Speaking and Listening Learning Objectives: 1. For Miss Qid to introduce the next unit you will work on so you understand what will be happening over the next few weeks 2. To be able to identify what makes a successful speaker/listener 3. To establish rules for effective speaking and listening What you will learn… Listening: Why it is important to study Identifying audience and purpose Identifying key points Features of spoken language Features of persuasive language Group Discussion: Why it is important to study Examining features of effective and ineffective discussions Identifying and creating key points Review features of spoken language Responding and engaging Solo Presentation Why it is important to study Understanding audience and purpose Features of spoken language What makes a good speaker Using persuasive features in speaking How you will be assessed Listen and watch an extract provided and respond to questions in written form Participate in a group discussion Deliver a solo talk presentation (3 mins long) Speaking and Listening NOW? TWO YEARS? Why is it important to study speaking and listening? How will it help you…now….in two years….in 10 years? TEN YEARS? What makes a good… SPEAKER LISTENER Knowledgeable Passionate Responsive Now, in a separate colour add in what makes a bad speaker/listener Evaluating Speakers & Listeners Watch the following clips Decide in each whether they are a good or bad listener. What can you add to your brainstorm from the starter? Clip 1: Listening Clip 2: Listening Evaluating Speakers & Listeners Watch the following clips Decide in each whether they are a good or bad speaker. What can you add to your brainstorm from the starter? Clip 1: Speaking Clip 2: Speaking Plenary Write down five rules for effective speaking and five rules for effective listening. Arrival Activity Mrs Warner National Health Service Was not Thank you but I am not ready I believe Do you have any money? Yes friends Rebecca NHS Wasnae I aint ready I reckon Got any dosh? Yeah mates If you had two write a title for each column what would it be? What do you think today’s lesson will be about? Word bank: abbreviations, slang, acronyms Learning Objectives • To identify the difference between formal and informal language • To explore the use of formal and informal language Formal Vs Informal Formal Vs Informal Formal or Informal language? Talking to your head of year Formal or Informal language? Making a public speech Formal or Informal language? In a job interview Formal or Informal language? In class with a teacher Formal or Informal language? Conversation with friends Formal or Informal language? At a party Formal or Informal language? Talking to the doctor Formal or Informal language? On the phone with a friend Why is this language inappropriate? https://www.youtube.com/watch?v=m9W8A18dOLU&index=4&list=PLecqH2uhOR0ZS6NsFbV d7hKZx8ugj5gLj Appropriate language for the appropriate purpose Life skills – appropriate language What is the difference between formal and informal language? In which situations should your spoken language be formal? In which situations should your spoken language be informal? Why is it that we use different words in different circumstances? Formal vs Slang Formal Satisfactory Large Very Courage Endeavour Informal/Slang OK Can you think of any of your own examples? Discussion time… https://www.youtube.com/watch?v=sfkjvagVsRI How has formal and informal language been used by Tony Blair? Why is Lauren surprised by Blair’s reaction at the end of the clip? Were you surprised by Blair’s response? Why? When formality if affected by purpose/audience Watch these two clips Identify the level of formality used. Explain why that level of formality is used? CHALLENGE: other than the words used how could you identify the level of formality? Paired Task Choose a scenario and informal/formal Create a short role play A meeting with the Headteacher • A conversation with a friend at break Job interview • Telling your mum about your day at school Paired Task Choose a scenario and informal/formal Create a short role play A meeting with the Headteacher Job interview How will you adapt the language used? Would you just be looking at the words you use? • A conversation with a friend at break • Telling your mum about your day at school Introducing Purpose LO: Understand what is meant by purpose Examine different purposes Alter your writing to suit the purpose Starter Why do people talk? What reasons are there? Describe Inform 1. Copy this into your book Entertain Argue Purposes Persuade Advise Explain We will now watch three clips. Can you identify the purpose. Give reasons for your answer. Clip 1 Clip 2 Clip 3 Describe Inform 2. For each one write 1-3 examples e.g. Entertain Reality TV Argue Purposes Persuade Political speech Advise Explain Can you write for purpose? Using the item you have been given write a couple of sentences/short paragraph using one of the purposes from your spider diagram. For example: To make ice-cream you… The amount of sugar ice-cream contains is… Mr Whippy Ice-cream is the best! Now swap with another pair. What was the purpose of their writing – justify your reasons. Hands Up! Know Your Audience LO: Examine some of the features that affect the intended/target audience Analysing Audience Watch this clip and answer the questions How good are your listening skills? Look at the following – what is the purpose & who are the intended audience What are some of the factors we might take into account when identifying the intended audience? Age Education level Identifying audience and purpose Age Education level Marital or family status Location Ethnic background Gender Occupation Religious background A L G O E M E R Competition time In your assessment you should be able to identify the audience, justifying your reasoning. You should be able to identify the following: • Age • Gender • Location • Occupation • Education level • Marital or family status • Ethnic background • Religious background Can you come up with a way to remember these? The catchiest will win a Mars bar! Group Work Watch the following two clips. One is of Nigella Lawson and the other is of Jamie Oliver. Decide who the intended audience is for each clip and explain your reasons. Present your findings Features of Spoken Language LO: Understand features of spoken language terms Analyse how spoken language is used for communication How many ways can you show someone you understand? Instant feedback - speakers get instant feedback from paralinguistics (body language, facial expression) even if they don’t get an immediate response, or even if their partner doesn’t seem to answer their point directly. Watch this clip. How many examples of instant feedback can you spot? Turn-taking Notice how participants 1. Ask questions for a. information b. social bonding purposes 2. Seek clarification 3. Volunteer interesting information (gossip) 4. Ask further (often social bonding) questions to prolong the interaction 5. Echo the other speaker, to show/create cohesion (bonding) Overlap is where turn-taking goes wrong, and both participants message at the same time. False starts where someone starts then breaks off (because uncomfortable or confused). AND Fillers um, ah, well, you know, like, I mean. Sometimes repetition, like stuttering can be filling in time too. Comment on lots close together: is the person talking about difficult ideas or nervous. https://www.youtube.com/watch?v=nsKgqfWsw7g (fast forward to 3.10) Exclamations Never! Noooo! (incl OMG and LOL). These convey reactions to information given, conveying surprise, shock etc or showing that you ‘get it’. Jargon any technical terms belonging to a group (teacher>student, religious people, military, car mechanic etc), e.g. ‘emotive language’ is a technical term – jargon – teachers use with students, but other people might not understand. "browser", "bus", "cache", "chip", "cookie", "CPU", "crash", "database", "dot pitch", "download", "driver", "file", "firewall", "folder", fragmentation", "freeware", "gopher", "hardware", "interface", "keyboard shortcuts", "mouse", "network", "operating system", "plug and play", "resolution", "software", "spam", "upload", "URL", and "virus". Identify the jargon! audible", "blitz", "clipping", "down", "end zone", "goal line", "hand-off", "kickoff", "loose ball", "man-in-motion", "offside", "picked off", "recovery", "scrambling", "territory", and "touchdown". Jargon - any technical terms belonging to a group (teacher>student, religious people, military, car mechanic etc), e.g. ‘emotive language’ is a technical term – jargon – teachers use with students, but other people might not understand. It allows precise reference to a specialist idea/item. Turn-taking - Notice how participants 1. Ask questions for a. information b. social bonding purposes 2. Seek clarification 3. Volunteer interesting information (gossip) 4. Ask further (often social bonding) questions to prolong the interaction 5. Echo the other speaker, to show/create cohesion (bonding) Instant feedback - speakers get instant feedback from paralinguistics (body language, facial expression) even if they don’t get an immediate response, or even if their partner doesn’t seem to answer their point directly. Exclamations - Never! Noooo! (incl OMG and LOL). These convey reactions to information given, conveying surprise, shock etc or showing that you ‘get it’. False start - where someone starts then breaks off (because uncomfortable or confused). Fillers - um, ah, well, you know, like, I mean. Sometimes repetition, like stuttering can be filling in time too. Comment on lots close together: is the person talking about difficult ideas or nervous. Overlap - is where turn-taking goes wrong, and both participants message at the same time. PURPOSE, AUDIENCE, CONTENT, SPOKEN LANGUAGE Which features of spoken language can you identify? https://www.youtube.com/watch?v=nx71vp3ceaw In Pairs Create a short transcript using the features of spoken language for effect. Make sure you label the features in a different colour. Practice Assessed Listening Lo: 1. To be familiar with the marking criteria and what is expected for your assessment 2. Practice your assessment 3. Use marking criteria to understand your current level and create targets for the final task. TASK How am I marked??? Listen and watch an extract provided and respond to questions in written form Practice Analysis: Listening Task You need to comment on the following: 1. Explain what the clip is about. 