s. battye and d.j. wort ncea level 1 english workbooks · ncea english workbook as 1.6 - construct...

Electronic

Workbooks

S. Battye and D.J. Wort

NCEA LEVEL 1English Workbooks

NCEA LEVEL 1

CONS

TRUCT & DELIVER ORAL TEXT1.6

INTERNAL ASSESSMENT

S. Battye and D. J. Wort

ISBN 978-1-877567-47-6

National Certificate of Educational AchievementNational Certificate of Educational Achievement

Sigma English WorkbookNCEA Achievement Standard 1.6

Construct and Deliver an Oral Text

Sigma English WorkbookNCEA Achievement Standard 1.6

Construct and Deliver an Oral Text

List of Contents

Task 18 - Visual Aids Task ……………………………………………..23

Task 19 - Writing Your Speech …………………………………….24-26

School Debating ………………………………………………………..27

Selecting a Moot ………………………………………………………..27

The Rules of Debating …………………………………………………28

Format for the Debate ……………………………………………...29-31

Task 20 - Plan a Debate ……………………………………………31-33

Task 21 - Drafting Your Debate Speech ………………………….34-36

Task 22 - Practising Your Debate Speech …………………………...37

Requirements of a Report ………………………………………..……38

Task 23 - Planning a Research/Oral/History/Oral Report Project Report …38

Task 24 - Writing a Research/Oral/History/Oral Report Project Report …39-42

Requirements of a Seminar ………………………………………..….43

Task 25 - Planning the Seminar ……………………………………….43

Task 26 - Drafting the Seminar Speech ………………………….44-46

Requirements of a Monologue ………………………………………..47

Task 27 - Planning the Monologue …………………………….….47-48

Task 28 - Writing a Monologue ………………………….…………49-50

Requirements of an Oral Book or Film Review ………………………51

Task 29 - Planning an Oral Book or Film Review …………………51-52

Task 30 - Writing an Oral Book or Film Review ………………….53-54

Requirements of Telling a Story ……………………………………….55

Task 31 - Planning for Oral Story Telling …………………………55-56

Task 32 - Writing an Oral Story ………………….………………...57-58

Achievement Criteria AS 1.6 ………………….……………………….59

Allocating Grades for Achievement Standard 1.6 ………………….59

Example Speech for AS 1.6 (Extract) Final Draft …………………...60

Example Speech - Visuals ………………….………………………....61

Answers to Tasks ………………………...……………………………..62

Understanding the Standard ……………………………………………1

Training for English AS 1.6 ………………………………………………2

Task 1 - Keep a Listening/Speaking/Viewing/Presenting Log …………3-4

The Structure of Oral Texts ……………………………………………..4

Task 2 - Effect of a First Person Viewpoint …………………………….5

Task 3 - Effects of the Viewpoint ………………………………………..5

Task 4 - Viewpoint Comparison …………………………………………6

Choose a Speech Topic …………………………………………………6

Task 5 - Speech Topic Short List ……………………………………….6

Task 6 - Brainstorming a Speech Topic 1 ……………………………..6

Brainstorming - A Mind Map Example ………………………………..7

Task 7 - Brainstorming a Speech Topic 2 ……………………………..8

Select a Viewpoint to Write From ………………………………………9

Task 8 - Brainstorming and Impact …………………………………….9

Task 9 - Notemaking for your Topic ……………………………………10

Task 10 - Structure ………………………………………………….11-12

Aspects of Language in Oral Text Glossary ….……………………..13

With ‘Purpose’ but also ‘Appropriate’ ….……………………………..14

Language of Speech Making ….……………………..……………….14

Task 11 - The Language of Speech 1 ………………………………..15

Task 12 - The Language of Speech 2 ……………………………16-17

Task 13 - The Language of Speech 3 ………………………………..17

Task 14 - Your First Draft …………………………………………..18-20

Appropriate Body Language ………………………………………….21

Task 15 - Body Language 1 ……………………………………………21

Task 16 - Body Language 2 ……………………………………………22

Varying Your Voice ………………………………………….…………..22

Task 17 - Voice Techniques …………………………………………...22

Planning Visual Aids ………………………………………….………..23

Electronic

Workbooks

S. Battye and D.J. Wort

NCEA LEVEL 1English Workbooks

NCEA LEVEL 1

CONS


INTERNAL ASSESSMENT

NCEA English Workbook AS 1.6 - Construct and Deliver Oral Text © Sigma Publications Ltd 2017 ISBN 978-1-877567-47-6 [PDF Workbook V 1.2 : Only for use in NZ schools under a signed user license]

This file licensed forschool use only in

20187 Brainstorming a Speech Topic

Brainstorming - A Mind-Map Example

Almost all the great speeches, even if performed without notes, began as pieces of writing and you should brainstorm for your speech almost as for an essay. The structure of the brainstorm below includes all the expected kinds of ‘idea’; you will need only some of them.

