Striving to Improve: English - Speaking and Listening by Teacher Superstore

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Acknowledgements i. Front cover: istock photos. ii. Clip art images have been obtained from Microsoft Design Gallery Live and are used under the terms of the End User License Agreement for Microsoft Word 2000. Please refer to www.microsoft.com/permission.

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The purchasing educational institution and its staff have the right to make copies of the whole or part of this book, beyond their rights under the Australian Copyright Act 1968 (the Act), provided that: The number of copies does not exceed the number reasonably required by the educational institution to satisfy its teaching purposes;

For details of the CAL licence for educational institutions contact: Copyright Agency Limited Level 19, 157 Liverpool Street Sydney NSW 2000 Telephone: (02) 9394 7600 Facsimile: (02) 9394 7601 E-mail: info@copyright.com.au

Copies are made only by reprographic means (photocopying), not by electronic/digital means, and not stored or transmitted;

Copies are not sold or lent;

Every copy made clearly shows the footnote, ‘Ready-Ed Publications’.

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Any copying of this book by an educational institution or its staff outside of this blackline master licence may fall within the educational statutory licence under the Act. The Act allows a maximum of one chapter or 10% of the pages of this book, whichever is the greater, to be reproduced and/or communicated by any educational institution for its educational purposes provided that

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Reproduction and Communication by others Except as otherwise permitted by this blackline master licence or under the Act (for example, any fair dealing for the purposes of study, research, criticism or review) no part of this book may be reproduced, stored in a retrieval system, communicated or transmitted in any form or by any means without prior written permission. All inquiries should be made to the publisher at the address below.

o c . che e r o t r s super Published by: Ready-Ed Publications PO Box 276 Greenwood WA 6024 www.readyed.net info@readyed.com.au

ISBN: 978 186 397 856 9 2

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educational institution (or the body that administers it) has given a remuneration notice to Copyright Agency Limited (CAL) under Act.

Teachers’ Notes Australian Curriculum Links Section One: Gaining The Confidence To Speak Introductions 1 Introductions 2 My Favourite Things Are.... Tongue Tied Let Me Tell You About... Who Lives Here? How Does It Look? Map Talk Talking Box Speaking With Your Body 1 Speaking With Your Body 2 Tone Of Voice Who Said What? Section Two: Different Types Of Speech Types Of Speeches 1 Types Of Speeches 2 Types Of Speeches 3 Speaking Persuasively 1 Speaking Persuasively 2 Speaking Persuasively 3 Speaking Persuasively 4 Speaking Persuasively 5 Celebratory Speech Explanatory Speech Section Three: Speaking And Listening Games Who Am I? What Is It? More Games Section Four: Speaking On Your Feet Impromptu Speaking 1 Impromptu Speaking 2 Impromptu Speaking 3 Impromptu Speaking 4 Impromptu Speaking 5 Section Five: The Art Of Debating About Debating The Order Of A Debate Debating Topics Preparing A Debate Rebuttals Using Language Well Script For First Affirmative Speaker Script For Second Affirmative Speaker Script For Third Affirmative Speaker Script For First Negative Speaker Script For Second Negative Speaker Script For Third Negative Speaker Script For Chairperson Debating Adjudication Sheet Answers

4 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41 42 43 44 45 46 47 48 49 50 51 52 53 54 55-56

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Contents

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Teachers’ Notes Speaking And Listening is part of the Striving To Improve series which is targeted at children aged between 11 and 15 years who are struggling to meet the expected requirements specified by the Australian Curriculum for their age group.

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The children who you teach may be struggling with their school work because they have been diagnosed with learning difficulties such as ADHD or dyslexia. They may be struggling because of social factors which have resulted in them missing a lot of school. Whatever the reason, this book will help students to prepare and deliver their own speeches and listen to speeches delivered by their classmates.

Activities in this book link to the Australian Curriculum for Years 5 and 6, so children feel that what is being asked of them is actually achievable. To make the tasks more manageable, they have been broken down into small parts which gives each student the opportunity to process one idea at a time. Time limits have been abandoned or made flexible and students are asked to begin delivering speeches to a friend before working up to presenting their work to larger groups.

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With this book you can prevent those students who have been left behind from regressing any further, and help them to feel that they too can be successful at school.

Australian Curriculum Links . t e

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Year 5 LITERACY Interacting With Others • ACELY1796 • ACELY1700 Creating Texts • ACELY1704

Year 6 LITERACY Interacting With Others • ACELY1709 • ACELY1816 • ACELY1716 Creating Texts • ACELY1714

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Section One: r o e t s Bo r e p Confidenceo Gaining The To Speak u k S

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www.istock.com/Catherine Yeulet

 Introductions 1 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 that it is someone in the class who you don’t know very well – after all, you already know plenty about your best friend.

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2. Next prepare some questions to ask your new friend. To find out as much information as possible make your questions open (e.g. What do you like/dislike about school?) rather than closed (e.g. Do you like school?) and throw in some unusual questions so that you get some interesting information. There is room to jot down some of your partner’s answers on this sheet underneath your questions if you wish. Your questions are there to help you to get chatting. If you don’t get to ask all of them, that’s fine, as long as you are learning something about your partner from your chat.