2. Identify the purpose and audience justifying your reasons. 3. Explore how features of spoken language are used. https://www.youtube.com/watch?v=wPps7jnsznU Practice Analysis: Listening Task Now rewatch the clip and answer the questions. This is a practice for your final assessed listening task. https://www.youtube.com/watch?v=wPps7jnsznU Achievement Targets Today you will take your listening assessment. • What is your target? • How can you achieve it? Listening Assessed Task Watch the extract (we will watch it twice) You should make notes whilst watching it Respond to the questions in written form Use your checklist to make sure you have met the criteria Extension – use the marking criteria to check your work. Is there anything you could add? Why should we study group discussions? Because….. What do you already know about group discussions? 1. One point from everyone 2. Each point should be different 3. Let’s see if we can get around the whole class Where do we see discussions in real life? Watch the following clips Identify the audience Identify the Purpose What are the key points of the discussion http://www.bbc.co.uk/cb bc/search?q=discuss Participating in a Discussion Objectives: 1. Write the date, title and To understand different points objective. of view about the life of teenagers. 2. Register challenge: Tell me one reason why this To be able to participate teenager might be stressed effectively in a group out. discussion. 3. Copy and complete this sentence: This teenager might feel stressed because... The advice I would give her is... Differing Points of View In a group discussion, you would expect people to hold different points of view. Some people may believe that life for teenagers is incredibly stressful! Whilst others may think teenagers actually have it pretty easy... What is your point of view? Can you justify it? Differing Points of View Each of you will be given this sheet: Number ones will tick all the points which suggest that life for teenagers is very stressful; Number twos will tick all of the statements that suggest teenagers have it easy. Puberty can make you feel very emotional. Even little things can seem like a big deal. As long as you get your school work done as soon as it is set, it is quite easy to manage. Many teenagers become preoccupied with their appearance. Pressure to look a certain way is made worse by the media. Most adults who go to work do eight or nine hour days. School is six and a half hours, including lunch and break; it leaves plenty of time for socialising. Most teachers are very supportive. If you say you are struggling with work, they are happy to help you out. As a child, if something goes wrong, you know you can rely on a grown up to clean up the mess. As a teenager, for the first time you are expected to take responsibility: that’s hard! In some countries, teenagers would be very grateful to be given the chance to go to school. We should make the most of our education, not moan about it! Being a teenager is exciting: You meet new people, study new subjects in school... Life is just beginning to get interesting. Part of you wants to be a child and play but, at the same time, you have more and more school work to do. Teenagers these days have much more than they have ever had before. The vast majority of them have a mobile phone and most have a computer at home. As a teenager, you are expected to make decisions that could affect the rest of your life; like what subjects to choose for your options, or which college to go to. There is a great deal of prejudice against teenagers. Many people believe that all young people are the same; nasty thugs and criminals! There are things teenagers want to do and buy but they have to rely on their parents to pay for them. Many are willing to get a job but they are very hard to find at the moment. To understand different points of view about the life of teenagers. Do you think you have achieved this objective? Are there any points you would add? To be able to participate effectively in a group discussion. What does this mean? Use these two images as clues to help you write an idea in your book: Participating effectively in a group discussion means.... Participating effectively Discussing Speak confidently on a topic. Both of these things are equally important. Listening Listen and respond to the things other people say. To be able to participate effectively in a group discussion. As we watch the following video, try to think of three rules which we should stick to when doing our group discussions... What are the rules for effective group discussion? Discourse Markers Discourse markers can help us make a point really clearly. You can use them to agree or disagree with someone else. One point to consider is, as On the other hand, youa could teenager, I can’t earn my argue that life is far more own money so I have to stressful for your mum- she’s rely the on my mum. one who’s got