Speaking & Listening · Speaking & Listening Care has been taken to verify the accuracy of...

Grade 11American Tradition

Speaking & Listening

PITTSBURGH, PA — ST. PAUL, MN

A division of Carnegie Learning, Inc.

Speaking & Listening

Care has been taken to verify the accuracy of information presented in this book. However, the authors, editors, and publisher cannot accept responsibility for Web, e-mail, or newsgroup subject matter or content, or for consequences from application of the information in this book, and make no warranty, expressed or implied, with respect to its content.

Trademarks: Some of the product names and company names included in this book have been used for identification purposes only and may be trademarks or registered trade names of their respective manufacturers and sellers. The authors, editors, and publisher disclaim any affiliation, association, or connection with, or sponsorship or endorsement by, such owners.

© by Carnegie Learning, Inc.875 Montreal WaySt. Paul, MN 55102E-mail: [email protected] site: www.emcp.com

All rights reserved. No part of this publication may be adapted, reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without prior written permission from the publisher. Teachers using Mirrors & Windows: Connecting with Literature, American Tradition may photocopy complete pages in sufficient quantities for classroom use only and not for resale.

iii© EMC Publishing, LLC Speaking & Listening

CONTENTS

Introduction iv

Unit 1 Present a Literary Work 1

Unit 2 Prepare Notes for a Presentation 3

Unit 3 Deliver a Narrative Presentation 7

Unit 4 Use Active Listening Skills 11

Unit 5 Use Visual Aids 14

Unit 6 Deliver a How-To Presentation 17

Unit 7 Develop Nonverbal Communication Skills 19

Unit 8 Evaluate a Well-Known Speech or Speaker 21

Unit 9 Present an Argument 24

Name: ____________________________________________________ Date: __________________

1© EMC Publishing, LLC Speaking & Listening

Unit 1: Speaking & Listening Workshop, page 71

Present a Literary Work

Think of a literary work that interests you. Perhaps you have been inspired by a certain selection in Unit I of your textbook. Use the instructions from the Speaking & Listening Workshop on page 71 of your textbook to prepare and deliver a presentation on the work of your choosing. This lesson provides additional information to help you with selected parts of the presentation.

Select a Work

A successful oral interpretation communicates the message of a piece of literature. You must have an appreciation and a good understanding of your selection.

Exercise A

To help you make a good selection, read the following statements and either complete them or place a checkmark in the appropriate blanks.

1. The source I will likely choose is _____ a short story _____ a poem _____ an excerpt from a chapter of a novel _____ an essay

2. The purpose of my selection is to _____ inform _____ entertain _____ produce suspense _____ amuse _____ persuade _____ produce strong emotion

3. I have chosen the following literary work for my oral presentation. (List the title and author.)

Practice Reading the Work Aloud

Make a copy of your selection. Read the selection several times. Then prepare to make your presentation. For information about oral interpretations, see Language Arts Handbook 7.7, Oral Interpretation, in your textbook.

Exercise B

Check off each of these steps as you plan your oral interpretation.

____ 1. Write your introduction. Identify the selection and its author. Give any background information.

2 © EMC Publishing, LLCSpeaking & Listening

____ 2. Mark up your selection to identify places where you want to pause, lines you want to emphasize, and any other notes that will help you deliver a high-quality presentation.

____ 3. Plan the gestures you will use during the presentation.

____ 4. Practice your presentation.

Exercise C

Use the following chart to assess your presentation. You might want to record yourself as you practice, and then complete the chart as you play back the recording.

Guideline Strongly Disagree Disagree Agree Strongly

Agree

1. The selection is appropriate for the audience.

2. The length of the selection meets the assignment.

3. If the selection is from a longer piece, the longer work has been trimmed appropriately to meet the assignment.

4. The introduction provides the name of the selection and the author, and supplies only the pertinent background information.

5. The reading script is highlighted appropriately to develop characters, enhance dialogue, and set the mood and tone.

6. The speaker uses his or her face, body, and voice (volume, pitch, tone, pronunciation, speed) to bring the selection to life.

Present the Oral Interpretation

When it is your turn to present, remain calm and do your best. As you listen to others present, you might want to fill out the same chart you used during your practice sessions.

Evaluate Speaking and Listening Skills

After your presentation, evaluate yourself using this rubric, found in the Speaking & Listening Workshop on page 71 of your textbook.

Content The literary work is appropriate for

the audience. The length of the work meets

the assignment.

Delivery/Presentation The volume, pace, and enunciation

(clarity of speech) fit the selection. The facial expressions and gestures

fit the selection. The tone (emotional quality) and

emphasis of delivery are effective.

SPEAKING AND LISTENING RUBRIC

Your oral presentation will be evaluated on these elements.