My partner is ______________________________________

TASK A Below are the questions that I plan to ask. * 1. __________________________________________________________________________ © ReadyEdPubl i cat i ons __________________________________________________________________________ •f orr evi ew pur posesonl y• 2. __________________________________________________________________________

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__________________________________________________________________________

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3. __________________________________________________________________________ __________________________________________________________________________

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4. __________________________________________________________________________

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__________________________________________________________________________ 5. __________________________________________________________________________ __________________________________________________________________________ 6. __________________________________________________________________________ __________________________________________________________________________

* TASK B

Highlight the closed question.

1. For how many years did you live in the U.S? 2. Why did you choose to live in the U.S. for so long? 6

 Introductions 2

* TASK A

 Use the notes that you made on page 6 or your memory to introduce

your partner to a small group. Plan what you are going to say below.

Good morning/afternoon class. I want to introduce ______________________ Here are some interesting things that I learned about him/her today …

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• Remember to speak clearly, stand up and make eye contact with your audience every now and again.

 Next, your partner is going to chat to you. Make sure that you are as * TASK B © responsive as possible detailed answers to help Rea d yEand dprovide Pub l i ca t i on shim/her introduce you. •f orr evi ew pur posesonl y• TASK C  As the second lot of introductions are read out, listen carefully. Choose * four people who have been introduced and write down one fact about

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each person that you found the most interesting.

Person 2: _____________________

Fact: _________________________

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Person 1: _____________________

______________________________ . te o ______________________________ ______________________________ c . che e ______________________________ ______________________________ r o t r s super ______________________________

Person 3: _____________________

Person 4: _____________________

Fact: _________________________

______________________________

______________________________ 7

 My Favourite Things Are …

* TASK

 Fill in the list below, then swap sheets with a friend. Choose two of your

friend’s favourite things to read out to a small group or to the rest of the class. When you are reading you will need to replace the word my with your friend’s name.

My favourite food is

because ____________________________

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______________________________________________________________________

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My favourite T.V. show is

because ________________________

______________________________________________________________________

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My favourite sport is

because ___________________________

______________________________________________________________________

My favourite hobby is

because __________________________

______________________________________________________________________

My favourite season is

My favourite person is

because __________________________

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My favourite school subject is

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______________________________________________________________________ because ___________________

______________________________________________________________________ My favourite place is

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because ___________________________

______________________________________________________________________ My favourite song/music is

because ______________________

______________________________________________________________________ My favourite book is

because ___________________________

______________________________________________________________________

 Tongue Tied This activity will help you to practise speaking clearly. With your partner, take turns reading the tongue twisters below aloud. How many times can you repeat each one before you make a mistake?

* TASK A

In the blank boxes write how many times you were

able to say each correctly. Annabel ate eight enormous apricots.

r o e t s Bo r e p ok u S Naughty Ned needed nine new neckties.

Walter will walk with Wally on Wednesday.

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Rascals ran rapidly round Robin’s rocket recently.

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.

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Eight elegant emus eloped eastwards.  On the lines below write some tongue twisters of your own. Try saying

them aloud with your partner.

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_______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________

 Let Me Tell You About …

* TASK A

 Choose one of the characters below. Colour the character who you have

chosen. Now bring your character to life.

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Think of a name for your character. __________________________________________

Who does your character live with? __________________

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Where does your character live? ____________________________________________ Draw his/her house.

_______________________________________________

What job does your character do? ___________________ _______________________________________________

What is your character’s dream? _____________________

What does your character spend his/her evenings doing?

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What does your character spend his/her weekends doing? ______________________ ______________________________________________________________________

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Provide some other information about your character. __________________________

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* TASK B

 Get into groups and take turns introducing your characters. Listen to

other people’s tales carefully. Which one did you like the best and why?

______________________________________________________________________ ______________________________________________________________________

 Who Lives Here?

* TASK A

 Choose one of the houses below. Shade the one that you have chosen.

Now bring this house to life.

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Who lives in this house? ____________________________________________________

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________________________________________________________________________ How long have they lived here for? ___________________________________________ Who was the first person to live in this house? __________________________________

________________________________________________________________________

How old is this house? _____________________________________________________

Do any animals live in this house? ____________________________________________ Is it a happy house? Why/why not? ___________________________________________

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Does the future look bright for this house? ____________________________________ ________________________________________________________________________

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Provide some other information about this house. ______________________________

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* TASK B

 Get into groups and take turns introducing your houses. Listen to other

people’s tales carefully. Which one did you like the best and why?

______________________________________________________________________ ______________________________________________________________________

 How Does It Look? For this activity you will need to work with a partner.

TASK A  * First, draw a simple diagram in the space below. Use only basic shapes like squares, circles,

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crosses and so on. DO NOT LET YOUR PARTNER SEE WHAT YOU ARE DRAWING.

TASK B  * Help your partner to draw a picture which is the same as yours onto his/her sheet. Your ©R ea d yE Pu bhim/her l i ca t i o n s partner is not allowed to see your picture sod you must give clear and simple instructions. Give directions such as, “There is a square in the top right-hand corner.” Your orr ev i e wis thepsquare?” ur pbut os so nl • partner may• askf questions like, “How big youe cannot look aty what your partner is drawing. Only compare pictures when you think that you have given all of the necessary instructions.

his/her instructions. Once again, compare your drawings.