to go to work to earn money for you after all! To be able to participate effectively in a group discussion. Rules for whole class discussion: Pupil 1 begins by making a point about why life is or is not difficult for teenagers (you can use the sheet from earlier to help you). Pupil 2 responds by putting another point across, starting with a discursive marker. And so on until everyone has made a point. Objectives: To understand different points of view about the life of teenagers. To be able to participate effectively in a group discussion. Exit Card Name ___________________________________ Today, I’ve Learnt: ___________________________ ___________________________________ ___________________________________ Is there anything you need me to go over again? ___________________________________ ____ ___________________________________ ____________ Complete your exit card in your books to tell me what you have learned today. Analysing Group Discussions LO: Look at a variety of group discussions and comment on whether they are good or bad – justifying your reasons Use the marking criteria to analyse group discussions Set personal targets based on what you have learnt Starter: example of group discussion 1. 2. 3. Watch the following example of a group discussion. Is this a good or bad example of discussion? Why? Recap: What makes an effective group discussion? What do you need for a good group discussion? Open your envelope. Inside are a list of things you might expect to see in a good group discussion. Which are the five most important? I will be looking at how you discuss and decide! Group Discussion Analysis Today we will analyse two clips of students taking part in the assessed group discussion. We will need to look at the mark scheme to see what they do well as well as understanding what I will mark you on next lesson. Clip 1 Group activity The group discusses the appointment of a new maths teacher. They have been given details of two candidates and must present their findings to the head teacher. Clip 2 Group activity The group discusses which characters should gain a place in a lifeboat. Practice Makes Perfect LO: Practice a group discussion Highlight the strengths and weaknesses of – you and your group Watch the following contemporary discussions. Write down as many positives about the discussions as you can http://www.educationscotland.gov.uk/learningandteaching/assessment/ssln/resources/literacydiscussion new/thirdlevel/tasks.asp You will now a group discussion. Select five items that represent your generation to put in a time capsule. Four people in each group Each suggests 2 items Chairperson should be decided at the start Your discussions will be recorded and we will play them back to identify what you did well! Targets Write down between 3 – 5 targets for your group and then for your own performance in the group discussion. What have we learnt about successful group discussions? Assessed group discussion task Lifeboat task: You must decide on who gets a place in the lifeboat out of the following characters…. Look and familiarise yourself with the characters. LESSON Introduction to public speaking LO: Examine why public speaking is important Examine what makes a ‘good’ orator Why is it important to study public speaking? Why is it important for you to study public speaking? Discussion Point LIFE SKILLS JOB INTERVIEW https://www.youtube.com/watch?v=zcWsQ dR0FKs How will public speaking be important to you?: Now (day-to-day) Interviews During your working life? What are the biggest mistakes public speakers make? https://www.youtube.com/watch?v=vGVCFlcVlp4&index=8&list=PLecqH2uhOR0ZS6NsFbVd7h KZx8ugj5gLj Life skills – speak slowly Watch the following clips What qualities should a good orator possess? LESSON 14 The ABC of Speaking and Listening Objective: 1) Write the objective, date and title; To begin to explore the 2) Register challenge: Tell me one piece of advice that the criteria for speaking video gave us about taking and listening. part in a group discussion; 3) Copy and complete this sentence: When taking part in a group discussion, you should.... This is the mark scheme for speaking and listening. We are not going to look at the whole thing today; we’re just going to look at this bit. The ABC of Speaking and Listening content articulate Body language The ABC of Speaking and Listening Articulate: Tone of voice, accent, pitch and volume and how these factors might affect your audience. articulate articulate Let’s look at the aspects of the mark scheme which this relate to... Band 5: Uses standard English vocabulary and grammar appropriately, in an assured and flexible way. Band 4: Uses standard English vocabulary in a appropriate, controlled and effective way. Band 3: Use a range of well judged vocabulary. Uses standard English well. Band 2: Uses a variety of vocabulary. Can use standard English appropriately at times. Band 1: Use straight forward vocabulary. Uses some standard English. articulate As we watch the following clips, you must decide what band you would put each speaker in, using the ‘articulate’ part of the mark scheme. articulate Decide which band you would