................... Outline of story: ................................................................................................... ............................................................................................................................ ............................................................................................................................ ............................................................................................................................ ............................................................................................................................ ............................................................................................................................ ............................................................................................................................

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Super quiz Superquiz Ever wanted to be a quiz show host and ask all kinds of tricky questions? Well here’s your big chance. First, you’ll need some clever questions. Take time to think up 5 questions about any topic you like - science, maths tables, history, spelling, sport or whatever you know the most about. Make sure you know the answers though!

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My Five Questions

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3. ............................................................................................................................ 4. ............................................................................................................................ 5. ............................................................................................................................

Now, in your group, take turns at being quizmaster and ask your five questions. The first person to answer correctly scores 1 point. If no one can answer correctly, you score 1 point. When all group members have asked their questions, the person with the most points is the quiz champion. S/he will represent your group in the class Superquiz. For this Superquiz, make a list of the five hardest questions from your group.

I. .............................................................................................................................

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2. ............................................................................................................................ 3. ............................................................................................................................ 4. ............................................................................................................................

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5. ............................................................................................................................ Choose one group member to ask these questions. Have the group winners sit or stand at the front of the class while they are quizzed by the quizmaster from each group. The person who gives the most right answers is the Superchamp.

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Teaching Suggestion Page

A Gr eat F all? Great Fall?

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Today the class is going to try to solve the case.

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Forget the nursery rhyme - the truth is out: Humpty Dumpty was pushed. Yes, pushed! Mother Goose has called in Constable Plod and Sergeant Snap to investigate this shocking crime, and they have six suspects: Little Bo Peep; Jack Horner; Wee Willie Winkie; Mother Hubbard; Georgie Porgie; and Peter Pumpkin Eater.

First, divide the class into seven groups. The first group will work on the police investigation. Decide what questions you will need to ask the suspects, then choose two people to play the parts of Constable Plod and Sergeant Snap, to interview the suspects.

The remaining six groups will work on the stories of the six suspects. Decide on the following points: Where was he/she when the crime occurred? Who can confirm that? What was his/her relationship to Humpty? What is his/her criminal background? Choose one person to play the part of the suspect and be interviewed by the police.

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Now, set up an imaginary interview room at the front of the class. The two police can call the suspects in one at a time and question them about the crime. The rest of the class can help decide who has the least believable story.

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Body Language - 1

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What is each of these people feeling?

How do you know? .................................................................................................

.............................................................................................................................. Without speaking, people can reveal a lot about how they are feeling, by using their faces and bodies. What could each of the following actions show? frowning ..................................................................................................................

© ReadyEdPubl i cat i ons shrugging................................................................................................................ •f orr evi ew pur posesonl y• clenching a fist ........................................................................................................

glaring.....................................................................................................................

stamping a foot .......................................................................................................

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slouching ................................................................................................................ nodding................................................................................................................... poking tongues ....................................................................................................... Now, with your partner, make a list of actions and facial expressions which can be used to show each of the following emotions.

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happiness ............................................................................................................... anger ...................................................................................................................... sorrow..................................................................................................................... confusion ................................................................................................................ jealousy .................................................................................................................. horror ...................................................................................................................... disbelief .................................................................................................................. Share your list with the class - make a class list on the blackboard.

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Body Language - 2 Body language can be used in different ways in the same situation. In an argument we might frown, shrug, clench our fists and even, sometimes, smile to get our point across. With your partner decide what types of body language you might use in each of the following situations.

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Persuading your friend to lend you some money: .............................................. ...........................................................................................................................

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........................................................................................................................... Telling someone you love them: .........................................................................

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Arguing with a fan of the opposing football team: ...............................................

Comforting a friend whose grandmother has died: .............................................

........................................................................................................................... Pretending it wasn’t you who burped in class: ....................................................

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Now, choose one of these situations and prepare a role-play to present to the class. Remember to use body language in combination with appropriate words body language by itself isn’t always effective. As you watch other role-plays, look for different kinds of body language and note how each is supported by words. Use the table below to note some of your observations.