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TASK C  * Next, your partner will draw a picture and give you instructions. Use the box below to follow

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 Map Talk

* TASK

 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. 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 you are taking them. When you have finished, ask them where they are. If you have given clear instructions and they have listened to you carefully, they should be in the right place.

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Try this again, this time without using street names. For example, “Take the second turn on your right ...” Is this easier or harder?

Child Care Centre

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Swimming Pool

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Play-Group

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Bakers

Hairdressers

Beauticians

Oval

 Talking Box

* TASK



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Follow the numbered steps, then get into groups of three and explain your choice of pictures and words. Listen to your group members’ reasons.



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2. Draw the most important thing in your life. 3. Draw what you want to be when you are older. 4. Write down the name of a place that is special to you. 5. Write down the name of a special friend.

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1. Draw the most important person in your life.

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Once you have decorated your box … •

cut out the box and fold tabs along the dashed lines;

•

glue the sides together to create a box that is all about you.

 Speaking With Your Body 1 When we speak we can move our bodies (body language) and faces (facial expression) to emphasise what we mean.

* TASK A

Write down what you think each person is feeling.

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* TASK B

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about how a person is feeling?

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 What could each of the facial expressions or body movements below show

frowning:

_________________________________________________________

glaring:

_________________________________________________________

shrugging:

_________________________________________________________

stamping a foot: _________________________________________________________

nodding:

_________________________________________________________

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shaking of head: _________________________________________________________

happiness:

_________________________________________________________

anger:

_________________________________________________________

* TASK C

 With a partner, make a list of facial expressions and body movements which

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can be used to show each emotion below.

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sorrow:

_________________________________________________________

confusion:

_________________________________________________________

jealousy:

_________________________________________________________

horror:

_________________________________________________________

disbelief:

_________________________________________________________

Share your list with the class - make a class list on the board. 15

 Speaking With Your Body 2

* TASK A

 With your partner decide what types of body language you might use in

each situation below.

1. Persuading your friend to lend you some money. _______________________________________________________________________ _______________________________________________________________________

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_______________________________________________________________________ 2. Telling someone that you love them.

_______________________________________________________________________

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_______________________________________________________________________ _______________________________________________________________________

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

_______________________________________________________________________ ______________________________________________________________________

_______________________________________________________________________

4. Comforting a friend whose grandmother has died.

5. Pretending that it wasn’t you who burped in class.

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_______________________________________________________________________

_______________________________________________________________________ _______________________________________________________________________

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_______________________________________________________________________

* TASK B

 Play a game of charades in small groups. Before you begin, write down a

list of scenarios for another group to act out. Put the scenarios that you receive in a hat and take turns picking them out. List of Scenarios

 Tone Of Voice

* TASK A “I told you not to do that!” 1. Imagine this is your teacher speaking when someone has just spilt glue on the floor.

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How would s/he sound? __________________________________________________ 2. Now, imagine that you are saying the same words to a friend who has just tickled you. How would you sound? ___________________________________________________

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

4. How would s/he sound? ___________________________________________________ _______________________________________________________________________

 With a partner, take turns reading out the sentences below using * TASK B © different tones of voice. Next to each sentence make a note of the ReadyEdPubl i cat i ons

different tones that you have used.

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I want one of those. _______________________________________________________

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Who is that? _____________________________________________________________ ________________________________________________________________________

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I’m sorry. ________________________________________________________________

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________________________________________________________________________ I didn’t mean it. ___________________________________________________________ ________________________________________________________________________ That’s terrible. ____________________________________________________________ ________________________________________________________________________ Look at me. ______________________________________________________________ ________________________________________________________________________

 Who Said What?

* TASK A

 We don’t all speak in the same way. Different people use different words

to express themselves.

Draw lines to match the people with their words.

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Errrrr…yuck! That‛s rank!

Awesome guys. Here‛s another one for ya… let me see ya rock Sydney.

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Lift off to the first Skylab Space Mission is in five minutes.

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TASK B

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absolute pleasure to be speaking to you today.

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 We change the words that we use depending on who we are speaking

to, where we are, and who we are with. Write down different ways of greeting three different people. Share your ideas with a partner.

Person 1: ________________________________________________________________ ________________________________________________________________________ Person 2: ________________________________________________________________ ________________________________________________________________________ Person 3: ________________________________________________________________ ________________________________________________________________________ 18

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r o e t s Section Two: Bo r e p ok u Diff Serent Types Of Speech

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 Types Of Speeches 1 An informative speech attempts to inform an 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 an audience to feel the same way as a speaker about something important. An entertaining speech tries to entertain an audience. An example is a comedy routine.

TASK A  * or eB given at these events t s Look at the list of events below. Decide whether the speeches r

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Informative

Persuasive

High school graduation 21st birthday party Political rally Wedding

Sports award presentation

Entertaining

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would be informative, persuasive or entertaining. Place ticks in the correct columns.

School council election

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Funeral eulogy

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Christening

TASK B * 1. Are there some occasions which fit into more than one category, e.g informative

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and entertaining?

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_________________________________________________________________________ 2. Which speeches would you expect to be very formal?

_________________________________________________________________________ _________________________________________________________________________ 3. Which speeches would be more informal? _________________________________________________________________________ _________________________________________________________________________ 20

 Types Of Speeches 2

* TASK A

 The presentation and content of a speech will change depending on its

purpose and audience. In pairs fill in the table below to show how you think an entertaining speech would differ from an informative speech. Entertaining speech

Gesture

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Voice

Informative speech

Facial expression

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Subject matter

Anything else

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Share your answers with another pair.

