Listening and Speaking Activities Grade 6

8/13/2019 Listening and Speaking Activities Grade 6

1/32

Grammar and Composition

Listening and

Speaking ActivitiesGrade 6


2/32

Copyright The McGraw-Hill Companies, Inc. All rights reserved. Permission is

granted to reproduce material contained herein on the condition that such material bereproduced only for classroom use; and be provided to students, teachers, and families

without charge; and be used solely in conjunction with Writers Choice. Any other repro-duction, for use or sale, is prohibited without written permission of the publisher.

Printed in the United States of America.

Send all inquiries to:

Glencoe/McGraw-Hill8787 Orion Place

Columbus, OH 43240-4027

ISBN 0-07-823461-1

1 2 3 4 5 6 7 8 9 045 04 03 02 01 00

Glencoe/McGraw-Hill


3/32

Teacher Notes 13 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1

Teacher Notes 48 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2

Teacher Notes 913 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3

Teacher Notes 1418 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4

Teacher Notes 1923 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5

Listening Actively I. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6

Listening Actively II . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7

Listening Critically. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8

Communicating on the Telephone . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9

Taking Notes in Class I . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10

Taking Notes in Class II. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11

Interviewing. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12

Interviewing with Technology. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13

Communicating Nonverbally I . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14

Communicating Nonverbally II . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15

Making Introductions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16

Speaking Informally I . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17

Speaking Informally II. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18

Speaking Formally . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19

Reports: Speaking to Demonstrate . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20

Reports: Speaking to Inform . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21

Reports: Speaking to Persuade . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22

Reports: Speaking to Entertain . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23

Reports: Reviewing Books and Films . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24

Presenting an Oral Interpretation of a Poem . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25

Brainstorming . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26

Conducting Group Meetings. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27

Listening and Speaking in a Debate . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28

Contents


4/32


5/32

Cop

yright

TheMcGraw-HillCompanies,Inc.

Listening and Speaking Activities,Grade 6

The Listening and Speaking Activitiesbooklet pro-vides five pages of teacher notes and twenty-three

diverse classroom activities. Teacher notes explainthe listening and speaking skills that each activityis meant to develop. Guidelines for facilitatingdiscussion are included. The numbered itemsbelow answer the worksheet questions. Activitypages give students directions for completing theactivity, suggestions for mastering the skills, andquestions that help students learn from theirindividual and group efforts.

Listening and speaking skills require practice,stimulation, direction, and application. The activ-ities, tips, and questions work together to bringabout learning through a variety of creative,interactive experiences. Students may reflect onthese challenges through discussion in class, insmall groups, or through writing. Students learnfrom one another through cooperative learningactivities that connect both to real-world experi-ences and across the curriculum to other areas ofknowledge and interest.

Activity 1Listening Actively 1 (page 6)

Objective: To learn by taking notes, organizing,and summarizing spoken ideas.Suggestion: Have students sit back-to-back dur-

ing this activity to mimic the lack of nonverbalcues in a telephone conversation.

1. Answers should indicate an understanding oftransition words and phrases that link thesteps in a process.

2. Answers should reflect critical analysis of thespeakers ability to clearly explain the process.

3. Answers should include specific techniques forimproving listening skills.

Activity 2Listening Actively II (page 7)

Objective: To listen to a description and retell it

in writing.Suggestion: Invite students to compare their listening experiences by reading to the class theirsummaries and discussing how the story changefrom person to person. Discuss the skills involvein accurate listening.

1. Answers should reflect that interesting detailsmaintain the listeners attention and make apresentation memorable.

2. Answers should include examples that suppostudents opinions.

3. Answers should suggest that taking notes is aaid in retaining facts and key ideas.

Activity 3Listening Critically (page 8)

Objective: To analyze how language, soundeffects, and background music contribute to aradio broadcast.Suggestion: If possible, choose a broadcast frompublic radio that has been recorded at the sceneof the event being described.

1. Answers should include specific details fromthe radio broadcast.

2. Answers should take into account a variety of

responses.3. Answers should reflect that a radio broadcastis usually a one-time event, whereas a news-paper article can be set aside for later reading

Teacher Notes

Listening and Speaking Activities


6/32

2 Listening and Speaking Activities,Grade 6

Cop

yright


Activity 4Communicating on theTelephone (page 9)

Objective: To practice telephone skills by leavingand taking messages, using an appropriate toneof voice, following appropriate phone etiquette,and listening carefully.Suggestion: Before beginning, invite the class tothink of a variety of situations that might requireleaving and taking messages. Also, ask students toshare their experiences with incorrect telephonemessages.

1. Answers should indicate an awareness of howthe callers tone of voice changes dependingon the purpose of the call.

2. Answers should reflect individual studentsreactions to various phone messages.

3. Answers should include specific benefits oftaking careful messages.

Activity 5Taking Notes in Class I(page 10)

Objective: To learn by taking notes for an absentclassmate.Suggestion: Suggest that students share theirnotes with a person who is not in the class forwhich the notes are taken. Discuss the impor-tance of taking careful and thorough class notes.