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Tone of V oice Voice

“I told you not to do that!” Imagine this is your teacher speaking when someone has just spilt glue on the floor. How would s/he sound? .........................................................................................

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Now, imagine you are saying the same words to a friend who has just tickled you. How would you sound? ..........................................................................................

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When might someone else say “I told you not to do that?”.....................................

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How would s/he sound? .........................................................................................

Now, with your partner, take turns at reading the following sentences trying to use different tones of voice. Next to each sentence make a note of the different tones you used. I want one of those. ................................................................................................

Who is that? ...........................................................................................................

I’m sorry..................................................................................................................

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I didn’t mean it. ....................................................................................................... ...............................................................................................................................

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Look at me.............................................................................................................. ...............................................................................................................................

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Buy It! Today you are going to look at persuasive techniques - that is, different ways that you can convince someone to agree with you. In your group, take turns to describe your favourite TV or radio advertisement. Discuss the ways each advertisement tries to convince you to buy the product. List these ways in the box below.

r o e t s Bo r e p ok u S Persuasive Techniques

6. 7.

10.

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Now you and your group are going to have a go at using some of these techniques. First of all, ‘invent’ a product suitable for people your own age - it might be a toy, a food item, a piece of clothing, or someone in the group might have a better idea. Describe the product by filling in the blanks below.

Name of Product: ..............................................................................................

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Special features: ............................................................................................... ............................................................................................................................... .............................................................................

............................................................................................................................... Next, your group will be given one minute (the same time as a long television commercial) to convince the rest of the class to buy your product. Make up a presentation which uses as many of the persuasive techniques from your list as possible. When all groups have made their presentations, discuss the different techniques used. Were some techniques better than others? ............................................................ Why? ......................................................................................................................

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Let Me Out!

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It’s 15 minutes until lunch time and you just can’t wait. Your lunchbox is packed full of your favourite food, and your tummy is rumbling so loudly they can hear it on the other side of the room. Today is your lucky day! You are going to be given a once-only chance to convince your teacher that s/he should let you out to lunch early. Perhaps you could convince your teacher that the building is on fire (is s/he silly enough to fall for that?). Perhaps you could persuade your teacher that you have been so good this morning you deserve an extra long lunch (s/he might even forget that you didn’t finish your homework last night!). Jot down your own ideas here. Five reasons I should be let out early. I. .............................................................................................................................

Next, get into groups. Each person will be given one minute to present his/her reasons to the group. The most convincing person from each group will get to try to convince the teacher. My group voted for ........................................... to convince the teacher because

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............................................................................................................................... Listen to the group representatives as they speak to the class. Jot down the things you like about each person’s argument.

Good Points

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1. ........................................................................................................................ 2. ........................................................................................................................ 3. ........................................................................................................................ 4. ........................................................................................................................ 5. ........................................................................................................................

Who did you think was the most convincing? ......................................................... Why? ...................................................................................................................... Discuss this with the rest of your group.

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Ark Adv entur e Adventur enture If you could choose to be any animal on earth, what would you be? ..................... ............................................................................................................................... Why? ......................................................................................................................

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............................................................................................................................... For this activity, you are going to pretend to be this animal.

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Noah has made a mistake. When he was designing the ark, he forgot to allow space for the Unicorn. Now the Unicorn is a pretty special animal, so Noah has decided to give another animal’s space to the Unicorn. Good news for the Unicorn, but not so good for whichever animal is left behind!

To help make his decision, Noah has asked each of the other animals to present an argument why it should be allowed to keep its spot on the ark.

Imagine you’re an animal on the ark. Take some time to think why you should not be left to extinction. Jot your ideas down here:

I deserve a place on the ark because:

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And The Winner Is ... Is... Imagine that you are receiving an important prize. What prize would it be? An Academy Award for your latest movie? Best Player in football? Best Eater in the school lunch shed? Write your name and details of the prize on the certificate below:

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Prize for: ..............................

