Module 2: Short Talks

Time

10 - 20 hours

Module Description

This optional module provides students with experience in preparing and delivering short talks and special occasion speeches. This is a practical module, as it covers situations most people will be faced with during their working and personal l ives. In addition, short talks such as impromptu speeches provide opportunities for students to become comfortable with oral speaking before undertaking more in-depth oral speaking projects.

Purposes

• to convince students of the importance of effective communication in all aspects of their lives
• to introduce students to oral speaking

Foundational Objectives

Students will:

• recognize the importance of effective communication in various situations
• recognize that communication is a multi-faceted process
• recognize that speech is an important tool for thinking, learning, and communication
• practise the behaviours of effective speakers
• speak clearly and confidently in a variety of situations
• recognize listening as an active, constructive process
• recognize reading as an active, constructive process

Specific Learning Objectives

Students will:

• recognize the importance of effective communication in one's personal life
• recognize the importance of effective communication in work and professions
• recognize the importance of effective communication in lifelong learning experiences
• select and apply appropriate methods of communication in various experiences
• recognize that communication is an interactive process between sender and receiver
• recognize the role of culture in communication
• consider purpose, occasion, and audience in communication endeavours
• approach communication experiences (both sending and receiving) as active, thinking participants
• recognize the need for formal and informal oral communication
• speak to express understanding
• speak to persuade, demonstrate, or entertain
• speak to share and present information
• practise basic oral communication skills
• set clear objectives for speaking and organize talks in a logical manner
• deliver formal and informal talks of varying lengths and types
• participate in oral communication experiences by listening critically and attentively
• read technical and informational material critically and with a purpose

Suggested Topics

Special Awards or Tributes
Acceptance Speeches
Introductions
Graduation Speeches
Eulogies
Welcomes
Farewells
Dedication Speeches
Announcements
Nomination Speeches
Toasts
Keynote Addresses
Impromptu Speeches

Suggested Resources

• English language arts bibliography for grade 11
• Transcriptions
• Recorded speeches
• Guest speakers

Teacher Information for Module 2

This section includes information that may be of use to teachers selecting Module 2. However, teachers should keep in mind that the information provided here is basic; that the field of communication is an evolving one; and that new resources, including multimedia resources, will continue to become available. For more information on preparing, rehearsing, and delivering a speech, teachers should refer to the English language arts bibliography for grade 11. In addition, they might wish to consult wit h people who work in the field of communication in their own community.

For short talks, students should:

• conduct any research necessary ( e.g., find biographical information about a person being introduced)
• create an introduction, main body, and conclusion for the talk
• consider an organizational pattern for the talk (e.g., chronological order would be appropriate for a eulogy)
• create an outline from which to speak
• rehearse alone and in front of others
• work to overcome their fear of speaking
• establish contact with the audience when they deliver their speeches
• establish their presence as a speaker from the time they are introduced.

Special Awards or Tributes

Occasions that might call for special award or tribute speeches include retirements, anniversaries, scholarship presentations, awards ceremonies, and honouring events. In planning to present an award, you should:

• refer to the award itself and to the occasion
• praise the recipient
• make the person's (or group's) accomplishments unique and concrete
• refer to those whom you represent
• make the actual presentation
• be prepared to pose for photographs.

Acceptance Speeches

Acceptance speeches are those speeches made by a person accepting an award, a nomination, or other honour. Sometimes an acceptance speech is made on behalf of a person who is absent. In preparing an acceptance speech, you should

• plan ahead of time the people you want to thank
• comment on what the award means to you
• be generous in your praise of others

Speech of Introduction

The speech of introduction should last no longer than three minutes. The audience members need to know: the speaker's name, the speaker's qualifications to talk on the topic, and the title or subject matter of the speech. In preparing a speech of introduction, you should:

• keep the introduction low-key
• avoid clichés like "with no further ado"
• be careful not to pre-empt the speaker's topic
• be accurate
• be concise and focused.

Graduation Speeches

Students can look at this topic in two ways: as students who might be speaking at their own graduation or as guest speakers at another graduation ceremony. In preparing a graduation speech, you should:

• choose a topic or subject that is neither negative nor controversial
• praise the graduates for their accomplishments and noteworthy activities
• recognize all of the people involved in the occasion
• turn the graduates toward the future.

