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GROUP 4 – 21st Century Skills

Skill: Writing - Unit: Multiculturalism in Europe

Source: http://libcom.org/library/multiculturalism-undermines-diversity-kenan-malik

Learning goal: Writing a speech

Assumptions: The students have already read and discussed about

discrimination in the world, tolerance and equality

connectors and conjunctions

Materials:

3 short videos and 3 texts – Merkl, Sarkozi and Cameron’s opinion about

multiculturalist policies and 2 speeches

One Image and one Cartoon

Worksheets: matching; fill-in-the gaps

Software/Tools: SmartDraw or Mindjet; Bubbl.us; Easybib or

CitationMachine; Blog (Blogger or Wordpress); Microsoft Publisher or Issue;

ActivInspire; EasyPolls; Rubistar.

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Genre: How to write a speech?

The structure of a speech + A speech model – Opening ceremony of the

European Youth Parliament

A. Generating ideas

Sts start by drawing a KWL chart using SmartDraw or Mindjet

Brainstorming – Multiculturalism – What does it mean?

Sts comment on the Image and Cartoon

Step 1 - Use the board or bubbl.us to organise the ideas according to categories. Students will also be able to practise Speaking and Listening Skills.

Discrimination vs Tolerance (immigration, refugees, children, women);

Lifestyles (civic engagement)

Globalisation or Americanisation

Public figures (Mandela, Luther King, Gandhi, Betty Friedan);

Solution (volunteering, humanitarian organizations, awareness through art

forms, not being silent in everyday life)

Step 2 – Search information. (quote sources)

women/men

children

ethnic minorities

immigrantsa

discrimination versus tolerance

Public figures

Multiculturalism

Mandela

Gandhi

M.L.King

government policies

civic engagement

awareness

volunteering

Solution

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Researching on the Internet: From the previous topics, get some

real and relevant/curious information and summarise it reporting

what you read, listened or saw about in groups/pairs.

Sts learn how to cite sources by using specific tools, for example:

Easybib(http://www.easybib.com/) or CitationMachine

(http://citationmachine.net/index2.php)

(Watching the videos or reading the texts provided)

Build up a mind map. Register main features regarding: Content

(Multiculturalism) and Form (Speeches)

Take relevant notes bearing in mind your final task (drafting

sentences or chunks of a speech which express others’ opinions or

even yours)

Making some vocabulary extension exercises

B. Focusing on and organising ideas

Deciding which area students would like to focus and the relative

importance they would attach to each of them.

(Ideas for an introduction of the subject, which would be worth

developing and those which would be conclusive)

Pair-work: Each student is given a piece of paper and the title for a

speech (Multiculturalism in Europe). He/She must write main ideas

on the subject. Then compare them with a partner. Afterwards,

they should share their ideas with the rest of the class.

Decide on which of the main ideas generated are the most

important/relevant.

Take a particular point of view.

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Use a graphic organiser: using students’ ideas and providing

collocations which will give students tools to express their own

ideas.

Students write freely.

C. Focus on a model text

Examination of a model text to raise students’ awareness of the

conventions of the genre.

Groupwork:

Reading Cameron and/or Youth Parliament speech and recognising

the structure of the speech by comparing/analysing it with the

model.

Students are given more than one example of a speech and a “genre

analysis form” to identify the features and language they have in

common.

This will raise awareness of the features of the genre and provide

them with language “chunks”.

Students identify the functions of different paragraphs.

Students are given a speech with gaps: the topic sentences were

taken out and they must put them back into the right place.

Flipchart (ActivInspire). Students are given a description of the

main elements of a speech with gaps: students must fill in the gaps

with the jumbled words provided from a box. (see materials)

These exercises raise awareness of the organisation of the speech

and the importance of the different features.

D. Organising ideas

Once students have seen how ideas are organised in typical

examples of the genre they start organising their own ideas in the

same way.

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Groupwork: Students draft a plan of their work (to write a speech)

including how many paragraphs and the main points of each

paragraph.

This initial draft is pinned up around the room for comment and

comparison.

Students collect the drafts and add the ideas produced earlier into

main and supporting arguments.

E. Writing

Drafting

Groupwork:

Read the model speech and try to match the ideas within its

structure.

Start your speech with a quote or something you think may be

appealing.

e.g. “We become not a melting pot but a beautiful mosaic. Different beliefs, different yearnings, different hopes, different dreams.”

(Jimmy Carter 39th

President of the USA)

e.g. “We all should know that diversity makes for a rich tapestry, and we must understand that all the threads of the tapestry are equal in value no matter what their color.”

(Maya Angelou - American author and poet)

Use the connectors and conjunctions to express and stress your

point of view and convince the audience (don’t forget who you are

addressing to!). Students are given a table with examples of

different types of clauses and how to use them.

You can also show some impressive pictures to enhance your ideas.

Simplify sentence structure, check usage and spelling, and

punctuation.

After 2 or 3 drafts, students reach a final version.