* TASK B

Discuss: When would you present a speech to entertain? When would you present a speech to inform?

 Types Of Speeches 3 Your language will change depending on the type of speech that you are writing/delivering.

TASK  * Read the statements below. Highlight the ones which are persuasive. Underline the statements which are informative.

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1. 75% of schools in Western Australia do not have air-conditioning.

2. You should put pressure on the school Principal to install air-conditioning.

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3. Limit the amount of time that your child watches television.

4. Studies show that too much television creates a generation of unsociable and unhealthy children. 5. 50% of our animals are in danger. 6. Write to your local government today.

games.

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10.Junk food is responsible for 80% of overweight children.

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11.Turn off the TV and engage your children.

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12.Recycling increased by 10% last year.

13.It was the best show that I have seen in years – definitely get tickets. 14.Eat your spinach, it will give you muscles. 15.Over 90% of animals in circuses are treated unkindly. 16.If you go to the circus you are supporting animal cruelty.

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9. Children who don’t wear hats are four times more likely to suffer sunstroke.

 Speaking Persuasively 1 TASK A  * Today you are going to convince a small group to buy something. Bring the object that you want your classmates to buy (or at least a picture of it) into class.

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Draw or paste a picture of your object in the rectangle.

 Think about how you will talk about the object’s

price, use and effect on the buyer’s lifestyle.

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* TASK B

Price: You want to convince your audience that your product is value for money. You might use words like: bargain, two for one, cheaper. Write some notes here. ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________

Use: Most people don’t want anything too complicated. You want to use words that market the product as easy to use, simple and effortless. Write some notes here.

___________________________________________________________________________

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___________________________________________________________________________ Lifestyle: Most people buy things because they add to their lives. For example a person might believe that a product is going to make their life easier, simpler, more fun-filled or exciting. How will your product change someone’s life? Make some notes here.

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Tips

* TASK C

Address your audience. E.g: “Isn’t it just fantastic?” or “I bet you can’t believe how cheap it is!” Repeat yourself. E.g: “It is so easy to use. Yes easy to use.” Before you present your speech, use your notes to write out your speech

in full. 23

 Speaking Persuasively 2 When you present your speech, you don’t want to read directly from a piece of paper. You will be more persuasive if you can look at your audience when speaking to them. This is where palm cards come in. A palm card is a piece of square card about the size of your palm which can be used to help you remember a speech. During a speech you should not read your palm cards in the same way that you would read a page from a book. You should glance at your palm cards to help remind you of the content in your speech. Have a look at the two palm cards below. They are for the same speech.

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1968. It was a 5 metre runabout which he enjoyed taking his friends out in on weekends and

First Boat - 1968

5 metre runabout Friends

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

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Max Johnson first built a boat in

Fred

the speech from the card. On the second palm card, the speaker has written key points to jog his/her memory. This speech is likely to be more effective.

need them.

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TASK * Transfer the speech that you have written onto palm cards. Make more cards if you 

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Cut out your palm cards, place your product at the front of the classroom and deliver your persuasive speech to your classmates. 24

 Speaking Persuasively 3

* TASK

Match the speeches with the abbreviated palm cards.

Palm Card 1:

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Speech 2: Each year fewer animals are being listed as endangered species and this highlights that we are doing enough to protect our wildlife. The funding provided to protect our wildlife has increased, and people are becoming more aware of what they can do to help prevent animals from being endangered.

• Children & video games = bad • Act violently

• Lose interest in school • 30% copycat crimes

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Speech 1: Young children are watching far too much television these days and this is very concerning. Watching too much television can lead to children being less active and therefore unhealthy. They can also become very unsociable and lack communication skills.

Palm Card 2:

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Speech 3: Allowing young children to play video games is a bad move. It is well-documented that video games encourage young children to act violently and lose interest in school. 30% of children in our courtrooms last year admitted to copying violent behaviour displayed by characters in video games.

• Too much TV = concerning

Palm Card 3:

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• Fewer animals listed endangered • Funding increased

• People more aware

 Speaking Persuasively 4 Speaking with confidence is a good way to persuade your audience to agree with your opinion. Using words such as ‘definitely’ and ‘certainly’ instead of ‘probably’ and ‘maybe’ will make you sound more convincing.

* TASK

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Highlight the sentences that use a confident tone.

2. Junk food should most certainly be banned from lunch boxes. 3. The internet is, without a doubt, extremely dangerous. 4. The internet can be a little dangerous at times.

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1. Junk food should probably be banned from lunch boxes.

© ReadyEdPubl i cat i ons 6. I don’t think it’s such a good idea to let kids in the kitchen. •f orr evi ew pur posesonl y• 5. There is no question about it, kids should definitely help out in the kitchen.

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8. Allowing primary students to watch PG-rated movies is unthinkable. 9. Listening to music is an absolute waste of time.

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7. Primary students shouldn’t really be allowed to watch PG-rated movies.

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10.Listening to music is possibly a waste of your time.

11.I think it is disgraceful that children are forced to do sport at school. 12.Children shouldn’t really be forced to do sport at school.

13.Teaching children how to play music at an early age is simply a brilliant idea. 14.I think that teaching children how to play music at an early age is a good idea.