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What sort of speech will you make when you receive this prize? What things do you need to say? You should consider the following: 1. Opening - Usually you can start with ‘Ladies and Gentlemen’, but if there is a really important person in the audience, you might greet them by their name or title. (e.g. ‘Prime Minister, ladies and gentlemen, I am happy to be speaking to you ...’) 2. Thanking the right people - you may need to thank voters, the prize donor, your team mates and so on.

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3. Humility - It IS your big moment, but boasting will not impress the audience. 4. Timing - As a general rule, keep your speech short.

5. Closure - How will you finish your speech? Usually, another ‘thank you’ is enough. Now, pretend you are at the awards night. Your teacher will present your certificate to you. Make your speech to the audience. As you listen to the other speeches, remember how you would act if you were in a real audience - clap for each award winner and listen politely to his or her speech. Ready-Ed Publications

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The Gr eat Inv ention Great Invention For this activity you are going to become a great inventor. First of all, jot down some answers to these questions. 1. What machine or device (that hasn’t been invented yet) does the world need?

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3. How would it be constructed?.............................................................................

4. How would it work? ............................................................................................

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5. Who would use it? .............................................................................................. ...............................................................................................................................

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Now, you are going to explain your invention to the class. Use a big sheet of paper to draw a diagram or, if you have time, make a model of your invention. Next, prepare a short speech. Remember to include the information you have written above, as well as anything else you think is important. Use your model or diagram to assist your explanation.

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An Informativ e Speech Informative Background Information

In an informative speech you attempt to inform your audience about your topic. You want them to know something at the end of your speech that they didn’t know at the beginning. To make sure your audience does learn something, you need to make sure that they listen. You can do this in two ways:

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A. By making what you say interesting and easy to understand.

To write your speech you need to follow these steps:

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B. By speaking in a way that gains their attention - with clear, varied voice, eye contact, expression and gesture.

1. Choose a topic. Be careful - a topic like ‘Aeroplanes’ or ‘Bees’ is too general and may be boring. A better choice might be ‘How an Aeroplane Works’ or ‘How Bees Make Honey’. Try to choose a topic that really interests you perhaps your favourite sport or animal, or something interesting you have learnt. Remember, you need to get other people interested too.

Write down your topic here ...............................................................................

2. Work out what you want to say. What is it exactly that you want your audience to know by the end of your speech? Try not to include unnecessary information. Jot down your main points here ........................................................................

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3. Use the back of this page to write your speech. Make sure it has a beginning, middle and end and includes the points you noted in Step 2. Learn as much of your speech as possible - if you simply read it, you will find it hard to get the attention of your audience.

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Name....................................

AP ersuasiv e Speech Persuasiv ersuasive Background Information

In a persuasive speech you want to persuade your audience to feel the same way as you do about something important. You can do this by:

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A. Showing why your point of view is important use examples and be informative.

B. Using your voice, face and gestures to show that you believe in what you are saying.

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Follow these steps to prepare your speech.

1. Decide on a topic. Look at these examples: The Importance of Recycling The Need for More Referees in Basketball Why School Uniforms Should be Banned The writers of these speeches have chosen topics that they know something about and that they believe in.

My topic is .........................................................................................................

2. Gather information. Decide on two or three arguments which you can support with examples or evidence.

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3. Write and learn your speech. Try to arrange your arguments logically and include clear examples. Remember, you will be more convincing if you can learn your speech well.

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The main points in my speech .......................................................................... .......................................................................................................................... .......................................................................................................................... .......................................................................................................................... .......................................................................................................................... .......................................................................................................................... Follow your plan to prepare and present a persuasive speech on the topic you have chosen.

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SECTION 3: Games Teachers’ Notes

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Continuing the emphasis on building oracy through enjoyment, this section provides a variety of verbal games which can be used to develop both skills and confidence. The games are of two types - ‘warm-up’ games and impromptu activities.