Home Work: Students will type it down using the word processor.

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F. Peer evaluation

Groupwork: The groups exchange the different final versions and

start peer evaluation /proof reading.

Students must comment on: what they liked/didn’t like about the

different pieces of writing; what they found unclear.

An extremely helpful strategy in this kind of revision is to outline the

paper and see, in a schematic form, how the piece breaks into parts and

moves from one section to the next.

You can encourage your classmates to speak and ask you some

questions or give their own opinions either about the subject you

are presenting or about the speech itself in terms of persuasion

power and linguistic correction.

Check if they got the main point, if they know where to locate

points of support or relevant data.

G. Reviewing: Proof reading

Groupwork: Students correct the texts regarding:

Content/Form/Grammar and Spelling.

Students are given a list of codes to help them correct their own

writing and learn from their mistakes.

The speeches are handed back to the rightful authors who must

revise the corrections/comments made and see if they

agree/disagree with those.

The final versions are rewritten and typed down again.

Sts can publish a short booklet/e-book, using, for example,

Microsoft Publisher or Issue and then upload it onto their Blog.

H. Contest

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A panel/jury is formed (1 member from each group) to select the best

speech. The best text wins a prize.

Rubrics for Speech Writing: The groups could draw a chart/grid with

the most important features to be evaluated by the panel/jury. This

could be done “live”: the grid is projected and everyone sees which

texts get more votes and where the points go…

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All the learning process of speech writing (step by step, task by task)

will be uploaded onto a Group Blog where all the groups will intervene,

make remarks and discuss their work at any time after class.

The voting procedure itself could be done through a survey tool

online, for example EasyPolls (https://www.easypolls.net/). In this

case, there wouldn’t be a panel/jury, but a universal ballot!

In the following lessons students could do a role-play and debate,

practising reading, listening and speaking: Imagine they have been

invited to deliver their speeches at the General Assembly of the UN!

For this purpose, each group will choose a spokesman/woman.

Susana Vieira, Helena Marques, Graça Coelho, Alice van Raamsdonk,

Maria João Martins

April, 2014.

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In Log In, Areal Editores

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The Basic Structure of a Speech

All speeches contain at least three parts:

In the Introduction, you state the topic of your speech. You tell the audience the main points of

your speech. In other words, you say what you are going to speak about.

In the Body, you speak about each point in detail. For each point you must give the audience

some evidence or information that will help explain and support each point. The Body is the longest

of the three parts.

In the Conclusion, you should summarise the main points of your speech, and emphasise what

you want the audience to remember.

Making a Simple Outline

An outline is a way to organise your ideas logically and clearly. Without making an outline your

speech will probably lack structure, and so be difficult to understand. By using a presentation

outline, you can "see" the structure of your speech. In addition, it can also serve as your speaking

script.

The following presentation outline is a very simple way to organise your material into a speech

format. When making an outline you should not write full sentences, but just key words and

phrases.

1. Introduction

What is the topic of your speech?

Why should the audience listen to your speech?

What will your main points be?

2. The body

What are your main points and ideas (sub-topics)?

What is your supporting evidence and information (sub-sub-topics)?

3. The conclusion

What were the main points of your speech, and what do you want the audience to

remember?

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OPENING CEREMONY OF THE 54TH INTERNATIONAL SESSION

OF THE EUROPEAN YOUTH PARLIAMENT, POTSDAM

Distinguished guests, Excellencies, participants,

Today I want to celebrate Europe. But I also want to address the challenges that lie ahead,

including the main issue we’ve all come here to discuss: migration and integration.

The European Union has come a long way, through a path that traces back to exactly 50

years and a day.

Today anyone belonging to this community can travel, live, work, love in any other EU

country.

But to turn to the question of immigration, the tables have turned, ladies and gentlemen. Italy,

Greece, Spain and Portugal, traditionally known as countries of emigration, face the reality of now

being the ones attracting immigration. EU states have agreed to set up a Common European

Asylum system and set minimum standards on asylum and immigration matters. Despite good

intentions, many states have failed to incorporate European legislation. It is crucial that the Union

works effectively to turn the tide of negativity against asylum seekers, refugees and economic

immigrants.

My second point follows quite easily: the challenges of a multicultural Europe.

Whether the EU is ready to accept this or not, Europe is indeed a multicultural society. The

Union is working to deal with integration not only between member states but also between

different religions, cultures, languages and lifestyles that have come to Europe throughout

centuries of migration.

Moving on, my third concern is the issue of human trafficking, when journeys of hope are

turned into journeys of despair and exploitation. Tolerating this modern form of slavery cannot be

an option for the Union.

So, it is time for action. We are then left with the most burning of questions.

What is the perfect recipe for integration?

This is a question you will have to deal with during your discussions

The basis for an integrated society is one where the principle of non-discrimination is

embedded in the legislative framework of every country. Anti-discrimination must be established

on the basis of gender, religion, language, race, sexual orientation or any other minority or choice

of lifestyle.

