Talking+and+Listening+Discussions

** TS 2.1  ** Communicates in informal and formal classroom activities in school and social situations for an increasing range of purposes on a variety of topics across the curriculum. ** TS 2.2  ** Interacts effectively in groups and pairs, adopting a range of roles, uses a variety of media and uses various listening strategies for different situations. ** TS 2.3  ** Identifies the effect of purpose and audience on spoken texts and distinguishes between different varieties of English. ** TS 2.4  ** Identifies common organisational patterns and some characteristic language features of a few types of predictable spoken texts. ** Indicators:  ** Students: // • Experiments with varying voice, tone, volume and pace, body language and gesture to emphasise meaning and be // // persuasive // // • Asks questions to seek an explanation or more information from other participants in discussion // // • Introduces topic for discussion and organises information from or ideas to justify points made // // • Listens to a range of views on a topic. // || • Have students plan and develop an oral discussion using a pro forma of the stages of discussion, eg //role-play a talkback radio program in which the DJ states issue and callers give opinions for and against with supporting evidence//. • Encourage students to be open-minded and willing to change their minds as they find out more information and develop an informed opinion after listening to points from both sides of an issue. **//__ Lesson 2: __//** • 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 3: __//** • Explain what a debate is and how it is set out. Have students listen to formal debates to identify points of view presented and arguments used to support the point of view. **//__ Lesson 4: __//** • 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//. • Write opinions out on paper to sort out into points for and against. **//__ Lesson 5: __//** • 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. • In groups students could use the brainstorm mindmap to plan out discussions/debates. Take turns at reading their main points. **//__ Lesson 6: __//** • 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. • Have students complete a cline, ranking these comments. Encourage group discussion as to where they see it is relevant. **//__ Lesson 7: __//** • Plan opportunities for students to listen and respond to others in class discussion. Students must acknowledge and relate their comment to the previous speaker, eg ‘//I agree with almost everything said but …’//, ‘//That’s true but …//’ • Ensure that students are aware that when someone disagrees that it is not personal or an argument but a formal way of disagreeing when in debates. • Model different ways of disagreeing constructively. List and display sentence beginnings for students to refer to, eg //‘I disagree with the last speaker’, ‘You might think that but …’, ‘The last speaker believes … but’, ‘That was a good point but have you ever thought that …?’// **//__ Lesson 8 and 9: __//** • 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//. • Link this to prepared speeches and how to engage an audience. Use speech judging sheet to encourage student understanding of criteria used in marking speeches. • Reinforce the structure of a discussion by using palm cards for an oral presentation, eg first card — ‘Issue statement’, second card — ‘First argument for the issue’, third card — ‘First argument against the issue’. • Assist students to vary the ways they express opinions. Demonstrate using phrases other than ‘I think’, eg //‘My belief is that …’, ‘In my view …’// • List ways to involve or persuade an audience to the desired point of view when giving oral presentation, eg //asking audience opinions and reasons and directly addressing these, use of intonation, variations in volume//. **//__ Lesson 10,11,12 __//** • Select various topics and in small groups allow discussion and recording of points for and against topics. Scaffold the importance of group work. The importance of listening to everybody’s point of view, active listening and participation. • Choose various ways for the students to present their findings. Students could use ICT Voki software to create avatars to share their thoughts, group debates, class radio talk show using audacity. Share and present to class. ||  ||     ||   ||
 * QT Elements
 * DK  ||   DU   ||   PK   ||   HOT   ||   M   ||   SC   ||   EQC   ||   E    ||   HE    ||   SS   ||   SSR   ||   SD   ||   BK   ||   CK   ||   KI   ||   I   ||   C   ||   N   ||
 * ** Outcome:  **
 * ** Learning Experiences  **  || = __Register  __ = ||
 * **// __Lesson 1:__ // **
 * ** Evaluation and Observations  **   ||   ||