Speak Up by Teacher Superstore

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(F or Ages 9 - 12) (For

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Speak Up

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Written by Sally Murphy. Illustrated by Melinda Parker. © Ready-Ed Publications - 2002. Published by Ready-Ed Publications (2002) P.O. Box 276 Greenwood W.A. 6024 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 455 5

Introduction Speak Up is a public speaking course aimed at upper primary students. The book’s aims are twofold: * For Teachers To provide a range of speech-based activities which can be adapted across the curriculum. * For Students To provide a range of experiences in verbal expression and so improve confidence and competence in public speaking.

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Rationale An important part of successful communication is the ability to speak successfully. Adults must be able to speak clearly and succinctly in a variety of situations, from private social gatherings to business meetings. Speaking and listening skills are important for interviews, consumer activities and so much more. Yet an alarming number of students leave school without having achieved these 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. This book attempts to alleviate these difficulties by providing a range of activities to hone public speaking skills, with a focus on delivery, voice use and audience. Speak Up focuses on meeting the needs of the Speaking and Listening strand of the English Learning Outcomes, namely:

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Students speak and listen with purpose, understanding and critical awareness in a wide range of contexts.

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Contents Introduction

Section One: Getting Started

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Section T wo: F ormal Speeches Two: Formal

4 5 6 7 8 9 10 11 12 13 14 15 16 17 18

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Teachers’ Notes Who Lives Here? Show and Tell Map Talk Jam Sandwich 1 Jam Sandwich 2 Who Am I? Mixed Messages Unspeakable Reading Voices To Inform or To Entertain? Interviews Interview Assignment Interview Results Say What?

Teachers’ Notes (Preparation Cards - Informative and Persuasive Speeches) Speech Types In The Palm of Your Hand Informative Speech: Choosing a Topic Informative Speech: Gathering Facts Informative Speech: Writing Your Speech Informative Speech: Peer Evaluation Persuasive Speech: Choosing a Topic Persuasive Speech: Building Arguments Persuasive Speech: Writing Your Speech Persuasive Speech: Peer Evaluation Entertaining Speeches: Comedy Entertaining Speeches: Storytelling Entertaining Speeches: Poetry Entertaining Speech: Choosing a Form Entertaining Speeches: Preparing for Presentation

19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34

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Section Three: Impromptu Activities Teachers’ Notes Impromptu Cards: Set One Impromptu Cards: Set One cont. Impromptu Cards: Set Two Impromptu Cards: Set Two cont. Choose a Speech Topic

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Section One: Getting Started Teachers’ Notes The emphasis in this section is on giving students less formal situations in which to acquire and develop speaking skills. The activities combine opportunities to practise speech skills with increasing awareness of the various elements of speech and speeches. The final two activities in this section introduce students to slightly more formal speech situations in preparation for the structured speeches of Section Two.

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The following steps are suggested for each activity.

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1. Distribute sheets.

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2. Work through the sheet as a class, breaking into pairs or groups where indicated.

3. As students attempt each task, circulate to observe their progress, but intervene only with groups not on task or who are having difficulties. Remember that in most activities the emphasis should not be on the ‘right’ answers, but on experimentation.

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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Name: ________________________

Section 1: Getting Started

Who Lives Here?

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1. For this activity your teacher will give you a picture of a house (or other building) cut from a magazine. Glue the picture in the space below.

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2. Now, think about who might live here. Make up a name for him/her. How long has s/he lived here? Does s/he live alone or with a family? Do they have pets? What are his/her hobbies? Write down some of your ideas here.

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3. Now, share your picture with the rest of your group. Tell them what you have made up about the house. Listen to their explanations of the houses in their pictures. Do you agree with their stories or would you imagine someone different living there? Choose one of the other pictures and explain who you think lives in the house.

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Name: ________________________

Section 1: Getting Started

Show and Tell R Your teacher will give you an object. It may be something you use every day or it may be something you’ve never seen before. Take a minute to answer the following. If you don’t know an answer, make one up - be creative. What is it called? What is it used for?

Where would you buy it? How much would it cost?

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Who might own it?

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R Next, show the object to your class or your group, and tell them all about it. Be prepared to answer questions about it. When your classmates show you their own objects, try to ask them questions which challenge them. Write some questions below.