Topic : ………………………………………………Animal Cruelty The information contained in this brainstorm comes from the example speech used at the end of this chapter.

fictio

nal s

tories

infor

mation

observations

opinions

the reality check

what value?

I want

I see

I felt thenmy story

I believe

others believe

the problem

newinformation

what happened

I respond

the reality check I feel now

meaning for me/you

experts say

the solution

true

sto

ries

dreams

issues

feelings

Governmentpassed law

against cruelty to animals -

Animal Welfare

Act

Tougher penalties

Better legalprotection for

animals

1 Care for yourpets

2 Encourage others to care for

theirs3 Report

abuse

1 Meat industryfacts

2 Rodeos(cruelty for

entertainment)

1 Neglect2 Ignorance3 Deliberate

cruelty

cruelty to animals is wrong

same thing (ILPH, SPCA)

© Sigma Publications Ltd 2018



201811 Speech Structure

It is important to give time to deciding the structure for your speech. For some tasks, like a mihi or a debate, there are some guidelines to structure that you need to respect. For most situations, and certainly for the formal speech, there is a natural order to do things, and the ideas that follow also have value for mihi and debating.

Before you decide on the order of things in your speech, you need to decide what the things will be. Variety is the key to being interesting.

Formal and Natural Structure

Task 10 Structure

1 Look at your brainstorm on Page 7. Use a highlighter to show the ideas that you will use in your speech. If you can highlight ideas from three or more rays, you will ensure that your speech text has variety.

2 Record (in note form) the ideas that you will develop at these points in your speech.

3 Your topic title : ………………………………………………………………………

…………………………………………………………………………………………

………………………………………………………………………………………… [Hint : you can use these pages as a guide to writing your final version of your speech.]

OpeningBegin with somethingdramatic: a shocking

fact, a challenge,a question, e.g.“Have you ever

wondered...”

Formal AddressThis is directed to your audience, e.g. “Good morning, Miss Wright

and class.”

Outline theMain Topics

This is like the introductionof a formal essay. It helps the audience follow you

and shows you have planned your speech.

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……………………………………………………………………………………………………………………Task 10 continues on next page




201814 Formality and Impact

With ‘Purpose’ but also ‘Appropriate’

Language of Speech Making

You need to understand what language is appropriate for your speech. You should decide based on who your audience is, where you are, and what purpose you have in delivering your speech. In the audience there will be your friends and others including one or more teachers whom you do not know well and to whom you are expected to show respect and courtesy. The situation will be formal - you are doing something important where rules have to be respected. You need to appear convincing, organised, aware and confident. So, even at the most informal end of the scale, you need to be quite formal most of the time. The more serious your purpose and the deeper your feeling, the more formal your language will need to be.

However, you are a teenager talking to teenagers. There will be times when you can slip into informal language in order to command attention as Excellence requires, and still meet the requirements to be appropriate. You may be quoting someone who was speaking informally, you may be dramatising an informal conversation or you may be humorously offering a ‘translation’ for your audience of something which was expressed in grand or difficult wording. It needs to be clear to your marker that the informal language was used deliberately and as an exception.

You need a knowledge of which aspects of language make a speech more convincing and a way to make this happen in your speech. The best techniques reflect the situation : it is a face-to-face encounter, your words need to have an instant effect and you are being heard, not read.

Now you can’t say something better until you have something to say. For most people the best way to do this is to write the first draft of your speech in plain English with a clear structure like that on page 11. Then you re-write, leaving ideas and structure as they are, but using techniques from the list below to be more convincing.

Repetition Create emphasis and link ideas. Experiment with repetition by saying it out loud, not just reading it silently. Evaluate the effect. Example : Piercings are cool. The pain is cool. The infections are cool. Snagging them and tearing your flesh is cool.

Rhetorical Questions Create the illusion of a two-way communication with your audience by asking a question only for effect, not to seek information. The answer needs to be obvious and the purpose will be clear that you want to make the audience think about a subject. Example : Why is it that people who live in glass houses should not throw stones?

Imperatives Challenge the audience because you are telling them what to do. They will at least consider doing what they’re told. Example : Think about how far we’ve come since students had to do their school work on a piece of slate.

