Writers choice listening and speaking activities grade 8

Answers should include specific techniques for improving listening skills.. Copyright © The McGraw-Hill Companies, Inc.Activity 4—Communicating on the Telephone page 9 Objective: To prac

Listening and Speaking

ActivitiesGrade 8

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Teacher Notes 1–3 1

Teacher Notes 4–8 2

Teacher Notes 9–13 3

Teacher Notes 14–18 4

Teacher Notes 19–23 5

Listening Actively I 6

Listening Actively II 7

Listening Critically 8

Communicating on the Telephone 9

Taking Notes in Class I 10

Taking Notes in Class II 11

Interviewing 12

Interviewing with Technology 13

Communicating Nonverbally I 14

Communicating Nonverbally II 15

Making Introductions 16

Speaking Informally I 17

Speaking Informally II 18

Speaking Formally 19

Reports: Speaking to Demonstrate 20

Reports: Speaking to Inform 21

Reports: Speaking to Persuade 22

Reports: Speaking to Entertain 23

Reports: Reviewing Books and Films 24

Presenting an Oral Interpretation of a Poem 25

Brainstorming 26

Conducting Group Meetings 27

Listening and Speaking in a Debate 28

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The Listening and Speaking Activities booklet

pro-vides five pages of teacher notes and twenty-three

diverse classroom activities Teacher notes explain

the listening and speaking skills that each activity

is meant to develop Guidelines for facilitating

discussion are included The numbered items

below answer the worksheet questions Activity

pages give students directions for completing the

activity, suggestions for mastering the skills, and

questions that help students learn from their

individual and group efforts

Listening and speaking skills require practice,

stimulation, direction, and application The

activ-ities, tips, and questions work together to bring

about learning through a variety of creative,

interactive experiences Students may reflect on

these challenges through discussion in class, in

small groups, or through writing Students learn

from one another through cooperative learning

activities that connect both to real-world

experi-ences and across the curriculum to other areas of

knowledge and interest

Activity 1—Listening Actively I (page 6)

Objective: To listen carefully and repeat given

directions

Suggestion: Make sure each group has adequate

meeting space For this activity to be effective,

students must be relatively free of distractions

1 Answers should indicate an understanding of

transition words and phrases that link the

steps in a set of directions

2 Answers should reflect critical analysis of

the speaker’s ability to give directions

3 Answers should include specific techniques for

improving listening skills

Activity 2—Listening Actively II (page 7)

Objective: To listen to a description and identify

the place being described

Suggestion: Remind students to provide

enough—but not too much—information.Details should set the scene but not give the loca-tion away

1 Answers should reflect that interesting details

maintain the listener’s attention and providehelpful or intriguing clues

2 Answers should include examples that support

students’ opinions

3 Answers should suggest that taking notes is an

aid in retaining facts and key ideas

Activity 3—Listening Critically (page 8)

Objective: To analyze how dialogue, sound

effects, and background music contribute to amovie

Suggestion: If possible, choose a scene that

includes exciting action or melodrama from amovie students are not likely to recognize

1 Answers should include specific details from

the movie scene

2 Answers should take into account a variety of

responses

3 Answers should reflect that these elements

enhance the audience’s reaction to the film.Audience members participate by filtering thesounds they hear through their own experi-ences and associations

Teacher Notes

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Activity 4—Communicating on the

Telephone (page 9)

Objective: To practice telephone skills by

simu-lating a variety of telephone situations

Suggestion: Before beginning, invite the class to

identify a variety of situations that involve the

telephone

1 Answers should indicate an awareness of how

the caller’s tone of voice changes depending

on the purpose of the call

2 Answers should reflect individual student’s

reactions to the telephone skills of others

3 Answers should include specific benefits of

using proper telephone skills

Activity 5—Taking Notes in Class I

(page 10)

Objective: To practice note taking.