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Name: ________________________

Section 1: Getting Started

Map Talk R Giving clear instructions is an important part of communication. It is equally important to listen to instructions. Use the map below to practise giving and following instructions.

Tennis Club

School

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Sue’s House

BBQ Area

Lee’s House

Play Group

Smith Street

Joe’s House

Hay Street

Recreation Centre

Noel’s House

Child Care

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Brett Street

Mary Street

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Petrol Station

Butcher

Baker

Hairdresser

Main Street

Shoe Shop

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Alice Road

Dress Shop

Motel

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Supermarket

Book Shop

Computer Beautician Shop

R Take turns giving directions from one place to another. For example, “Start at the swimming pool, turn left into Mary Street, then right into ...”. Do not tell your partner where they are going. When you have finished, ask them where you have directed them to. If you have given clear instructions, they will know. Try this again, this time without using street names. For example, “Take the second turn right ...”. Is this easier or harder? Ready-Ed Publications

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Name: ________________________

Section 1: Getting Started

Jam Sandwich 1 Can I have a jam sandwich please? R The sentence above appears to be nothing more than a simple request for a jam sandwich. But, spoken aloud, the meaning can be altered. In your group take turns speaking the sentence aloud, emphasising the words underlined in 1 to 5 below.

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1. Can I have a jam sandwich please?

2. Can I have a jam sandwich please?

4. Can I have a jam sandwich please?

5. Can I have a jam sandwich please?

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3. Can I have a jam sandwich please?

Discuss how the meaning changes as different words are emphasised. Does the speaker’s tone change as well? R Try reading the following sentences aloud, giving as many different readings as possible.

1. Isn’t the weather lovely today? 2.

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4. What is your name?

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3. I like this one.

R Write some sentences which can be read in different ways. Share with your group.

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Name: ________________________

Section 1: Getting Started

Jam Sandwich 2 Now that you have had fun asking for a jam sandwich, you and your partner are going to make a jam sandwich. Easy, isn’t it? Usually - but this time there is a catch. One of you will be blindfolded, and the other will have his/her hands behind his back. Before the activity begins, Person One will need to blindfold Person Two. Person One can then use his/her hands to lay out the bread, knife, butter and jam. Once this is done, the hands must be placed firmly behind the back - only Person Two can make the sandwich.

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Person One becomes the ‘eyes’ for Person Two. Clear directions must be given to Person Two. It is not enough tell them to pick up the knife - they must be told where it is. “Pick up the knife on the right hand side of the table…”. The voice is used to guide them to the bread, the butter and the jam. They can be told if the butter is spread properly, and so on. When a sandwich has been made (or the mess has been cleaned up) swap roles.

As well as giving you a brief experience of being blind, this activity should give you some understanding of the importance of being clear in your instructions.

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Challenge: Can you guide your blindfolded partner to pour a glass of water without spilling any?

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Name: ________________________

Section 1: Getting Started

Who Am I? The things we say and the way we say them can be influenced by our reason for speaking. A policeman, for example, will speak differently to a criminal than a mother might speak to her baby. R With your partner, practise saying each of the sentences in Column 1 below, as it might be said by each of the people in Column 2. Could every sentence be spoken by each person?

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A politician speaking to a voter.

Isn’t it a nice day.

A cross parent.

This is my house.

A teasing twelve year old.

I love you.

A shopkeeper

What can I do?

A teacher.

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Is that a cow?

R Now, choose one person from Column 2. Without telling your group which one you have chosen, prepare a quick speech on the topic of ‘Bedrooms’. Take turns to speak on the topic. Can your group members guess which person you are speaking as?

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Start preparing your speech below. Person: _____________________________________

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Name: ________________________

Section 1: Getting Started

Mixed Messages R Have some fun varying the tone of your speeches. Take turns choosing a topic and a character for fellow group members. Try to speak for a minute each.

About ...

A twelve year old

Cars

A mother

School

A politician

Good nutrition

A policeman

Exercise

An elderly man

Crime

An astronaut

Fame

A school principal

Sleep

An Olympic athlete

Homework

A racing car driver

Christmas

A criminal

Coffee

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Speak As ...

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I really need enough pocket money to pay for my bowls and cups of tea, my trips ...

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Christmas really is a fabulous time of year. I really like getting my presents ...

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Shortly after lift-off of a moon rocket the 1st stage separates and the 2nd stage fires ...