1. Answers should reflect a critical analysis of thenote takers ability to capture important infor-mation from the lecture.

2. Answers should reflect the partners assess-ment of the notes.

3. Answers should include specific techniques forimproving note-taking skills.

Activity 6Taking Notes in Class II(page 11)

Objective: To practice the two-column format

for taking notes.Suggestion: Before students begin the activity,model this note-taking method on the board.Allow time for students to ask questions beforethe activity and discuss results afterward.

1. Answers should include specific examplesfrom students experiences.

2. Answers should reflect the different learningstyles of individual students.3. Answers should include specific reasons for or

against recommending this technique.

Activity 7Interviewing (page 12)

Objective: To learn by preparing for and con-ducting an interview.Suggestion: Monitor students choice of subjectsand questions to maintain an atmosphere ofcourteous curiosity.

1. Answers should reflect a critical analysis of

interview questions.2. Answers should demonstrate an understand-

ing of the merits of specific questions.3. Answers should include specific suggestions

for helping an interview subject shareinformation.

Activity 8Interviewing with Technology(page 13)

Objective: To plan and carry out an interview,videotaping the interview if possible.Suggestion: If access to video equipment is

limited, enlarge the size of the groups to five andrecast the interview as a panel discussion.

1. Answers should demonstrate an understand-ing of how nonverbal cues communicateinformation.

2. Answers should reflect an understanding ofhow listening and speaking strategies changedepending on the task at hand.

3. Answers should be based on a critical analysisof the interview process.


Teacher Notes


7/32

Cop

yright



Activity 9Communicating Nonverbally I(page 14)

Objective: To use, observe, and interpret nonver-bal cues in communication.Suggestion: To students who complain that theydo not normally use much body language whencommunicating, point out that in the absence ofwords, gestures and facial expressions must beexaggerated.

1. Answers should indicate an understanding ofthe importance of nonverbal cues.

2. Answers should reflect a critical analysis of theperformers use of nonverbal expression andof the audiences skill in interpreting it.

3. Answers should include examples that demon-strate an understanding of how nonverbalcues enhance the spoken message.

Activity 10Communicating Nonverbally II(page 15)

Objective: To use nonverbal communication tointerpret a poem or song.Suggestion: Review students poem or songchoices for appropriateness. Make suggestionswhen necessary.

1. Answers should indicate students openness to

new ideas.2. Answers should demonstrate an understand-ing of the relationship between facial expres-sion and gestures and the spoken word.

3. Answers should include specific techniques forincorporating nonverbal communication intoliterature readings.

Activity 11Making Introductions(page 16)

Objective: To practice making introductions in avariety of situations.

Suggestion: Before students begin the activity,allow them to discuss their experiences withmaking introductions.

1. Answers should indicate an understanding ofconversation-starting techniques.

2. Answers should reflect students individualexperiences and temperaments.

3. Answers should include specific ways thatspeaking, listening, and nonverbal communi-cation work together during an introduction.

Activity 12Speaking Informally I(page 17)

Objective: To use verbal and nonverbal communication techniques in an informal discussion.Suggestion: Point out that an informal discus-sion is one that might take place at lunch, at asocial gathering, or at the family dinner table. Astudents to recall such experiences as they planthe activity.

1. Answers should reflect individual studentexperiences.

2. Answers should include specific techniquesthat students found helpful.

3. Answers should include details or examplesthat support their opinions.

Activity 13Speaking Informally II(page 18)

Objective: To use careful listening, speaking, ancooperative decision-making skills to create aplan.Suggestion: Emphasize the cooperative nature othis activity. Point out that each member of thegroup should contribute and listen respectfully tthe ideas of other group members.

1. Answers should describe and assess each

groups unique experience.2. Answers should reflect a critical analysis of thgroups performance and include specifictechniques for improving group-memberparticipation.

3. Answers will reflect individual experiences anevaluations.

Teacher Notes



8/32


Cop

yright


Activity 14Speaking Formally (page 19)

Objective: To deliver a formal speech, adapting

personal language, speaking rate and pitch, andbody gestures to suit the occasion.Suggestion: Encourage students to make a list ofreal-life situations that might call for formalspeeches. Tell students to limit their speeches totwo minutes.

1. Answers should reflect an understanding ofthe difference between informal and formalspeech.

2. Answers should indicate students thoughtfulevaluation of their classmates speeches.

3. Answers should include specific speakingtechniques that students have seen used.

Activity 15Reports: Speaking toDemonstrate (page 20)

Objective: To work with a partner to plan andproduce a videotaped how-to show.Suggestion: Remind students to keep theirintended audience in mind as they plan theirshows. Word choice, visuals, and the complexityof the task should be appropriate for theintended audience.

1. Answers should reflect critical analysis of stu-

dents demonstrations and include specifictechniques to consider in future presentations.2. Answers should demonstrate an understand-

ing of the importance of effective visuals in ademonstration.

3. Answers should include specific examples tosupport their ideas.

Activity 16Reports: Speaking to Inform(page 21)

Objective: To use effective speaking skills tocommunicate information.