 Speaking Persuasively 5

* TASK A

If you could choose to be any animal on the Earth, what would you be? ______________________________________________________________ Why? _________________________________________________________ ______________________________________________________________

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. 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 the animal that is going to be left behind!

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To help make his decision, Noah has asked the other animals to argue why they should be allowed to stay on the Ark.

 Imagine that you’re an animal on the Ark. Take some time to think why

you should not be left to extinction. Jot your ideas down below.

I deserve a place on the Ark because: _______________________________________

________________________________________________________________________

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

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________________________________________________________________________ ________________________________________________________________________

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________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ Be prepared to present your argument to the class in the form of a short speech. Pretend that you are speaking to Noah. Remember to be as persuasive as possible - your life depends on it! Good luck. 27

 Celebratory Speech  Imagine that you are receiving an important prize. What is the prize? 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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* TASK A

Awarded to: © Rea dyEdPubl i cat i ons

•f orr evi ew pur posesonl y•  What sort of speech will you make when you receive this prize?

What things do you need to say? You should consider the five points below.

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1. Opening: Usually you can start with ‘Ladies and gentlemen’, but if there is a really important person in the audience, you might greet this person by his/her name or title (e.g. ‘Prime Minister, ladies and gentlemen, I am happy to be speaking to you…’).

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2. Thanking the right people: You may need to thank voters, the prize donor, your team mates and so on. 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 that 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 part of a real audience - clap for each award winner and listen politely to each speech.

 Explanatory Speech

* TASK A

 For this activity you are going to become a great inventor. First of all, jot

down some answers to the questions below.

1. What machine or device (that hasn’t been invented yet) does the world need? _______________________________________________________________________

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_______________________________________________________________________ _______________________________________________________________________ 2. How could it make the world a better place?

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3. How would it be constructed?

_______________________________________________________________________

_______________________________________________________________________ _______________________________________________________________________

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5. Who would you use it?

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_______________________________________________________________________ _______________________________________________________________________

TASK B Present Your Speech * Now you are going to explain your invention to the class. Use a

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

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Section Three: r o e t s Bo r e pAnd Listeningo Speaking Games u k S

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Teachers’ Notes

 Who Am I? Cut out the characters’ names below and stick one name on each student’s forehead. The students should not be able to see who they are. You may like to enlarge this page so that the names are easier to see from a distance. Students should sit in a circle and take turns asking their peers questions to determine who they are.

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Little Red Riding Hood

Barbie

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r o e t s Bo Rapunzel r Superman Mickey Mouse e p ok u S

David Beckham

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Justin Bieber

Batman

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o c . c e her Lady Gaga st r Katy Perry Britney Spears o super

Ian Thorpe

Hugh Jackman

J.K. Rowling

Teachers’ Notes

 What Is It? Here is a fun game to play with your students which relies mainly on their listening skills.

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1. Ask students to sit in a circle.

2. Think of an object (could be an animal, something in the classroom, something familiar to all students).

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3. The students have to ask you questions to help them work out what the object that you have thought of is, however you can only answer each question with either yes or no. 4. If students think that they know the answer, they should stand up and ask the teacher a question to make sure that they have the correct answer. If the teacher answers no to the question, the students must sit back down.

5. When all children are standing they can call out the answer. Questions need to assist everybody for it to be solved.

•

The second student asks, “Is it big?” The teacher answers, “No”.

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The third student asks, “Is it on your desk?” The teacher answers, “Yes”.

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Children now start looking at things that are on the teacher’s desk.

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The fourth student asks, “Is it sticky?” The teacher answers, “No”.

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Example

The fifth student asks, “Do you write with it?” The teacher answers, “No”.

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The children keep asking questions until everybody is standing.

•

All of the children call out, “stapler”.

•

The game restarts with a new item chosen.

Teachers’ Notes

 More Games At The Grocers This is a simple listening game. Ask students to stand up or, if you prefer, ask them to sit on top of their desks. The first student begins by saying, I went to the local grocery store and bought …

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S/he should then choose an item which could be bought at a grocery store, such as apples. The second student must repeat the first student’s sentence, adding a second item to the list:

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

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The third student must repeat the second student’s sentence and add a third item to the list, 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.

Spell Down

Use your current spelling list or make a new list of commonly misspelled words and ask students to take turns spelling the words aloud. As with the game At The Grocers, have all students stand up at the beginning and sit down after an incorrect response.

Round The World

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This is a speaking game that will also expand your students’ knowledge of foreign places. It is a good game to play in groups, as this will allow it to move more quickly. The first student begins by naming a foreign place, river, mountain range or other geographical feature. The next student must name another place which begins with the final letter of the last word spoken. For example, a game might 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 This game is an alternative to Daily News or Show And Tell. Place the students in pairs. One student can then act as a reporter or current affair’s 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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Section Four: r o e t s Bo r e ok Speaking up On Your Feet

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 Impromptu Speaking 1 Teachers’ Notes Photocopy the next four pages in this section onto thin card, then cut to separate. You can enlarge the pages if you wish. The first two pages are easy topics to build student confidence, the third and fourth pages list more challenging topics. How soon your students progress to the more challenging topics will depend on their ability and confidence. The games and activities below will help students practise speaking to groups of different sizes and, in particular, help them to speak on a range of unprepared topics in a non-threatening environment. Remember, the emphasis should be on fun rather than on competitiveness or assessment.

r o e t s Bo r e p ok Mixed Messages Motormouth u S

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Students should choose two cards instead of one. They must speak for an allotted time, incorporating both subjects into their speech. For example, if they draw dogs and aeroplanes, they might choose to speak about why dogs don’t like aeroplanes.