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Name: ________________________

Section 1: Getting Started

Unspeakable R Your teacher has just announced that you have to present a 10 minute speech on the history of the universe at assembly tomorrow. S/he has invited the rest of the school, your mum, in fact the whole town to watch. Fortunately, your teacher is a very reasonable person and so you are going to be given a chance to convince him/her that you are NOT the person for this job.

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First, jot down your ideas here.

’t present this speech: Five reasons why I can can’t

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R Next, get into groups. Each person will have one minute to present his/her reasons to the group. Then choose the most convincing person from your group to try to convince the teacher.

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

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Who do you think was most convincing? Why _____________________________________ ___________________________________________________________________________ Discuss this with the rest of your group. Page 12

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Name: ________________________

Section 1: Getting Started

Reading Voices R Listen to your teacher read a short story (or a chapter of your class novel). Answer the following with your partner. Does your teacher speak differently when reading aloud than when talking to the class? In what way?

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Does his/her voice change at different parts of the story? When?

R Now, your teacher will read a piece of non-fiction - an encyclopedia entry. How is your teacher’s reading different when reading non-fiction rather than fiction?

R In your groups discuss the following.

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Why are fiction and non-fiction read differently when they are read aloud?

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What makes a story easy to listen to?

What makes an informative text easy to listen to?

Share your answers with the class. Discuss. Ready-Ed Publications

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Name: ________________________

Section 1: Getting Started

To Inform or To Entertain? In the previous activity you explored the different reading styles used for fiction and nonfiction. This activity explores how our voices differ in speech situations. R In your group, prepare two brief presentations, as follows. 1. A joke or a funny story. Your purpose here is to entertain the rest of the class.

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2. A brief explanation of some fact. Your purpose here is to inform the rest of the class about something they may not have previously known. (If stuck for an idea, use an encyclopedia to randomly select something.)

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When you are ready, present your two pieces to the class.

Entertaining

Informative

Voice

Facial Expression

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Word Choice

Subject Matter Anything Else

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Gesture

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R When all groups have made their presentations, complete the following, noting how presentation differs according to its purpose.

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Share your answers with your group.

Discuss 1. When would you present a speech to entertain? To inform? 2. Are there forms of entertainment other than humour? Page 14

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Name: ________________________

Section 1: Getting Started

Interviews R Listen to a television or radio interview. Observe the kinds of questions the interviewer asks and the answers the subject gives. Now, read these questions.

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3 Do you like school?

3 Did you write any of your songs? 3 Are you planning more trips?

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The first question above could be followed up with: 3 What is it you don’t like about school?

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All of these questions can be answered in just one word - either yes or no. Whilst some questions will inevitably lead to these answers, a good interviewer will ask plenty of questions which need longer answers. This is so that the audience will learn as much as possible about the person being interviewed, or the subject they are being interviewed about.

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R With your partner, write some follow-ups for the other two questions.

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Share your responses with your group. Ready-Ed Publications

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Name: ________________________

Section 1: Getting Started

Interview Assignment R Your task is to interview a member of your community who does something which interests you. It does not have to be someone famous - some suggestions are a local salesperson, a business person, or someone who works in a job you would like to try. You will need to contact the person and arrange a time and place to interview them. If possible, arrange to tape or video your interview.

r o e t s Bo r e p ok u S What You Want to Know Question to Ask

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Once you have organised your interview, prepare some questions to ask. Remember to avoid too many questions with yes/no answers. Use the space below to write down what you are trying to find out and what questions will help you to find this out. An example is given.

____________________________________ _____________________________________ E.g. Is the job enjoyable? Do you like your job? Why/Why not? ____________________________________ _____________________________________ ____________________________________ _____________________________________ ____________________________________ _____________________________________

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____________________________________ _____________________________________ ____________________________________ _____________________________________ ____________________________________ _____________________________________ ____________________________________ _____________________________________ ____________________________________ _____________________________________ ____________________________________ _____________________________________ ____________________________________ _____________________________________ ____________________________________ _____________________________________ ____________________________________ _____________________________________ Page 16

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Name: ________________________

Section 1: Getting Started

Interview Results R Now that you have interviewed your subject, prepare to tell the class what you have learnt about him/her. Use the following to make notes.