Suggestion: After the speeches have been com-pleted, work with students to create a class list ofsuccessful public-speaking skills.

1. Answers should demonstrate an understand-ing of the interests and perspectives of each

audience.2. Answers should reflect a critical analysis ofstudent speeches and audience reaction.

3. Answers should include specific strategies forimproving the speech.

Activity 17Reports: Speaking to Persuade(page 22)

Objective: To practice speaking persuasively inreal-life situations.Suggestion: Before beginning the activity,encourage students to review the persuasivestrategies described in their textbook and thosethey have used successfully in the past.

1. Student answers should demonstrate how theyused their voices to enhance the informationbeing presented.

2. Answers should reflect a critical analysis of thepartners persuasive techniques.

3. Answers should indicate students understand-ing of the role that evidence plays in persua-sion and include examples from the activity.

Activity 18Reports: Speaking to Entertain

(page 23)Objective: To use verbal and nonverbal commu-nication skills to entertain an audience.Suggestion: Try to ensure that there is amplework space for each group. For this activity towork effectively, students must be relatively freeof distraction.

1. Answers should reflect thoughtful evaluationof group members performances.

2. Answers should demonstrate an understand-ing of successful storytelling techniques.

3. Answers should include specific examples

from at least one story.


Teacher Notes


9/32

Cop

yright



Activity 19Reports: Reviewing Books andFilms (page 24)

Objective: To practice persuasive communica-tion skills in a book or film review.Suggestion: Encourage students to develop a listof evaluation criteria for books and movies andto use these criteria in their reviews.

1. Answers should indicate thoughtful evaluationof various persuasive techniques.

2. Answers will reflect a range of experiences butshould include specific examples.

3. Answers should show an understanding thatfacts lend credibility to a reviewers opinions.

Activity 20Presenting an OralInterpretation of a Poem (page 25)

Objective: To use voice, facial expression, andgestures to present an oral interpretation of apoem.Suggestion: Before students begin, considerplaying a tape of a fluent poetry reading, prefer-ably by the poet. Ask students to discuss tech-niques they found particularly effective.

1. Answers should reflect a variety of experiencesand abilities.

2. Answers should indicate an awareness of the

benefits of reading poetry aloud versus read-ing it silently.3. Answers should reflect a variety of experiences

and responses.

Activity 21Brainstorming (page 26)

Objective: To practice the skills necessary for afruitful brainstorming session.Suggestion: Point out that each member of thegroup brings a unique perspective to the activityand that the groups openness to different per-spectives makes the brainstorming process more

dynamic and effective.1. Answers should indicate students receptive-

ness to new ideas.2. Answers should reflect thoughtful evaluation

of each groups brainstorming session.3. Answers should include specific ways this

strategy enhanced the brainstorming process.

Activity 22Conducting Group Meetings(page 27)

Objective: To learn by assuming a variety ofroles in a group meeting.Suggestion: After the activity, invite students toshare their experiences by describing how theyreached a consensus. Discuss the skills involved conducting successful meetings.

1. Answers should reflect an understanding thatthe role of meeting participants will vary withthe task at hand and the subject beingdiscussed.

2. Answers should show an understanding ofhow an individuals communication styleaffects his or her performance in a meeting.

3. Answers should reflect a variety of techniqueto ensure inclusion, cooperation, andconsensus.

Activity 23Listening and Speaking in aDebate (page 28)

Objective: To practice effective listening andspeaking skills in a debate setting.Suggestion: Oversee topic choices and suggestalternatives when necessary to avoid overly con-troversial or inflammatory subjects.

1. Answers should reflect a critical analysis of thinformation presented.2. Answers should include specific techniques

and an evaluation of their effectiveness.3. Answers should indicate an understanding of

the relationship between listening and speak-ing in a successful debate.

Teacher Notes



10/32

Cop

yright



Name ...................................................................................... Class .................................................... Date ............................

Activity

Choose an activity or task, such as cooking a meal or creating a computer chart, that you know well

enough to explain to someone else. Get together with a partner. Imagine that you are about to per-form your partners chosen task and that you are getting directions from him or her on the phone.Listen closely to the directions and jot down notes or sketches for each step. You have to listen forall of the key words and steps in the process. If you miss some important information, your meal orchart could be a disaster. When you have finished, repeat the entire process to your partner. Did

you get it right? When you have finished repeating your partners directions, switch roles.

When everyone is done, get together with another pair of students. As a small group, discuss theactivity. What did you do to be sure you understood the steps perfectly? What pitfalls did you runinto? How did your partner make the steps of the task clear?

Questions for Response or Discussion

1. Which verbal clues helped you recognize each step in the process?

2. Which clues, if any, caused confusion?

3. How might you improve your listening skills in this situation? What can a speaker do to help the

listener understand instructions?

1 Listening Actively I

Tips

Clear your mind of distractions and concentrate on the speakers words.Identify the main points or ideas.

If you dont understand something, ask a question. Asking questions rightaway helps avoid confusion later on.

If a certain piece of information is important, repeat it to the speaker to makesure you have understood correctly.

Visualize each step in the process as you hear it.