Suggestion: Review commonly used note-taking

shorthand, such as the symbols for the words at

(@) and therefore (three dots in a triangle) and

the use of arrows to indicate steps in a process

1 Answers should reflect a critical analysis of the

note-taker’s ability to capture important

infor-mation from the class lecture

2 Answers should reflect the partner’s

assess-ment of the notes

3 Answers should include specific techniques for

improving note-taking skills

Activity 6—Taking Notes in Class II

(page 11)

Objective: To practice the two-column format

for taking notes

Suggestion: Before students begin the activity,

model this note-taking method on the board,

using a subject you have covered recently Give

examples of thoughtful questions that may result

from this technique

1 Answers should include specific examples

from students’ experiences

2 Answers should reflect the different learning

styles of individual students

3 Answers should include specific reasons for or

against recommending this technique

Activity 7—Interviewing (page 12)

Objective: To prepare for and conduct an

interview

Suggestion: Monitor students’ choice of subjects

and questions to maintain an atmosphere ofcourteous curiosity and to avoid repetition

1 Answers should reflect a critical analysis of

interview questions

2 Answers should demonstrate an

understand-ing of the merits of specific questions

3 Answers should include specific suggestions

for helping an interview subject shareinformation

Activity 8—Interviewing with Technology

Objective: To understand how the use of video

affects how students speak and listen during aperson-on-the street interview

Suggestion: Monitor students’ choice of topics

for appropriateness and interest

1 Answers should demonstrate an

understand-ing of how unspoken language communicatesinformation

2 Answers should reflect an understanding of

how listening and speaking strategies changedepending on the task at hand

3 Answers should be based on a critical analysis

of the interview process

Teacher Notes

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Activity 9—Communicating Nonverbally I

(page 14)

Objective: To communicate by using and

observing nonverbal clues

Suggestion: Begin by asking students to

demon-strate commonly understood gestures (such as

those for eating, drinking, and choking) and

facial expressions (such as those for happiness,

anger, and sadness)

1 Answers should indicate an understanding of

the importance of nonverbal clues

2 Answers should reflect a thoughtful evaluation

of the performer’s use of nonverbal expression

and of students’ skill in interpreting it

3 Answers should demonstrate an

understand-ing of how nonverbal clues enhance the

spo-ken message

Activity 10—Communicating Nonverbally II

(page 15)

Objective: To use nonverbal communication to

enhance the reading of a children’s story

Suggestion: Point out that nonverbal

communi-cation is an important part of storytelling Ask

students to recall performances in which

non-verbal communication was used successfully

1 Answers should indicate students’ awareness

of listener response

2 Answers should demonstrate an

understand-ing of the relationship between facial

expres-sion and gestures and the spoken word

3 Answers should include specific techniques for

incorporating nonverbal communication into

literature readings

Activity 11—Making Introductions

(page 16)

Objective: To practice making introductions

between people of varied backgrounds

Suggestion: Encourage students to create

imagi-nary personas that are quite different from

them-1 Answers should demonstrate an awareness of

conversation-starting techniques

2 Answers should reflect students’ individual

experiences and temperaments

3 Answers should include specific ways that

speaking, listening, and nonverbal cation work together during an introduction

communi-Activity 12—Speaking Informally I (page 17)

Objective: To use verbal and nonverbal

commu-nication techniques in an informal discussion

Suggestion: With the class, brainstorm to list

characteristics of a negative trait, such as greed,jealousy, or impatience

1 Answers should reflect individual group

experiences

2 Answers should include specific techniques

that students found persuasive

3 Answers should include examples from the

discussion that support the opinionsexpressed

Activity 13—Speaking Informally II (page 18)

Objective: To use careful listening, speaking, and

cooperative decision-making skills to make arecommendation

Suggestion: Emphasize the cooperative nature of

this activity Point out that each member of thegroup should contribute and listen respectfully tothe ideas of other group members After studentshave finished, consider having a vote on the bestfive ideas

1 Answers should reflect each group’s unique

experience

2 Answers should demonstrate a critical analysis

of the group’s performance and include cific techniques for improving group-memberparticipation

spe-3 Answers will reflect individual experiences and

Teacher Notes

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Activity 14—Speaking Formally (page 19)