Eulogy

A eulogy is a speech of tribute delivered when someone has died. The person who delivers the eulogy is usually a relative or close family friend-someone who knew the deceased person well and can speak with authority and sensitivity about the person. When you deliver an eulogy:

• remember to provide comfort for the living
• if desired, include tasteful humorous recollections of the person who has died.

Speech of Welcome

A speech of welcome is made by a single speaker to a group of individuals, with the purpose of extending greetings and promoting friendship. It should be brief and sincere. Some guidelines include:

• make the person who is being welcomed feel sincerely wanted
• when welcoming guests, pay tribute to them for their work
• announce who the guests are, where they are from, and who they represent
• invite those you are welcoming to feel at home and participate in your community.

Speech of Farewell

In a farewell speech, a person publicly says goodbye to a group of acquaintances. A speaker might also give a farewell speech to a departing individual on behalf of a group or community.

Dedication Speech

The purpose of a dedication speech is to honour the occasion and to praise the spirit of progress which the dedication symbolizes. Dedication speeches are usually presented on the occasion of the success of a group enterprise (e.g., completing buildings, parks, swimming pools, or stadiums).

Commemorative Address

Commemorative addresses are given during special ceremonies held to celebrate a past event (e.g. Canada Day, Remembrance Day, the hundredth birthday of your town).

Additional Speeches

A variety of other situations and events may require that short speeches be presented. Included in these are announcements, speeches of nomination, installation speeches, and toasts. Speakers may also be called upon to give a keynote address, an after dinner speech, or an impromptu speech.

Students should be prepared to give short, clear announcements (that address who, what, when, where, why) whenever an occasion calls for such.

Nomination speeches first mention specific requirements attached to an office (e.g., duties, responsibilities), then announce clearly the name of the person being nominated, along with specific reasons for suggesting that candidate (e.g., the candidate's background and experience).

Installation speeches are given by people who have been installed into office. The speaker must thank supporters and ensure all present that they will be represented fairly. Installation speeches show that you accept the challenge of the office and that you look forward to working closely with other people. They should also outline some of your general future plans for the coming term.

There are many occasions when proposing a toast is appropriate: graduations, births, weddings, anniversaries, job promotions. Toasts should always be brief, meaningful, and sincere.

A keynote address is an inspirational talk and is generally presented at the beginning of a meeting or a conference. Its purpose is to motivate the audience, and it emphasizes the importance of the meeting or conference. It may also set the tone or the theme for other speakers.

An after dinner speech may present information or persuade, but its main purpose is to entertain. Subjects which are overly serious should be avoided (e.g., disease). The speaker should concentrate on thought provoking subjects and on infusing a little bit of humour. Personal anecdotes, if delivered well, can be effective.

An impromptu speech is spontaneous and unrehearsed. The speaker depends on his or her knowledge about a subject and does not prepare a formal speech ahead of time. People speak in an "impromptu" manner every day when they answer a question, take part in casual discussion, or express an opinion. Occasions when a person might be called upon to make an impromptu speech include club meetings, conferences, business meetings, and class discussions.

If you know you are going to be at a particular function or gathering, and there is any possibility you could be called upon to speak briefly, you should prepare a few comments and keep them in mind. Ask yourself: "What is likely to happen at this gathering? Who will be there? What will they probably say? Are there any controversial areas? Will people have questions for me? How should I respond?"

The goal of impromptu speaking is to learn how to present your thoughts on an idea, clearly, briefly, and in a reasonably organized way.

Suggested Activities for Module 2

This section includes brief descriptions of activities that teachers can use for this module. The activities are suggestions only, and teachers should adapt and add other activities appropriate for their students and teaching styles.

Note: Teachers should take care to introduce all activities within the context of their applicability to effective communication in personal life, work, and lifelong learning. Activities and projects should be relevant to students' lives, and whenever possible students should create their own scenarios for communication projects. Mini-lessons related to module content and language processes should be taught to individual students, small groups, or the whole class as demanded by need.

Activity: Choosing an Appropriate Topic for a Short Talk

Have students individually generate a list of three or four possible topics on which they would be interested in giving a talk. For two of the topics, individual students should brainstorm a list of eight to ten things they already know about each topic. Then each student should create a short three- or four-sentence paragraph explaining why the other students in the class may be interested in each topic (informal audience analysis based on age, geographic location, background, and so on). Next, have each student comment on the originality and specificity of their two topics, and generate a one-sentence goal statement for a talk on each topic, explaining what it is that the audience should know as a result of listening.