Name: ____________________________________________________ Date: __________________



Prepare Notes for a Presentation

Select a topic that interests you and can be covered in a brief talk of three to five minutes. For example, you might choose to give a presentation on your local animal shelter. Use the instructions in this lesson and in the Unit 2 Speaking & Listening Workshop in your textbook to prepare the notes for your presentation.

Limit Your Topic

A successful presentation offers interesting information that doesn’t overwhelm the listeners with too much detail. As you research your topic, be sure you have limited it to no more than three or four subtopics or main points about your topic. The animal shelter topic could be limited to the shelter’s philosophy, description of facilities, functions of the shelter, and volunteer opportunities.

Exercise A

Complete the following statements to help limit your topic.

My topic will be __________________________________________________________________

My purpose in this presentation (what I want the audience to know when I am finished) is

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

I will cover the following subtopics (aspects of the topic):

1. _____________________________________________________________________________

2. _____________________________________________________________________________

3. _____________________________________________________________________________

4. _____________________________________________________________________________

Research Your Topic

• As you begin your research, consider how well you know your topic. You may begin with sources that give a general background, and then use one or two sources that can give you more specific information. For the animal shelter topic, you could search the shelter’s website for general information about its history, philosophy, and functions, and then interview personnel at the local shelter.

• As you gather information, also watch for interesting facts, compelling quotations, or surprising statistics that can add interest to your talk.


Prepare Notes

Imagine that you are standing in front of your class about to give your presentation. You hold in your hands an odd assortment of notes you took from sources—unorganized and undigested. If you did this, your talk would be an incoherent disaster. The notes you have taken as you did research must be sorted selectively, organized, and shaped properly to be useful to you as you speak. As you prepare the notes for your speech, use the following guidelines. Check off each step as you complete it.

Exercise B

_____ 1. With your purpose in mind, choose a logical organizing principle. The following chart shows several possible types of organization:

Type of Organization Purpose Description of Organization

Problem and solution Recommending an action Describe problem; propose solution

Storytelling Relating an experience or event Tell its past, its present, and its future

Cause and effect Explaining observations, research findings, a thing, or an event

Start with either cause or effect, but differentiate clearly

Spatial Describing a thing or scene Move from left to right, top to bottom, back to front, or another logical combination

Order of importance Presenting facts, reasons, examples; persuading

Most important given last, so end on strongest point

Select the most logical type of organization for your speech and explain your choice.

My speech will use ____________________________________________ organization.

This type of organization is best because my topic ________________________________________

________________________________________________________________________________

________________________________________________________________________________

_____ 2. Organize your research material in the order in which you want to present it. On a separate sheet of paper, make an outline as succinctly as possible without omitting important information. Try to give only one complete sentence for each major point and for each supporting detail.

_____ 3. Create an abbreviated version of your outline on note cards. Using abbreviated notes will help you present your material naturally, rather than reading it. These notes are to act as triggers to your memory; they are not a script!


_____ 4. Use one card for your introduction. On this card, write your thesis statement and key words that will remind you of your attention-getting technique (humorous anecdote, surprising fact, and so on) and help you summarize the main points of your speech. For a speech on an animal shelter, card 1 might look like this:

_____ 5. Separate subtopics onto individual cards. Beginning a subtopic on a new card will help you remember to transition and switch gears if necessary.

_____ 6. Keep your cues on note cards concise. Use one or two key words or a key phrase that will remind you of what you want to cover in a subtopic. You may also use visual cues, such as symbols and geometric shapes, that will bring to mind important information for your presentation. For the speech about the animal shelter, a diagram with labels can provide the cues for talking about the facility and the functions of each part.

_____ 7. Number your index cards in order, just in case. Even if you know your material well, keep your cards with you to help you remember your points. Clearly numbering them will help you keep them in correct order, even if you drop them.

_____ 8. Review your note cards to eliminate any unneeded information. Extraneous information on your cards will only confuse you. Revise and rewrite any cards containing information you have decided to delete.

PAWS has assisted in the sheltering, care, and adoption of over ten thousand cats and dogs over the past thirty-one years in our community.

SOS—15 from one home

extraordinary effort

“taking animals into loving shelter”

2 staff, dozens of volunteers

1,600 square feet

cats’ quarters

Vet care area

dogs’ quarters

cramped

Office


Practice Your Delivery

• Each time you practice your speech, look less often at your cards. You will hold your audience best if you can maintain good eye contact.

• Have your cards with you even if you feel you know exactly what you want to say. They provide a safety net, should you lose your concentration.

• Consider your time limits. You may want to write the approximate amount of time you want to allot to the information on a card or even a note to yourself about pacing or expression. For example, suppose in practice you have talked too fast in a certain portion. You might write “slow” in a different color ink on that note card.

• Will you be using visuals such as photographs, graphs, or a demonstration? Add a color-coded note at the appropriate point in your note cards.

Exercise C

Use the chart below to evaluate how well your note cards worked for you. If the answer is neither Yes nor No, check Other. Write an explanation of each assessment under Comments.