Person’s name:

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Things I knew about them before the interview:

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Why I chose them:

Things I learnt about them:

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R After you have made your notes, use them to prepare a brief speech in which you share what you have learnt. Use your notes as a guide, but try not to read from them when you give your speech. Ready-Ed Publications

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Section 1: Getting Started

Say What? Below is a list of sayings or proverbs. You have probably heard all or most of these before - they are regularly used by many people. But what do they mean? And are they always true?

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Beggars can’t be choosers. A fool and his money are soon parted. Familiarity breeds contempt. Curiosity killed the cat. A friend in need is a friend in deed. Many hands make light work. All that glitters is not gold. Don’t try to re-invent the wheel. Just grin and bear it. Easier said than done. A stitch in time saves nine. Don’t bite the hand that feeds you. Beauty is in the eye of the beholder. Better safe than sorry. Birds of a feather flock together. Don’t believe everything you hear.

Which saying have you chosen?

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What does it mean?

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R Your task is to choose one of these sayings and prepare a brief talk explaining it. Plan your talk by answering the following.

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How could you apply this proverb to your daily life? Give an example.

Is it true, or are there times when the opposite might be true?

Be ready to present your talk to your class. When fellow class members present their talks, note how their views are different or similar to yours. Page 18

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Section 2: Formal Speeches Teachers’ Notes

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This section aims to develop students’ skills and confidence in formal speech situations. Activities cover three speech situations - the informative speech, the persuasive speech and the entertaining speech. For each speech format there are a series of activities culminating in the presentation of a formal speech to the whole class. Preparation Cards have been provided below, which can be used by students as they practise their speeches. For the informative and persuasive speeches a peer evaluation sheet is included. This is to encourage students to learn to critically evaluate other students and to give each student the opportunity for feedback from peers. This should complement any formal teacher feedback rather than replacing it. There is no evaluation sheet for the entertaining speeches because of their subjective nature.

Preparation Card: Informative Speech - Preparing for Presentation R Now that you have written your speech you need to get ready to present it.

The following is a list of guidelines for presenting your speech. Practise your speech with a partner, then, with their help, write yes or no next to each guideline.

Guidelines

Yes/No

____________________ © R e a d y E d P u b l i c a t i ons Stand straight and look at your audience ____________________ Vary your voice and atv your audience • f o rlook r e i e w pur poses____________________ onl y• Speak clearly

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Keep speech time close to the set limit

____________________

Use facial expressions and gestures for emphasis

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Keep note use to a minimum

R Now, practise your speech again, focusing on improving any area which you wrote a ‘no’ next to. Be ready to present your speech to the class.

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Preparation Card: Persuasive Speech - Preparing for Presentation R Now that you have written your speech you need to prepare to present it. Remember that the key here is to be persuasive - both with what you say and how you say it.

Guidelines Speak clearly

____________________

Stand straight and look at your audience

____________________

Vary your voice and look at your audience

____________________

Use facial expressions and gestures for emphasis

____________________

R Now, practise your speech again, focusing on improving any area which you wrote a ‘no’ next to. Be ready to present your speech to the class. Ready-Ed Publications

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Name: ________________________

Section 2: Formal Speeches

Speech Types An informative speech attempts to inform the audience about a particular topic. The aim is for the audience to know something at the end of the speech that they didn’t know at the beginning. A persuasive speech tries to persuade the audience to feel the same way as the speaker about something important.

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An entertaining speech tries to entertain the audience. An example is a comedy routine.

Informative

High School Graduation 21st Birthday party Political Rally

Persuasive

Entertaining

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R Consider the following situations. Decide whether the speech will be informative, persuasive or entertaining - put a tick in the appropriate column.

Sports Award Presentation

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Business Meeting

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Are there some occasions which fit into more than one category - for example Informative and Entertaining?

Discuss: Which of the speeches would you expect to be very formal? Which would be more informal? Page 20

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Name: ________________________

Section 2: Formal Speeches

In The Palm of Your Hand R A palm card is a square of card about the size of your palm which can be used to help you remember a speech. Although palm cards can be looked at during a speech, they should not be used to read from like a book. Have a look at these two palm cards, for the same speech.

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Max Johnson first built a boat in

1968. It was a 5 metre runabout

friends out in on weekends and

5 metre runabout Friends

special occasions. His dog Fred also enjoyed the boat ...