put each speaker in using the mark scheme. PURPOSE ? Speaker A Speaker B Speaker C I would put speaker ___ in band __ because ______ The advice I would give them to improve their articulation is______________________________ Bingo! Draw a six square grid in your book. Using the articulate part of your mark scheme, write six key words in your grid. The ABC of Speaking and Listening Body Language: There are three main types of body language: •eye contact •body position •gesture and movement Body language Body language Let’s look at the aspects of the mark scheme which this relate to... Band 5: Uses a sophisticated repertoire of strategies to meet challenging contexts and purposes. Band 4: Uses non verbal features to meet the demands of different situations, contexts and purposes. Band 3: Uses non verbal features to add impact. Band 2: Uses non verbal features that begin to interest the audience. Band 1: Use non verbal features appropriately. Body language As we watch the following clips, you must decide what band you would put each speaker in, using the ‘body language’ part of the mark scheme. Body language Speaker A Decide which band you would put each speaker in using the mark scheme. Speaker B Speaker C Speaker ___ uses body language features, such as______ I would put him in band_____ because _______________ Bingo! Draw a six square grid in your book. Using the body language part of your mark scheme, write six key words in your grid. The ABC of Speaking and Listening Content: The points you make/ things you say. It is a good idea to use research to back up your points. content content Let’s look at the aspects of the mark scheme which this relate to... Band 5: Highlight priorities and essential details when talking about complicated issues. Band 4: Conveys and interprets information, ideas and feelings confidently, emphasising significant points and issues. Band 3: Convey points effectively. Promote a particular point of view. Band 2: Put straightforward points across in a clear way. Band 1: Briefly express your point of view, ideas or feelings. content Some background: Steve Coogan is an actor who was involved in a court case against a newspaper who listened to his phone messages without his permission. content Some background: Paul McMullan is one of the journalists who listened to phone messages on lots of peoples’ phones, including: •Celebrities; •Politicians; •The parents of a murdered school girl (Millie Dowler). content As we watch the following clips, you must decide which speaker puts their points across most clearly; Which is most convincing? content Decide which band you would put each speaker in using the mark scheme. PURPOSE ? The speaker I think presents his point of view most clearly is____ because_______________________ However, one thing they could improve is_________ Steve Coogan Paul McMullan ___ did not put their points across as well because___ Bingo! Draw a six square grid in your book. Using the content part of your mark scheme, write six key words in your grid. Objective: To begin to explore the criteria for speaking and listening. Exit Card Name ________________________________________ Today, I’ve Learnt: ___________________________ _______________________________________________ _______________________________________________ _______________________________________________ Is there anything you need me to go over again? _______________________________________ _______________________________________________ Complete your exit card to tell me what you have learned today. What do these clips suggest about the importance of body language https://www.youtube.com/watch?v=XqiRRIRhZoM http://www.bbc.co.uk/education/guides/zyp82hv/revision/3 LO: Understand what is meant by ‘nonverbal communication’ Explore the importance of nonverbal communication Starter: Look at the following images. What does their body language reveal? https://www.youtube.com/watch?v=E-zwAyFwDiI Life Skills – body language Why are these skills important in public speaking? Head, hand and eye movement Facial expressions Proximity Features of non-verbal communication Posture Gestures Body contact It’s how you say it …not what you say Our tone of voice counts for 38 per cent and over half (55 per cent) is based on how we look and act when we talk. Pitch - the degree of highness or lowness of tone Volume Tone – reveals the emotion of the speaker Speed How and why might people vary these when speaking? Using your notes analyse the following clips for non verbal communication. Model clip Group clip 1 Group clip 2 The Perfect Public Speaker? You will soon be giving a solo talk in class. What would good body language look like during this talk? Persuasive Speaking Objective: To know a range of techniques which can be used to put a point across persuasively. 1. Write the date, title and objective. 