Yes No Other Comments

Key words/phrases give enough cues

Notes not too long or complex

Symbols, diagrams, and numbers are helpful

Organization allows smooth presentation, good eye contact

Present Your Speech

When it is your turn to present, remain calm and speak naturally, without hurrying. Being well prepared is the best way to feel at ease.


Evaluate your speech and use of notes using this rubric, found in the Unit 2 Speaking & Listening Workshop on page 169 of your textbook.

Content Your notes are well organized,

clearly written, and easy to follow. Your notes emphasize main ideas

and provide brief supporting details.

Delivery/Presentation You make good use of your notes

during your delivery. Your use of notes is not distracting

to your audience.


Your presentation and use of notes will be evaluated on these elements.

Name: ____________________________________________________ Date: __________________



Deliver a Narrative Presentation

Nothing engages an audience like telling a story. A narrative presentation can entertain, illustrate an important lesson, crystallize and communicate a significant moment in one’s life, and show listeners how “the moral of the story” connects to their own lives. You will be preparing and giving a narrative speech using a personal experience or other story to make a point. Use the instructions from this lesson and Unit 3 Speaking & Listening Workshop in your textbook to guide you.

Choose an Experience or Event

Think about memorable moments you have experienced and situations or scenes you have witnessed that have special significance to you. Use the following list to help you recall such incidents:• An experience that illustrates who you are or that helped shape who you are —standing up for your beliefs —helping someone and what the experience taught you• An incident that taught a life lesson —dealing with a difficult situation —prejudices you have witnessed or discovered in yourself• An event that served as a milestone or changed your life —the birth of a sibling —a significant family event• A ritual or routine that reveals something important about you —daydreams —your ritual before a performance or athletic event

Decide Your Purpose

Once you have chosen an experience for your narrative presentation, you need to state concretely what you want to accomplish.

Exercise A

What is the point of your story? What is the best way to accomplish this? Check one of the following purposes for your speech. Then use the lines to summarize the techniques you will use to accomplish your purpose.

1. The purpose of my narrative speech is to illustrate the importance of a lesson learned to communicate a significant life moment to relate an exciting (or inspiring or funny) event that changed my life to use an incident or highlight characteristics that illustrate who I am


2. To accomplish my purpose, I can use the following techniques (for example, jokes, character descriptions, suspense, vivid details, a simple plot line).

_____________________________________________________________________________

_____________________________________________________________________________

Create Your Story Line

A narrative usually has characters, setting, some plot elements, and a problem/solution scenario. You can use a story map to help you identify the details and rough outline of your narrative presentation.

Exercise B

Complete the graphic organizer to help give shape to your material.

Topic: ___________________________________________________________________________

Story Title: _______________________________________________________________________

Setting Characters

Problem

Beginning Middle (rising action, Conclusion (exposition) climax, falling action) (resolution)

Solution


Make Notes for Your Narrative

Your narrative presentation will be most effective if you engage your audience. These techniques will help you get and hold listeners’ attention:• Make frequent eye contact. • Relate directly to them by using you, your, we, and our. • Speak simply and clearly. To enable this direct contact with listeners, speak extemporaneously or using only a few spare notes on cards. Your notes will form a simple outline with one important key idea, description, or event on each card, to guide you through your speech. Generally, stories are told in chronological order. When you have prepared your note cards, write in transition words and phrases in another color: at that moment, the next thing I knew, soon, after that, and so on.

Exercise C

Prepare your note cards by referring to your story map and using the following models and instructions.

Introduction Note Card Story Note Cards

Conclusion Note Card

Story Title: _____________________________

Introductory Attention Getter: (startling or exciting detail about story, dramatic statement, and so on)

____________________________________

____________________________________

Natural Lead-In: (suggest the purpose of your story, e.g., “Little did I realize how my life would be changed…” OR introduce characters and setting) ____________________________________

____________________________________

Resolution of Story:

______________________________________

______________________________________

Story’s Point (lesson or what is important about story):

______________________________________

______________________________________

______________________________________

______________________________________

Character and/or setting description:ORStory events (in order) building to a climax:






• Don’t try to memorize your story; instead, work to make it extemporaneous. Each time you practice, it may be a little different, but if you use the prompts on your note cards, it will include all the vital descriptions and events you need to communicate.

• This is the time to experiment with expression, pace, and any special effects you want to achieve. Vary intonation and posture to deliver dialogue by different characters. Change your pace and volume to match the content. For example, speak more slowly and softly for a mysterious event.

• Use your facial expressions, posture, and gestures to help you communicate character, mood, and suspense.

• Be sure your closing is memorable. Experiment with wording until you are satisfied that it captures the essence of your story and will stay with your audience.

Exercise D

Practice your narrative presentation before friends or family. Ask them to rate the following aspects of your talk. Use the feedback to improve your performance. You may also distribute this form to your audience after your talk.

