y9 com skills t1 spoken lang

Communication SkillsSpoken Language

Why is it important to

study speaking and listening?

How will it help you…now….in two years….in

10 years?

NOW?

TWO YEARS?

TEN YEARS?

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/you are listening?

Write them in a list.

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.

Spoken Language

PURPOSE, AUDIENCE, CONTENT, SPOKEN LANGUAGE

Which features of spoken language can you identify?

• https://www.youtube.com/watch?v=nx71vp3ceaw

In PairsCreate a short transcript using the features of spoken language for effect.

Make sure you label the features in a different colour.

TASK

Listen and watch an extract provided and respond to questions in written form

How am I marked??

?

Practice Analysis: Listening TaskWatch the clip and listen to it carefully:

1. https://www.youtube.com/watch?v=wPps7jnsznU

What is the clip about?

CLASS FEEDBACK

Practice Analysis: Listening TaskNow re-watch the clip and answer the questions in your book.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.

  I can talk and listen in a range of different situations. When I speak, I usually think about my audience and make

sure that what I'm saying is appropriate. I can develop my ideas when I'm speaking. I listen carefully in discussions and sometimes ask questions. I sometimes use Standard English vocabulary and grammar

  I talk and listen confidently in many different situations, including some formal situations.

I think carefully about who I am speaking to make sure what I am saying is appropriate.

When I speak, I am able to interest my listeners by varying my expression and vocabulary.

When others are speaking I listen very carefully and ask questions to help develop their ideas.

I often use Standard English in formal situations.  I change the way I talk in a wide variety of different situations

so that what I say is always appropriate. My vocabulary and expression is varied and lively when I

speak. I take an active part in discussions and can assume different

roles. I listen attentively to others attentively and ask open

questions so they can expand on their views. I show a sensitive understanding of others' ideas. I use Standard English fluently in formal situations.

Assess your listening skills

Analysing Group Discussions

LO: Look at a variety of group discussions

and comment on whether they are good or bad – justifying your

reasons

Set personal targets based on what you

have learnt

Starter: example of group discussion

1. Watch the following example of a group discussion.

2. Is this a good or bad example of discussion?

3. Why?

Group Discussion AnalysisToday 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 activityThe 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 activityThe group discusses which characters should gain a place in a lifeboat.

  I can talk and listen in a range of different situations. When I speak, I usually think about my audience and make

sure that what I'm saying is appropriate. I can develop my ideas when I'm speaking. I listen carefully in discussions and sometimes ask questions. I sometimes use Standard English vocabulary and grammar

  I talk and listen confidently in many different situations, including some formal situations.

I think carefully about who I am speaking to make sure what I am saying is appropriate.

When I speak, I am able to interest my listeners by varying my expression and vocabulary.

When others are speaking I listen very carefully and ask questions to help develop their ideas.

I often use Standard English in formal situations.  I change the way I talk in a wide variety of different situations

so that what I say is always appropriate. My vocabulary and expression is varied and lively when I

speak. I take an active part in discussions and can assume different

roles. I listen attentively to others attentively and ask open

questions so they can expand on their views. I show a sensitive understanding of others' ideas. I use Standard English fluently in formal situations.

Assess you listening skills

What makes an effective group discussion?Where do we see discussions in real life?

Why should we take part in

group discussions?

Because…..

Watch the following clips

• Identify the audience

• Identify the Purpose

• What are the key points of the discussion

http://www.bbc.co.uk/cbbc/search?q=discuss

Participating in a DiscussionObjectives:

To explore different points of view

To be able to participate effectively in a group

discussion.

1. Write the date, title and objective.

2. Tell me one reason why this teenager might be stressed out.

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. Discuss both sides in groups.

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.

Discourse Markers• Discourse markers can help us make a

point really clearly.

• You can use them to agree or disagree with someone else.

On the other hand, you could argue that life is far more stressful for your mum- she’s the one who’s got to go to work to earn money for you after

all!

One point to consider is, as a teenager, I can’t earn my own money so I have to rely on my

mum.

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.

To be able to participate effectively in a group discussion.

