Talking+and+Listening+for+Discussions

TS2.1 Communicates in informal and formal classroomactivities in school and social situations for an increasing range of purposeson a variety of topics across the curriculum. TS2.2 Interacts effectively in groups and pairs, adoptinga range of roles, uses a variety of media and uses various listening strategiesfor different situations. TS2.3 Identifies the effect of purpose and audience onspoken texts and distinguishes between different varieties of English. TS2.4 Identifies common organisational patterns and somecharacteristic language features of a few types of predictable spoken texts. Indicators ||||  || • Students plan and develop an oral discussion using a variety of moots to look at both sides. eg //role-play a talkback radio program in which the DJ states issue and callers give opinions for and against with supporting evidence//. Could choose a whole lot of concepts and have students stand on a continuum or side and be prepared to give a reason eg There should be no homework, Abolish uniform, Students should have the right to wear jewellery etc.
 * ===**Outcomes**===
 * ===**Teaching and Learning experiences**=== ||  ||
 * **//__ Lesson 1: __//**

• Have students conduct brief interviews with children and adults to obtain information about an issue or topic to enrich and inform discussion, eg //survey classmates about preferences for canteen menu, interview family members about what is important in education//.
 * //__ Lesson 2: __//**

• Have students discuss what a formal debate is and identify points of view presented and arguments used to support the point of view. Using the moots from lesson one students are to formulate arguements for and against and scaffold a debate. Provide opportunities for students to informally debate issues from literary texts, eg //Finders Keepers Losers Weepers: Was Goldilocks a good citizen or a vandal?// Encourage students to express their opinions with a supporting argument.
 * //__ Lesson 3: __//**

• After listening to points for and against an issue in a discussion, ask students to respond in a variety of ways, eg //summarise the discussion; make recommendations orally that relate to the issue; state own opinion; identify part of issue that needs further discussion//.
 * //__ Lesson 4: __//**

• Brainstorm all the opinions in the class on a particular issue and rate them according to relevance to the issue, eg //3 stars is highly relevant//. Alternatively, measure and record how many people hold each opinion.
 * //__ Lesson 5: __//**

• List ways to involve or persuade an audience when giving an oral presentation, eg //eye contact, if appropriate, use of intonation and volume in voice, asking audience opinions//. • Assist students to vary the ways they express opinions. Demonstrate using phrases other than ‘I think’, eg //‘My belief is that …’, ‘In my view …’//
 * //__ Lesson 6: __//**

• Using one of the writing models from the Discussion unit, class will scaffold arguements for and against in pairs with evidence and supporting information to share with the class. Report back findings. Students then vote for which side they are choosing.
 * //__ Lesson 7: __//**

• Scaffold Discussion writing in the form of the prepared speech topic for Grade competition - **//Should every class have an interactive whiteboard?//** • Students to work in pairs to develop their information for the prepared speech topic taking note of the connectives, modality and other specific grammar features required for Discussions.
 * //__ Lesson 8: __//**
 * //__ Lesson 9: __//**

• Present prepared speech on **//Should every class have an interactive whiteboard?//** ||  ||
 * //__ Lesson 10: __//**