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which he enjoyed taking his

First Boat - 1968

Fred

On the first card, the speech-maker has written the whole speech and will, most likely, read the speech from the card. On the second, the speech maker has written key points to jog his/her memory.

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As you prepare speeches for class, make use of palm cards to increase your confidence, but try not to use them like a book. R Practise making and using a palm card. In the space on the left write a speech of congratulation about a friend who has succeeded in being selected in a national sports’ team. Write the key points in the palm card.

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Section 2: Formal Speeches

Informative Speech: Choosing a Topic R You are going to prepare and present an informative speech. The first thing you will need to do is to choose a subject. Try to select something which interests you and which might be interesting to your class. Is there a sport you love, an animal that is special to you, a famous person you know a lot about?

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Write your subject here: ________________________________________________________

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You may need to narrow your topic down so that you can cover it in about three minutes. For example, you could not explain all there is to know about cooking in three minutes, but if your topic was “Making a Cake” you would have a better chance. Look at these other examples.

Broad Subject

Refined Topic

Cats

Looking After Kittens

Aeroplanes

The Concorde

©Hockey ReadyEdPubl i cat i ons The Rules of Hockey •f orr evi ew pur posesonl y• Books

The Novels of Morris Gleitzman

R Now, try to refine your topic.

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My topic is: __________________________________________________________________ Discuss your topic with a partner. S/he may have questions or suggestions which will help you refine it further.

Suggestions:

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Name: ________________________

Section 2: Formal Speeches

Informative Speech: Gathering Facts R Write your speech topic here: ________________________________________________ Now that you have a topic, you will need to gather information ready for preparing your speech. Whilst you may already know about your topic, it is a good idea to do some research to check your facts and/or to find some new information. Possible sources include:

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Books (your own or from the library); Encyclopedias; The Internet; Experts - e.g. a hockey coach or cat breeder.

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Information Needed

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Before you begin, make a note of the things you need to find out. You can then tick each one as you find it. Make notes on the back of this sheet.

Found

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Section 2: Formal Speeches

Informative Speech: Writing Your Speech R Now that you have your information, it is time to write your speech. Use the following to help you organise your information. If you need more space, use the back of the sheet.

Introduction

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Body

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You should start by greeting your audience - “Good morning ...” - then introducing your topic.

Here is where you share your information. Try to organise your facts into three or four main points of interest, rather than presenting lots of small, separate facts. 1.

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Conclusion

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Conclude with a closing statement reminding your audience why your subject is interesting, and thanking them (for listening!).

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Name: ________________________

Section 2: Formal Speeches

Informative Speech: Peer Evaluation R One of your classmates will complete this sheet as you present your speech. Name: ______________________________________________________________________ Speech Topic:________________________________________________________________

r o Yes No e t s B r e oo p u k S

Unsure

Was it explained in enough detail?

Was the subject matter interesting?

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Was the topic clear?

Was the speech well written/organised?

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Could the speaker be heard?

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Was it close to the time limit?

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Did the speaker vary his/her voice?

Did the speaker use eye contact and gesture?

Did the speaker make good use of notes?

Did the speaker speak confidently?

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Name: ________________________

Section 2: Formal Speeches

Persuasive Speech: Choosing a Topic R You are going to prepare and present a persuasive speech. The first thing you will need to do is choose a topic about which you feel passionate. Remember, you need a topic about which you can attempt to persuade your audience - this is what makes a persuasive speech different from an informative speech. Is there something you really like and want to see more of? Is there something you would like to see changed?

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If you are having trouble, think about your interests and hobbies. Is there some aspect of these that you can use as a persuasive topic? Look at these examples.

Persuasive Topic

Basketball

The need for new rules in basketball

Stamp collecting

More people should collect stamps

Reading

Turn off the TV and read

Sleeping

Schools should introduce a nap period

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Area of Interest

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Discuss your topic with a partner. S/he may have some suggestions about how you might develop your topic. Write some of the suggestions below.

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Name: ________________________

Section 2: Formal Speeches

Persuasive Speech: Building Arguments Write your speech topic here: ___________________________________________________ R Now that you have a topic, you will need to develop some arguments to support your topic. Whilst you may have some strong opinions, it is a good idea to support these arguments with some facts. If, for example, you want smoking banned, you might use statistics about the health problems caused by smoking.

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Possible sources of information include:

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Books/encyclopedias; The Internet; Experts; Professional/government bodies (e.g. Health Department).