Yes No Comment/Suggestion

Did my introduction get your attention? ________________________

Was my story easy to follow? ________________________

Did I establish characters and setting well? ________________________

Did events in the story hold your attention? ________________________

Were my expressions, pace, and tone appropriate? ________________________

Did my conclusion make a clear point? ________________________



Content Your topic is a personal experience

or event and is of interest to your audience.

The purpose and organization of your narrative are clear and consistent.

Relevant sensory details contribute to the narrative; characters and

dialogue, if used, are appropriate and believable.

Delivery/Presentation Your facial expressions, pace, word

choice, and tone of voice suit your topic and purpose.

You hold your audience’s attention and achieve the purpose of your presentation.


Your narrative presentation will be evaluated on these elements.

Name: ____________________________________________________ Date: __________________



Use Active Listening Skills

Studies show that most of us can recall only 25 to 50 percent of what we hear. To improve the ability to listen, practice active listening. This means making a conscious effort to concentrate on a person’s words and to understand his or her total message. Use the instructions from this lesson and the Unit 4 Speaking & Listening Workshop in your textbook to help you become an active listener.

Become an Active Listener

Active listening requires five actions by the listener:

1. Pay full attention. Focus and put aside distracting thoughts. Look at the speaker; concentrate not only with your ears, but with your eyes and other senses. “Listen” to the speaker’s body language; facial expressions, gestures, and posture are all important components of communication.

2. Demonstrate interest. Show the speaker that you are listening with eye contact, facial expressions, nods, and an open posture. Use questions to clarify parts you have not understood.

3. Provide feedback. To be sure you have understood, you can reflect back to the speaker what you believe has been said. Your feedback can be in the form of a summary or statements and questions, such as “What I hear you saying is…” or “I’m not sure I understand. Can you explain it again another way?”

4. Defer judgment. Keep an open mind. Though you may have strong views on the topic, avoid focusing on your rebuttal. Instead, hold your criticism. Remind yourself of your purpose: to understand how the speaker thinks.

5. Respond appropriately. Be respectful.

Exercise A

Assess your listening skills using the following survey. Use the results to help improve your skills. Always Sometimes Rarely 1. I focus consistently on what is being said. 2. After listening to a speaker or a conversation partner, I remember most of what was said. 3. I become interested and engaged in the content

of oral presentations and conversations. 4. I engage with a speaker or conversation partner

through questions. 5. I communicate to the person speaking that I am

listening through my body language and responses.


Practice Active Listening Skills in Conversation

Think about the people with whom you talk regularly. Do they monopolize the conversation? Do they interrupt often or change the topic? Do they respond with put-downs? Real communication is not simply a matter of talking, but of empathy and respect, of being understood and understanding. One important active listening skill is the ability to ask questions. In conversation, be aware of the type of questions you ask and their effect.

Type of Question Purpose Examples

Open (allows person to talk as much or as little as desired)

Draw person out, invite longer response

How do you …? What’s it like to …?What do you think of …?

Closed (answers of one or two words) Collect facts; check, confirm, or clarify Do you …? Did you mean …?Are you saying …?

Exercise B

Circle Open or Closed to classify each of the following questions. On the line provided, explain for what purpose you might use each question in a conversation.

1. What do you specifically like about cats? Open Closed

_____________________________________________________________________________

2. Are you saying that you would never fly in an airplane? Open Closed

_____________________________________________________________________________

3. How do you think we could earn the money for the trip? Open Closed

_____________________________________________________________________________

4. What’s your favorite food? Open Closed

_____________________________________________________________________________

5. Could you tell me more about your coin collection? Open Closed

_____________________________________________________________________________

Use Role-Playing to Develop Active Listening Skills

To practice actively listening, try the following role-playing exercise.

Exercise C

Form a group of three. Each member will take a turn at each of these roles: speaker, listener, observer. The speaker, listener, and observer should follow the numbered steps below to assess the listener’s active listening skills. First, the speaker should discuss a topic of interest to him or her. The listener should listen carefully and actively. The observer should pay attention to the listener. The speaker and observer should provide feedback to the listener, and the listener should assess his or her own listening skills.


Role Purpose Description

Speaker Communicate about something important to you with a conversation partner.

Talk about something you like (hobby, activity, etc.).

Listener Practice active listening skills by following the speaker’s train of thought.

Make eye contact, give encouraging verbal responses, and use attentive body language.

Observer Observe the listener’s listening skills; time the conversation.

Observe the listener’s verbal and nonverbal skills: eye contact, questions, encouraging responses.

1. The speaker talks and the listener practices active listening for three or four minutes.

2. The group discusses the experience by first having the listener answer the following questions:• What listening tasks were easy for you? Which were difficult?• Were you able to stay with the speaker? Why or why not?

3. Then the speaker will share his or her response to the listener by answering these questions:• Did you feel listened to? Was it helpful?• Did the listener have any habits you found distracting?