Exclamations Communicate your emotions and give a spontaneous look to a prepared speech. Example : If I start learning now I can get a full driver’s licence in two years. Yay! Freedom!

Hyperbole Use exaggeration to make an impact on an audience. Example : There are millions of cats which freely roam our streets and backyards at night.

Analogy Explain a new idea by comparing it to something more familiar. Example : The way electrons move around the nucleus is like the way the planets orbit around the sun.

Irony Create interest because the audience knows you mean the opposite of what you are saying. It can create humour. Example : I really love tests; they are the highlight of the week. When I leave school my life will be over.

Simile Use like or as to make a comparison between an abstract idea and a concrete image to explain a point. Example : Life is like a box of chocolates.

Metaphor Create interest by using a metaphor where you compare one thing with another by saying it is the other. Example : We all know people who are broken hearted about their lives.

Proverbs / Clichés Use familiar easy-to-understand sayings. They seem wise just because they have been around for ages. Example : So what if she’s older than me, I can still ask her out : Faint heart never won fair lady, as they say.

Allusion Create interest by making a reference to a place, person, or something that happened in the past that your audience will recognise. Example : Behaving like Hitler gets you absolutely nowhere in a tramping club.

First-person Language Make use of ‘I’ statements and ‘we’ statements for personal interest and to make the audience feel included. Example : If we don’t act together now on global warming, the human race itself could be at risk.

Second-person Language Is a direct address to the audience. Calling them ‘you’ makes them feel involved. Example : You are going to hear something that can change your lives.

Listing Give the impression of having a great deal of knowledge or knowing a weight of evidence. Example : What can we do to stop our society decaying through over-eating, drinking and continuing to smoke despite the statistics for diabetes, alcohol related crime and lung disease?

Quotation Use quotations which will connect with the memories of your audience. Quotations seem wise and true. Example : “At the going down of the sun, and in the morning, we will remember them.”




201861 Example Speech - Visuals

Visual Impact in the Presentation

Speaker’s Stance

• Upright stance reinforces formal situation and serious purpose.

• Standing beside, not behind, table shows confidence, openness to audience.

• Cue cards held low to minimise distraction.

Using Visual Aids

• Powerpoint display adds visual variety and supports the ideas.

• Images of neglect/abuse give emotional impact to the speech.

• Speaker integrates the image into the explanation as shown by pointing.

Facial Expression

• Expression varies to reinforce changes in subject.

• Expression shows personal feeling convincingly.

• Sincere, direct look invites sympathetic response.

Using Gestures

• Gesture (and movement generally) focuses attention on the speaker.

• Finger-counting gesture emphasises the three actions the audience can take.

• Cue cards have been put away to give freer movement for the finish.


NCEA English Workbook AS 1.3 - Unfamiliar Written Texts © Sigma Publications Ltd 2017 ISBN 978-1-877567-26-1 [PDF Workbook V 1.2 : Only for use in NZ schools under a signed user license]

NCEA LEVEL 1EnglishWorkbooks

NCEA LEVEL 1

STUD

IED WRITTEN TEXTS1.1

NCEA LEVEL 1

FORMAL WRITING

1.5

NCEA LEVEL 1

STUD

IED VISUAL OR ORAL TEXTS1.2

NCEA LEVEL 1

CREATIVE WRITING

1.4

NCEA LEVEL 1

UNDE

RSTA

NDING VISUAL / ORAL TEXTS1.11NCEA LEVEL 1

RESP

ONSES TO READ TEXTS1.10

NCEA LEVEL 1

INFO

RMATION LITERACY SKILLS1.9

NCEA LEVEL 1

CONN

EC

TIONS ACROSS TEXTS1.8NCEA LEVEL 1

CREA

TE A VISUAL TEXT1.7

NCEA LEVEL 1

CONS


NCEA LEVEL 1

UNFA

MILIAR WRITTEN TEXTS1.3EXTERNAL EXTERNAL EXTERNAL

INTERNAL INTERNAL INTERNAL

INTERNAL INTERNAL INTERNAL

INTERNAL INTERNAL

Class access to the following Level 1 achievement standard PDF workbooks is available only to New Zealand schools under a signed user license with Sigma Publications. Individual students may buy these workbooks via the i-Rite app store. Go to the e-book page on the Sigma website for more information.

Electronic

Workbooks

About the AuthorSusan Battye is an experienced teacher of English and Drama who has taught at secondary schools in Westland and Auckland. The creator of e-media resources for Media Studies, Drama and Dance, Susan’s many English and Drama textbooks are used widely in both New Zealand and Australian primary and secondary schools.

http://www.sigmapublications.co.nz

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