11/32

Cop

yright



Working in a small group, take turns describing a favorite childhood memory. For example, youmight describe a family vacation, a memorable celebration, or a favorite tradition. Include as man

details as possible in your description, such as the sights, sounds, smells, and tastes that you associate with the memory. You might want to jot down some ideas before sharing your memory withthe class.

As you listen to each group member, take notes and ask questions when you dont understandsomething or want more information. On a separate sheet of paper, write a brief summary of eachpersons memory. When everyone has spoken, share your summaries with the speakers to check foaccuracy. As a group, discuss each presentation. What details grabbed your interest? What could thspeaker have done to make the subject clearer?


1. How detailed were your summaries of each persons description? How well did you grasp thesignificance of each memory?

2. What kinds of details were most effective? Which were least effective?

3. How does taking notes help make you a better listener?

2 Listening Actively II

Tips

Make your description detailed enough to encourage careful and active listening.

Prepare to listen by clearing your mind of other thoughts and eliminatingphysical distractions.

When taking notes, write key words or phrases and abbreviate spelling.Writing whole sentences will prevent you from keeping up with the speaker.

Listening and Speaking ActivitiesName ...................................................................................... Class .................................................... Date .........................


12/32

Cop

yright



Name ...................................................................................... Class .................................................... Date ............................

Unlike television, which relies on vivid images to convey information, radio news depends ondescription, sensory language, and sound effects to capture the listeners interest. Your teacher will

play a tape of a radio broadcast about an important news event. Listen to the radio announcer

sintroduction to the story and notice how the introduction sets the tone for what follows. Jot downfacts that are presented about the story and note the feeling that the descriptive language, soundeffects, and background music contribute to the tone.

In a group of four, write notes about what you heard. Try to answer the questions who, what, when,where, and whyas you summarize the news story. List sensory language and sound effects that con-tributed to the overall effect. Think about similar stories you have read about in the newspaper.How does hearing such a story differ from simply reading about it? Describe what has more influ-ence over your reaction to the story: the appeal to your senses or the facts.


1. What details from the radio story had the greatest impact on you?

2. How did other members of the group react to the story they just heard?

3. What do radio reports offer that printed stories cannot? How does the radio listener have to partici-pate in the process?

3 Listening Critically

Tips

Try to notice what catches your attention in the radio story and howemotionally you react to the story.

Identify the facts of the news story. How do the vivid descriptions and soundeffects affect the listeners feelings about the story?

Compare your groups reaction to the radio story to your own reaction. Thinkabout how personality influences the way people listen and respond to radiobroadcasts.



13/32

Cop

yright



Working in pairs, take turns pretending to speak to each other on the telephone. Each caller shoulleave a short, clear message after asking for someone who is not available. The person receiving th

call should write an accurate, complete message. Calls might be made to the dentist, to a friend, toa grandparent or other relative, or to a teacher.


1. How does a callers tone of voice vary with the purpose of the phone call?

2. How did the speakers tone of voice influence your enthusiasm for the message?

3. Explain the importance of taking careful messages.

4 Communicating on the Telephone

Tips for the Caller

Identify yourself immediately.

Speak clearly and politely.

Ask if you can leave a message.

Give a brief, clear message that includes your name and phone number.

Tips for the Listener

Speak clearly and politely. Record the message clearly and accurately.

Repeat the callers name and phone number to verify their accuracy.



14/32

Cop

yright



Name ...................................................................................... Class .................................................... Date ............................

Its one thing to take class notes for your own use: you have your own personal shorthand andhabits that are easy for you to understand. However, when you are taking notes for someone else,

you need to make sure the person can understand them when you aren

t there to explain them.Imagine that your friend, who is home sick, has asked you to take notes for a class in which youwill have a quiz. Take notes for one class period and share them with a friend. Ask your friend tocritique your notes on the basis of their thoroughness and clarity.


1. How complete and clear were your notes?

2. Was your partner able to understand the concepts by reading your notes?

3. How can you improve your note taking to better capture the main idea of a lecture?

5 Taking Notes in Class I

Tips

Dont rush. Make sure the speaker has completed a key idea before writing itdown.

Keep listening as you take notes. Stay alert so that you dont miss importantinformation as you write.

Keep your notes brief. Dont try to write down everything the speaker says.

You dont need complete sentences. If possible, use graphic aids to organize information clearly. Charts, pictures,

tables, or even arrows and lines can help you communicate how points arerelated.



15/32

Cop

yright


Listening and Speaking Activities,Grade 6 1

Activity

On a blank sheet of paper, draw a large T over the whole page. You will use this paper to take note

During a lecture, write your notes on the left side of the vertical line. Use whatever shorthand orsymbols you normally use when taking notes. After the lecture, use the right side of the vertical linto record your comments or questions.

In a group of three, choose two or three paragraphs from your textbook that you havent read forclass yet. Assign a member of your group as lecturer. While the lecturer reads the passage, the restof the group should take notes using the T form. After the lecture, give the listeners a few minutesto jot down additional comments or questions on their form. When the listeners have finished, theshould share their notes with the rest of the group. How are your notes different than the other listeners notes? Take turns at being the lecturer so everyone gets a turn.