4. Last, the observer will share his or her observations about the listening skills of the listener:• Number of encouraging responses (nodding, “uh-huh”)• Effectiveness of body language and eye contact• Effective use of open and closed questions

5. Repeat the process two more times until each member has taken all three roles.



Preparation You can explain the differences

between active listening and passive listening.

You can explain how both the speaker and audience benefit when listeners are respectful and attentive.

Participation While listening to a presentation,

you focus on what the speaker has to say.

While taking part in a conversation, you show interest in what the other person says, avoid interrupting, and ask questions as appropriate.


Your active listening skills will be evaluated on these elements.

Name: ____________________________________________________ Date: __________________



Use Visual Aids

Use the instructions in this lesson and in the Unit 5 Speaking & Listening Workshop in your textbook to help guide your use of visual aids in a presentation. Visual aids can help the audience understand and remember important points or concepts in a speech. They can even be the subject of a speech, such as one on favorite toys or using sporting equipment. When choosing visual aids, be sure they accomplish the following goals:• The visual helps the audience understand a complicated idea or process.• It emphasizes and enhances understanding of an important point.• It is large enough, clear enough, and simple enough to be easily seen

and understood.• It is logical in design and neat in appearance.

Use Visual Aids to Enhance Your Presentation

The type of visual aids you select will depend on the type of speech you are giving. Whatever visual aids you use, be sure they are well prepared and you have practiced using them and the equipment to avoid problems.

Types of Visual Aids Types of Presentations Visual Aids

Charts, graphs, and flowcharts Change over time, outcomes of surveys, compared data, percentages, steps in a process

Flip charts, computer presentation with screen

Photos and slides Travel adventures, collections, historic sites

Projector and screen or whiteboard

Handouts Reports, quizzes, games, summaries after or before your speech

On paper

Transparencies Complex problem and solution, illustration of process, procedure, or steps in a sequence

Overhead projector and screen or whiteboard

Actual objects Speech about object, how-to explanation, demonstration

Display (large) or pass around (small)

Demonstrations using people Role-plays illustrating concepts Dramatizations

Posters A country or city, your home, your car Display

Video clips Movies, journeys, instructions to emphasize main points

Computer and screen or whiteboard

Audiotapes, CDs, MP3s Talk on music, drama, poetry, literature, famous speech

Tape, CD, MP3 player, amplifiers


Exercise A

For each speech title listed, identify a type of visual aid you would use and explain how it would help you clarify or reinforce your main points.

1. “How to Make the Perfect Free Throw”

_____________________________________________________________________________

2. “My Favorite Fashion Trend”

_____________________________________________________________________________

3. “Why Four Years of Science Should Be Required”

_____________________________________________________________________________

4. “Steps in Making a Movie”

_____________________________________________________________________________

Locate or Create Visual Aids

After choosing a topic, you should prepare an outline for your speech and look for visuals to enhance your speech. Also look for ideas for creating your own visuals.

Exercise B

Circle one of the following topics and plan a speech using visual aids. Fill in the blanks to show what, why, and how you will use the visual aids.

Topic Choices: “What You Should Know About _____ (a city)” “The Impact of a Hybrid Car” “How to Save Time and Get More Done”

1. On a sheet of paper, create an outline showing the main points of your speech.

2. List the visual aids you will use to reinforce or simplify your main points for listeners. Describe how and when you will use visuals.

Visual Aid Purpose Use

____________________ _______________________ _____________________

____________________ _______________________ _____________________

____________________ _______________________ _____________________

3. Note the supplies and equipment you will need for the visuals and your sources for the supplies and equipment.

Materials Source

___________________________________________ _____________________________

___________________________________________ _____________________________

___________________________________________ _____________________________

4. Research your topic and gather information and visuals for your speech.


Practice Your Presentation with Visual Aids

Visual aids will detract from rather than help your presentation if you are awkward or they fail to work. Practice giving your speech while using your visual aids to be sure there are no problems.

Exercise C

Assess any problems you have using your visual aids as you practice by completing the following form.

1. Problem with _________________________________________________________________:

difficult to see equipment failed distracting irrelevant confused audience

Problem caused by _____________________________________________________________

Solution: _____________________________________________________________________

2. Problem with _________________________________________________________________:

difficult to see equipment failed distracting irrelevant confused audience

Problem caused by _____________________________________________________________

Solution: _____________________________________________________________________


Evaluate your presentation using this rubric, found in the Unit 5 Speaking & Listening Workshop on page 447 of your textbook.

Content Your visual aids are suitable to your

topic, help convey the content, and capture listeners’ attention.

The visual aids you have created are legible and easy to understand.

Delivery & Presentation The visual aids can be seen by all

audience members. The equipment used is in good

condition, and you handle it skillfully.

Your visual aids do not overwhelm your delivery.


Your presentation will be evaluated on these elements.