After completing the above, students should pair up and read one another's lists, paragraphs, audience analyses, and goal statements. They should then spend some time discussing those with each other and making suggestions or asking questions. Allow time for revisions as needed. Students' revised work may then go into student portfolios or be further discussed with the whole class.

Activity: Using Non-print Resources

Have students choose one of the topics they explored in the above activity. Ask them to locate and evaluate one non-print resource to be used in preparing a talk. Their evaluation of the resource should be in the form of a short oral report to the class and the resource should be presented (for viewing, or partial viewing, or listening to) during the evaluation report. In the evaluation report, students should comment on the material's clarity, interest, specificity, correctness, and relevance.

Activity: Contacting Organizations, Individuals, and Resource Groups for Information

Have each student choose a topic that relates in some way to their community (e.g., parking regulations, a public health issue, volunteerism in the community). Have students write, fax, e-mail, or approach in person appropriate people in the community for information about their topic (service groups, experts, Elders, professional organizations, etc.). When the material arrives, have each student select one piece of information (such as a fact, a chart, a graph) that he or she might use in giving a talk on the topic. Have students present briefly to the rest of the class (two or three minutes), explaining who they wrote to, what they received in response, and how they might use the information.

Activity: Creating Effective Titles

Have students prepare a flyer advertising a talk that will be given at the school during noon hour. The talk can be on any topic they think would be of interest to students; the speaker can be a real person they admire or they can invent a speaker. They should choose a title for the talk, keeping the following in mind:

• keep the title short (three to ten words)
• make it provocative or catchy
• make it indicative of the purpose or content of the talk.

Activity: Talks for Real Occasions

When opportunities arise for students to take a meaningful part in any school or community function involving speaking, take advantage of these opportunities (e.g., school awards presentations, career days, SRC meetings). Outline learning objectives; help students prepare, assess their contribution, and use their experiences to make evaluative judgments about growth in Communication Studies 20.

Activity: Visual Aids to Accompany a Talk or Speech

Have students create an appropriate visual aid to accompany an oral presentation that they will be giving in this or any other class, or as part of an extra-curricular or volunteer activity.

Activity: Speaking Practice

Have each student find a news item in a newspaper--a story which is particularly interesting to her or to him-and then develop a two- to three-minute talk which describes the story and the implications of the story.

Students should create checklists for themselves. An example is shown below.

Does my speech have: ___ an introduction? ___ a body (three to five main points)? ___ a conclusion? Did I: ___ use a visual aid, if possible? ___ put my outline on note cards? ___ practise aloud? ___ time my talk beforehand?

Students will deliver their talks either to the whole class or to a small group of their peers.

Activity: Practice in Rehearsing Talks

Have students write notes about themselves, then give the notes to a partner, who will then prepare a short introduction, with opening and concluding statements. Ensure that each student makes a speaking outline on note cards. Students might videotape their partner's rehearsal. Then both could study and review the videotapes, critiquing their rehearsals together. The instructor and students can decide if they want to present the introductions to small groups or to the whole class.

Peer assessment of the talks could be carried out. A sample assessment appears at the end of this module.

Activity: Acceptance Speeches

As a class, determine criteria for a good award acceptance speech. Make a checklist or other form that can be photocopied and used by the students. Have the students watch an awards ceremony on television (the Academy Awards, Aboriginal Achievement Awards, Much Music video awards, etc.) and analyze three acceptance speeches based on the criteria. Discuss as a class. Who gave the best acceptance speech? Why? The worst? Why?

Activity: Introductions

Have students introduce a classmate who is prepared to give a talk or introduce a guest speaker who has come to your school.

Activity: Thank-You Speeches

Have a student thank a speaker who has given a presentation to your group.

Activity: Practising a Variety of Short Special Occasion Speeches

In small groups, have students role play situations in which a short speech, or several short speeches, would be given. The group (in consultation with the teacher) will decide on the event, on the criteria for the speeches, and on the students' various roles. Some examples follow.