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The warm-up games provided on the next two pages can be used as precursors to more complex oral work or by themselves as self-contained activities. In either situation, their main purpose is to develop students’ confidence in speaking aloud. Most of the games have additional educational value, such as developing memory skills, or reinforcing subject matter from other lessons. They also make excellent time-fillers when waiting for bells to ring, or as rewards for the class completing set tasks well. The impromptu activities which follow give students practice at speaking ‘impromptu’ - that is, with little or no preparation. This is an essential skill, especially in preparation for adult life where most opportunities to speak in public are, to a greater or lesser extent, impromptu. The cards provided in this section are a starting point, but as a class progresses individual teachers may see a need to add or remove cards to better suit the requirements of the class.

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Warm-up Games

Grocer

A simple, memory/listening game. Have students stand up or, if you prefer, sit on top of their desks. The first student begins by saying: I went to the local grocery shop and bought...

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S/he should then nominate an item which could be bought at a grocery shop, such as butter. The second student must repeat the sentence, adding a second item to the list:

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I went to the local grocery shop and bought some butter and a bottle of milk.

The third student must repeat the sentence including the first two items plus a third, and so on. Other students must listen carefully for mistakes. A student who forgets an item or gets the list in the wrong order must sit down. Continue until only one student remains, or alternatively, set a time limit.

Spell Down

Every student knows this one. Use your current spelling list or your spelling text and have students take turns in spelling words aloud. As with ‘Grocer’, have all students stand up at the beginning, sitting down after an incorrect response. You can also do this activity with times tables and mental maths.

Round the World

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A verbal game that will also expand your students’ knowledge of foreign places. This is a good one for students to play in groups - this will allow it to move more quickly. The first student begins by naming a foreign place - a country, city, river, mountain range or other geographical feature. The next student must name another place which begins with the final letter of the last word. For example, a game may proceed as follows:

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Nepal, Lebanon, New York, Korea and so on.

A player who cannot name a place is ‘out’. Alternatively, rather than taking turns, a point can be scored by the first person to give a correct response, thus keeping all students in the game. You may need to have an atlas handy to settle disputes.

Roving Reporters As a variation on daily News or Show and Tell, call the students in pairs. One student can then act as a reporter or current affairs host and elicit his/her partner’s news by asking questions. Similarly, one student could act as a court lawyer and the other as a witness.

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Impromptu Activities Teachers’ Notes

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Photocopy the following pages onto thin card, then cut to separate. There are two sets - start with the first set of ‘easy’ topics to build student confidence, then progress to the more challenging topics in the second set. How soon you progress will depend on the ability and confidence of your students. A template has also been provided to enable you to create some more of your own.

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The following games and activities will give students practice in speaking to groups of different sizes and, in particular, in speaking on a range of unprepared topics in a non-threatening environment. Remember, the emphasis should be on fun rather than on competitiveness or assessment.

Each student in turn takes a card from the top of the pile and speaks on the given topic for one minute without stopping. Start by playing this game in groups, then graduate to doing it as a whole class activity. Gradually increase the time.

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Story Time

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speak for as long as s/he can without saying ‘umm’ or ‘err’. Use a stopwatch or second hand to time - initially most students will struggle to speak for more than 20 or 30 seconds without succumbing, but the more often you repeat this activity, the more improvement you will see. Vary the activity to remove other problems in fluency such as overuse of ‘and’ and ‘but’. You can also use this procedure at News or Show and Tell time.

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A creative activity best done in groups of five or six students, using the first set of cards. One student takes a card and begins a story, using the word on the card somewhere in the sentence. The second student draws another card and continues the story, making use of the word on this card. This continues around the group for a given time - start with a period of about five minutes, then extend it in subsequent attempts.

