Learning task 1: Impromptu speaking
Skills:
- Preparing a speech by writing key points on a card.
- Delivering a 60-second impromptu speech.
- Identifying and using speaking techniques.
Beginning to assess a speech: identifying rhetorical and physical techniques.
Rhetorical means language and effects used to impress or persuade the audience.
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Rhetorical Question: a question asked for effect, but not necessarily needing to be answered
Example: Are we going to put up with curfews and being hassled by the police up town? Who cares? Do you think it is right? I don't. How do you stay healthy on a diet of chips and chocolate?
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Exaggeration: trying to impress or influence by overstating a viewpoint, statement or idea
Example: Millions of students all over the world go home and rush eagerly into their homework in order to secure their future.
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Understatement: As above, but understating a viewpoint for effect.
Example: A few students will wander home and perhaps turn on television.
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Contrast/Juxtaposition: When two opposite viewpoints, ideas or concepts are placed close to each other for effect.
Example: The two examples above could be an example of contrast if put together. OR Let us break the chains, shackles and nightmare of slavery and embrace each other in the dream of freedom.
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Quotations from well-known sources: Such as the Bible, television, movies, proverbs and clichés: to link with our audience and our common, shared experiences.
Example: Turn the other cheek; An eye for an eye, a tooth for a tooth. Yabba Dabba DOOO; Eat my shorts; It's moments like these..... Make my day; I'll be back!; Shaken, not stirred. A stitch in time saves nine; a bird in the hand is worth two in the bush Straight from the horse's mouth
Assessment:
Formative peer assessment.
Notes:
Students are often expected to perform tasks for which they have seen little modelling. This work gives each student a brief opportunity to practise, and repeated opportunities to observe the use of techniques. It is useful for converting theoretical knowledge into a practical skill, and raising awareness of the skills involved. The skill of impromptu speaking is needed in rebuttal.
Prior Awareness and Preparation
Students have seen and discussed suitable topics
for speeches and debates. For impromptu speech topics see this Assessment Resource Bank Item
. For further debating moots see these Assessment Resource Bank items:
Students can distinguish topics producing informative speeches from those producing persuasive speeches.
Teacher advises students that the assessment is formative only and will not be recorded.
Students have some awareness of rhetorical techniques, ie. any language technique used to communicate or persuade.
Students have some awareness of the physical techniques of speaking
, ie. movement, gesture, expression, eye contact.
Preparation
Prepare some speech topics on business cards in case not enough student suggestions are acceptable.
Prepare sufficient pieces of paper or card the size of business cards for at least 3 per student.
Run off one copy per student of Assessment Sheet - students can use their own paper for subsequent ones.
Devising Topics
Hand out business-card sized pieces of paper, 3 cards per student.
Give the class 2 minutes to write down topics, each on a different card.
Quickly check the topics to ensure they are acceptable.
Place the cards in a box to be picked at random.
Ordering
A good way to call students at random is to have an empty register list. Number students at random in a different order down each column. To use one column, ask any student to give a number. The student beside that number speaks first, then chooses the second number. Next time use another column.
Preparation
The chosen student pulls a card out of the box and has 30 seconds to make notes. The notes must be written on the card itself and can be used during the speech.
The job of timekeeper is circulated around the class so that it does not prevent students from writing their assessments.
The timekeeper must have an audible device, preferably a pinger. They do not make an assessment.
Delivering the speech
When 30 seconds are up the teacher announces '[student] will now speak for 60 seconds on [topic]'.
The timekeeper rings the pinger to start 60 seconds.
The student is expected to make one interesting and persuasive point on the topic.
The student is expected to use at least one physical and one rhetorical technique which contributes to their point.
The timekeeper signals at 50 seconds and when time is up.
Assessment
All other students, except the timekeeper, have two minutes to fill out the evaluation sheet below as soon as time is up.
Assessment focuses on the techniques used. There are no penalties. There is no expectation that the speech will demonstrate any structure beyond successfully arguing one point.
After two minutes, assessments are compared and discussed in groups. Each group reports back on the techniques they noticed.
The teacher writes each technique on the board as they are mentioned, names them where possible, and has a brief explanation and discussion on how or why the technique can be used.
impromptu_assessment (RTF 11KB)
