Workshop on Teaching Public Speaking at Primary Level Budding Public Speakers Network (Primary) Language Learning Support Section, EDB 26 September 2009 (Saturday)

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?

Programme rundown TimeDetail 8.45 am – 9 amRegistration 9 am – 9.15 amWelcome and introduction 9.15 am – 10 amGetting students ready for public speaking at primary level 10 am – amBreak am – am Infusing public speaking into the English curriculum am – am Practical session am – 12 noon Concluding remarks

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

Whowhat whomwhat mediumwhat effects Who is saying what to whom using what medium with what effects? Public Speaking

‘ Public speaking ’ means: ‘ English speaking activities for students to speak in public. ’

Purpose : Students may speak in public to inform convince entertain

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.

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

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…

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?

Public speaking and Basic competency 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)

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

Getting students ready for public speaking at primary level

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

An integrated approach: & public speaking & listening…From reading to writing…

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

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.

Appeal to the 5 senses  Sight  Hearing  Touch  Smell  Taste Use appropriately to arouse students’ interest Increase involvement Improve feelings and tone Identifying senses relevant to the task

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.)

Organise ideas for writing Use graphic organisers to improve the organisation of speech

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…

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

Training public speaking skills: Resources Lesson plans with an infusion of public speaking skills

Training public speaking skills: Resources Learning and teaching materials e.g. games and activities, teaching aids

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 …

–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

How to infuse public speaking into the English curriculum: sample units

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

P5 sample unit Features: - Public speaking skills:  to boost confidence in speaking in front of public  to improve voice projection when speaking in front of public  to use note cards as an aid to prepare for a public speaking task  to organize ideas to express personal experience in front of a large audience  to use questions to draw attention from the audience - Infusion of public speaking into 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

Four skills covered; public speaking skills as the focus READING LISTENINGSPEAKING 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 Studentsexpresstheirpersonalexperience

How to infuse public speaking into the English curriculum: group work

7 Steps to nurture budding public speakers in your school 1.Design an integrated unit plan covering the 4 skills 2.Boost students ’ confidence 3.Help students learn organisation skills 4.Enable students to participate in group work more actively 5.Provide ample of opportunities for students to practise speaking English 6.Align with internal and external oral assessments 7.Give feedback to students through peer and teacher ’ s assessment