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Impromptu Car ds - Set One Cards cats

escalators

smiling

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telephones

food

babies

teachers

mathematics

parents

basketball

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pencils

love

music

books

dogs

trees

school

friends

mail

cooking

cows

singing

money

fish

toes

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hair

clouds

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dancing

holidays

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monsters

art

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Impromptu Car ds - Set One Cont. Cards fire

computers

envelopes

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butterflies

laughter

photographs

electricity

toys

newspapers

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lollies

insects

shoes

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cities

beds

boxes

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paper

microwaves

elephants

crayons

eyes

sport

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television

trains

flags

wood

fire

health

skin

doctors

anger

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Impromptu Car ds - Set T wo Cards Two My favourite person

What I like about school

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The worst day of my life

A book I have read

Protecting the environment

The importance of rules

The worst crime in the world

Someone I would like to meet

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The funniest joke I ever heard

My secret ambition A place I like © Ready EdPubl i c i ons toa got •f orr evi ew pur posesonl y•

The worst thing about school

My favourite memory

The most important service provided by the government

My family

A toy I once had

Cooking dinner

A great television show

A job I would like to do

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Planting a garden

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How to make a sandwich

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Impromptu Car ds - Set TTwo wo Cont. Cards

The best person in the world

How to write a letter

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The effects of war

A long day

My favourite piece of clothing

A holiday I have been on

Sharpening a pencil

One thing I have learned

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Brushing your teeth

The world’s Something Is should © ReadyE d P u b l i c a t i o n biggest problem not have done •f orr evi ew pur posesonl y• How to tie your shoelaces

A scary experience

The hardest thing about homework

If I were prime minister

Every kid needs. . .

My biggest wish

The saddest story I know

A happy ending

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My best friend

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A great pet

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(Enter your own)

Local T opics Topics

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SECTION FOUR: D ebating Debating Teachers’ Notes

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This final section introduces students to the art of debating. An information sheet outlines the basic rules and procedures and the remaining sheets are for use during early debates.

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This book does not delve too deeply into the finer points and etiquette of debating, but rather serves as an introduction to this form and a reinforcement of speaking skills already acquired. It is suggested that the first debate is conducted as a whole class activity, with groups of students working on arguments and speech formation. Once one or more debates have been completed in this manner, subsequent debates can become gradually less structured. An adjudication sheet has been included, but in early debates there should be minimal emphasis on scoring. It is, however, useful to distribute this sheet to students during this time as an indicator of requirements.

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Some sample topics for debate have been included. Once students have mastered the basic skills, further topics can come from subjects being studied in class.

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Debating: F act Sheet Fact A debate is a kind of formal argument, where two teams put forward cases for and against a topic. There are seven participants in each debate, who sit like this: Chairperson

r o e t s Bo r e p ok u S First Affirmative

Third Affirmative

Second Negative

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Second Affirmative

First Negative

Third Negative

Each speaker will stand up to speak.

© ReadyEdPubl i cat i ons The Chairperson announces the topic. p S/he then introduces each speaker in turn. At • f o r r e v i e w u r p o s e s o n l y • the end of the debate s/he will invite the audience to ask questions. The affirmative team always support the topic, while the negative team argue against it. No matter what the topic is, the duties of the seven people are always the same.

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The First Affirmative speaker defines the topic and introduces the affirmative team, briefly outlining their arguments. S/he then presents one major argument in support of the topic.

The First Negative speaker also defines the topic and introduces the negative team. S/he then rebuts (argues against) the points of the first affirmative speaker before presenting one major argument against the topic.

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The Second Affirmative speaker rebuts the arguments of the first negative speaker and presents a second major argument in support of the topic. The Second Negative speaker will rebut the arguments of the first and second affirmative speakers and present a second major argument against the topic. The Third Affirmative speaker will rebut the arguments of the first and second negative speakers. S/he will then close the affirmative case by presenting a third supporting point and summing up the team’s arguments.

The Third Negative speaker cannot introduce any new arguments. S/he will rebut all the arguments of the affirmative team and then sum up the arguments of the negative team.

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AP ebate Prractice D Debate Divide the class into two. Write the topic of your debate in the space provided and then think of as many arguments for and against as you can.

Topic: ....................................................... Arguments For

Arguments Against

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.............................................................. .............................................................. ..............................................................

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© ReadyEdPubl i cat i ons .............................................................. •f orr evi ew pur posesonl y• .............................................................. .............................................................. ..............................................................