The rest is up to the community’s civil conscience.

Understanding, acceptance, sense of unity. I know… I am talking in principles… people often

tell me that I have to come down to the real world: it’s all about policy-making, politics and so on.

Well… to those who might be thinking that, let me say I think you’ve come to the wrong place!

You have come to the place where one simple idea can give you the inspiration to go out

there and change the world.

It is your voice that we’re looking for, it is your opinions, your brave solutions that we want to

hear.

It is with pleasure that I now declare this session opened.

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Vannucchi, Daniele. Opening Ceremony of the 54th International Session of the European Youth Parliament,

Potsdam: Speech by Session President, Daniele Vannucchi. 26 March 2007. Web. 15 April 2011.

<www.eypej.org/uploads/openingspeech_vannucchi_968.doc> (abridged and adapted).

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Independent.co.uk

Cameron: My war on multiculturalism

No funding for Muslim groups that fail to back women's rights

By Oliver Wright and Jerome Taylor

Saturday, 5 February 2011

David Cameron launched a devastating attack today on 30 years of multiculturalism in

Britain, warning it is fostering extremist ideology and directly contributing to home-grown

Islamic terrorism.

Signalling a radical departure from the strategies of previous governments, Mr. Cameron

said that Britain must adopt a policy of "muscular liberalism" to enforce the values of

equality, law and freedom of speech across all parts of society.

He warned Muslim groups that if they fail to endorse women's rights or promote

integration, they will lose all government funding. All immigrants to Britain must speak

English and schools will be expected to teach the country's common culture.

The new policy was outlined today in a speech to an international security conference in

Munich and will form the basis of the Government's new anti-terrorism strategy to be

published later this year.

But his remarks have already infuriated Muslim groups, as they come on the day of what is

expected to be the largest demonstration so far of anti-Muslim sentiment being planned by

the English Defence League. They accused Mr Cameron of placing an unfair onus on

minority communities to integrate, while failing to emphasise how the wider community can

help immigrants feel more welcome in Britain. They suggested his speech was part of a

concerted attack on multiculturalism from centre-right European governments and pointed

out he was making it in Germany – where Chancellor Angela Merkel recently made a

similar attack.

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In his speech, Mr Cameron rejected suggestions that a change in Western foreign policy

could stop the Islamic terrorist threat and says Britain needs to tackle the home-grown

causes of extremist ideology. "We have failed to provide a vision of society [to young

Muslims] to which they feel they want to belong," he said. "We have even tolerated

segregated communities behaving in ways that run counter to our values. All this leaves

some young Muslims feeling rootless. And the search for something to belong to and

believe in can lead them to extremist ideology."

Mr Cameron blamed a doctrine of "state multiculturalism" which encourages different

cultures to live separate lives. This, he says, has led to the "failure of some to confront the

horrors of forced marriage". But he added it is also the root cause of radicalisation which

can lead to terrorism.

"As evidence emerges about the backgrounds of those convicted of terrorist offences, it is

clear that many of them were initially influenced by what some have called 'non-violent

extremists' and then took those radical beliefs to the next level by embracing violence. This

is an indictment of our approach to these issues in the past. And if we are to defeat this

threat, I believe it's time to turn the page on the failed policies of the past.

"Instead of ignoring this extremist ideology, we – as governments and societies – have got

to confront it. Instead of encouraging people to live apart, we need a clear sense of shared

national identity, open to everyone."

http://www.independent.co.uk/news/uk/politics/cameron-my-war-on-multiculturalism-

2205074.html (abridged)

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Name: ____________________________________ Date: __________

Complete the following text about writing speeches with 10 words from

the box.

Write only the letters and the numbers.

The first seconds of your speech are the most (a) ____________ because

you must (b) ____________ the attention of the audience, and engage their

interest in what you have to say. Use a (c) ____________ question or a

controversial (d) ____________. At this point, your audience will be ready to

hear your (e) ____________. The body of your speech will always be the (f)

___________ part. Don’t overwhelm them with (g) ____________ points. The

(h) ____________ part of your speech must (i) ____________ the main

points and provide some (j) ____________ for thought.

1. arguments 2. attract 3. closing 4. countless 5. food 6. important

7. longest 8. statement 9. summarise 10. thought-provoking

a. 6. important

b. 2. attract

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c. 10. thought-provoking

d. 8. statement

e. 1. arguments

f. 7. longest

g. 4. countless

h. 3. closing

i. 9. summarise

j. 5. food

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Three supporting videos for your work – Multiculturalism

Writing a speech

“Cameron stated multiculturalism has failed” – 1:59

https://www.youtube.com/watch?v=z3xsnEzA8Fw

“Multiculturalism utterly failed in Germany” – 0:59m

https://www.youtube.com/watch?v=UKG76HF24_k

“Multiculturalism has failed, says French President Sarkozi” – 1.08m

https://www.youtube.com/watch?v=zj41TDPFW50