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Make notes of your arguments and supporting evidence. Use the back of this sheet if you need more room.

Arguments

Evidence

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Name: ________________________

Section 2: Formal Speeches

Persuasive Speech: Writing Your Speech R Now that you have gathered information and evidence, it is time to write your speech. Use the following to help you organise your argument. If you need more space, use the back of this sheet.

Introduction

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Body

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Start by greeting your audience, then introduce your topic, stating clearly what you are trying to persuade them about.

Here is where you present your arguments. Try to choose the three or four strongest points which have facts to back them up. 1.

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Conclusion

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Conclude with a strong closing statement which summarises your argument, and thank your audience for listening.

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Name: ________________________

Section 2: Formal Speeches

Persuasive Speech: Peer Evaluation R One of your classmates will complete this sheet as you present your speech. Name: ______________________________________________________________________ Topic: ______________________________________________________________________

Yes No r o e t s B r e oo p u k S

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Was the argument well developed?

Were the arguments persuasive?

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Was the topic clear?

Was it close to the time limit?

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Could the speaker be heard?

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Did the speaker use his/her voice for emphasis? Did the speaker make effective use of eye contact and gesture?

Did the speaker make good use of notes?

Did the speaker speak confidently?

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Name: ________________________

Section 2: Formal Speeches

Entertaining Speeches: Comedy R Working in groups, tell your favourite joke. Then, discuss what the word comedy means. Write your group’s definition here:

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Share your definition with the class, then try to agree on a class definition. Write this here:

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View or listen to a comedy routine from a professional comedian. In your group make a list of the elements of his/her routine which make it funny.

Share your list with the class.

Subject Matter/Content

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Speech Structure

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R Now, using the headings provided, make notes of the elements of a comedy routine.

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Delivery

Discuss: Which of the above three elements is most important in making a comedy routine funny? Page 30

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Name: ________________________

Section 2: Formal Speeches

Entertaining Speeches: Storytelling Telling a story is different from reading a story. A storyteller does not generally use a book, instead telling a story which s/he remembers, sometimes from his/her own experience, although it may be fictional. R To begin, prepare to tell a story to your partner. It may be something that has happened to you, or it may simply be a story you remember being told to you, or even a story you saw in a movie. Try to recall as much of the story as you can - you can note down the main points here.

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My Story

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R Now, tell your story to your partner, and listen to his/hers.

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Story Structure

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Language Used

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Subject Matter

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Presentation

Discuss your responses with the rest of the class and add to your notes if necessary. Ready-Ed Publications

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Name: ________________________

Section 2: Formal Speeches

Entertaining Speeches: Poetry You have probably read poems in books and maybe even heard your teachers read them, but have you ever heard them performed? R Listen to a poem being performed on a tape, video or (if possible) live. Answer the following questions.

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How does the speaker use his/her voice and/or body to add meaning to the poem?

Does s/he use any other methods to aid the performance (e.g. music, props etc.)?

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How is a poetry performance different from a poem being read from a book?

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Does the performance make the poem easier to understand? More enjoyable?

Discuss your responses with the rest of the class, and add to your notes if necessary. Now, your teacher will give you a short poem to work with. In groups or pairs, prepare a brief performance of the poem to present to the rest of the class. Page 32

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Name: ________________________

Section 2: Formal Speeches

Entertaining Speeches: Choosing a Form R You are going to prepare a short entertaining speech to present to your class. It can be either a comedy routine, a story, or a poetry performance. Consider the following to help you make a choice:

Comedy Routines

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3 Should be funny;

3 Should be more than just a list of jokes;

3 Should have your audience laughing, not you!

Storytelling

3 Should be told, not read; 3 Should tell a clear story - beginning, middle and end; 3 May retell a story from somewhere else, but should be in your own words.

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3 Can use jokes from other sources - you don’t have to write them.

Poetry Performance

3 Should be performed, not read; 3

3 Does not have to be your own poem.

Write your chosen topic here:

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Once you have chosen a form, you will need to choose a topic or piece to present. Make use of your library, your own books, even the Internet, to find a poem, story, or content for your routine.

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Remember that for these pieces you should avoid reading, so you will need to take the time to learn what you are going to say. This is especially important if you are performing a poem.