1. How did this form of note taking allow you to interact with the new information?

2. What kinds of questions did you write in the right-hand column? How did the format help youclarify your thinking?

3. Explain why you would or would not recommend this form of note taking to a classmate.

6 Taking Notes in Class II

Tips

Repeat the two-column format on as many pages as necessary.

Place your comments and questions so that they line up with the notes onwhich they are based.

Refer to your notes as you write your questions. This will help you writethoughtful and complete questions, ensuring accurate and thoroughresponses.



16/32

Cop

yright



Name ...................................................................................... Class .................................................... Date ............................

Activity

Identify a person in your class whom you dont know very well. It could be someone whose hobby

or background intrigues you or who has a quirky sense of humor. Write a list of questions youvealways wanted to ask this person. However, be careful not to pry into his or her personal life. Ask

the person for permission to conduct an interview, and arrange a time. Conduct your interviewand write a brief character sketch based on what you learned about the person. Share the charactersketch with your interviewee and discuss how well your character sketch reflects the interview.


1. Which questions let your subject reveal the most about himself or herself?

2. Why are specific questions better than general ones?

3. How can an interviewer encourage an interviewee to share information?

7 Interviewing

Tips

Start with general questions. As you learn more about the person, make yourquestions more specific.

Ask open-ended questions, such as those that begin with whyor how. Suchquestions invite the speaker to expand on ideas.

Listen closely to your partners answers and create follow-up questions fromthese responses.



17/32

Cop

yright



Activity

In a group of three students, create a videotaped interview about a subject important to people

your age. The topic might be teen curfews, the environment, or year-round school. The three ofyou will take turns being each person in an interview: the interviewer, who asks the questions; thesubject, who answers them; and theproducer, who operates the video camera.

Work together to come up with ideas for catching and maintaining the viewers interest. Then planinterview questions. Create a general outline for the interview but leave room for interesting orunexpected replies. Record each interview and then review the interviews as a group.


1. How do tone of voice, gestures, and facial expressions communicate impressions?

2. How were your listening skills different when you were the interviewer and when you were the subject? How were your partners listening skills?

3. How effective was your use of technology? Did it enhance or detract from your message?

8 Interviewing with Technology

Tips

Think about how gestures, facial expressions, and tone of voice contribute tothe message of both interviewer and subject.

Use interview questions that begin with howor why. These questions encour-

age the subject to expand on answers. As subject, make sure to answer each question. As interviewer, help keep the

conversation on track. As producer, be sure you understand how to operate thevideo equipment before you begin taping.



18/32

Cop

yright



Name ...................................................................................... Class .................................................... Date ............................

Activity

As a class, make a list of strong emotions such as fear, anger, or joy. Work with a group of three or

four classmates to choose one of the emotions. Once you have chosen your groups emotion, deter-mine a situation in which at least one of the people involved would feel your groups emotion. As a

group, perform for the rest of the class a silent skit portraying your situation and emotion.Remember, no talking!

During each performance, members of the nonperforming groups should take notes about thebody language, facial expressions, and gestures being portrayed. After the performance, audiencemembers should identify the emotion and describe the nonverbal cues used to show the emotion.Did the class recognize your emotion?


1. How do gestures help people communicate?

2. How well did the audience identify the expressed emotions?

3. How can an awareness of nonverbal cues improve your communication skills?

9 Communicating Nonverbally I

Tips

Remember that in the absence of words, visual signals must be easy to under-

stand. When performing, exaggerate normal actions, gestures, and facialexpressions.

As you observe, try to imagine yourself using the same gestures or expressions.

As a performer, concentrate on your feelings and let them become visible toothers.



19/32

Cop

yright



Activity

With a partner, choose a poem or song that conveys a great deal of emotion. While your partner

reads the poem or the song lyrics out loud, use nonverbal expression to communicate the messageof the poem or the song. Use body language, dramatic gestures or movement, and facial expres-sions. Ask your partner to critique your performance. Then switch roles, this time with you readinthe poem or the song and offering a critique to your partner.


1. How did your partners nonverbal interpretation change your view of the poem or song?

2. How did your partners gestures and facial expressions enhance his or her interpretation?

3. How might you incorporate nonverbal communication the next time you read a piece of literatureout loud?

10 Communicating Nonverbally II

Tips

Read the poem or the song lyrics several times beforehand to make sure youunderstand its message and rhythm.

Use your imagination to make your nonverbal interpretation unique. Considerimagining that you are performing the song or poem for a person withimpaired hearing.

When critiquing your partners performance, remember that the interpreta-tion of a poem or song is personal, with no correct answers.



20/32

Cop

yright



Name ...................................................................................... Class .................................................... Date ............................

Activity

Work in a group of three people to practice making introductions. Each member of the group will

play one character. For example, you may be Julia, a safari leader, or Mr. Hotchkiss, an art collector.Take some time to develop details about your characters personality and life. Now, imagine youand your group members are at a party. Many of the guests are meeting for the first time. At theparty are friends, family members, and new neighbors. The guests have a wide variety of interestsand are different in age. Take turns introducing each other to the other guests. Be sure to meeteveryone at the party.