Name: ____________________________________________________ Date: __________________



Deliver a How-To Presentation

Use the instructions in this lesson and in the Unit 6 Speaking & Listening Workshop in your textbook to help prepare and give a how-to presentation. A how-to speech can be as simple as giving directions to the nearest drug store or as complex as providing a detailed explanation of how to fly a jet. The following attributes are important aspects of a how-to presentation:• It explains a series of actions that must be done in a particular order.• It should be on a topic the speaker knows well.• It usually requires the speaker to use visual aids with skill.

Choose a Suitable Topic

In selecting your topic, try to avoid those that simply give advice (for example, how to make friends). As you mull over the steps required to complete the process, ask yourself, Why must this step be completed next? Also, make a list of materials and visuals, such as props, video clips, or a flowchart, that will help listeners understand your explanation. Brainstorm a list of processes that you know well and are practical enough to explain and/or demonstrate in class. To help you get started, here are a few possibilities:

How to…• make an origami figure • build a ____ (bird feeder, shelf, and so on)• wrap assorted-shaped boxes • restore and refinish a piece of furniture• set a table for a formal dinner • make your own gift wrap and cards

Exercise A

Complete the following graphic organizer to organize your how-to speech topic. If you need more steps, continue the chart on the back of this page.

How-to speech topic: ____________________________________________________

Materials and visuals: ___________________________________________________

Step Why It Is Completed in This Order1

2

3

4


Develop Well-Organized Directions

Devote one note card to each step in your process, and number the cards clearly. Use key words and phrases that will remind you of what you need to say about each step. You may want to add a diagram, a reminder about using a prop, or a tip about possible trouble spots. Prepare cards for your introduction and conclusion, too. Your introduction should make the audience want to learn how to do the process you will explain. It will also set the tone for your speech. Your conclusion should sum up the presentation and ask for questions. Prepare your visual aids and note on the cards when to use each.


Practice your presentation with your visual aids so you will feel comfortable handling them.

Exercise B

Practice your presentation in front of a classmate, who fills out the following assessment chart. Use the assessment to improve your presentation.

Guideline Poor Okay Good Suggestion

1. The steps are clear and in logical order.

2. Explanation is detailed enough.

3. Presentation is interesting.

4. Visual aids are well handled and helpful.

5. Speaker is in control and pleasant to listen to.


Evaluate your presentation using this rubric, found in the Unit 6 Speaking & Listening Workshop on page 547 of your textbook.

Content The topic is of interest to your

listeners and avoids complicated steps and equipment.

The steps proceed in logical order. The visual aids are appropriate for

the content.

Delivery & Presentation You use transitional words to

track the steps in the process. You handle your visual

aids effectively. You arrange the

setting appropriately. You take note of the audience’s

response to monitor whether your explanation is clear.



Name: ____________________________________________________ Date: __________________



Develop Nonverbal Communication Skills

You might be surprised to learn that much of communication has nothing to do with the words we use. Research shows that only 7 percent of communication is conveyed by our words. Thirty-eight percent is conveyed by the tone and inflection of the voice, and 55 percent is conveyed by body language. This means that your posture, eye contact, expression, gestures, and other movements are the most memorable parts of your speech. Use this lesson to help you understand nonverbal communication as you complete the Unit 7 Speaking & Listening Workshop in your textbook. For more information, refer to the Language Arts Handbook, 7.1 Verbal and Nonverbal Communication, page H33.

Be Conscious of Body Language

Your body language sends many messages about your emotions and self-concept.

Exercise A

Study the following chart of nonverbal communications you should avoid and those you should strive to achieve. Then recite a familiar piece before a mirror and place a check mark beside positive and negative aspects of your body language.

Element of Body Language Negative (Avoid These) Positive (Cultivate These)

Posture/body movements Slumping, slouching (lack of confidence) Leaning, rocking (distracting)

Head up, shoulders back (confidence) Alert, moving naturally (confidence)

Hand/arm gestures Repetitive gestures (distracting) Folded arms (defensive) Touching face, neck (discomfort, embarrassment)

Fidgety, fiddling with objects (tension)

Using both hands naturally (aid communication)

Smooth, hold long enough (adeptness) Arms relaxed at sides when not gesturing (at ease)

Facial expressions Deadpan Unchanging Inappropriate to mood and tone

Relaxed, smiling Matching content Reflecting mood and tone of speech

Eyes Looking down (submission) Looking away (disinterest, deviousness) Staring at one or two people (makes them uncomfortable)

Steady gaze, not too long on one person (aware)

Eye contact with all of audience (interested, involved)

Breathing Shallow, fast (nervousness) Slow, deep (calm)


Role-Play to Learn Appropriate Nonverbal Communication

Role-play can help you develop your nonverbal communication skills.