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Half of the class will now concentrate on arguments for the topic (Affirmative), the other half on the arguments against (Negative). Follow these steps:

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1. Group the arguments together into major areas, such as economic, political, or educational arguments. 2. Eliminate any arguments that are minor or not relevant.

3. Choose 3 speakers. Allocate a major argument to each speaker (except the third negative). 4. The other members of the group can help the speakers to prepare their speeches. 5. Present the debate to the class. Choose a chairperson and have your teacher adjudicate (judge).

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Speechmaster: First Affirmativ e Affirmative Chairperson, ladies and gentlemen. The topic of today’s debate is ..................... .............................................................................................................................. We, the affirmative team, take this to mean (your team’s definition) ..................... ..............................................................................................................................

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.............................................................................................................................. We will be proving to you today that this statement is correct. I will be speaking

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to you about (first major argument) ....................................................................... ..............................................................................................................................

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My second speaker (name) .............................................. will look at (second

major argument) ....................................................................................................

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and my third speaker (name)............................................ will be examining (third

major argument) ....................................................................................................

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But first, let us look at (first major argument) Explain your argument in detail. If you need more space use the back of this sheet.

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.............................................................................................................................. .............................................................................................................................. .............................................................................................................................. .............................................................................................................................. .............................................................................................................................. So you can see, ladies and gentlemen that (topic of the debate) .......................... .............................................................................................................................. Thank you.

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Speechmaster: Second Affirmativ e Affirmative Chairperson, ladies and gentlemen. As my first speaker (name) ......................... has already shown you (topic of the debate) ......................................................... .............................................................................................................................. The first speaker of the negative team would like you to believe that this is not so.

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(rebuttal) Attack points made by first negative. You will need to write this while s/he is speaking. ....................................................................................................

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Let us consider (second major argument) Explain your argument in detail. If you need more space use the back of this sheet.

© ReadyEdPubl i cat i ons .............................................................................................................................. •f orr evi ew pur posesonl y• .............................................................................................................................. ..............................................................................................................................

..............................................................................................................................

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Ladies and gentlemen, it is clear that (topic of the debate) ................................... .............................................................................................................................. Thank you.

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Speechmaster: Thir d Affirmativ e Third Affirmative Chairperson, ladies and gentlemen. By now, it should be clear to you that (topic of the debate) .............................................................................................. .............................................................................................................................. despite the negative team’s argument to the contrary. (rebuttal) Attack points made by first and second negative. You will need to write this while they are speaking.

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My first speaker (name) ......................................... has already told you (sum up

his/her speech) ......................................................................................................

My second speaker (name) ........................................ showed you that (sum up

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We also need to consider (third major argument). Explain your argument in detail. If you need more space use the back of this sheet. .............................................................................................................................. .............................................................................................................................. .............................................................................................................................. .............................................................................................................................. Ladies and gentlemen, there can be no doubt that (topic) .................................... .............................................................................................................................. Thank you

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Speechmaster: First Negativ e Negative Chairperson, ladies and gentlemen. As you have already heard, the topic of today’s debate is ................................................................................................... .............................................................................................................................. We, the negative team, take this to mean (your team’s definition) ........................

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about (first major argument) .................................................................................. ..............................................................................................................................

My second speaker (name) .............................................. will look at (second

major argument) ....................................................................................................

.............................................................................................................................. ,

and my third speaker (name)............................................ will be reaffirming these

© ReadyEdPubl i cat i ons .............................................................................................................................. . •f orr evi ew pur posesonl y• Firstly though (rebuttal) Attack points made by first affirmative. You will need to

points, proving conclusively that (rewrite the topic using ‘not’) ..............................

write this while s/he is speaking. ...........................................................................

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Turning to (first major argument) Explain your argument in detail. If you need more space use the back of this sheet.