When all the introductions have been made, discuss how your introductions changed depending onthe specific situation, the person you were introducing, and the person to whom you were introducing.


1. What are some natural ways you can start a conversation between two people?

2. What was your reaction when other group members introduced you?

3. Why are effective speaking, listening, and nonverbal communication skills important when makingintroductions?

11 Making Introductions

Tips

Make eye contact when introducing someone and when you are introduced.

Use hand gestures to show whom you are introducing. If someone extends ahand, shake hands firmly and briefly.

When introducing two people, use their full names. Try to mention somethinginteresting about each person in order to start the conversation.

Use the name of the person you meet immediately in the conversation so youwill remember it.



21/32

Cop

yright



Activity

Get together with a group of six students for an informal discussion. Choose a topic about which

you all have an opinion, such as why a particular song is popular or whether students should berequired to wear uniforms. Discussions are more lively if members of the group have a variety ofideas or experiences to share. If all group members have similar ideas about a topic, you mightwant to choose another one.

Organize an informal group discussion. Be sure that everyone participates. After your discussion,get back together with the rest of the class and compare experiences.


1. What methods were most effective in presenting ideas?

2. What methods did another group member use to persuade you to agree with him or her?

3. Which skill that you used or observed today will you try to incorporate into future conversations.Why?

12 Speaking Informally I

Tips

Use voice, words, and gestures to help others understand your ideas.

Listen carefully to other people in the group so that you can respond intelli-gently to their ideas. Do not interrupt.

Speak clearly and slowly.

Make eye contact. Draw others into the conversation.

Be polite, even if you disagree. Explain why you dont like an idea or why youthink your idea is better. Dont criticize people.



22/32

Cop

yright



Name ...................................................................................... Class .................................................... Date ............................

Activity

Work in a group of four to plan a party to kick off your favorite sports season. Your goal is to

decide on a plan of action and to agree on responsibilities for each group member. Start by deter-mining four specific tasks, such as food and equipment. Decide on a date, a location, and a theme.Assign each group member a task to handle. At the end of the discussion, the plan of action shouldbe clear, and each group member should have accurate notes about his or her responsibilities.


1. How did careful listening and constructive criticism contribute to the mood of the discussion?

2. How easily did all group members participate in the discussion? Is there a way to make sure peoplefeel more comfortable expressing their ideas?

3. What was your groups final plan? Did the group feel the plan was reached by consensus?

13 Speaking Informally II

Tips

Listen carefully to what other people say. To contribute to the discussion, youmust have a good idea what points have already been made.

Help the discussion more forward. Make sure each comment adds somethingto the topic.

Take turns listening and speaking without interrupting each other.

Speak in a normal tone of voice. Feel free to use gestures to stress a point youwant to make. Try to express yourself as naturally as you can.

Accept and evaluate criticism of your ideas.

Make sure that responsibilities are spread evenly within the group.



23/32

Cop

yright


Listening and Speaking Activities, Grade 6 1

Activity

Some situations, such as ceremonies, contests, or campaign events, call for a formal speech. Such

speeches call for planning. Like an essay or a report, a formal speech has an introduction, a thesisstatement, supporting facts and details, and a conclusion.

You nominated a friend for an award, and he or she won! Now, write a formal speech presentingthe award. You should include details about your friends experiences and accomplishments thatmake him or her deserving of the award. Draft your speech and practice giving it to a small groupUsing their suggestions, revise your speech. Deliver the final speech to the whole class.


1. How did you change your style of self-expression to suit a formal speech?

2. What techniques used by other speakers did you find effective?

3. Think of an impressive speech youve heard recently. What do you think are good qualities in aspeech?

14 Speaking Formally

Tips

Speak clearly and at a normal pace.

Vary the volume and pitch of your voice according to what you are saying, asyou do in normal speech.

Pause after making an important point or after giving your audience a lot ofinformation.

Make eye contact with people in different parts of the audience. If you areconsulting your notes, be sure to look up from them.



24/32

Cop

yright


20 Listening and Speaking Activities, Grade 6

Name ...................................................................................... Class .................................................... Date ............................

Activity

Every person has something he or she does well, such as bake a cake, build a birdhouse, or perform

the latest dance. You will often see experts demonstrating their skills on television programs orvideos. Choose one such program and watch it with a partner. Take notes about the methods usedto teach the skill. List the steps and visual aids used. Also note how the host uses words and gesturesto make the demonstration clear and interesting.

With your partner, design a television program or video for an audience of your choice. Use notecards to outline the steps you will teach in a five-minute show. Choose visuals that will highlighteach step in the process. Practice your demonstration and add cues to your cards. Listen to yourpartners feedback and adjust your demonstration accordingly. Videotape your program and shareit with the class.

Questions for Response or Discussion1. What parts of your demonstration presented the greatest challenge? How effectively did you meet

the challenge? What might you do differently in the future?