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Name: ________________________

Section 2: Formal Speeches

Entertaining Speeches: Preparing for Presentation R Once you have learnt your piece, it is a good idea to practise with your partner. Have them complete the following checklist.

Guidelines

Yes/No

Was it entertaining?

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Were voice and gestures used appropriately?

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Was note use minimal or non-existent?

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Did it sound performed rather than read?

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Was it easy to understand?

R Discuss your partner’s answers, then practise again, trying to focus especially on any items with a ‘no’ next to them. As a class, discuss how the presentation of Entertaining Speeches is different from the more formal presentation of Persuasive and Informative Speeches. Use the following table to note some of the differences.

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Section Three: Impromptu Activities Teachers’ Notes Note: These activities can be used as warm-ups at the start of lessons, or as lessons by themselves. Photocopy the following pages onto card, then cut to separate. There are two sets of cards - Set One includes ‘easy’ topics to build student confidence, while the topics in Set Two are more challenging.

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Use the following activities to give students practice in speaking to groups of different sizes and in speaking on a range of unprepared topics. Activities can be completed in groups or in a whole class situation.

Motormouth

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Umms and Errs

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Each student in turn takes a card from the top of the pile and speaks on a given topic for one minute without stopping. Gradually increase the given time. Here, the student is to speak for as long as s/he can without saying ‘umm’ or ‘err’. Use a stopwatch or second hand to time. Students should improve with repetition of this activity. Vary the activity to address other problems in fluency such as the overuse of ‘and’ and ‘but’.

Mixed Messages

For this activity students choose two cards instead of one. They must speak for the allotted time, incorporating both subjects into their speech. For example, if they drew ‘dogs’ and ‘aeroplanes’, they may choose to speak about why dogs don’t like aeroplanes.

© ReadyEdPubl i cat i ons Pass It On For a change, the student who chooses thep card does not speak on the topic. Instead, s/he can • f o r r e v i e w u r p o s e s o n l y • choose someone else to speak. Picture Prompt

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Instead of using topic cards, make a set of cards with pictures from magazines. Use any of the above activities, with students speaking about whatever is pictured.

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Name: ________________________

Section 3: Impromptu Activities

Impromptu Cards: Set One magazines

paper

singing

r o e t s B r e ears coffee o motels p o u k S

jeans

love

mathematics

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television

giraffes

encyclopedias

skin

radios

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holidays

birds

trucks

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wool

goldfish

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ambulances

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aprons

dragons

jealousy

the Internet

money

dishes

marriage

fingernails

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Name: ________________________

Section 3: Impromptu Activities

Impromptu Cards: Set One (cont.) chairs

pillows

lights

r o e t s B r e oo underwear sorrow engines p u k S

magic

aeroplanes

newspapers

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toys

ghosts

laughter

jobs

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kittens

spaceships

monkeys Ready-Ed Publications

water

sheds

seeds

cousins

toothpicks

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dragonflies

libraries

swimming

tractors

teachers

aliens

helicopters

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legs

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Name: ________________________

Section 3: Impromptu Activities

Impromptu Cards: Set Two A sport I like

I wish that ...

My favourite subject

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Something important I have learnt

An interesting person I know

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A place I would like to go

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Something I lost

possession

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Taking a test

An interesting animal

What I like in my lunchbox

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angry

Something you probably don’t know about me

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Name: ________________________

Section 3: Impromptu Activities

Impromptu Cards: Set Two (cont.) I really like ...

How to fall over

If I live to be one hundred

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What makes me sad

My favourite piece of clothing

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I don’t believe

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A sport I don’t like

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a story

I will never forget ...

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How to wash dishes

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I really need ...

What makes me happy Page 39

Name: ________________________

Section 3: Impromptu Activities

Choose a Speech Topic

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Prepare a speech for your own wedding If I were a rock star/film star/sports star Convince the class that you should be Emperor of the Universe If I were teacher/principal for the day Three things you should know about me Incy Wincy Spider was the victim Why the cow jumped over the moon Humpty Dumpty was pushed If I had a million dollars Convince your mum/dad that you need a new computer/bike/toy My worst fault Convince your teacher that giving homework is a crime If I had three wishes The most important school rule Road speed limits should be lowered More people should grow their own vegetables The best sport ever played The best song ever sung There should be more kids’ shows on television Smoking should be banned The importance of friends The voting age should be lowered There should be less advertisements on television/the radio

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