Exercise B

Work with a group of four or six classmates. Everyone takes a turn as speaker and as listener. You will be an observer for at least two conversations. As an observer, complete an evaluation of a listener or a speaker. The speaker will talk for two to three minutes about a topic of interest, focusing on using nonverbal communication effectively. The listener will listen actively.

Name of Listener Observed: _________________________________________________________

Evaluation of Listener’s Nonverbal Communication Yes Sometimes No

1. Maintains open, receptive posture

2. Listens respectfully without interrupting

3. Refrains from distracting movements

4. Encourages speaker by nodding agreement

Comments/Suggestions: ____________________________________________________________

Name of Speaker Observed: _________________________________________________________

Evaluation of Speaker’s Nonverbal Communication Yes Sometimes No

1. Maintains straight but relaxed and confident posture

2. Uses hands naturally and smoothly to emphasize points

3. Has relaxed expression and varies it to match content

4. Maintains steady eye contact with entire audience

Comments/Suggestions: ____________________________________________________________


Evaluate your nonverbal communication using this rubric, found in the Unit 7 Speaking & Listening Workshop on page 701 of your textbook.

As a listener, you avoid sending nonverbal messages that may distract or insult the speaker. If you cannot follow what the speaker is saying, you wait until the question period to ask politely for clarification.

As a speaker, you are conscious of your body language and how it communicates your knowledge

of your subject, your confidence as a speaker, and your respect for the audience. If you sense that audience members are not following your presentation, perhaps due to misunderstanding or boredom, you use this feedback to change your delivery.


Your nonverbal communication will be evaluated on these elements.

Name: ____________________________________________________ Date: __________________



Evaluate a Well-Known Speech or Speaker“The only thing we have to fear is fear itself.”

President Franklin Delano Roosevelt First Inaugural Address, March 4, 1933

“I have nothing to offer but blood, toil, tears, and sweat.” Prime Minister Winston Churchill First entrance into House of Commons, May 13, 1940

“Ask not what your country can do for you—ask what you can do for your country.” President John F. Kennedy Inaugural Address, January 20, 1961

“I have a dream that one day this nation will rise up and live out the true meaning of its creed.”

The Rev. Martin Luther King Jr. “I Have a Dream,” August 28, 1963

These quotations come from some of the greatest speeches of the twentieth century. Each speech proved to be a powerful instrument of inspiration and change. Each has inspired and continues to inspire millions of people. Use the instructions in this lesson and in the Unit 8 Speaking & Listening Workshop in your textbook to help evaluate a well-known speech or speaker.

The Message Fitted to the Occasion

Select one of the speeches listed above for your analysis. Look for online or library resources that include the text of the speech, an audio or video recording of it, and a brief explanation of the context in which the speech was given. Kennedy’s Inaugural Address appears on page 720 of your textbook.

Exercise A

Record facts about the place, purpose, and circumstances of the speech on the form below.

Speech __________________________________________________________________________

By _____________________________________________________________________________

1. Purpose of the speech

2. Location where given and audience

3. Primary message

4. Way in which speech is fitting for the occasion


Identify Rhetorical Devices, Figurative Language, and Sound Devices

In addition to the rhetorical devices of repetition, parallel structure, and rhetorical questions, speakers often make use of figurative language and sound devices to make their words memorable and effective. They carefully organize their ideas and place key ideas for effective presentation. For more information on the elements of speeches, refer to Understanding Literary Forms, The Speech, on pages 302–303 of your textbook.

Exercise B

Identify examples of rhetorical devices, figurative language, and sound devices in the speech you have chosen and copy them in the chart. Put a * next to devices you feel are used most effectively by your speaker. Add any comments you have in the last column. Look in the Literary Terms Handbook on page H44 to be sure you understand the meaning of each term listed in the table.

Device Examples from Speech Comment/Description

Parallel structure(recurring syntactical structures)

Repetition(of words, phrases, sentences)

Rhetorical questions

Figures of speech (metaphor, personification, simile, irony, hyperbole, understatement)

Sound devices (alliteration, assonance, rhythm)

Organization, placement of key ideas


Exercise C

If possible, listen to an audiotape or view a videotape of the speech and analyze the speaker’s verbal and nonverbal communication skills. Does the speaker use his voice and body effectively? Complete the chart with observations

Verbal Communication Description of Speaker’s Use My Observations

1. Tone, pace, expression of voice

2. Overall impression of verbal delivery

Nonverbal Communication Description of Speaker’s Use My Observations

1. Body language (posture, body movements, gestures, facial expressions)

2. Overall impression of nonverbal delivery

Exercise D

After you select a passage from the speech that you consider especially effective or dramatic, read it again slowly, considering the sound and ideas of the language. What makes the passage effective? On your own paper, jot down three reasons why you find this passage effective. Number them in order of importance. Meet with a group of students who also chose this speech and share your response.


Evaluate your analysis of a prominent speech using this rubric, found in the Unit 8 Speaking & Listening Workshop on page 789 of your textbook.