• You are proposing a toast to the parents of the bride. You are the bride's friend, and you are to toast her birth parents who are both present, although they are divorced and in the company of different spouses. The bride also wants her stepfather mentioned, with whom she has lived for eight years. The two couples are seated at separate tables and are pleasant to each other.
  • Reply to the above as the birth mother.

  • Reply to the above as the birth father.

• You are a member of a sports team that has been together for six years. You have all become close friends. The coach of the team is moving to New Brunswick and you have been chosen to present the gift to her or him at the farewell dinner. Your team members want you to combine humour and sincerity.
  • Give a thank-you speech as the coach.

• Give a eulogy for a deceased famous person you admire (e.g., an artist-Emily Carr; a musician-Glenn Gould; a sports figure-Arthur Ashe). Imagine that you are a close friend of the person you choose.

• Make an announcement that affects your whole school. Imagine that a significant change has been made in the rules regarding an issue such as smoking or lateness for class. You have been asked by the principal to explain to your class how the change will work and the reason for the change.

(Adapted from Barnard, 1996, p. 175)

Activity: Impromptu Speaking

Each student should place a common object in a large grocery bag and bring it to class. The teacher gathers the bags and redistributes them at random. The students then speak in turns. When it is a student's turn to speak, he or she removes the item from the bag received and delivers a short impromptu speech in which he or she tries to sell the object to the audience, following the guidelines established for impromptu speaking.

(Adapted from Beebe & Beebe, 1997, p. 431)

Activity: Giving a Speech of Introduction

Have each student think of three performers who were famous and are no longer living. Have students imagine that they have been given the honour of introducing these three at a special concert where they will perform. Have each student deliver a speech of introduction for this gifted trio. Students may choose performers who had different types of careers, like a folk singer, an actor, and a poet; or performers who had similar careers (e.g., three rock musicians). Students may give their speeches to the whole class or to small groups, depending on the time available.

Activity: Keynote Addresses and After Dinner Speeches

As a class, brainstorm a list of events at which a keynote address and/or an after dinner speech might be presented. Have each student choose an event and prepare an appropriate keynote address or after dinner speech.

Although in reality these speeches are often 15 or 20 minutes in length, ask students to keep their address to five minutes. Have them deliver their speeches to the whole class or to small groups, depending on the time available.

Remind students that keynote addresses are often inspiring and are connected to the theme of the conference or occasion at which they are presented. This is an opportunity for those students with a particular interest or a strong point of view to explore it further.

Remind students that after dinner speeches are often entertaining and/or humourous. This is an opportunity for those students with a good sense of humour to apply it appropriately in their writing and speaking.

Activity: Checklist for Oral Communication

Have students plan to view a speech presented on television or on video (e.g., a Prime Minister's address, a demonstration by a gardener). Each student should complete the checklist for Visual Aspects of Oral Communication.

Note: Teachers should conclude each module with discussion or other reflective activity that encourages students to make and understand connections between the module and communication in people's personal lives, work experiences, and lifelong learning.

Sample Peer Assessment Form for Short Talk

Speaker's Name ___________________________ Topic ____________________________________ Evaluator _________________________________ Circle the appropriate number: 1 = Needs work 5 = Excellent The speaker: created interest in the topic demonstrated clarity of thought and purpose supplied necessary information provided a logical flow of ideas adapted presentation to audience used suitable body movements maintained appropriate eye contact spoke with a pleasant, clear voice used appropriate language showed interest in the topic 1 1 1 1 1 1 1 1 1 1 2 2 2 2 2 2 2 2 2 2 3 3 3 3 3 3 3 3 3 3 4 4 4 4 4 4 4 4 4 4 5 5 5 5 5 5 5 5 5 5 The main ideas in this talk were _______________________________________________ _______________________________________________________________________ What I liked about this talk is ________________________________________________ _______________________________________________________________________ _______________________________________________________________________ One thing that could be improved in this talk is ____________________________________ _______________________________________________________________________ _______________________________________________________________________

Sample Checklist For Visual Aspects Of Oral Communication

Speaker's Name: ______________________________ Date: __________________________

Check superior, average, or weak column for rating in general. Circle specific sub-point applying to individual case.

Comments:

Note: Some items listed above (e.g., eye contact) can vary across cultures and in accordance with the situation. Teachers should also be aware of second language and dialectical differences that can be present in students' speech, and adapt their assessment instruments accordingly.

(Adapted from Buys, 1974, p. 105)