Workshop on Teaching Public Speaking at Primary Level

Slide 1:Workshop on Teaching Public Speaking at Primary Level

Budding Public Speakers Network (Primary) Language Learning Support Section, EDB 26 September 2009 (Saturday)

Slide 2:Questions to ponder

Is a public speaker inborn or trained? What are some modes of training ? Who can help the students? What resources and materials are needed for training? What practice opportunities should be provided? http://www.schoolforchampions.com/speaking/goals.htm

Slide 3:Programme rundown

Slide 4:Objectives of the workshop:

To introduce strategies for teaching public speaking at primary level To illustrate how to infuse public speaking into the English curriculum To introduce the rationale and objectives of the Budding Public Speakers Network

Slide 8:Audience:

From fellow students in class then those fellow students in the form And to a larger audience within the school Finally, platforms for public speaking beyond the school.

Slide 9:Public Speaking

Presentation Size of audience VS. General speaking skills No. of presenters Use of note card/ cue card Use of powerpoint/ visual aids

Slide 10: Concerns and worries of teachers

Lacking confidence Students will be more confident in expressing their ideas in front of others. Poor group dynamics Students will participate in group work more actively; speak more clearly and confidently. Introvert and passive Students will become more outspoken and confident. A dosage of public speaking skills a day may keep teachers� worries away�

Slide 11:An example of a pubic speaking performance

Shopping mall presentation Let�s see�. What is the purpose of this presentation? (to inform/ to entertain/ to convince) How many presenters are there? Any visual aids? Any use of note card/ cue card?

Slide 12:Public speaking and Basic competency

http://www.systemassessment.edu.hk/pri/index.htm Using stress, rhythm and intonation generally appropriately Attempting to provide some elaboration with the help of cues Using formulaic expressions to establish and maintain relationships And more � Alignment with the formal curriculum in the assessment context (TSA)

Slide 13:A good public speaker at key stage 2

Organizing the body of the speech Organising ideas clearly Managing a simple oral presentation in response to some input/ information Delivery Using accurate pronunciation in speech Using appropriate stress, rhythm and intonation in rehearsed dialogues/ speeches Varying voice volume, tone, and speed to convey intended meanings and feelings Using body language (e.g. eye contact, gestures, postures, etc.) to communicate feelings and emotions Use of language Using some formulaic expressions to establish and maintain interaction Using aids Using cue cards Using support materials such as picture cards, drawings, photographs and realia

School: providing funding and support (e.g. resources and professional support) Curriculum: integrate public speaking in English year plan, building links in the formal and the informal curricula Classroom: provide resources and materials Motivation and practice opportunities Students as public speakers Provide coaching, monitoring, & feedback Community support

Slide 16:An integrated approach:

& public speaking & listening� From reading to writing�

Slide 17:Going step by step

To inform To convince To entertain e.g. What makes a balanced diet Why junk food is unhealthy for teenagers A day trip in the stomach Size: Group/ Class/ Inter-class/ Whole school� Context: Competition/ Sharing/ Assessment� Who: Students/ Teachers/ Principal Parents Other schools� Motivation Generate Ideas for writing Organise ideas for writing Prepare for speaking Purpose Choice of topic Audience

Slide 18:Motivation: Mood setting

Appeal to different senses for motivation Think: Your students are to present about the ocean. How would you motivate them? Think: Students are to describe a monster. How would you motivate them? Think: How can you help students generate ideas for this speaking task? Describe something or someone you are most afraid of and explain why.

Slide 20:Providing input for constructing the content of writing

Generate ideas for writing A range of reading and listening input in various forms (e.g. songs, cartoons, fables, fairy tales, poems, audio clips, etc.)

Slide 21:Organise ideas for writing

Use graphic organisers to improve the organisation of speech

Slide 22:Prepare for public speaking

Recycling language form & vocabulary in the games Using games Voice exercise Tongue twisters Competitions Group story telling Mime Distance call & more�

Slide 23:Recap: Going step by step

To inform To convince To entertain e.g. What makes a balanced diet Why junk food is unhealthy for teenagers A day trip in the stomach Size: Group/ Class/ Inter-class/ Whole school� Context: Competition/ Sharing/ Assessment� Who: Students/ Teachers/ Principal Parents Other schools� Motivation Generate Ideas for writing Organise ideas for Writing Speaking Purpose Choice of topic Audience Mood setting � appealing to the 5 senses Provide a range of reading and listening input in various forms Use graphic organisers Use games and activities

Slide 24:Training public speaking skills:Resources

Lesson plans with an infusion of public speaking skills

Slide 25:Training public speaking skills:Resources

Learning and teaching materials e.g. games and activities, teaching aids

Slide 27:What practice opportunities should be provided?

a warm up oral activity in a lesson a post-discussion report in a task a game for oral skills a daily/weekly individual presentation on news stories a follow-up sharing after a writing task a school level presentation (in assembly, MC in speech day, in Eng Speaking Day. etc.), or�

Slide 28: Practice>>>>Students� performance>>> Data >>>> can be used for various purposes:

To identify strengths and weaknesses of students To provide demonstration for students To increase teachers� literacy on assessing speaking

Slide 30: P4 sample unit

Features: Public speaking skills Consolidation of language forms learnt in the textbook unit Four skills covered; public speaking skills as the focus Use of fable as reading input Learner diversity catered Resource available: Teacher�s Manual

Slide 32:Four skills covered; public speaking skills as the focus

READING LISTENING SPEAKING WRITING PUBLIC SPEAKING Use of fable as reading input Students rewrite a story in their own words Infuse games to encourage public speaking Generic speaking skills infused Retell a story; information sharing Students express their personal experience

Slide 34:7 Steps to nurture budding public speakers in your school

Design an integrated unit plan covering the 4 skills Boost students� confidence Help students learn organisation skills Enable students to participate in group work more actively Provide ample of opportunities for students to practise speaking English Align with internal and external oral assessments Give feedback to students through peer and teacher�s assessment

Slide 35:http://cd1.edb.hkedcity.net/cd/languagesupport/index.htm