Objective: To adapt personal language, speaking

rate and pitch, and gestures to suit a formal

speech

Suggestion: Allow plenty of time for students

to gather ideas, either by prewriting or by

brainstorming

1 Answers should reflect an understanding of

the difference between informal and formal

speech

2 Answers should indicate students’ thoughtful

evaluation of their classmates’ speeches

3 Answers, based on examples from speeches

students have heard, should include specific

public speaking techniques

Activity 15—Reports: Speaking to

Demonstrate (page 20)

Objective: To work cooperatively with a partner

to plan and produce a videotaped “how-to” show

Suggestion: Point out that word choice, visuals,

and the complexity of the task should be

appro-priate for the intended audience Remind

stu-dents to use clear transition words to signal the

various steps in the process

1 Answers should reflect critical analysis of

stu-dents’ demonstrations and include specific

techniques to consider in future presentations

2 Answers should demonstrate an

understand-ing of the importance of effective visuals in a

demonstration

3 Answers should include specific examples to

support students’ ideas

Activity 16—Reports: Speaking to Inform

(page 21)

Objective: To use effective speaking skills to

communicate knowledge

Suggestion: If students have difficulty coming

up with topics, suggest that they recall recent

essay questions they’ve answered, describe a

scientific process, or explain a historic event

1 Answers should demonstrate an

understand-ing of the interests and perspectives of eachaudience

2 Answers should reflect a critical analysis of

student speeches and audience reaction

3 Answers should include specific strategies for

improving the speech

Activity 17—Reports: Speaking to Persuade (page 22)

Objective: To practice speaking persuasively in

real-life situations

Suggestion: Before beginning the activity,

encourage students to review the persuasivestrategies described in their textbook or strategiesthey have used successfully in the past

1 Student answers should demonstrate how they

used their voices to enhance the informationbeing presented

2 Answers should reflect a critical analysis of

persuasive techniques

3 Answers should indicate students’

understand-ing of the role organization plays in sion and include examples from the activity

persua-Activity 18—Reports: Speaking to Entertain (page 23)

Objective: To use verbal and nonverbal

commu-nication skills to amuse an audience

Suggestion: Before beginning, give examples of

appropriate material Try to provide ample spacefor each group For this activity to work

effectively, students must be relatively free ofdistraction

1 Answers should reflect thoughtful evaluation

of group member’s performances

2 Answers should demonstrate an

understand-ing of successful storytellunderstand-ing techniques

3 Answers should include specific examples

from a speech presented to the group

Teacher Notes

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Activity 19—Reports: Reviewing Books and

Films (page 24)

Objective: To practice persuasive

communica-tion skills in a radio review

Suggestion: Remind students that in radio,

verbal skills are particularly important

1 Answers should indicate thoughtful evaluation

of various persuasive techniques

2 Answers will reflect a range of experiences.

3 Answers should show an understanding that

facts lend credibility to a reviewer’s opinions

Activity 20—Presenting an Oral

Interpretation of a Poem (page 25)

Objective: To use voice, facial expression, and

gestures to present an oral interpretation of a

poem

Suggestion: Before students begin, model a

poetry reading, using a selection with which

stu-dents are familiar Ask stustu-dents to discuss

tech-niques they found particularly effective

1 Answers should reflect an awareness of the

relationship between voice, body language,

and message

2 Answers should indicate an awareness of the

benefits of reading poetry aloud versus

read-ing it silently

3 Answers should reflect a variety of experiences

and responses

Activity 21—Brainstorming (page 26)

Objective: To practice the skills necessary for a

fruitful brainstorming session

Suggestion: Explain the brainstorming

tech-nique sometimes called “king of the hill.” In this

technique, the group uses the latest idea accepted

by the group This idea is considered “king (or

queen) of the hill” until it is replaced by another,

more universally accepted idea

1 Answers should indicate students’

receptive-ness to new ideas

2 Answers should reflect thoughtful evaluation

of each group’s brainstorming session

3 Answers should include specific ways this

strategy enhanced the brainstorming process

Activity 22—Conducting Group Meetings (page 27)

Objective: To learn by assuming a variety of

roles in a group meeting

Suggestion: Before students begin their

meet-ings, discuss the attributes necessary to performeach role successfully

1 Answers should reflect an understanding that

the behavior of group members will vary withthe task at hand

2 Answers should show an understanding of

how an individual’s communication styleaffects his or her performance in a meeting