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Each student in turn takes a card from the top of the pile and speaks on the given topic for 30 seconds without stopping. Start by playing this game in groups, then graduate to doing it as a whole class activity. Gradually increase the time that the students are expected to speak for.

© ReadyEdPu bl i cat i ons Story Time This game is similar to Motormouth, but This is a creative activity best done in • f o r r e v i e w p u r p os s l y• instead of talking for a given time the groups ofe five or o six n students, using the Umms And Errs

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first set of cards. One student should take a card and make up the first line of a story, using the word on the card somewhere in the sentence. The second student should then take another card and continue the story, incorporating the word drawn in to the sentence. 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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student can speak for as long as s/he can without saying umm or err. Use a stopwatch or second hand to record the time of students’ speeches. Initially most students will struggle to speak for more than 10 or 20 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 the overuse of and and but. You can also use this procedure at News or Show And Tell time.

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Pass It On

Picture Prompt

For a change, the student who chooses a card does not speak on the topic. Instead, s/he can choose someone else to speak on the topic.

Instead of using topic cards, make a set of cards with pictures from magazines. Repeat the above activities using the newly created picture cards.

 Impromptu Speaking 2

cats

escalators

smiling

r o e t teachers basketball s B r e oo p u k S babies

food

mathematics

parents

monsters

war

music

books

dogs

trees

school

friends

singing

money

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telephones

pencils

love

dancing

hair

clouds

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holidays

art

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 Impromptu Speaking 3

fire

computers

envelopes

r o e t s electricity Bo newspapers r e p ok u S laughter

butterflies

photographs

toys

television

paper

elephants

happiness

microwaves

crayons

trains

flags

magazines

doctors

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lollies

insects

shoes

eyes

beds

boxes

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sport

wood

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anger

 Impromptu Speaking 4

my favourite person

the funniest joke I have ever heard

what I like about school

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a book that I have read

the worst crime in the world

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r o e t s Btheoimportance of rules protecting the r the worst day of my life e p environment ok u S someone who I would like to meet

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how to make a sandwich

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the worst thing about school

my favourite memory

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the most important services provided by the government

my family

a toy that I once had

cooking dinner

a great television show

a job that I would like to do

 Impromptu Speaking 5

the best person in the world

brushing your teeth

how to write a letter

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a long day

sharpening a pencil

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one thing that I have learned

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a great pet

my best friend

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how to tie your shoelaces

a scary experience

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the saddest story I know

a happy ending

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r o e t Section Five: s Bo r e p o u k The Art Of Debating S

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 About Debating Teachers’ Notes This section introduces students to the art of debating. It outlines the basic rules and procedures of debating and provides templates to help each speaker set out his/her speech during early debates. This book does not delve too deeply into the finer points and etiquette of debating, but rather serves as an introduction to this form of speaking and helps students develop the speaking skills that they have already acquired.

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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.

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. Start by telling your students that a debate is a kind of formal argument, where two teams put forward cases for or against a topic. Demonstrate the roles of the seven participants in a debate by drawing the diagram below on the board or by arranging seven students in the format shown below.

Chairperson

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First Affirmative

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First Negative

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Second Affirmative

Third Affirmative

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Third Negative

Teachers’ Notes

 The Order Of A Debate Each speaker should stand up to speak.

The affirmative team always support the topic, while the negative team always argue against it.

No matter what the topic is, the duties of the seven people are always the same.

At the start of the debate, the chairperson should announce the topic, e.g. “The topic of the debate today is: homework for primary school students should be banned.” The chairperson should then introduce each speaker in turn, e.g. “The first affirmative speaker is … ”

The first affirmative speaker should define the topic, e.g. “We define homework as all work that is expected to be completed after school hours. We define primary school students as students from Kindy to Year 6 and we define the word banned as totally removed.”

The first affirmative speaker should then introduce the affirmative team, briefly outlining their arguments, e.g. “My name is Thomas and I am the first affirmative speaker. I will be arguing that homework should be banned for all primary students because it causes students to eventually burn out and perform badly in school in the long run. The second affirmative speaker is Anna. Anna will argue that homework should be banned for primary students for health reasons. The third affirmative speaker is … ”, etc.

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The first negative speaker also defines the topic (the negative team might define the topic differently) and introduces the negative team and outlines their arguments in the same way that the first affirmative speaker did. S/he then rebuts (argues against) the points that the first affirmative speaker made and then presents his/her main argument against the topic.

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The second affirmative speaker rebuts the arguments made by the first negative speaker and presents a second major argument in support of the topic.

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10. The second negative speaker rebuts the arguments made by the second affirmative speaker and presents a second main argument against the topic. 11. The third affirmative speaker rebuts the arguments made by the second negative speaker. S/he will then close the affirmative’s case by presenting a third supporting point and summing up the team’s arguments. 12. The third negative speaker cannot introduce any new arguments. S/he will rebut all the arguments made by the affirmative team and then sum up the arguments of the negative team. 13. At the end of the debate the chairperson should invite the audience to ask questions.