Research You locate a well-known speech or

address by a prominent speaker.

Analysis You evaluate the speech as a

reflection of its time, for its use of rhetorical devices, and for its likely listener response.

If you obtain an audiotape or videotape, evaluate the speaker’s delivery as well.


Your analysis of a prominent speech will be evaluated on these elements.

Name: ____________________________________________________ Date: __________________



Present an Argument

People continually try to influence each other to do something or change something. Advertisements, election speeches, and attempts to get permission for a new activity all involve speakers urging us to “buy” what they are “selling.” Age-old techniques used to persuade others fall into one of three categories:• Credibility. The speaker establishes that he or she is trustworthy and expert. In

other words, you must sell yourself before you sell your argument. In attitude, words, and actions, look like you know what you are talking about. Show confidence; be prepared.

• Emotional Appeal. Compassion, fear, inspiration, or anger can motivate listeners to act. Witness the effectiveness of ads that pique our concern about what others think of us.

• Rational Appeal. Good reasons in the form of evidence and reasoning are vital to good persuasion. Persuasive speakers most often include examples, statistics, and testimony as support for their argument.

Use the instructions in this lesson and in the Unit 9 Speaking & Listening Workshop in your textbook as you prepare and present an argument.

Prepare an Argument on a School or Community Issue

After you have brainstormed a list of issues from which you could select your topic, narrow the choices. Cross out issues that • will not be of interest to your audience• will be unduly difficult to research and gather support for Then select the issue that has the greatest appeal to you. You must be able to speak with conviction and energy to persuade others that your stance is the right one.

Exercise A

Once you have chosen the issue you will argue, complete the following information to help focus specifically on the outcome you want.

My topic: _______________________________________________________________________

State the issue specifically: __________________________________________________________

________________________________________________________________________________

What action will you ask listeners to take? ______________________________________________

________________________________________________________________________________

What reasons will you give listeners to convince them to take this action?

________________________________________________________________________________

________________________________________________________________________________


Gather Information and Organize Your Presentation

You should evaluate all supporting evidence to ensure it is accurate and objective.

Exercise B

List the sources of supporting information for your argument. Evaluate whether each source is accurate, objective, and reliable. Place a * beside sources that are most useful to you.

Source Location Accurate Objective Reliable (+ = yes; – = no)

1. ______________________________ _____________ ____ ____ ____

2. ______________________________ _____________ ____ ____ ____

3. ______________________________ _____________ ____ ____ ____

Many persuasive speeches use the following five steps: 1. Attention. Interest, motivate, and orient your audience. Show them why they

should listen to you in particular on the issue you describe. 2. Need. Illustrate the need for the action you suggest with examples, facts, and

so on. Show that the need is important to your audience. 3. Satisfaction. Satisfy the need; present your solution using a statement,

explanation, or demonstration. Bring up and rebut objections you anticipate others will have.

4. Visualization. Make your case realistically and vividly. Describe what positive things will happen if your solution is carried out or what bad things will happen if it is not.

5. Action. State the specific action you want the audience to take as you sum up. Once you have presented the action, provide reasons why the action is necessary. Tell what the action will accomplish. Restate the need and how the action will address or satisfy the need.

Exercise C

Use this chart to outline reasons why your proposed action is necessary and then how it solves the problem. List examples, illustrations, statistics, quotations, and other evidence that supports your approach. Continue your lists on the back of this page if necessary.

Need (Problem) Satisfaction (Solution)


Exercise D

In this chart, write two opposing arguments opponents of your proposal might make. Then explain how you will rebut them or overcome the objections.

Opposing Arguments My Rebuttal

1.

2.


As you practice, work to establish the tone and emphasis you believe will be most persuasive for your topic. Good posture and articulation will help you project a confident persona. Time your speech; record it and listen to your tone, pauses, and pitch. You should aim to speak at a rate of 140 to 160 words per minute. A slow pace may allow listeners’ minds to wander; a fast pace makes you sound nervous or insincere.

Exercise E

Deliver your speech using a stopwatch to time yourself. Repeat it a second time, experimenting with ways of adding time to your delivery: slowing your pace, pausing before and after main points, making eye contact with the audience. Record your reaction to the change.

Time 1: _________________________

Time 2: _________________________

How second delivery differed from first delivery: ________________________________________

________________________________________________________________________________


Evaluate your persuasive presentation using this rubric, found in the Unit 9 Speaking & Listening Workshop on page 885 of your textbook.

Content You have formed an argument about

a school or community issue. You have gathered and organized

adequate supporting evidence. You have prepared notes and useful

visual aids.

Delivery & Presentation Your body language and spoken

manner convey confidence and authority.

Your notes and visual aids are well handled and coordinated with your delivery.



Speaking & Listening · Speaking & Listening Care has been taken to verify the accuracy of...

Documents

Transcript of Speaking & Listening · Speaking & Listening Care has been taken to verify the accuracy of...