3 Answers should reflect a variety of techniques

to ensure inclusion, cooperation, and consensus

Activity 23—Listening and Speaking in a Debate (page 28)

Objective: To practice effective listening and

speaking skills in a debate setting

Suggestion: Show students a videotaped portion

of a famous debate As a class, critique the formances of each participant Remind students

per-to keep successful strategies in mind as theyconduct their own debates

1 Answers should reflect a critical analysis of the

information presented

2 Answers should include specific techniques

and an evaluation of their effectiveness

3 Answers should indicate an understanding of

the relationship between listening and ing in a successful debate

speak-Teacher Notes

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Name Class Date

Activity

Have you ever asked someone for directions, only to forget them once you were on your way? How

can you be sure you understood the directions perfectly? You have to listen for all of the key points,

turns, and landmarks in order to be able to reach your destination If you miss some important

information, you might end up where you started: asking for directions

In a group of four people, practice giving and receiving directions to a place at least six blocks from

your school The first person gives a set of directions to the person on his or her right, who, in turn,gives the directions to the next person, and so on The last person to receive the directions says

them out loud As a group, discuss how accurate the final directions are

Questions for Response or Discussion

1 Which verbal clues helped you recognize each step in the directions?

2 Which part of the directions, if any, caused confusion?

3 How might you improve your listening skills in this situation? What can a speaker do to help the

listener understand directions?

1 Listening Actively I

Tips for Active Listening

• Clear your mind of distractions and concentrate on the speaker’s words

Identify the each step or turn you must take

• If you don’t understand something, ask a question Asking questions right

away helps avoid confusion later on

• If a certain part of the directions is important, repeat it to the speaker to make

sure you have understood correctly

• If you have taken notes, review them as soon as possible after the conversation;

fill in any information you may have left out

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Working in a small group, take turns describing a place you’ve visited recently For example, youmight describe a library, a mall, or a nature trail Include details such as sights, sounds, smells, andtastes that you associate with the place; however, don’t identify the place you are describing Youmight want to jot down some ideas before describing the place to the group

As you listen to each group member, take notes and ask questions when you don’t understandsomething or want more information On a sheet of paper, write down the place you think theperson is describing When everyone has had a turn, share your guesses with the group As a group,discuss each description What details helped you identify the place? What could the speaker havedone to make it easier or more difficult to guess the place?

Questions for Response or Discussion

1 How accurate were your guesses of each person’s place? How did the details help or trick you?

2 What kinds of details were most effective? Which were least effective?

3 How does taking notes help make you a better listener?

2 Listening Actively II

Tips

• Provide as many concrete details as possible, such as the musty smell of oldbooks, the gentle swishing of leaves, or the constant bumping into people dur-ing the busy shopping season

• Describe what you are doing without giving away the location For example,say you are walking slowly and peering at many objects, your heart is racingand you are sweating, or your arms and feet are tired after your long day at theplace

• When asking questions about the descriptions, try to find out how the tion affects the five senses or what the person is physically doing while there

loca-Name Class Date

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Name Class Date

Moviemakers pay great attention to the sounds that accompany their films Every sound—from the

dialogue, to the musical score, to the sound effects—contributes to the total effect of the film Your

teacher will play a scene from a videotaped movie with only the sound on Listen to the dialogue,

the musical score, and the sound effects to get a sense of the action in the scene Jot down details

that you hear and note what they tell you about the action in the scene

Write notes about what you heard Try to answer the questions who, what, when, where, and why as

you summarize the movie scene Then share your summary with a group of three other students

Questions for Response or Discussion

1 What details from the movie scene had the greatest impact on you?

2 How did other members of the group react to the scene?

3 What do sound effects, music, and dialogue contribute to a movie? How does the movie audience

have to participate in the process?

3 Listening Critically

Tips

• Try to notice what sounds catch your attention in the movie scene and how

the sounds influence your reaction to the scene

• Identify the sound effects in the scene How do they affect the listener’s

feelings about the scene?