Teachers’ Notes

 Debating Topics Below are some debating ideas to use for class debates. 1. Homework for primary students should be banned. 2. Playing video games is bad for young children.

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3. Junk food should be banned from lunch boxes. 4. The internet is dangerous.

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5. All students should be made to wear a school uniform. 6. We should not be made to recycle.

8. Dangerous animals should be killed. 9. Children should do chores around the house. 10. School hours are too long.

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7. Swimming lessons should be compulsory for all students.

13. T.V. should be limited to one hour a day for all children.

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15. Peer pressure is a problem. 16. Not enough is being done to stop bullies in schools.

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14. Computers will soon replace us.

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17. State schools are better than private schools.

18. We are not doing enough to save endangered animals. 19. Children these days are not sun smart.

20. We should not be able to download music free of charge. 21. Zoos and circuses are cruel. 22. Children should spend less time listening to music. 23. Testing on animals should be illegal. 24. Children should do more to help the environment.

 Preparing A Debate TASK  * Write down the topic that you will be debating. Highlight whether your team are for or against the topic. With your team, think of arguments both for and against, so that you are prepared for what the opposing team might say and can rebut.

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Topic:_________________________________________________________________

Arguments Against

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Arguments For

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 Rebuttals An important part of any debate is rebutting. A rebuttal disproves an opinion that goes against your own. If one speaker claims that the internet is dangerous, you can rebut this statement by saying why it is not dangerous.

* TASK

rebuttals.

Music is responsible for connecting people socially.

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Chris:

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The children below are having a debate. Highlight the statements that are

Kym:

Concerts bring people with similar tastes together and this can create friendships.

Sam:

Speaker 2 argued that music distracts young children from doing their homework, however it is more likely to provide students with a necessary break from their studies.

Dom:

hospitals patients are being encouraged to listen to music. ©In many Re adyEdPubl i cat i ons I disagree with Speaker 3 that recycling is unhygienic. This only happens •f o rr evi ew pur posesonl y• when people are careless.

Taj:

Did you know that recycling one tonne of mixed paper and newspaper can save 12 trees?

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Sophia: Mia:

Chelsea:

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Recycling helps us live in a cleaner, less polluted world.

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Put pressure on all people to recycle correctly. School hours should be cut short.

Kane:

Reducing school hours is not unhealthy, Speaker 2. Making school days shorter actually results in healthier children.

Jarvis:

Long hours at school make students so tired that they cannot concentrate.

Lockie:

Students are struggling to participate in after-school activities because they are so exhausted.

 Using Language Well In any debate you will basically be arguing whether a topic is good or bad. Equipping yourself with language which expresses the words good and bad could help you win a debate.

* TASK A

Sort the words below into the columns.

perfect

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scary

horrified

unacceptable

superb

delighted

shocked

inappropriate

excellent

frightening

pleasing

appalled

wonderful

great

fabulous

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disgusted admirable

Good

Bad

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sickened

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o c . Testing on animals is c a ____________________ experience for them and I am e h r personally ________________ discover that it is still happening! etor o t s s r u e p I think that watching T.V. for more than one hour a day is ________________ and I

* • •

TASK B Fill in the spaces using the alternative words for good and bad.

know that many people would agree with me.

* TASK C

Write your own sentence using the words in the table.

_____________________________________________________________________ _____________________________________________________________________ 46

 Script For First Affirmative Speaker 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 to you

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about (first major argument) _____________________________________________________

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__________________________________________________________________________ My second speaker (name) ___________________ will look at (second major argument)

__________________________________________________________________________ and my third speaker (name) ___________________ will be examining (third major argument)

__________________________________________________________________________

© ReadyEdPubl i cat i ons __________________________________________________________________________ •f orr evi ew pur posesonl y• before summing up our arguments, proving to you beyond all doubt that (restate the topic)

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

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__________________________________________________________________________ __________________________________________________________________________

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

 Script For Second Affirmative Speaker Chairperson, ladies and gentlemen. As my first speaker (name) _______________________ has already shown you (restate topic of the debate) ____________________________________ __________________________________________________________________________ The first speaker of the negative team would like you to believe that this is not so (rebut: attack points made by the first negative speaker. You will need to write this while s/he is speaking.)

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__________________________________________________________________________ __________________________________________________________________________

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__________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ Let us consider (deliver second major argument and 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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__________________________________________________________________________ __________________________________________________________________________

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

 Script For Third Affirmative Speaker Chairperson, ladies and gentlemen. By now, it should be clear to you that (restate topic of the debate) ____________________________________________________________________ __________________________________________________________________________ despite the negative team’s argument to the contrary (rebut: attack points made by the second negative speaker. You will need to write this while s/he is speaking.)

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__________________________________________________________________________ __________________________________________________________________________

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__________________________________________________________________________ (name)

(sum up his/her speech)

__________________________________________________________________________

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__________________________________________________________________________ We also need to consider (deliver third major argument and explain your argument in detail. If you need more space use the back of this sheet.) ________________________________________________

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__________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ Ladies and gentlemen, there can be no doubt that (restate the topic) ____________________ __________________________________________________________________________ Thank you.