.............................................................................................................................. .............................................................................................................................. .............................................................................................................................. .............................................................................................................................. .............................................................................................................................. So you can see, ladies and gentlemen that (opposite of topic) ............................. .............................................................................................................................. Thank you. Ready-Ed Publications

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Speechmaster: Second Negativ e Negative Chairperson, ladies and gentlemen. My first speaker (name) .............................. has already made it clear that (rewrite debate topic, using ‘not’) ........................... .............................................................................................................................. The affirmative team have tried unsuccessfully to prove this wrong. (rebuttal) Attack points made by first and second affirmative. You will need to write this while they are speaking.

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It is important to consider (second major argument) Explain your argument in detail. If you need more space use the back of this sheet.

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.............................................................................................................................. Thank you.

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Speechmaster: Thir d Negativ e Third Negative Chairperson, ladies and gentlemen. The affirmative team would like you to believe that (topic of the debate) ........................................................................... .............................................................................................................................. We, the negative team, have already proven that this is not true (rebuttal) Attack points made by the affirmative team. You will need to write this while they are speaking.

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..............................................................................................................................

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My first speaker (name) ............................................ has already shown you

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(sum up his/her speech) ........................................................................................

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My second speaker (name) ...................................... explained that (sum up

his/her speech) ...................................................................................................... .............................................................................................................................. .............................................................................................................................. .............................................................................................................................. It is obvious to us, the negative team, as it must be to you, ladies and gentlemen, that (opposite of topic) ........................................................................ .............................................................................................................................. Thank you. Ready-Ed Publications

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Speechmaster: Chairperson At the start of the debate: Good morning/evening/afternoon ladies and gentlemen, and welcome to our debate. The topic today is .................................................................................... ..............................................................................................................................

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On my right, we have the affirmative team (First Affirmative) ................................ (Second Affirmative) ................................. and (Third Affirmative) ........................ On my left, we have the negative team (First Negative) ........................................

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(Second Negative) .................................... and (Third Negative) ...........................

I now declare the debate open and call on the first speaker of the affirmative team to begin his/her team’s case. After the first affirmative Thank you (First Affirmative) ............................ . I now call on the first speaker of the negative team, (name) ............................... , to continue his/her team’s case.

After the first negative Thank you (First Negative) ....................................... . I now call on the second

After the second affirmative Thank you (Second Affirmative) ............................... . The second speaker of the

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negative team, (name) ............................................. , will now continue his/her team’s case. After the second negative Thank you (Second Negative) .................................. . I now invite (Third

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Affirmative) ............................................................... , to close the affirmative team’s case. After the third affirmative Thank you (name) ............................................ . The third speaker for the

negative team, (name) ..................................... ,will now close his/her team’s case. After the third negative Thank you (Third Negative) ...................................... . Ladies and gentlemen, I now declare this debate closed. Any member of the audience who wishes may now direct questions to the speakers.

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Debate Adjudication Sheet

Matter

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1st Affirmative

2nd Affirmative

3rd Affirmative

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Was the speech well organised? - Was there a clear order to the material used? - Was time used well? - Did the speech progress the team’s case?

1st Negative

(20 marks)

2nd Negative

Method

3rd Negative

What did the speaker say? - Was the topic clearly defined? - Was the argument clear and relevant? - Was there adequate evidence to support it? - Was the rebuttal logical?

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Did the person speak well? - Could the speaker be heard? - Did the speaker vary his/her voice and gesture? - Did the speaker use good eye contact? - Did the speaker speak confidently? - Did the speaker make good use of notes?

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Total:

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Negative

1. ..............

1. ...............

2. ..............

2. ...............

3. ..............

3. ...............

..............

...............

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Debate T opics Topics Advertising is a curse. Superheroes are good role models for children. Little brothers are pests. It is better to plant flowers than vegetables.

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All guns should be banned.

Television is humanity’s greatest invention. Good spelling is not important.

Twelve year olds should be allowed to vote. Young people are misunderstood. Goldilocks was a naughty girl. Soap operas are true to life.

There should be no more logging of forests. School uniforms are a good idea.

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Ours is the luckiest country in the world.

Politicians deserve big salaries.

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Girls can do the same things boys can. Cats make better pets than dogs. No news is good news.

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Beauty is in the eye of the beholder.

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Comics are better than newspapers.

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