2. If you used visual aids, how well did they support your demonstration?

3. How do preparation and cue cards help make a process understandable and interesting?

15 Reports: Speaking to Demonstrate

Tips

Remember that your purpose is to explain a process. If you include humor inyour demonstration, use a light touch.

As you plan your program, consider your audience. Adjust your directions andvisuals accordingly.

Practice using your visuals so that your movements are natural and do notdistract your viewers.

Make sure that each step is complete, clear, and easy to follow.

Include an introduction that interests your audience and a conclusion thatsummarizes the skill you are demonstrating.



25/32

Cop

yright



Activity

Speaking knowledgeably and confidently about a topic that interests you can help you gain respect

from your elders. Choose a topic you would like to share with your parents or other older familymembers. Your report might be about a new after-school activity, your favorite kind of music, oryour idea of a perfect day.

Prepare a short speech (23 minutes) about your topic. Begin by making an outline. Then prewrityour ideas, being sure to include information that your audience will find interesting. Jot downyour main idea and supporting details on note cards. In a small group, present your speech in amanner that you think will impress your intended audience.


1. How did you adapt your speech to suit the audience? How might your speech have been different ifit had been presented to preschoolers?

2. How well do you think you got your ideas across? What reactions from the test audienceconvinced you?

3. If you were actually to present this speech to your intended audience, how would you modify it?

16 Reports: Speaking to Inform

Tips

Keep your audience in mind when you select your topic. What interests youmight not grab the attention of your parents or other relatives.

Adjust the language and form of your speech to maintain the attention of anolder audience.

Consider which visual aids, if any, would help illustrate your ideas. Add cues toyour note cards indicating when to use visual aids.

Make eye contact and use gestures. Pause to emphasize major points.



26/32

Cop

yright



Name ...................................................................................... Class .................................................... Date ............................

Activity

Throughout your life, you will face situations that call for persuasive speaking. Whether you want

to convince your parents that youre old enough to stay up later or you want to ask your boss for araise, knowing how to speak persuasively is half the challenge. Being able to back up your argu-

ments with facts and examples is the other half.

With a partner, make a list of issues that make you want to speak out. Perhaps you think that thecost of movie tickets or CDs is too high or that your community needs a teen center. Decide whataudience is in the best position to help you or to make a change. With your partner, consider waysto convince your audience to agree with you or to take action.

Each partner will work independently to prepare a speech about the issue. Gather facts or talk toexperts to find information that will support your point of view. Organize your ideas and makenote cards to help you make a clear presentation. Meet with your partner to practice your speech.Take turns offering suggestions about ways to make the speeches more persuasive. Revise yourspeech on the basis of your partners suggestions.

Questions for Response or Discussion1. How did you use your voice as well as facts to persuade the audience?

2. How did your partner communicate his or her views?

3. What is the value of evidence in a persuasive speech?

17 Reports: Speaking to Persuade

Tips

While prewriting, list the ideas and experiences that led you to your point ofview.

Remember your audience. What evidence will convince them?

List one point or piece of evidence on each note card. Arrange the cards untilyour idea develops clearly.

At the end of your speech, repeat your points in order. Then restate your opinion.



27/32

Cop

yright



Activity

With a small group, take turns sharing stories you have written. Your goal is to entertain, so choos

a lively story and make it come to life through gestures, facial expressions, and tone of voice. Askeach listener to comment on your reading of the story, noting which techniques you used effec-tively and which you might change to improve the story.

After everyone has presented a story, discuss ways each person made his or her story come to life.When you were the reader, which techniques came most naturally to you? Which were the mostdifficult?


1. How did members of the group differ in their storytelling styles?

2. Which storytelling techniques were especially effective?

3. How is body language important in storytelling? Use an example from one story.

18 Reports: Speaking to Entertain

Tips

Make eye contact with members of your audience. Watch for listenersreactions. When they meet your eyes, you have their attention.

Adjust your voice and speaking rate to match the action in your story. Change

pitch and speaking style to fit different characters. Think about your posture. Your voice carries best when you stand tall. Change

your posture and gestures to suit each characters actions.

A well-timed pause helps convey suspense. When your storys action peaks,pause for a beat. Also, wait for laughs and pause after punch lines.



28/32

Cop

yright



Name ...................................................................................... Class .................................................... Date ............................

Activity

Work with two partners to produce a short video review of a recent best-selling book or block-

buster movie. Begin by watching a book or movie review on television. Discuss with your partnershow well the reviewer presented his or her ideas about the work. On the basis of the review, wouldany of you buy the book or rent the movie? Why or why not?

Now choose a book or movie that you and your partners would like to review. Decide which of thepartners will videotape the review. Discuss your opinions of the work and prewrite your ideas.Outline your points and practice discussing them in a persuasive and knowledgeable way. Two of

you present your review as a dialogue while the third, the producer, videotapes. Play the tape forthe class.


1. What persuasive techniques did you use in your review? Which ones were most effective?

2. How did your partner emphasize his or her point of view? How well did you express differingopinions?

3. Why are facts as well as opinions important in a review?

19 Reports: Reviewing Books and Films

Tips

Review what youve learned about persuasive speaking. Choose the techniquesthat you feel will persuade the audience to take your point of view.