 Script For First Negative Speaker 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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__________________________________________________________________________ __________________________________________________________________________ We will be proving to you today that this is not true. I will be speaking to you about

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(first major argument) ___________________________________________________________

__________________________________________________________________________ My second speaker (name) ___________________ will look at (second major argument)

__________________________________________________________________________ and my third speaker (name) ___________________ will be reaffirming these points,

proving conclusively that (rewrite the topic using ‘not’) _________________________________

__________________________________________________________________________ (rebut: attack points made by the first affirmative speaker. You will need to write this while

s/he is speaking.)

__________________________________________________________________________

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Turning to (deliver first major argument and 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 (restate opposite of topic) _____________________ __________________________________________________________________________ Thank you. 50

 Script For Second Negative Speaker 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 (rebut: attack points

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made by the first and second affirmative speakers. You will need to write this while they are speaking.)

__________________________________________________________________________ __________________________________________________________________________

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__________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ It is important to consider (deliver second major argument and explain your argument in detail. If you

need more space use the back of this sheet.)

__________________________________________________________________________

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__________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ It is obvious, ladies and gentlemen, that (restate opposite of topic) _______________________ __________________________________________________________________________ Thank you.

 Script For Third Negative Speaker Chairperson, ladies and gentlemen. The affirmative team would like you to believe that (restate topic of the debate) _____________________________________________ __________________________________________________________________________ We, the negative team, have already proven that this is not true (rebut: attack points made by

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the affirmative team. You will need to write this while they are speaking.)

__________________________________________________________________________ __________________________________________________________________________

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© ReadyEdPubl i cat i ons __________________________________________________________________________ •f or________________ r evi ew has pu r pshown ose onl y• My first speaker already yous that __________________________________________________________________________

(name)

(sum up his/her speech)

__________________________________________________________________________

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__________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ It is obvious to us, the negative team, as it must be to you, ladies and gentlemen, that (restate opposite of topic) ________________________________________________________

__________________________________________________________________________ Thank you.

 Script For Chairperson At the start of the debate: Good morning/afternoon/evening 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 speaker has spoken:

Thank you (first affirmative) __________________________ . I now call on the first speaker of the negative team, (name) __________________________ , to begin his/her team’s case.

© ReadyEdPubl i cat i ons Thank you __________________________ . I now call on the second speaker of • f o r r ev i ew pur posesonl y• the affirmative team, __________________________ , to continue his/her team’s case. After the first negative speaker has spoken: (first negative)

(name)

After the second affirmative speaker has spoken:

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After the second negative speaker has spoken:

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Thank you (second affirmative) __________________________ . The second speaker of the negative team, (name) _________________________ , will now continue his/her team’s case.

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Thank you (second negative) __________________________ . I now invite (third affirmative) __________________________ , to close the affirmative team’s case. After the third affirmative speaker has spoken:

Thank you (name) __________________________ . The third speaker for the negative team, (name) __________________________ , will now close his/her team’s case. After the third negative speaker has spoken:

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. 53

 Debating Adjudication Sheet Matter (40 marks) 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?

Method (20 marks)

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• • • •

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Manner (40 marks) • • • • • •

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

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First Affirmative

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Second Affirmative

Score Method

/40

/20

/40

/20

Manner

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• • • • •

/40

o c . che e r o t r s super

Third Affirmative

/40

/20

/40

/20

/40

Second Negative

/40

/20

/40

Third Negative

/40

/20

/40

AFFIRMATIVE TEAM TOTAL SCORE

First Negative

NEGATIVE TEAM TOTAL SCORE

 Answers P6 Students should highlight the first question. P17 Different tones which the students might mention are: confident, sarcastic, formal, casual, sophisticated, satirical, persuasive, detached, serious, familiar, aggressive, friendly, animated. P18

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

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Teac he r

Astronaut – Lift off to the first Skylab Space Mission is in five minutes.

Little boy – Errr … yuck! That’s rank!

Rock star – Awesome guys. Here’s another one for ya … let me see ya rock Sydney.

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High School Graduation

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Informative

Persuasive



 

21st Birthday party Political Rally Wedding

Sports Award Presentation Parliamentary Debate Business Meeting School Council Election

Entertaining

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P20

o c . che e r o t r s super 



Christening



Funeral Eulogy



2. Possible formal speeches would be: sports award presentation, parliamentary debate, business meeting, school council election and funeral eulogy. 3. Possible informal speeches would be: 21st birthday party, wedding, christening.

P21 Entertaining Speech

Informative Speech

Voice

Sarcastic, friendly, animated, casual.

Serious, formal, confident, informative.

Gesture

Elaborate arm and body movements.

Lots of eye contact, confident stance.

Animated and elaborate.

Serious.

Facial expression Word choice

Inclusion of anecdotes.

Information presented on a topical issue.

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Teac he r

Subject matter

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

Colloquial language, Use of technical terms, use of first person, quotations from experts, statistics. descriptive language.

P22

Students should highlight the following persuasive statements: 2, 3, 6, 7, 11, 13, 14, 16.

Students should underline the following informative statements: 1, 4, 5, 8, 9, 10, 12, 15. P25

P45

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Students should highlight the following sentences: 2, 3, 5, 8, 9, 11, 13.

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o c . che e r o t r s super

Students should highlight Sam, Dom and Kane’s statements. P46

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P26

Good: perfect, fabulous, admirable, excellent, superb, wonderful, delighted, pleasing, great. Bad: disgusted, appalled, sickened, horrified, shocked, frightening, scary, unacceptable, inappropriate.