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Written by Sally Murphy. lllustrated by Rod Jefferson. @ Ready-Ed Publications - 1997. Published by Ready-Ed Publications (1997) P.O. Box 276 Greenwood W.A.6024

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

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f, SPEAK OUTis a public speaking course aimed at 10 to 12year old students. n \ The book's aims are twofold n
N

N To provide a range of speech-based N curriculum.

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activities which can be integrated across

the

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N section one: Getting
N [lffJHrite N who ls rhis? N Character lnterviews
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lt Adventure is... ft lnvention It Speech ll lJ Speech '1, Section Three: Gcrmes Teachers'Notes L Warm-up Games L lmpromptu l, lmpromptu Activities Cards Set One It ll lmpromptu Cards Set Two Jt lmoromptu Cards: Teacher Blank
Ark And The Winner The Great An lnformative A Persuasive

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Speechmasters for

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t: Gettingov^fred

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N n Next, to your partner. f, 2. about spend five minutes talkingalready know - theTry to find out something n him or her more interesting the t\ You might wish tothat you don'tso that you remember what you've heard.better. 4 write notes \\ N sure you ttalk for the whole five minutes so that you learn as much as youMake lt n can. Il t\
don't know very well - after all, you already know plenty about your best friend
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N 1. First, find yourself a partner. Make sure it is someone in the class that you

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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

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My partner is

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3. tn a moment you will be asked to iintroduce your partner to the class. r the snaee helow Good morning/afternoon class. Let me introduce

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The most interesting thing I learned about him/her is

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5. Finally, the hard part. On the back of this sheet draw a map of all the desks the classroom. On each desk write the name of the oerson who sits there ancl person there, and any information you can remember about him or her. Compare with partner to see who has remembered the

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Page 5

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lnls actlvlty simply requires you to list and talk about your favourite things. lt you a chance to tell your partner exactly what your favourite thingJare, and

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My favourite food is

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because

My favourite TV show is

....because

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My favourite sport is

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..............because

a3 My ........... l, ! tt favourite school subject is ...........

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My favourite person is

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My favourite place

My favourite hobby is

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My favourite book is U f ;,;;;;,;,";;;-; ....

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during class time - don't waste it! Explain to your partner why each tfring your favourite, and see if you can get your partner to change his/her about some of the things on his or her

list.

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N Norne..

Annobel ote eight enormous opricots. Naughty Ned needed nine new neckties. Rascals ron ropidly round Robin's rocket recently. Wolter will walk with Wolly on Wednesdoy. gP Boby Bear ble,w big beoutiful bubbles. Snoozing Som Snail snores sleepily. q Hungry hippos hold honds hoppily.

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Lottie, lost Liso's lovely lo,ce. Clorisso's cow cought cousin Clare's canory. Terry Turtle tickled Tim tercibly. \>n Suson's singing soothed six sick sheep. V ( prettily./ I Proud peonuts perf ormed porticularly prettily.' N N

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your s below 2. On the lines berow write some tongue twisters of your own. Try them with yout N

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was s/he feeling when the picture was taken? What does the person Where does s/he live? What is his/her family like? Write down some of ideas

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

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N Have you ever wished you could be Superman or Lois Lane? Perhaps you'd n n rather be Snow White? Prince Charming? 'll N fi;;"- ;di'n - if you coutd o" .n"rlo"r from a tetevision show, movie or $ n

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This activity will test your drawing and listening skills, as well as your speaking skills. You will need to work with a 1. First, one of you will draw a simple diagram in the space below. Use only basic

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to see How wiu oo inirz Easy! By giving ctear, simpte insir;lti;]6iu5'iir"ctions such as vou "There is a square in the top right hand corner." Your partner may ask questionr questions like "How big is the square?" but you cannot look at what your partner is drawing. Only drawinq. Onlv compare pictures when vou think vou have oiven all the you you given necessarv instructions. necessary
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3. Next, your partner will draw a picture and give you instructions. Use the box

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Today you will work in a group to test you and your classmates' powers of observation and skill at passing on information.