Remember that your purpose is to persuade the audience to take your adviceabout reading the book or watching the film. Your review can be informativeand entertaining, but persuasion is your goal.

If you disagree with your partner about the book or movie, do so politely andconfidently.

Choose a tone to fit that of the book or movie youre reviewing. Maintain thetone throughout your review, using gestures when appropriate.



29/32

Cop

yright



Activity

When a poem is read aloud, its rhythm, sound, and meaning can change depending on who is

reading it. Recall a favorite poem that you would like to share with a person who is younger thanyou. Choose a poem that you can read in one to three minutes.

In a group of three students, take turns introducing the poems and reading them out loud. Accentcertain words and use pauses, body language, and facial expressions to communicate the poemsmessage. Listeners should make suggestions to help you give a more meaningful interpretation ofthe poem.


1. How did you use your voice and body language to communicate the poems message?

2. How does hearing a poem read aloud improve your appreciation of it?

3. What oral interpretation methods worked well, either for you or your classmates?

20 Presenting an Oral Interpretation of a Poem

Tips

Make sure your voice, facial expression, and gestures match the mood of thepoem.

Try pausing only at the punctuation marks. Pausing at the end of every line

can sound stiff. Dont rush the words. Let your voice follow the lines and natural rhythm of

the poem.

Identify parts of the poem that should stand out and change your delivery tohighlight them. For example, vary your tone and gestures and make use ofpauses.



30/32

Cop

yright



Name ...................................................................................... Class .................................................... Date ............................

Activity

The saying two heads are better than one accurately describes a brainstorming session. Each

person in a group has his or her own experiences and perspectives to bring to the table, andtapping into that information to generate ideas can be very helpful. Meet with four other studentsand discuss the purpose of brainstorming. Your goal is to share ideas, with each person partici-pating freely and without fear of criticism.

Discuss topics for a brainstorming session. You might create a plan, organize an event, or solve aproblem. Once youve selected a topic, choose one member to listen carefully and take notes aspeople speak. Take turns sharing ideas. Allow time for group members to expand on ideas or tobring up new ones. Finally, review your notes and assess your brainstorming session.


1. How did listening to the ideas of others affect your own thinking? How did you respond to theseideas within your group?

2. What were the strong points of your brainstorming session? What areas could be improved?

3. If you split your brainstorming session into two parts, how did this help the flow of ideas during thefirst part?

21 Brainstorming

Tips

Consider breaking your brainstorming session into two parts. The first is

sharing ideas without evaluation or criticism. During the second part, groupmembers decide which ideas are worth pursuing and continue brainstormingto expand on them.

Allow time for taking notes.

Dont interrupt.



31/32

Cop

yright



Activity

Often a goal can be more effectively achieved by a group than by an individual. Get together with

four other classmates and make a list of topics that might be discussed in a group meeting. Choosone topic to discuss. You might plan a party, propose a solution to a school problem, or suggestimprovements in your community. Take turns playing the roles of the various group members. Thleaderannounces the discussion topic, keeps the discussion focused, and moves the group toward decision. The recorderwrites down all ideas, reads ideas to be reviewed, and records final decisionsParticipantscontribute and defend ideas, voice constructive criticism, and vote on decisions.Anyone who wants to speak for or against an idea should first be recognized by the leader.

After your group has reached a final decision, discuss what worked about your meeting and whatcould have been handled better. Change roles and continue meeting until everyone has served asleader and recorder.


1. How did your behavior and goals change when you switched roles?

2. How did the changing of roles affect the outcome of your meeting?

3. How did you try to involve everyone, control conflict, and reach an agreement during your meetin

22 Conducting Group Meetings

Tips

Before the meeting begins, set an agenda, a list of things to be accomplished ordiscussed.

Participants should ask the leader for permission to speak. Limit comments tothe subject being discussed.

Encourage all group members to participate by listening, speaking, and, ifnecessary, voting.



32/32

Cop

yright


Name ...................................................................................... Class .................................................... Date ............................

Activity

A good debate explores a topic through evidence, reason, and careful listening. With a partner,

choose a topic and agree on which side each of you will argue. For example, you might discuss teencurfews or the influence of television on young people. Each student should research both sides ofthe topic. Develop a persuasive speech supporting your side. Be prepared for the arguments yourpartner might make. During your debate, speak clearly and organize your points persuasively. Showconfidence in your ideas by making eye contact with your audience.


1. How well prepared were you to explain your position? Did you need more information to supportyour views?

2. What persuasive strategies did your opponent use to convey his or her position?

3. Why are both listening and speaking important in a debate?

23 Listening and Speaking in a Debate

Tips

Use evidence to lead listeners to accept your point of view.

Be ready to argue against your opponents point of view with facts, quotations,and examples.

Watch your tone. Speak forcefully but reasonably. An angry or emotional

attack may work against you. Look for weak evidence, poor generalizations, or overlooked points in the

opposing argument.

Do not interrupt your opponent. It is important to take turns during a debate.


Documents

Listening and Speaking Activities Grade 6