2. Make a list of words to describe this image: 3. Complete this sentence: • One method of persuading someone to do something is... Individual contribution All the chocolate bars in the world are being banished- except ONE! Each of you will select one chocolate bar to save and try to convince a panel of your peers to save your chocolate bar! To know a range of techniques which can be used to put a point across persuasively. On the line, draw an X to indicate whether or not you feel you could already identify a range of language techniques. I would need help picking out persuasive techniques I think I could pick out one persuasive technique by myself I could pick out a range of persuasive techniques by myself Persuasive Techniques Speaking Circle: Step 1 Each of you will be given a card with the name of a persuasive technique and an explanation. Read your card carefully: Do you understand it? If not, ask a peer. Persuasive Techniques Speaking Circle When I say ‘go’, all the girls will form a circle in the middle of the room. Facing outwards... THEN, I will ask the boys to form a circle around the outside facing in. The people on the inside will begin by asking their partner (opposite) about the technique on their card. If they don’t know what the technique is, you can tell them. What is a rhetorical question? Hmmm... Then the person on the outside will ask about their technique. When I say ‘change’, all the boys (on the outside) will move one place left. To know a range of techniques which can be used to put a point across persuasively. x Put another What on your progress have progress you made? sheet. I am going to show you a number of adverts. Each contains at least one language technique. Use your sheet to find the language techniques which have been used. On your whiteboard, say which technique has been used. Advert 1 Can you identify any persuasive techniques in this advert? Advert 2 Can you identify any persuasive techniques in this advert? Advert 3 Can you identify any persuasive techniques in this advert? Advert 4 Can you identify any persuasive techniques in this advert? Advert 5 Can you identify any persuasive techniques in this advert? To be able to identify a range of persuasive techniques. What progress have you made? To know a range of techniques which can be used to put a point across persuasively. In your book, write a short sales pitch to try to sell this bar of Cadbury’s Dairy Milk. Try to use a range of persuasive techniques. EMOTIVE WORDS RHETORICAL QUESTIONS CRITICISE THE OPPOSITE OPINION CHATTY STYLE HUMOUR PLAY ON THE READER’S SYMPATHY Speaking to the Words that arouse Questions that don’t Destroy the point of reader in a friendly way require an answer view of the opposing emotion argument CLUSTERS OF THREE Three phrases or describing words used to emphasise CATCHY PHRASES OR SLOGANS PERSONAL PRONOUNS Using words like ‘we’, ‘us’ and ‘you’ to make the writing more appealing REPETITION OF WORDS/ PHRASES Light hearted expression of a viewpoint. PLAY ON THE READER’S GUILT STATISTICS Numbers/graphs which provide convincing information EXAGGERATION (HYPERBOLE) Being over-the-top to get a point across Make the reader feel sorry for something or someone QUOTE A RELIABLE SOURCE Words that stick in Saying the same word Make the reader feel Support a point with your mind or phrase more than bad about something the views of a once for emphasis professional SHOCK TACTICS Making the reader surprised or horrified The Power of Persua LO: Recap learning on persuasive devices in speech AND Assess your speaking skills Write down three persuasive techniques Persuasive Techniques ‘Bingo’ Watch the clip. ALL: Every time you spot a persuasive technique tick the relevant box CHALLENGE: Every time you spot a persuasive technique tick the relevant box and write the phrase/word/sentence Group Work Task In your group look at the extract you have been given. 1. 2. 3. 4. 5. What is the purpose of the extract? How did you identify the purpose? Annotate the extract to show the techniques that have been used. Identify why each technique is effective. Be prepared to stand up and feedback to the rest of the class Speaking: peer assessment From the marking criteria select two things they did well today AND suggest one area they could improve on Plenary 1. Sit with your peer assessor 2. Swap feedback 3. Write a sentence on how you will improve your speaking and listening, based on the feedback given Go On, Persuade Me LO: Examine what ‘good public speaking’ looks like Use your knowledge of persuasive devices to create a persuasive solo talk What makes a good ‘orator’? Dictionary definition ORATOR A public speaker, especially one who is eloquent or ski Create a short tips guide for an online blog aimed at people your age Putting it into practice with a Persuasive Solo Talk https://www.youtube.com/watch?v=_DbCg8w6o4w Your plane is in trouble and there are only 3 parachutes left. Could you manage to persuade us that you deserve a parachute? 1. Research the character you have been given – you should aim to find up to five useful facts that will help you in your speech. 2. Write a speech that lasts between 1-3 minutes persuading us that you deserve one of the parachutes. Practice and Peer Help 1. Practice your speech with your peer assessor. 2. Using the activity from the start of the lesson and the marking criteria to pick what level you are currently working at and what you could do to improve.