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.

Let’s present and discuss some differing opinions.

CLASS FEEDBACK

To explore different points of view

Do you think you have achieved this

objective?

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 effectivelyDiscussing

• Speak confidently on a topic.

Listening

• Listen and respond to the things other people say.

Both of these things are equally important.

• Complete your exit card in your books to tell me what you have learned today.

Exit CardName ___________________________________Today, I’ve Learnt: _________________________________________________________________________________________________Is there anything you need me to go over again? ______________________________________________________________________________________

Objectives:To understand different points of view about the life of teenagers.

To be able to participate effectively in a group discussion.

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 startYour discussions will be recorded and we will play them back to identify what you did well!

TargetsWrite 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?

Without talking or writing do the following:

On your table find out who has the most brothers

On your table find out who has the most amount of animals

On your table find out each person’s favourite song

Feedback

What did you find difficult?What did you find easy?

What do you need to be able to do that task?

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 PointLIFE SKILLS JOB INTERVIEWhttps://www.youtube.com/watch?v=zcWsQdR0FKs

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=PLecqH2uhOR0ZS6NsFbVd7hKZx8ugj5gLj

What qualities should a good orator possess?

Why are these skills important in public speaking?

Features of non-verbal

communication

Head, hand and

eye moveme

nt

Proximity

Body contact

Facial expression

s

Posture

Gestures

It’s how you say it…not what you say

Our tone of voice counts for 31 per cent and over half (70 per cent) is based on how we look and act when we talk. Pitch - the degree of highness or lowness of toneVolumeTone – reveals the emotion of the speakerSpeed

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. Make a list of words to describe this image:

2. Complete this sentence:• One method of persuading

someone to do something is...

EMOTIVEWORDS

Words that arouse emotion

RHETORICAL QUESTIONS

Questions that don’t require an

answer

CRITICISE THE OPPOSITE OPINION

Destroy the point of view of the

opposing argument

CHATTY STYLE

Speaking to the reader in a friendly

way

STATISTICS

Numbers/graphs which provide convincing

information

CLUSTERS OF THREE

Three phrases or describing words

used to emphasise

PERSONALPRONOUNS

Using words like ‘we’, ‘us’ and ‘you’ to make

the writing more appealing

HUMOUR

Light hearted expression of a

viewpoint.

PLAY ON THE READER’S

SYMPATHY

Make the reader feel sorry for something or

someone

EXAGGERATION (HYPERBOLE)

Being over-the-top to get a point across

CATCHY PHRASES OR

SLOGANS

Words that stick in your mind

REPETITION OF WORDS/ PHRASES

Saying the same word or phrase

more than once for emphasis

PLAY ON THE READER’S

GUILT

Make the reader feel bad about

something

QUOTE A RELIABLE

SOURCE

Support a point with the views of a

professional

SHOCK TACTICS

Making the reader surprised or horrified

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!

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 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. It must last at least one minute.

• Try to use a range of persuasive techniques.

Go On, Persuade Me

Feedback your salesPitch.

Practice and Peer Help1. Practice your speech with your peer assessor.

2. Use the marking criteria to pick what level you are currently working at and what you could do to improve.

  I can talk and listen in a range of different situations. When I speak, I usually think about my audience and make

sure that what I'm saying is appropriate. I can develop my ideas when I'm speaking. I listen carefully in discussions and sometimes ask questions. I sometimes use Standard English vocabulary and grammar

  I talk and listen confidently in many different situations, including some formal situations.

I think carefully about who I am speaking to make sure what I am saying is appropriate.

When I speak, I am able to interest my listeners by varying my expression and vocabulary.

When others are speaking I listen very carefully and ask questions to help develop their ideas.

I often use Standard English in formal situations.  I change the way I talk in a wide variety of different situations

so that what I say is always appropriate. My vocabulary and expression is varied and lively when I

speak. I take an active part in discussions and can assume different

roles. I listen attentively to others attentively and ask open

questions so they can expand on their views. I show a sensitive understanding of others' ideas. I use Standard English fluently in formal situations.

Assess you listening skills