• Compare other group member’s reaction to the scene to your own Think

about how personality influences the way people listen and respond to

different sounds in a movie

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Sit back-to-back with a partner and take turns pretending to speak to each other on the telephone

At the beginning of the call, the caller should identify himself or herself and state the purpose ofthe call, such as to ask for directions, invite someone for dinner, inquire about a part-time job, orintroduce oneself to a prospective baby-sitting client The person receiving the call should act as theperson to whom the call is directed After each person has placed two calls, discuss what went welland which aspects of the telephone communication could have been improved

Questions for Response or Discussion

1 How does a caller’s tone of voice vary with the purpose of the phone call?

2 How did the caller’s tone, preparedness, and questions influence your enthusiasm for the call?

3 Explain the importance of making a good impression on the telephone.

4 Communicating on the Telephone

Tips for the Caller

• Identify yourself immediately State the purpose of your call

• Speak clearly and politely

• Provide as much information as possible, such as the date and the time of thedinner, your recent work experience, or the names of people for whom you’vebaby-sat in the past

• Ask appropriate questions to show the listener you are serious about the subject

Tips for the Listener

• Speak clearly and politely

• Ask questions that you think the person in the situation might ask

• Answer the caller’s questions in the manner that someone in the situationwould respond

Name Class Date

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Name Class Date

Taking clear and thorough notes is an important part of your study routine As you take notes

dur-ing class or while you read, you will develop your own note-takdur-ing system, with certain shorthand

symbols that you alone understand Be sure that you are using symbols and abbreviations that you

will understand later, especially when you are studying for mid-term or final exams

Take notes for one class period of science, math, or history Share your notes with a partner who is

in the same class and ask for feedback on the thoroughness and clarity of your notes

Questions for Response or Discussion

1 How complete and clear were your notes?

2 Was your partner able to understand the concept by reading your notes?

3 How can you make sure you better capture the main idea of a lecture in your notes?

5 Taking Notes in Class I

Tips

• Make sure the speaker has completed a key idea before writing it down

• Keep listening as you take notes Stay alert so that you don’t miss important

information as you write

• Keep your notes brief Don’t try to write down everything the speaker says

You don’t need complete sentences

• If possible, use graphic aids to organize information clearly Charts, pictures,

tables, or even arrows and lines can help you remember how points are

related

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Activity

When you are studying a challenging topic, you may think of many questions as you read or listen

to a lecture To help you organize your ideas, use a two-column format when you take notes Oneach page you will use for notes, make a large T over the whole page Write the subject of the classacross the top of the T During class, write your notes on the left side of the vertical line Use what-ever shorthand you normally use when taking notes After the class, use the right side of the verticalline to record your comments or questions at the appropriate point in the notes This approach letsyou use your notes or even the teacher’s own words to help you phrase your questions

Questions for Discussion or Review

1 How did this form of note taking allow you to interact with the new information?

2 What kinds of questions did you write in the right-hand column? How did the format help you

clarify your thinking?

3 Would you recommend this form of note taking to a classmate? Why or why not?

6 Taking Notes in Class II

Tips

• Repeat the two-column format on as many pages as necessary

• Place your questions so that they line up with the notes on which they arebased

• Refer to your notes as you write your questions This will help you writethoughtful and complete questions

Name Class Date

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Name Class Date

Activity

Identify a person in your community whom you find interesting, amusing, or courageous Write a

list of questions you’ve always wanted to ask this person However, be careful not to pry into the

interview subject’s personal life Ask the person for permission to interview him or her and arrange

a time Conduct your interview and write a brief human-interest story about the person Share the

story with the subject of your interview and discuss how well your story reflects what was discussed

in the interview

Questions for Response or Discussion

1 Which questions let your subject reveal the most about himself or herself?

2 Why are specific questions better than general ones?

3 How can an interviewer encourage an interview subject to share information?

7 Interviewing

Tips

• Start your interview with general questions As you learn more about the

person, make your questions more specific

• Ask open-ended questions, such as those that begin with why or how.

Open-ended questions invite the speaker to expand on ideas

• Listen closely to your subject’s answers and create follow-up questions from

these responses