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work with your group to make up a short skit. You could, for example, act out a crime progress, an argument, or a classroom scene Try to keep it simple and, if possible, use two or three actors. Be prepared to act out this scene for the rest of the

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Ever wanted to be a quiz show host and ask all kinds of tricky questions? here's your big chance. First, you'll need some clever questions. Take time N think ttn 5 nueetinns about any tnnin rrnrr like - science, rnafhc tahlae hictnnr up questions ahnrf anrr topic you like cnianna maths tables, N N spelling, sport or whatever you know the most about. Make sure you know

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Now, in your group, take turns at being quizmaster and ask your five questions. ll re' t, point. I' The first oerson to answer correctlv scores 1 ooint. lf no one can enswer n correctly ."n'rn-rrilie"vr $ r'n"'iiirip"i.bn N correctly, you score 1 point. When all group members have asked their questions, I N the person with the most points is the quiz champion. S/he will represent your f/ l\ group in the class Superquiz. For this Superquiz, make a list of the five hardest n ll ouestions from vour ororin tl

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Body language can be used in different ways in the same situation. ln argument we might frown, shrug, clench our fists and even, sometimes, smile get our point tr With your partner decide what types of body language you might use in each the followino

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Now, situations and prepare a role-play l, class.choose one of thesebody language in combination with to present to the- N Remember to use appropriate words U N py itself isn't always effective. As you watch other role-plays, look oooy ranguage body language by rrserT rsn r arways efieclrve. warcn orner rote-plays, tooK N ll 7l \l ll for different kinds of body language and note how each is supported by words. $ 7l

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n h going persuasive techniques that ic different ways that lt Today you are goinq to look at oersuasive techniorres - thaf is, rtirraranr rrrarro *lra{ lt N A. tl N you can convince someone to agree with you. rr I yvur tans rul lls te qescrloe your lavounte I v advertisement. ,l \\ ll,I:yj-sl::t:131"^lT'^1?.!:,.-.jf:l?Ifr*urite rV or radio advertisement li N Discuss91uuP, each advertisement tries to convince you to buy the product. 'll, the ways N List these ways in the box below 'li N Persuasive, Te,chnigues N n

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on the other side of the

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You are going to be given a once-only chance to convince your teacher that s/he should let you out to lunch early. Perhaps you could convince your teacher the building is on fire (is s/he silly enough to fall for that?). Perhaps you persuade your teacher that you have been so good this morning you deserve 'ft extra long lunch (s/he might even forget that you didn't finish your homework night!). Jot down your own ideas h Five reasons I should be let out lt

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What sort of speech will you make when you receive this prize?

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speech.

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Page 21

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You want them to know something at the end of your speech that they didn't know at the beginning. To make sure your audience does learn something, you need to make sure that they listen. You can do this in two ways:

Background fnformotion

By in a way that gains their \\ B. eyespeaking expression and gesture, attention - with clear, varied voice, contact, N \ To write your speech you need to follow these steps: N 1. Choose a topic. Be careful - a topic like 'Aeroplanes' or 'Bees' is too general and may be boring. A better choice might be 'How an Aeroplane Works' or \ topic that N 'How Bees Make Honey'. Try to chooseorasomething really interests you interesting you have N perhaps your favourite sport or animal, \\ learnt. Remember, you need to get other people interested too.

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N U The warm-up games provided on the next two pages can be used as precursors N to more complex n oral work or by themselves as self-contained activities. ln either l/ N situation, their main purpose ll N aloud. Mo:l of the games is to develop students' confidence in speaking ,l
have additional educational value, such as developing memory skills, or reinforcing subject matter from other lessons. They also make- n lll excellent time-fillers when waiting for bells to ring, or as rewards for the completing set tasks

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Continuing the emphasis on building oracy through enjoyment, this provides a variety of verbal games which can be used to develop both skills rhe sames are or two tvpes - 'warm-up' sames and

section n and f. impromptu

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The impromptu activities which follow give students practice at

speaking

Ready-Ed Publications

Page 25

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overbal game that will also expand your students' knowledge of foreign

places.

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