Task A

Task 1

a) Read the paragraph. Do not slide to the next image.

Task 2

a) Read the information on dramatic pause, soft volume, increased volume, and emphasis.

• Open the information on key and refer to the second slide of the paragraph above.

b) Read the paragraph above out loud to your neighbor implementing dramatic pauses, soft volume, increased volume, and emphasis.

Task 3

a) Match the corresponding aspects of facial expressions.
The order for each line is: emotion - usage - picture.
b) Match the corresponding aspects of gestures.
The order for each line is: gesture - effect - usage - picture

Task 4

a) Prepare to perform a short paragraph of a speech implementing speech delivery techniques (task 1, task 2), facial expressions (task 3), and gestures (task 3).

• Choose either one paragraph of your own speech (see task 3.2) or the example paragraph below.
• Copy the paragraph and post it here.
• Freely take notes or highlight the paragraph in order to be able to perform.
• Example paragraph:
  What Ifs
  What if today was your last day? Would you still be afraid to take risks? Would you still hold back your dreams? Or would you finally live? Too often, we wait. We say, ‘Maybe tomorrow.’ But what if tomorrow never comes? Right now, you have a choice. Stay in your comfort zone or step into the unknown. Speak up. Chase your dreams. Be bold. Because one day you won’t have a tomorrow to wait for.

b) Perform the paragraph to your neighbor implementing speech delivery techniques (task 1, task 2), facial expressions (task 3), and gestures (task 3).
c) Give feedback on your own performance by using the sandwich method.
Sandwich method: sth. positive - sth. to improve - sth. positive
d) Give feedback on your neighbor's performance by using the sandwich method.
Sandwich method: sth. positive - sth. to improve - sth. positive

Task 5

a) Discuss criteria that make for an excellent performance of a speech.

• Refer back to speech delivery techniques, facial expressions, and gestures.

b) Create an assessment grid for the performance of a speech.

• Focus on the performance; ignore the content and language.
• Use the collaborative document.

c) Discuss your assessment grids and agree on one as a group.

d) Present your assessment grid to the class.
e) Agree on one set as a class. Save it in the assessment grid - class results document.

Zurück